Boston, MA — December 26, 2025 — A newly released academic review is prompting renewed discussion within higher education and public health circles after identifying a measurable rise in the use of wakefulness-promoting agents among university students, driven largely by academic pressure, concentration difficulties, and prolonged study demands.
The review, published by the Center for Applied Neurobehavioral Studies (CANS), analyzed anonymized survey data from 4,800 undergraduate and postgraduate students across the United States, the United Kingdom, and select European regions between 2022 and 2025. Researchers found that use of alertness-support compounds has increased steadily over the past three academic cycles, particularly during examination periods and high-stakes academic milestones.
Survey Data Reveals Shifting Study Behaviors
According to the findings, 11.6% of surveyed students reported using a wakefulness-supporting agent at least once for academic-related purposes, with usage rates rising to nearly 18% among final-year and postgraduate students. Respondents most frequently cited the need to maintain focus during extended study sessions, counteract fatigue linked to irregular sleep patterns, and manage cognitive overload during compressed academic timelines.
Importantly, the review notes that a majority of users did not perceive these compounds as conventional stimulants. Instead, they were commonly described as non-stimulant cognitive support tools, reflecting broader interest in understanding how wakefulness-promoting agents are used in clinical practice and academic contexts
Concentration Challenges Emerge as a Central Driver
The report highlights a strong association between usage patterns and underlying attention-related difficulties. Among students who reported use, nearly two-thirds (64%) also reported ongoing problems with studying, sustained focus, or mental fatigue, even outside peak exam periods.
Researchers point out that these findings mirror wider concerns within academic research regarding the impact of digital multitasking, extended screen exposure, and constant performance monitoring on student concentration and cognitive endurance. Here are some problems with studying and concentration.
Experts Call for Informed, Evidence-Based Dialogue
Dr. Eleanor Walsh, a behavioral science analyst affiliated with the review, emphasized that the findings should be viewed as a signal for informed discussion rather than alarm.
“What we are seeing is not simply a trend in substance use, but a reflection of how academic environments are changing,” Walsh said. “Students are navigating unprecedented cognitive demands, and institutions need data-driven insight to respond responsibly.”
Implications for Universities and Policy Leaders
The review concludes by urging universities, healthcare professionals, and education policymakers to address cognitive well-being and academic stress as part of broader student support strategies. The authors recommend expanded research, clearer educational guidance, and open dialogue around academic performance pressures as usage patterns continue to evolve.
About the Center for Applied Neurobehavioral Studies (CANS)
The Center for Applied Neurobehavioral Studies (CANS) is an independent research collective focused on examining behavioral trends at the intersection of neuroscience, education, and public health. Through large-scale surveys and analytical reviews, CANS aims to support evidence-based dialogue on emerging cognitive and behavioral challenges worldwide.
Media Contact
Media Relations Office
Center for Applied Neurobehavioral Studies (CANS)
Email: press@cans-research.org
Phone: +1-617-555-0198
Website: www.cans-research.org
