Sleep habits, academic performance, and the adolescent brain structure

作者：Anna Sofia Urrila, Éric Artiges, Jessica Massicotte, Rubén Miranda, Hélène Vulser, Pauline Bézivin-Frere, Winok Lapidaire, Hervé Lemaître, Jani Penttilä, Patricia Conrod, Hugh P Garavan, Marie‐Laure Paillère Martinot, Jean‐Luc Martinot, Tobias Banaschewski, Herta Flor, Mira Fauth‐Bühler, Louise Poutska, Frauke Nees, Yvonne Grimmer, Maren Struve, Andeas Heinz, Andreas Ströhle, Viola Kappel, Betteke Maria van Noort, Jean‐Baptiste Poline, Yanick Schwartz, Benjamin Thyreau, James Ireland, John G Rogers, Nadège Bordas, Zuleima Bricaud, Irina Filippi, André Galinowski, Fanny Gollier-Briant, Vincent Ménard, Günter Schumann, Sylvane Desrivières, Anna Cattrell, Robert Goodman, Argyris K. Stringaris, Charlotte Nymberg, Laurence John Reed, Gareth J. Barker, Bernd Ittermann, Ruediger Brühl, Michael N. Smolka, Thomas Hübner, Kathrin Müller, Arun L.W. Bokde, Christian Büchel, Uli Bromberg, Jürgen Gallinat, Tahmine Fadai, Pennylaire Gowland, Claire E. Lawrence, Tomáš Paus · 发表于：Scientific Reports · 年份：2017 · DOI：10.1038/srep41678 · 被引用次数：119 · 研究领域：Sleep and Wakefulness Research、Sleep and related disorders、EEG and Brain-Computer Interfaces

Here we report the first and most robust evidence about how sleep habits are associated with regional brain grey matter volumes and school grade average in early adolescence. Shorter time in bed during weekdays, and later weekend sleeping hours correlate with smaller brain grey matter volumes in frontal, anterior cingulate, and precuneus cortex regions. Poor school grade average associates with later weekend bedtime and smaller grey matter volumes in medial brain regions. The medial prefrontal - anterior cingulate cortex appears most tightly related to the adolescents' variations in sleep habits, as its volume correlates inversely with both weekend bedtime and wake up time, and also with poor school performance. These findings suggest that sleep habits, notably during the weekends, have an alarming link with both the structure of the adolescent brain and school performance, and thus highlight the need for informed interventions.