Let's start with a riddle (kind of).
October has one of those days in it that you rarely remember when asked; you're surprised to see it come round, but you're its biggest fan when it arrives...
No, I'm not talking about Halloween. It's the clocks going back!
That hour, so rudely stolen from us earlier in the year, has realised the errors of its ways and come crawling back; hallelujah.
On Sunday 25 October, the clocks go back. By the winter solstice, London will get just 7 hours and 49 minutes of daylight, and Edinburgh less than 7. What does that mean?
All of us will travel to and from school or work in near-darkness.
For many of us, shorter days mean feeling a little flatter. For some pupils, winter brings something more significant: seasonal affective disorder, or SAD. Mock season, brown leaves on the ground, colder days and less sunshine are some key drivers.
Let's start with the more official definition.
The NHS describes SAD as depression that happens in winter and goes away in summer. It’s thought to be linked to reduced daylight, which may affect brain chemicals such as melatonin and serotonin that influence mood and sleep.
A diagnosis is usually made only when symptoms have occurred at the same time of year for two years or longer. So one difficult November isn’t SAD, but a pupil who struggles every winter may need more support.
Research on SAD in children is limited and largely from outside the UK, but a US study estimated that 1.7–5.5% of 9–19-year-olds may have it (Swedo et al., 1995). In a secondary school of 1,000 pupils, that could mean up to 55 young people.
It sits within a wider picture: in 2023, 20.3% of 8–16-year-olds in England had a probable mental disorder (NHS England).
NHS-listed symptoms include low mood, loss of interest, irritability, difficulty concentrating, eating more and feeling more tired than usual. In school, you might notice a pupil who:
These signs overlap with many other difficulties, so look for patterns that return each autumn and ease in spring. For pupils with SEND who may find it harder to describe how they feel, changes in behaviour, appetite or engagement may be the clearest signal.
Brief staff on the signs before the clocks change
Compare wellbeing and attendance records across the autumn and spring terms
Ensure your mental health lead, SENCO, and DSL share a clear approach to recording concerns.
Across a MAT, consistent recording makes patterns easier to spot.
SAD is treatable, and symptoms often ease as the days lengthen. By noticing patterns and working closely with families, schools can help make the darkest months a little easier.