The college experience extends far beyond the classroom. Between attending classes, working jobs, participating in organizations, and taking on leadership positions, students often must divide limited hours between competing responsibilities.
At Lincoln University that balancing act can come at the expense of sleep. A survey of 10 Lincoln students examined students’ sleep habits, employment, extracurricular involvement, and the ways they believe insufficient sleep affects their academic lives. The survey included freshmen, juniors, and seniors, with seniors making up half of the respondents.
The results provide a small snapshot of how some Lincoln students are navigating the demands of college while trying to find time to rest.
Students are sleeping less, while juggling more
Half of the students surveyed reported getting only four to five hours of sleep on a typical weeknight. The other half reported getting six to seven hours. According to the Centers for Disease Control and Prevention, adults aged 18 to 60 should get at least seven hours of sleep each night. The agency also notes that sufficient sleep can improve attention and memory, reduce stress and improve mood. That recommendation is particularly relevant to college students, whose schedules can extend well beyond the traditional school day.
Every student surveyed reported having a job while attending Lincoln. Half said they worked part-time, while the other half worked full-time. Students were also involved in extracurricular activities. Eighty percent reported spending six to 10 hours per week participating in extracurriculars, while 20% reported spending 11 to 15 hours. The organizations and activities identified by respondents included Ziana, Track and Field, Blue Diamond Dolls, Big Sister Little Sister, Divine Dancers, NSBWM and NCNW.
With students working and participating in campus organizations on top of their academic responsibilities, sleep can become one of the easiest things to sacrifice. Research involving college students has found similar concerns. A study of more than 1,500 students at Stanford University found that students involved in extracurricular activities for more than 10 hours per week were more likely to report sleeping fewer than six hours, non-restorative sleep, and excessive daytime sleepiness.
This research does not mean extracurricular activities necessarily cause sleep deprivation for every student. However, it demonstrates that extensive commitments outside the classroom can coincide with reduced sleep.
The academic effects can follow students into the classroom.
The Lincoln survey also asked students how frequently a lack of sleep affects their academic performance. Among respondents, 66.7% reported that it affected their academic performance sometimes, while 33.3% reported that it affected them often.
Students reported experiencing several consequences after getting insufficient sleep.
The most frequently reported effects were:
● Difficulty concentrating — 83.3%
● Lower motivation — 83.3%
● Mood changes — 83.3%
● Missing class — 83.3%
● Headaches — 66.7%
● Falling asleep — 33.3%
● Reliance on caffeine — 33.3%
● Trouble remembering information — 16.7%
● Lower academic performance — 16.7%
Because students were allowed to select multiple effects, the percentages do not add up to 100%. The survey results are consistent with broader research examining sleep and college performance. A 2019 study using longitudinal data from 3,549 college students found that chronic sleep deprivation was associated with lower GPA. The researchers also found that students who experienced sleep deprivation throughout their college years had a lower likelihood of graduating.
For Lincoln students, the issue is not as simple as choosing between school and sleep.
When campus involvement becomes part of the challenge
Sarai Jeudy, a Lincoln University student and organization leader, understands the challenge of balancing academics with campus involvement firsthand. Jeudy described days that can begin with an 8:30 a.m. class and continue until nearly 6 p.m.
Rather than returning to her room afterward, she may head directly to practice around 7 p.m. and then stay after for board meetings. Sometimes, Jeudy said, she does not return to her room until 11 p.m. or midnight.
Even then, her day is not finished. She still must prepare for the next day and complete other responsibilities. As a result, she may not actually fall asleep until around 2 a.m. before waking up around 7 a.m. for class. But Jeudy does not view campus involvement solely as something taking away from her sleep.
“It gives me an outlet from the stress of school,” Jeudy said.
Even during academically difficult weeks, Jeudy said going to practice allows her to laugh, have fun and spend time around people who share her interests. That emotional benefit makes the decision to prioritize sleep more complicated.
“There are moments at practice where I’m laughing, having fun, and being around people who share the same passion as me,” she said. “Sometimes I feel like I need those moments just as much as I need sleep.”
Jadin Wormley, another Lincoln University student, is currently involved in three campus activities.
“Being involved on campus to me means being a part of what makes our campus thrive as a community,” Wormley said.
Wormley believes campus organizations provide students with opportunities to step outside their comfort zones, develop teamwork skills, build social networks, and create experiences that can strengthen their resumes.
“What makes it worth it is knowing that I’m progressing to my goals and becoming more than just who I used to be,” he said.
However, Wormley recognizes that involvement can become a problem if it begins interfering with academics.
“I believe there is such a thing as being too involved but only when it becomes detrimental to your learning,” he said.
A small survey, but a larger conversation
The survey does not represent all Lincoln students. Still, the responses provide a glimpse into the experiences of students managing multiple responsibilities.
The students surveyed did not sleep less because they were uninterested in academics. They were working, participating in organizations, developing leadership skills, and building relationships.
For Jeudy, campus involvement provides happiness and an escape from academic stress. For Wormley, involvement provides community, personal development, and preparation for a future career.
For students trying to concentrate in class, maintain their grades, work jobs, and remain active on campus, sleep is not simply free time. It is part of what allows them to do everything else.
Najzhay Fareed, an intern working at Lincoln University’s Counseling Services, said students should pay attention to whether those late nights become a pattern.
Warning signs of a larger problem can include constant daytime fatigue, difficulty concentrating or remembering information, mood changes, and a heavy reliance on caffeine.
“Students can think about sleep as part of their ability to perform, rather than something competing with their responsibilities,” Fareed said.
Fareed also encouraged students to use campus resources when their responsibilities become overwhelming. Counseling Services, academic advising, and academic support programs can help students manage stress, time and academic demands before sleep deprivation becomes a persistent part of their routine.
