Sleepless in College Town: Causes and Effects of Poor Sleep in College

Students
Introduction
In the dynamic milieu of collegiate life, the pervasive issue of sleep deprivation has emerged as a matter of significant
concern, exerting discernible effects on both the holistic well-being and scholastic performance of students. The
phenomenon colloquially referred to as "Sleepless in College Town" encapsulates the intricate challenge of suboptimal
sleep quality that afflicts a substantial proportion of college students. This scholarly inquiry delves comprehensively
into the intricate tapestry of causal factors and ensuing consequences encompassing the phenomenon of sleep
deprivation among college students, shedding elucidating light upon the underlying determinants and ramifications
inherent to this concern.

As students earnestly endeavor to harmonize the demands of rigorous academic timetables, social commitments, and
individual obligations, the pursuit of restorative sleep often becomes marginalized. Sleep deprivation, typified by
postponed sleep initiation, curtailed sleep duration, and recurrent disruptions in sleep patterns, has taken on an alarming
prominence within the collegiate demographic. Reports have indicated that a notable contingent, up to 60% of college
students, encounter diminished sleep quality, thereby underscoring the saliency of this issue within the academic context
(Schlarb et al., 2017).

This scholarly examination endeavors to comprehensively expound upon the etiological origins and repercussions
associated with sleep deprivation and suboptimal sleep quality amongst college students. By judiciously amalgamating a
diversified compendium of studies and literature, this inquiry seeks to unveil the multifaceted nexus of contributing
factors culminating in sleep deprivation within college students and the widespread implications extending across
multifarious domains of their lives.

The academic milieu, characterized by exacting scholarly demands, augmented exposure to technological interfaces,
and vivacious communal interactions, poses distinctive challenges to the attainment of optimal sleep. This study
meticulously probes these challenges, meticulously dissecting factors such as inordinate daytime somnolence,
heightened attachment to technology, and the inherently social fabric of college life that collectively precipitate the
phenomenon of sleep deprivation. Furthermore, the inquiry undertakes an exploration of the cascading consequences of
disrupted sleep on the physical realm, psychological well-being, and academic attainment.

The pernicious ramifications of sleep deprivation extend beyond the immediate precincts of somnolence. This inquiry
underscores the nexus between compromised sleep quality and sundry physical health vicissitudes, encompassing
jeopardized immune functionality, heightened susceptibility to malignancies, and impaired metabolic equilibrium.
Moreover, the study delves into the intricate interrelationship between sleep and mental health, unveiling the manner in
which sleep deprivation serves to amplify the manifestations of anxiety, depression, and cognitive deficits.

The venerated pursuit of academic accomplishment, an axis of the college experience, is likewise demonstrably
undermined by compromised sleep quality. This examination accentuates the adverse correlation between diminished
sleep and academic triumph, elucidating the manner in which inadequate sleep obfuscates concentrative faculties,
impairs the retentive capacity of memory, and impinges upon cognitive acumen, thereby invariably influencing students'
performance across didactic curricula and evaluative assessments.

Rectifying these challenges mandates a comprehensive approach. The study culminates by pondering potential remedies
aimed at mitigating the prevailing quandary of subpar sleep quality amongst college students. Suggestions such as the
incorporation of pedagogic modules on sleep hygiene within academic syllabi are contended as mechanisms to cultivate
awareness and furnish students with efficacious strategies for the prioritization of sleep. Furthermore, latent avenues for
future research, encompassing the exploration of proclivity towards daytime somnolence amongst college students and
the nexus between sleep and latent psychiatric disorders, are identified as catalysts to advance the cognizance of this
intricate concern.

By delving into the causal antecedents, consequences, and potential interventions concerning compromised sleep quality
amongst college students, this inquiry makes a salient contribution towards the comprehensive comprehension of the
"Sleepless in College Town" phenomenon. Through the amalgamation of extant literature and judicious analysis, this
scholarly endeavor aspires to cast an incisive light upon the multifarious quandaries of sleep deprivation within the
collegiate demographic, thereby engendering the groundwork for evidence-based interventional paradigms that can
substantively ameliorate students' holistic well-being and academic accomplishments.

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Review of literature
The scholarly work titled "Sleepless in College Town: Causality and Ramifications of Insufficient Sleep among
University Scholars," authored by Isabella E. Pandolfo, provides an extensive and systematic exploration of the
causative factors and ensuing implications associated with sleep deprivation and substandard sleep quality within the
collegiate population. Employing a meticulous scrutiny of diverse academic inquiries and research compositions, the
present exposition delves into the intricate stratum of determinants contributing to sleep insufficiency in university
students and scrutinizes the pervasive repercussions on their physiological well-being, psychological equilibrium, and
scholarly performance.

The manuscript inaugurates its discourse by underscoring the ubiquity of sleep deprivation within the student milieu,
emphasizing that an estimable proportion, up to 60% of university students, grapple with compromised sleep quality.
Evident factors encompassing delayed sleep onset, truncated sleep duration, and heightened disruptions in sleep patterns
are detailed as primary instigators of this concerning phenomenon. The narrative is structured along two pivotal axes:
the origins and effects of insufficient sleep, each partitioned into subsections appertaining to specific facets.

Etiological Underpinnings of Inadequate Sleep among University Scholars

Prolonged Daytime Napping: The narrative discerns the frequent and excessive proclivity towards daytime napping as a
pivotal contributor to suboptimal sleep quality among university scholars. Empirical studies spotlighting the adverse
effects of napping on circadian rhythm perturbations, sleep cycle modulation, and subsequent deleterious health
ramifications, such as depressive states, perturbed glucose homeostasis, and augmented cortisol levels, are invoked. The
exposition underscores the correlation between excessive napping and diminished sleep satisfaction and quality.

Influence of Technology: The manuscript delves into the sway of technological interfaces upon sleep patterns of
university scholars, with a specific focus on the utilization of smartphones and computers. The exposition delineates the
manner in which the vigilant tether to technology, including phenomena like nocturnal texting, engenders disruption in
sleep quality and curtails sleep duration. Pre-sleep exposure to device-generated light impedes the timely release of
melatonin, thereby exacerbating the disruptions in sleep patterns. The cumulative influence of these technological
perturbations, coupled with the exigencies of scholarly routines, culminates in chronic sleep deficiency.

Socio-Environmental Factors: The communal nature inherent to university life is explored as an influential contributor
to diminished sleep quality. The exposition engages in a discourse on the "Fear of Missing Out" (FOMO) phenomenon,
which impels students to extend wakefulness hours for the purpose of participating in both digital and physical social
interactions. It accentuates the challenges arising from communal habitation, wherein social engagements, noise, and
the apprehension of missing out on activities collectively meddle with sleep patterns.

Consequences of Inadequate Sleep among University Scholars

Physiological Well-being: The manuscript underscores the imperative role of sleep for physiological well-being,
delineating the manifold manners in which sleep deprivation can impair immune competency, escalate the proclivity
towards malignancies and neurodegenerative pathologies, perturb glucose regulation, and intrude upon appetite and
weight regulation. Fatigue, immune compromise, and heightened vulnerability to an array of health maladies are
highlighted as symptomatic consequences of sleep deficiency.

Psychological Cognition and Function: A comprehensive panorama of the ramifications of insufficient sleep upon
psychological well-being and cognitive functionality is meticulously outlined. The exposition espouses the assertion
that sleep insufficiency is entwined with cognitive deficits, diminished concentration, compromised memory retrieval,
and diurnal functional impairment. Empirical underpinnings evidencing links between sleep deprivation and
symptomatic expressions of anxiety, depression, and attentional deficits are brought to the fore. The exposition
underscores the bidirectional interplay between sleep aberrations and psychological disturbances.

Scholastic Performance: The manuscript scrutinizes the detrimental impact of suboptimal sleep on scholastic
achievements. It accentuates that sleep-related challenges precipitate lateness to classes, absences, diminished Grade
Point Averages (GPAs), and subpar examination performance. The narrative underlines the pivotal role of conducive
sleep practices and quality sleep in engendering optimal cognitive functioning and thereby fostering academic success.

Potential Avenues for Amelioration and Future Inquiry

The manuscript proffers plausible strategies to mitigate the pervading conundrum of sleep insufficiency within the
university domain. It proclaims the viability of integrating pedagogic modules concerning sleep hygiene into the
academic curriculum, thereby imparting cognizance of sleep's significance and furnishing strategies for the amelioration
of sleep practices. Additionally, the manuscript identifies domains warranting further scholarly inquiry, including an
exploration of the causative substrates for heightened daytime napping tendencies among university scholars and an
incursion into the interrelation between behavioral strategies, sleep education, and mood and anxiety mitigation. The
necessity for personalized interventions catering to specific sleep and psychological concerns is underscored.

Synthesis and Termination

In summation, "Sleepless in College Town: Causality and Ramifications of Insufficient Sleep among University
Scholars" stands as an exhaustive elucidation of the intricate causal underpinnings and attendant ramifications tied to
sleep deprivation and substandard sleep quality amidst university scholars. The manuscript accentuates the adverse toll
exacted upon physiological well-being, psychological equilibrium, and scholarly accomplishments. Offering
perspicacious insights into prospective ameliorative measures, such as pedagogic interventions, it underscores the
urgency of continued inquiry to both apprehend and redress sleep-related predicaments within the academic realm.

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Abstract
This article is an examination of the various causes and effects of sleep deprivation and poor sleep quality in college
students. Using various studies and articles as evidence, this review explores the causes of sleep deprivation in college
students, and addresses the ways in which other parts of one's well-being may suffer as a result of sleep deprivation.
The nature of life as a college student is not conducive to good quality sleep or sufficient amount of sleep, and the
various detrimental factors to sleep quality, such as napping, technology, and social factors contribute to problems in
other areas. According to existing literature, circadian rhythm-disrupting excessive napping, hyper-vigilance to
technology, fear of missing out, and the social nature of life in a dorm room all contribute to sleep deprivation.
Consequent problems in the areas of physical health, mental health, and academic performance are common. Such
problems include weight gain, immune system deficiency, increased risk for cancer and Alzheimer’s, stress, anxiety,
depression, poor memory and decreased concentration, lower grades and poorer test performance. Additionally, this
review addresses possible solutions to the poor sleep quality that seems to be inherent in college life, such as sleep
hygiene courses incorporated into program requirements, as well as areas for further research, such as the desire for
college students to nap.

Keywords
sleep deprivation, sleep quality, college students, causes, effects
 Sleepless in College Town: Causes and Effects of Poor Sleep in
College Students
Isabella E. Pandolfo
Abstract: This article is an examination of the various causes and effects of sleep deprivation
and poor sleep quality in college students. Using various studies and articles as evidence, this
review explores the causes of sleep deprivation in college students and addresses the ways in
which other parts of one's well-being may suffer as a result of sleep deprivation. The nature of
life as a college student is not conducive to good quality sleep or sufficient amount of sleep, and
the various detrimental factors to sleep quality, such as napping, technology, and social factors
contribute to problems in other areas. According to existing literature, circadian rhythm-
disrupting excessive napping, hypervigilance to technology, fear of missing out, and the social
nature of life in a dorm room all contribute to sleep deprivation. Consequent problems in the
areas of physical health, mental health, and academic performance are common. Such problems
include weight gain, immune system deficiency, increased risk for cancer and Alzheimer’s,
stress, anxiety, depression, poor memory and decreased concentration, lower grades, and poorer
test performance. Additionally, this review addresses possible solutions to the poor sleep quality
that seems to be inherent in college life, such as sleep hygiene courses incorporated into
program requirements, as well as areas for further research, such as the desire for college
students to nap. Keywords: sleep deprivation, sleep quality, college students, causes, effects

College students are some of the most sleep Causes of Poor Sleep in College Students
deprived people in the country (Otenyo,
2015). In fact, up to 60% of college students Napping
suffer from poor sleep quality (Schlarb et
One possible cause of poor sleep is frequent
al., 2017). Poor quality sleep can result from
or excessive napping, which college students
a number of things, including delayed sleep
often fall victim to. In a 2015 study by Ye,
onset, decreased sleep duration, and
75% of participants reported napping in the
increased number of sleep disturbances.
month prior to the survey, with 42.9%
These sleep problems can impact the health
reporting having napped at least once per
and daily life of college students. This
week. According to the National Sleep
literature review will address the common
Foundation, napping, especially at night, can
causes of poor sleep and the physical,
alter the sleep cycle by shifting circadian
mental health, and academic impacts of poor
rhythms. Since napping after 2 pm results in
sleep in college students, by reviewing and
more slow-wave sleep, you might have
synthesizing existing research, as well as
trouble falling asleep at a reasonable time
discuss possible solutions and opportunities
later that night (Pacheco, 2020). This may
for further research. The review will be
lead to negative health consequences such as
organized into two sections, causes, and
depression, decreased glucose tolerance and
effects, as well as subsections addressing
insulin sensitivity, altered adrenal function,
specific aspects of sleep.
and increased evening cortisol levels (Ye,
2015). Lastly, longer naps can cause sleep
inertia, which is the transitional state
between sleep and wake, and often comes

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with confusion, grogginess, and cognitive
deficits. There is evidence that all of these
factors can contribute to poor sleep quality
because students who reported napping over
2 hours had an average score 2 points higher
on the Pittsburgh Sleep Quality Index
(PSQI) than those who reported napping for
1 hour. Furthermore, 77.6% of frequent
nappers were the most likely to identify
themselves as “night owls” but felt the least
satisfied with the amount of sleep they got
on school nights.
Technology
College students are also avid users of
technology and social media, both of which
may also prevent them from getting good
quality sleep. Research has demonstrated
that individuals who excessively use
computers and phones in their bedroom have
later bedtimes and tend to wake up later in
the morning (Dowdell and Clayton, 2019).
Having the world at their fingertips, young
adults have developed hypervigilance when
it comes to their phones; waking up at night
at the sound of their notifications and
keeping phones close during sleep only fuels
this. Some students even engage in sleep
texting, which is when an individual sends a
text while in a sleep state, which is aided by
the hypervigilance. In the Dowdell and
Clayton study, 72.6% of students engaged in
sleep texting and had lower sleep quality
ratings than non-sleep texting students. In
the Adams et al. study, 67% of the sample
reported using their cell phone before going
to sleep (Adams et al., 2017). This has been
linked to difficulty falling asleep, frequent
awakenings at night, or early wake times.
Exposure to device lighting before bed, even
if only for an hour to two, also delays the
release of melatonin (Wood et al., 2013),
and therefore delays the circadian rhythm.
These sleep interruptions, combined with
their schedules, may affect the students’
sleep duration and quality, chronically
depriving them of sleep, and therefore sleep
debt accumulates. This contributes to
students’ fatigue.
Social Factors
The social nature of college students’ lives
can also contribute to sleep problems and
lack of good quality sleep. Fear of missing
out, or FOMO, is one aspect of students’
social lives that may get in the way of their
sleep. FOMO is the anxiety that something
exciting, interesting, or fun is happening
elsewhere and you’re not involved in it.
According to a 2017 study, nearly three
quarters of young adults experience this
(Adams et al., 2017). Additionally, those
high in FOMO tended to use Facebook
sooner after waking and before going to
sleep (Przybylski et al., 2013). In Adams et
al., a majority of students admitted to
staying up later in order to socialize with
peers on campus and people from back
home via social media, leaving them restless
and unable to fall asleep once in bed.
Another aspect of the social nature of
college students’ lives is community living.
Many students live in dorms and residence
halls where people socialize in the halls
while others are trying to sleep. Living in a
social environment can make it difficult to
prioritize sleep, because of both the physical
distractions and the fear of missing out on
something happening outside your door.
Effects of Poor Sleep in College Students
Physical Health
Many do not realize just how important
sleep is, and not getting enough sleep can
pose threats to one’s physical health. In fact,
continued lack of sleep can actually lead to
death. In patients with progressive insomnia,
patients just stop sleeping completely after
several months, losing many basic brain and
body functions. After 12-18 months of this,
they will die. Additionally, sleep "restocks
the armory of our immune system", helping
to fight cancer, infection, and other illnesses,
circulating glucose, regulates our appetite,
and maintains a healthy gut. Regularly
getting less than 6 or 7 hours of sleep can
damage your immune system, which can
double your risk for cancer, and is a factor in
whether or not you may develop Alzheimer's
(Walker, 2018). When one is tire
d or sleep deprived, they may notice that
they make unhealthy and impulsive food
choices or have more intense craving. This
is because sleep regulates our appetite and
ability to feel satiated, and therefore helps to
control body weight. Epidemiologists have
observed in their studies an increase in
cardiovascular events in participants with
only 5 to 7 hours of sleep per night (Afandi
et al., 2013). According to research by
Lorenzetti in 2020, studies have indicated
that sleep restriction, which was
operationally defined as sleeping
approximately four hours a night for 10
nights, resulted in elevated cortisol levels.
This can lead to increased sympathetic
activation, keeping individuals up at night
and delaying the release of melatonin,
delaying sleep onset latency, or time it takes
to fall asleep, and decreasing sleep duration.
The resulting consequence is poorer sleep
quality, leading to sleep deprivation.
Mental Health and Cognition
Many college students who are sleep
deprived also run into struggles with their
mental health and cognitive function.
According to Afandi et al. (2013), sleep
deprivation of less than six to seven hours
per day can lead to serious impairment of
cognitive and psychomotor function. This
includes reduced concentration, memory and
poor thinking, and daytime dysfunction.
Additionally, in the sample of a study by
Becker et al. (2018), ADHD-HI symptoms
were significantly associated with increased
sleep disturbances. ADHD-IN symptoms
were significantly associated with poorer
sleep quality and increased daytime
dysfunction. Anxiety symptoms were
associated with increased sleep disturbances
and sleep medication use, and depressive
symptoms were associated with increased
daytime dysfunction. Overall, ADHD-IN,
anxiety, and depression symptoms were
each associated with significantly higher
PSQI scores. In the same 2020 research,
Lorenzetti reported significant correlations
between sleep quality, insomnia severity,
and sleepiness and increased total mood
disturbance, perceived stress, and depressive
symptomatology. This tells us that sleep
problems may be correlated with the
symptoms of numerous mental health issues
and therefore, this is a negative effect of
poor sleep quality. However, there are
possible critiques to this conclusion. For
one, it is important to note that sleep
problems, or excessive sleep resulting in
poor quality sleep, are already symptoms for
numerous mental health issues, namely
depression and anxiety. Additionally, poor
quality sleep could worsen existing mental
health issues. Furthermore, it is possible that
both of these are from where the association
between sleep problems and mental health
issues arise.
Lastly, another detriment to mental health
when an individual is not getting enough
sleep is in regard to cognition. Lorenzetti
(2020) describes how results of sleep studies
have consistently shown that sleep
deprivation increases reaction times and
poor performance in attention and vigilance
tests. According to Walker, sleep improves
our ability to learn, memorize, and make
logical decisions, and allows our brains to
navigate the social world we live in. Sleep
also enhances our ability to make new
memories, and sleeping well before, during,
and after learning can help us protect newly
acquired information. Without sleep, an
individual’s brain becomes less effective at
absorbing new information and the ability to
retain recently learned information is
impaired (Dowdell and Clayton, 2018).
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According to Lorenzetti (2020), working
memory capacity decreases when sleep is
restricted. Cognitive deficits in college
students can pose problems considering the
rigorous academic problems and schedules
they may be involved in.
Academic Performance
A major consequence of sleep deprivation
and poor sleep in college students is the
possibility for academics to suffer. Poor
sleep quality, together with shortened sleep
duration, late bedtimes and rise times, and
inconsistent sleep and wake schedules, has
been shown to negatively affect academic
performance in young adults. In the Ye
study, students who reported being frequent,
long, or late nappers had either a lower GPA
or were more likely to oversleep and miss or
be late to class, the latter being at 62.7% of
the sample. According to Afandi et al.
(2013), poor academic performance, often
resulting in poor grades, was also associated
with sleep deprivation to less than six to
seven hours a day. According to Becker,
poor sleep quality, shortened sleep duration,
and delayed sleep onset latency can have a
significant impact on college students’
daytime functioning. These sleep difficulties
put students at risk of poorer academic
functioning, emotional dysregulation, and
increased daytime sleepiness. In the sample
of a study by Okano et al. (2019), longer
sleep duration, higher quality sleep, and
more consistent sleep were associated with
better academic performance. Additionally,
longer sleep duration and better sleep quality
during the full month before a midterm were
more associated with better test
performance, rather than just the night
before the exam. Furthermore, sleeping well
while the information on the exam was
being taught may be more crucial to
performance on the exam due to the
cognitive effects of sleep mentioned earlier.
That is, good sleep may assist in the storage
of information in long term memory.
Discussion
Possible Solutions
Sleep deprivation in college students is
undoubtedly a problem. However, there may
be opportunities to get students sleeping
more and sleeping better. In a study by
Baroni et al. (2017), a group of students
participated in a sleep course designed to
teach cognitive and behavioral strategies for
poor sleep hygiene, and then put those
strategies into practice. The practice of the
strategies taught were measured using
individual assessment of sleep behaviors and
sleep hygiene via sleep logs. Students
learned how to use a worry diary to address
anxiety that could possibly keep them up,
and the course also addressed historical and
cultural elements of sleep, anatomy,
physiology, sleep disorders, and dreams.
Controls were enrolled in a child and
adolescent psychopathology course that did
not have a sleep education component.
When looking at the students’ sleep logs,
there was a trend of higher total sleep time
and greater sense of feeling well rested in
the sleep course students compared with the
control group. Control students who dropped
the course had significantly higher PSQI
scores than those who continued
participating. Additionally, the sleep course
students who dropped the course had
significantly lower scores on the
Morningness Eveningness Questionnaire
(MEQ) compared to those who completed
the study. Lastly, sleep course students felt
their sleep onset latency was shorter, and in
a follow-up, their MEQ scores were higher.
For reference, lower MEQ scores indicate
evening preference while higher scores
indicate morning preference, and higher
PSQI scores indicate poorer sleep quality.
These results indicate that interventions that
address poor sleep by combining sleep
education and cognitive behavioral
strategies have the potential to improve
sleep problems or problematic sleep
behaviors. Adding a sleep education
component to college curriculums may help
students in achieving their goals in the
healthiest way possible.
Further Research
While research on sleep in college students
and sleep in general is well established,
there is always room for further research.
One topic of possible interest could be why
college students nap and whether napping
could suggest underlying sleep disorders.
Could a frequent napper have a sleep
disorder? Additionally, few studies have
looked at whether or not behavioral
strategies and sleep education improve
mood and anxiety. Furthermore, it could be
beneficial to conduct more studies that
examine the impact of interventions for both
sleep and mental health and whether
intervention type needs to differ depending
on the specific sleep and/or mental health
problems present (Becker, 2018).
Conclusion
With their rigorous schedules and dedication
to academics, college students need more
sleep than ever before. However, they are
increasingly sleep deprived, and this may be
due to the various aspects of their busy lives,
such as napping, technology, and their social
environments. Any of these factors can
contribute to college students so commonly
not getting enough sleep and this has many
consequences on physical and mental health,
as well as academics. Sleep deprivation can
damage the immune system, make one more
susceptible to infection, cancer, and
Alzheimer's, disrupt glucose circulating and
regulation of appetite, and impact gut health.
Additionally, sleep deprivation can lead to
impairment of cognitive and psychomotor
function, such as deficits in concentration,
memory and thinking. Sleep deprivation is
also correlated with many mental illness
symptoms. Lastly, academics may be
affected as well, with students being late to
class, earning lower GPAs, and doing worse
on exams. These effects of sleep deprivation
in college students can be remedied with
education on the importance of sleep and
how to maintain good sleep habits and
hygiene. The hope of such education
measures is to bring awareness to the
susceptibility of college students to become
sleep deprived and encourage preventative
action in taking back control of their well-
being, starting with their sleep.
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