ArticleSocial cognitive and affective neuroscience2020
Morning brain: real-world neural evidence that high school class times matter.
Article in Social cognitive and affective neuroscience, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 11 papers.
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Who cites it
11 citing papers in PubMed.
- Time-of-Day Variations and Effects of Total Sleep Deprivation on Attention Assessed with the Attentional Demands Task.Clocks & sleep · 2026Article
- Attention and inhibition deficits in narcolepsy type 1: behavioral and electrophysiological markers.Translational psychiatry · 2025Article
- Exploring Neural Evidence of Attention in Classroom Environments: A Scoping Review.Brain sciences · 2025Review
- Mobile eye-tracking and neuroimaging technologies reveal teaching and learning on the move: bibliometric mapping and content analysis.Psychoradiology · 2025Review
- Reconnecting Anisometropic Amblyopic Eyes to the Cortex: VEP-Based Auditory Biofeedback.Diagnostics (Basel, Switzerland) · 2024Article
- The impact of study habits and personal factors on the academic achievement performances of medical students.BMC medical education · 2024Article
- The absence of one's intimate partner promotes dyadic competition through enhanced interbrain synchronization between opponents.Frontiers in psychology · 2024Article
- Low-Cost EEG Multi-Subject Recording Platform for the Assessment of Students' Attention and the Estimation of Academic Performance in Secondary School.Sensors (Basel, Switzerland) · 2023Article
- The Synergy Zone: Connecting the Mind, Brain, and Heart for the Ideal Classroom Learning Environment.Brain sciences · 2023Article
- Opportunities and Limitations of Mobile Neuroimaging Technologies in Educational Neuroscience.Mind, brain and education : the official journal of the International Mind, Brain, and Education Society · 2021Article
- Effects of context on the neural correlates of attention in a college classroom.NPJ science of learning · 2021Article
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Authors and funding
11 authors.
Funding
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Abstract
Researchers, parents and educators consistently observe a stark mismatch between biologically preferred and socially imposed sleep-wake hours in adolescents, fueling debate about high school start times. We contribute neural evidence to this debate with electroencephalogram data collected from high school students during their regular morning, mid-morning and afternoon classes. Overall, student alpha power was lower when class content was taught via videos than through lectures. Students' resting state alpha brain activity decreased as the day progressed, consistent with adolescents being least attentive early in the morning. During the lessons, students showed consistently worse performance and higher alpha power for early morning classes than for mid-morning classes, while afternoon quiz scores and alpha levels varied. Together, our findings demonstrate that both class activity and class time are reflected in adolescents' brain states in a real-world setting, and corroborate educational research suggesting that mid-morning may be the best time to learn.
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