Summary: Previous studies indicated that further investigation is needed to understand how insomnia disorder interacts with emotional processes. The present study is an ecological momentary assessment evaluating the link between emotional and sleep alterations in patients with insomnia. Physiological (heart rate and heart rate variability) and subjective (sleep and emotions) indices were observed for 5 days in patients with insomnia disorder (n = 97), good sleepers under self‐imposed sleep restriction (n = 41), and good sleepers with usual amount of sleep (n = 45). We evaluated differences in emotion regulation strategies and in valence and variability of emotional experiences. Over 5 days, patients with insomnia showed increased sleep and emotional difficulties compared with both control groups. Independent from group allocation, days with more negative emotions were associated with higher sleep alterations. Longer wake episodes at night and higher diurnal heart rate were associated with increased variations in emotion experienced during the day. Only in patients with insomnia, use of adaptive emotion regulation strategies was associated with higher sleep efficiency. Our data showed that alterations in sleep and emotional processes are closely linked. A combination of strategies targeting both sleep and emotional processes appears promising in the prevention and treatment of insomnia disorder.

Sleep and brain/cognitive/neural reserve significantly impact well-being and cognition throughout life. This review aims to explore the intricate relationship between such factors, with reference to their effects on human cognitive functions. The specific goal is to understand the bidirectional influence that sleep and reserve exert on each other. Up to 6 February 2024, a methodical search of the literature was conducted using the PubMed database with terms related to brain, cognitive or neural reserve, and healthy or disturbed sleep. Based on the inclusion criteria, 11 articles were selected and analyzed for this review. The articles focus almost exclusively on cognitive reserve, with no explicit connection between sleep and brain or neural reserve. The results evidence sleep’s role as a builder of cognitive reserve and cognitive reserve’s role as a moderator in the effects of physiological and pathological sleep on cognitive functions. In conclusion, the findings of the present review support the notion that both sleep and cognitive reserve are critical factors in cognitive functioning. Deepening comprehension of the interactions between them is essential for devising strategies to enhance brain health and resilience against age- and pathology-related conditions.

The school and university periods represent a critical phase in individuals’ cognitive, emotional, and behavioural development. Numerous lifestyle factors can influence executive functions and high-level cognitive processes crucial for learning and behavioural adaptation. Sleep and physical activity are two variables that influence executive functions and that could be modified through behavioural interventions. Numerous scientific studies suggest that adequate sleep quality and duration are linked to improved cognitive performance. Similarly, regular physical exercise correlates with neurocognitive benefits. However, these two aspects of lifestyle are often compromised in students, resulting in attention difficulties, reduced working memory, and difficulty in inhibitory control, all aspects of non-optimal executive functioning. Even though the scientific literature separately explores “sleep and executive functions” and “physical activity and executive functions”, few studies have integrated the two factors to assess their combined effect on executive functioning, particularly within the student population. The present narrative review aims to outline an integrated theoretical framework of existing scientific literature and to identify any knowledge gaps that may guide future research. It could provide relevant insights for designing preventive or promotional interventions to enhance students’ cognitive performance and mental well-being.