Evidence on Sleep and Academic Achievement in First-Year University Students: A Scoping Review

The transition from high school to university is a critical developmental period marked by substantial academic, social, and lifestyle changes that may increase vulnerability to academic difficulties, disengagement, and dropout. Given the importance of academic achievement for student retention and long-term success and the growing recognition of sleep as a modifiable determinant of academic performance, this scoping review examined how the relationship between sleep and academic achievement has been investigated among first-year university students. Following PRISMA guidelines, a systematic search identified 20 records representing 21 studies published between 2013 and 2026. Sleep duration and sleep quality were the most frequently examined domains, although findings were heterogeneous. Nevertheless, shorter sleep duration, particularly below 6–7 h per night, was generally associated with poorer academic achievement. Poor sleep quality was also linked to lower academic performance in some studies, with affective factors influencing this relationship. Sleep problems, including chronic sleep deprivation and risk of sleep disorders, showed consistent associations with poorer academic outcomes. Similarly, an evening chronotype was generally associated with poorer academic performance and adjustment. These findings emphasize sleep as an essential target for future research and initiatives aimed at promoting academic success and student retention during the transition to higher education.