Let There Be (Day)Light: Investigating the Links Between Classroom Daylighting, Sleep, and Learning-Related Skills

• In Event: Learning Environment and Physical Spaces

Abstract

Research indicates that the intensity and duration of light exposure offer potent signals to our brain to regulate circadian physiology and may be linked with cognitive performance and overall wellbeing, at least among adults but we know little about the effects of lighting on children. Given that school occurs during natural daylight hours, we investigated whether daylight exposure in the classroom was associated with children’s sleep quantity, quality and consistency as well as with their behavioral, emotional, and cognitive regulation. Findings suggest that better and more consistent sleep predicts fewer regulatory problems and that daylight exposure is also associated with behavioral, emotional, and cognitive regulation. Implications for practice will be discussed.

Authors

• Kristen L Bub, University of Georgia - Athens

• Kate Curry, University of Illinois at Urbana-Champaign

• Mohamed Boubekri, University of Illinois Urbana-Champaign

• Jaewook Lee, University of Illinois Urbana-Champaign