The debate over Morocco’s legal time resurfaces each winter, amid the continued adoption of daylight saving time year-round in the GMT+1 format since 2018, with the exception of Ramadan, a policy that has sparked recurring discussions extending beyond economic considerations to social, psychological and educational dimensions.
Observers note that the issue now affects daily life, particularly the sleep and wake rhythms of children and students.
Psychologist and social psychology researcher Bouchra El Marabti states that returning to Greenwich Mean Time during winter has, in her assessment, a positive impact on students’ biological rhythms, as waking up closer to daylight helps regulate the internal clock and reduce sleep disturbances.
She explains that morning exposure to natural light supports alertness and concentration, with potential effects on emotional balance and classroom engagement, factors that may influence overall learning outcomes.
Education expert Jamal Chafik, for his part, notes that maintaining the additional hour during winter can create adjustment challenges for some students, particularly when sleep schedules are misaligned with biological rhythms or when early departures limit adequate rest and breakfast, affecting attention during morning classes.
He calls for scientific data related to children’s psychological and cognitive development to be considered in discussions on official time policy, alongside economic indicators, and suggests exploring flexible solutions adapted to regional and school-specific contexts.