SAD: When the Darker Days Affect Our Mental Health

As the days grow shorter and the mornings darker, winter can bring more than just colder weather. For some children, young people and school staff, the changing seasons can have a significant impact on mental health and wellbeing.

Seasonal Affective Disorder (SAD) is a type of depression associated with seasonal changes, most commonly occurring during autumn and winter. Symptoms can include persistent low mood, tiredness, irritability, difficulty concentrating and losing interest in activities that would usually bring enjoyment.

Why Should Schools Be Aware?

Schools play an important role in supporting emotional wellbeing. During the darker months, changes in a pupil’s mood, energy levels, behaviour or concentration may indicate that they are struggling emotionally.

Helping schools promote positive mental health involves recognising emotional difficulties, understanding young people’s needs and providing appropriate support. Their resources on low mood and depression offer useful guidance for educators supporting children and young people.

Rather than immediately interpreting changes in behaviour as laziness, disengagement or poor attitude, staff can take a compassionate approach by checking in with pupils and creating opportunities for them to talk about how they feel.

Small Steps, Meaningful Support

Schools can help promote wellbeing by encouraging outdoor activities and exposure to natural daylight where possible, maintaining supportive classroom environments and making time for meaningful conversations. Consistent routines, positive relationships and access to pastoral support can also help pupils feel safe and understood.

It is equally important to remember that teachers’ mental health matters too. Staff experience the darker mornings, increased demands and emotional pressures of school life themselves. A whole-school approach to wellbeing should recognise the needs of both pupils and the adults who support them.

Looking Beyond the Behaviour

Not every child who experiences low mood has SAD, and persistent symptoms should not be dismissed as simply part of winter. If a pupil appears to be struggling, sensitive conversations with the child and their family can help identify whether additional support is needed.

SAD reminds us that mental health can be influenced by factors that are not always immediately visible. By paying attention, showing understanding and creating a culture where asking for help is encouraged, schools can make a meaningful difference.

This winter, let’s look beyond behaviour, recognise the person behind it and make emotional wellbeing part of everyday school life.

Further reading: ⁠Breathe Education – Low Mood and Depression | ⁠NHS – Seasonal Affective Disorder