What is the relationship between academic performance and sleep quality? It isn’t a surprise that these two attributes of teenage human experience are linked. Even further, you could rightly assume they are causational in some way. In order to really understand this relationship, we have to set our definitions straight. What do I mean exactly when I say academic performance and quality of sleep. Academic performance encompasses many factors: attendance, tardiness, subject level, subject range, reading and writing, mathematical and scientific aptitude, creative thinking etc. It would be difficult to test all of these together. Sleep quality, on the other hand, can be defined more simply: the amount of time a person spends in deep or REM sleep per night. Deep sleep (categorized as stage 3 or stage 4 sleep) is the type of sleep humans need in order to recover both physiologically and mentally. With sleep quality defined this way, it is safe to say that all factors associated with academic performance would benefit if sleep quality were maximized.
Why, then, is such pressure mounted on students to practice, perform and perfect their academic skills oftentimes late into the night where the ability to enter deep sleeps wanes? That is one area where CIA establishes itself apart from the majority of schools. CIA students enjoy shortened night classes with ample time to get their hobbies in before they call it a night. With most clubs and sporting events ending at 10 PM, and classes beginning at 9 AM the next morning, students have more than enough time to get their 8+ hours of sleep in before they do it all over again the next day. With that many hours of sleep, entering deep, restorative sleep is almost a guarantee!