Psychology of Early Rising

As dawn breaks over the valley of Kashmir, thousands of students ranging from tiny kindergarteners to energetic adolescents begin their school day earlier than ever before.

Recent shifts in school timings, spurred by weather, and academic reforms, have reignited discussion about the psychological and applied impacts of early rising on fledgling minds. Is early rising just a matter of humdrum and routine, or does it shape behaviors, cognition, and well-being in profound ways?

For generations, the maxim “Early to bed and early to rise…” has steered school schedules across India. In J&K, where harsh winters or scorching heat, humid climate and challenging terrain create unique academic environments, this outmoded wisdom endures to shape the lives of lakhs of students.

It needs to be explored the psychology of early rising in school-going children, drawing on educational science, developmental psychology, socio-cultural norms, and religious teachings. Traditional school start times, often as early as 7:30 or 8:00 AM were designed to reflect adult work schedules, a legacy of colonial and industrial priorities rather than children’s developmental needs.

Modern educational psychology, however, challenges this model. As school bells rings at 8:00 AM or earlier modern research in psychology, sleep science, and education compels us to ask, is early rising truly beneficial for children and adolescents or are we waking our children up to a better day, or pushing them into a system misaligned with their biological and emotional needs?

Psychological Perspective

Developmental psychology reveals that adolescents experience a biological shift in their circadian rhythms around puberty. Their bodies naturally fall asleep and wake up later, making early rising especially before 7 AM a source of tenacious sleep debit.

Young children under eight may be more inclined to early rising, but they still require 10–13 hours of sleep for healthy growth and cognitive development.

As children transition into adolescence, their biological clocks shift further, a phenomenon known as “sleep phase delay.” Despite needing 8–10 hours of sleep, adolescents are regularly forced to rise before their bodies are ready, particularly when school routines mandate early attendance.

The psychological consequences are well-documented that chronic sleep deprivation leads to irritability, mood swings, attention deficits, and increased cortisol levels. Over time, this harms cognitive flexibility, problem-solving, and increases the risk of anxiety and depression.

Conversely, when children and adolescents are allowed to wake naturally after sufficient rest, their executive functions like memory, planning, self-regulation improve markedly. Emotionally, they are more balanced, resilient, and better able to engage in school. Their capacity to learn and participate increases, resulting in greater enthusiasm for academic activities.

These findings underscore the importance of aligning school routines with students’ biological needs. Respecting circadian rhythms, especially for adolescents, fosters environments that promote not only academic achievement but also long-term mental and emotional health.

Educational Perspective

The connection between sleep and learning is certain. A well-rested brain absorbs information more competently, endures concentration, and achieves higher academic outcomes. Studies consistently show that students who get the recommended sleep earn better grades, display sharper focus, and uphold longer attention spans especially for adolescents, are strongly associated with improved attendance, improved academic performance, behavior, better emotional regulation, and fewer disciplinary issues. Experts now advocate for school days that begin at 8:30 AM or later for teenagers, and for flexible schedules in the early grades that better match children’s natural sleep cycles.

The key to prolific early rising lies not in setting an earlier alarm, but in creating a school environment that thoughtfully supports students’ biological and psychological needs. Besides, opening the school day with activities that support emotional and cognitive readiness such as mindfulness, movement, or group time helps students transition smoothly into learning, making them more receptive and engaged.

Social and Cultural Perspective

J&K’s unique geography and socio-political landscape add complexity to the debate over early school timings. Early rising is celebrated in local culture as a symbol of discipline and respect for time. Parents often express pride in children who wake early and attend school punctually. This cultural ideal is deeply rooted, reflecting values that have shaped generations.

Though, a closer look reveals that this tradition can enforce significant strains, particularly in a region grappling with chronic underfunding, infrastructural deficits, and persistent socio-economic disparities. Not all families in J&K have equal resources to support early rising. For many, especially in rural or economically disadvantaged areas, the morning routine is anxious with challenges like children may leave for school on empty stomachs, homes may lack adequate cooling, heating, and the commute can be long and unsafe especially during harsh winters and scorching summers.

The burden of preparing children for school before sunrise often falls disproportionately on mothers or female caretakers, aggravating existing gender inequalities. For girls, the risks are compounded by the need to commute in darkness, raising legitimate safety concerns an issue especially acute in remote or conflict-affected areas.

Schools themselves are not always sensitive to the emotional strain and household dynamics that accompany early routines. Many lack basic facilities making the school environment itself a further source of discomfort and stress. The situation is even more awful for children with special needs.

Addressing these disproportions entails not only more equitable support services but also a willingness to question whether tradition should outweigh the well-being and safety of the region’s children.

Given these realities, the cultural narrative of early rising as a marker of discipline must be balanced against the pressing need for social equity.

Religious Perspective

Across major religions, early rising is instilled with spiritual significance. In Islam, the pre-dawn Fajr prayer is valued as a time of spiritual clarity and orientation with the Divine. Hinduism regards Brahma Muhurat, the period just before sunrise as the most propitious time for learning and meditation. Christianity and Buddhism too have traditions of early morning prayer and meditation, viewing dawn as a time for reflection and spiritual growth.

Early rising, then, exceeds simple routine; it becomes a spiritual gateway, fostering gratitude, discipline, self-awareness, and a deeper connection with the sacred. Yet, these same traditions also accentuate balance, compassion, and care, especially for the young and vulnerable. True spiritual discipline is not about inflexible devotion to timing at the expense of well-being, but about honoring compassion, health, and holistic growth.

Thus, while early rising holds an esteemed place in religious life, its practice must be tempered with empathy and respect for individual needs especially for children.

Since Covid 19 online and blended learning made its position in the teaching learning process. Blended learning has been introduced and the region has made strides in digital education, with new smart classrooms and expanded ICT labs, but challenges remain: inconsistent internet, power outages, and the need for ongoing teacher training.

While digital learning offers flexibility, many parents and educators argue that its current implementation is arduous. The expectation for students to switch from in-person to online learning with trifling breaks is widely viewed as excessive. Education leaders advocate for a more balanced approach, suggesting that only a portion of instruction be delivered online, with the rest devoted to experiential and project-based learning.

Waking up early is not just about the clock, it’s about how we rise. For children, the early morning can be a time of curiosity and clarity, but only if nurtured with sensitivity and science. As we reform education for the 21st century, aligning school routines with child/educational psychology and human compassion must be a priority. The knowledge that waking up early ensures success is outdated for children and adolescents. Across psychological, educational, social, and religious perspectives, the evidence is clear: Early rising for school, especially in J&K is not good for children.

We are not advocating for late wakeups or encouraging a culture of indolence; rather, we recommend that children and adolescents be allowed to wake naturally after receiving sufficient, restorative sleep. The real issue lies not in the time of waking, but in the extensive lifestyle of late nights and delayed bedtimes, which leads to both late rising and chronic sleep deprivation.

If our routines prioritized earlier, healthy sleep, natural early rising would not be problematic. Ultimately, it is not about the hour on the clock, but about honoring the body’s need for genuine rest and ensuring that waking up is a gentle, unforced process that supports well-being and learning.

Let us honor their biology, protect their well-being, and reimagine education as a humane journey not a race against the clock. We owe it to our children not just to teach them how to wake up early, but how to wake up well.

The Author is a Senior Lecturer in School Education Department