This time of year has a way of sneaking up on us. The early excitement of the semester starts to settle, the days get shorter, and deadlines move closer. It’s a moment that tests our focus and energy but also reminds us of how much we rely on one another to keep going. How we show up in class shapes our own learning as well as the experiences of those around us. This post looks at four studies that explore how everyday habits—how we engage, how we rest and care for ourselves, and how we make sense of “what’s in the room”—influence classroom culture and our learning environments.
Inattention is Contagious
The influence we have on one another is not always obvious. In large classrooms, one study found that students were more likely to disengage when seated near peers who appeared inattentive (Forrin et al., 2024). By removing electronic devices, the researchers revealed how subtle, non-verbal cues (e.g., slouched posture, fidgeting, lack of note taking) can implicitly signal disinterest and inadvertently devalue the lecture or discussion. Inattentiveness is contagious: when those around us tune out, we may unconsciously do the same.
It’s a useful reminder that attention is a social form of energy, circulating both within and between us. Rather than assuming our focus (or lack of it) is an individual choice, we can recognize that attitudes don’t need to be spoken to be felt, their effects quietly emanate outward. During the short time that we share a classroom, pushing ourselves to actively listen, take notes, and connect through shared and competing ideas helps create a collective atmosphere of learning. Our motivation sustains and strengthens the motivation of those around us.
Better Sleep, Better Learning
Our ability to pay attention is closely tied to how much rest we get. When sleep is sacrificed (especially in the absence of other responsibilities such as caretaking, working, or studying), we engage in what psychologists call “bedtime procrastination”—delaying sleep to reclaim leisure time or decompress from the daily grind. A systematic review and meta-analysis (i.e., a synthesis of many studies on the topic; Hill et al., 2022) found that bedtime procrastination is linked to lower self-control, shorter and poorer-quality sleep, and greater fatigue during the day. In this way, bedtime procrastination and classroom inattentiveness are part of the same cycle: poor sleep depletes energy, making it harder to manage attention, regulate emotions, and retain information.
In these moments, hours slip by like minutes and before we know it, the night is gone. If you find yourself staying up late scrolling or streaming—understandably seeking some much needed “me time”–try being intentional. Setting a timer or creating boundaries can help restore balance, ensuring you can still replenish the shared energy that makes learning possible for you and your peers.
Faking It Doesn’t Mean Making It
For some students, particularly those navigating unfamiliar academic or social worlds, success can carry its own kind of exhaustion. Research on upward mobility shows that the effort required to negotiate between class or cultural expectations can increase psychological and physical strain. This phenomenon, called “skin-deep resilience,” describes how the appearance of composure and success on the surface can conceal elevated physiological stress beneath it (Chen et al., 2022). Over time, this hypervigilance leaves traces on the body, contributing to fatigue, inflammation, and feelings of isolation. Although high achievement is what we’re all encouraged to pursue, it can mask the long-term health consequences of chronic stress, discrimination, or pressure to prove oneself.
Just as rest and attention are interdependent, these findings remind us that well-being and learning are, too. As workloads intensify, acknowledging these hidden consequences allows us to prioritize our mental and physical health without lowering our standards or expectations. This mutual awareness can bring comfort and validation, encouraging us to share openly and lean on those around us.
Building connection through camaraderie is essential, helping buffer against the stressors that become especially pronounced during this stretch of the semester. Taking a moment to ask the person beside you how they’re doing, or opening class with a quick check-in, can strengthen a sense of community. Noticing how others are showing up helps us better understand how we can show up for them.
Acknowledge What’s in the Room
This sense of collective responsibility extends beyond paying attention. As Rohrer (2018) argues, “it’s in the room”—our identities, histories, and lived experiences with power and privilege are always present in the classroom. This framework challenges the belief that anyone can be completely “neutral” and reminds us that who we are contributes to every interaction. When we view the classroom as both a reflection of society and a space where change is possible (Silva, 2023), we can bring marginalized experiences to the center (hooks, 1984).
Taken together, these studies remind us that the effort we invest in our own awareness and behavior reverberates back, shaping the collective learning environment that, in turn, shapes us.
This article is part of The Social Mobility Lab’s Ideas for Moving Up initiative: a year-long campaign to empower others with research findings that too often have remained in academic journals and behind paywalls, never making it to those who could use it the most. Belonging is the first of five themes we will be addressing. Each week, we’ll be highlighting specific pieces of research listed above on Instagram and LinkedIn. We hope you follow us to find more Ideas for Moving Up.
