Adolescents show a delayed sleep phase related to biological and psychosocial factors, leading to a contrast between sleep habits and morning school hours, which leads to sleep deprivation and irregularity. This in turn can harm their cognitive and school performance and overall health. Attention and memory may be among the impaired cognitive processes. School commuting time and the degree of urbanization from where they live are related factors. This study aims to analyze the relationship of the duration of commuting to school, school shift and level of urbanization with the sleep-wake cycle and cognitive performance of adolescents. A total of 291 students participated in the study (15.4 ± 0.9 years; 59.5% women; 242 completed all stages), recruited from two units of a technical high school in RN: Natal, metropolitan region, and Lajes, less urbanized area. Sleep habits were assessed using the questionnaires: “Health and Sleep”, the Pittsburgh Sleep Quality Index, the Pediatric Daytime Sleepiness Scale, and sleep diaries with Maldonado Sleepiness Scale completed over 10 days. In this interval, from Tuesday to Friday, the Continuous Performance Task (assessing attention) and the Sternberg Task (working memory) were applied. Higher commuting times were associated with waking up (B=-0.66, p<0.001) and going to bed earlier in weekdays (B=-0.37; p=0.02) and weekends (B=- 0.4; p=0.03), having less total time in bed in 24 hours in weekdays (B=-0.31; p=0.04), greater irregularities in wakeup times (B=0.19; p =0.04), time in bed at night (B=0.45; p=0.03) and in 24 hours (B=0.48; p=0.02), worse sleep quality (B=0 .02; p=0.009), lower percentage of correct responses for memory in the 6-digit (answer: “yes”) (B=-0.09; p=0.02) and 5-digit (“no”) lists (B= -0.07; p=0.03). Morning shift students woke up (B=-181; p<0.001) and went to bed earlier in weekdays (B=-78; p<0.001) and weekends (B=-30; p<0.03), had shorter time in bed at night (B=-101; p<0.001) and in 24h (B=-91; p<0.001) in weekdays, greater irregularities in wakeup times (B=39; p<0.001), in time in bed at night (B=118; p<0.001) and in 24h (B=108; p<0.001), higher levels of social jet lag (B=31; p<0.001), worse sleep quality (B=1, 33; p=0.01) and fewer correct responses in 5-digit lists (“yes”) for memory (B=-8.69; p=0.01). Individuals residing in the less urbanized region woke up (B=-28; p=0.02) and went to bed earlier in weekdays (B=-48; p<0.001) and weekends (B=-28; p=0 .05), showed longer times in bed in 24 hours in weekdays (B=24; p=0.04), fewer correct answers in lists of 5 (B=-7.8; p=0.01) and 6 digits (“yes”) (B=-7.3; p=0.03) for memory, lower percentage of correct answers in tonic alertness (B=-2.67; p=0.02), phasic alertness (B=-5 .16; p=0.04) and selective attention (B=-5.78; p=0.02), but shorter reaction times for correct responses of phasic alertness (B=-54.81; p=0.01). Thus, the hypothesis that school routine and the degree of urbanization may have an impact on sleep habits and working memory in adolescents is confirmed, while attention was only related to the degree of urbanization.