The change of seasons throughout the academic year might have an impact on students’ education. Seasonal affective disorder (SAD), otherwise known as seasonal depression, is known to impact “about 5% of adults in the U.S.,” according to the Cleveland Clinic. Although this number might seem small, many people experience some form of the winter blues to one degree or another and simply can’t explain it.
So, what is it? SAD is a type of depression triggered by the changing of seasons, typically in the fall and winter months. It is most commonly triggered by shorter days, cloudy or gloomy weather, cold temperatures, and rain. With fewer hours of daylight to begin with, paired with overcast skies, an average week in the winter months can seem bleak to many.
One of the most vital components of SAD is the circadian rhythm. Most know this as a person’s “internal clock,” which is one of many functions to help their bodies maintain regular sleep patterns. When the sun sets earlier, there are changes in circadian rhythms that affect the sleep cycle. According to Harvard Medical School, researchers believe many symptoms of SAD are “due to changes in circadian rhythms as a result of seasonal changes in the length of daylight.” The majority of the vitamin D in human bodies comes from sunlight, and a deficiency in that area is linked to depression.
For many people, their body and mind tend to slow down and become drained by the end of the day, after the sun sets. Isla Holladay, a Freshman at Skyline High, says, “Depending on the time of year, it does change how I feel. Like right now, I’m just struggling to get through my work all the time.” She explains that she notices a change in motivation in herself and others around her.
For high school students, many kids try to wake up around six in the morning to be ready for the seven-thirty bell. Between December and February, the sun rises between seven and eight a.m., which means that many students are beginning their morning routine while it’s still pitch-black and cold outside. Although Utah’s residents tend to be fond of the chilly weather along with the popular benefits of skiing and snowboarding, it doesn’t mean that the cold isn’t affecting anyone. Not to mention the in-bound students who walk to school every day, all kids must take the several-block trek from the Skyline parking lot into the building every morning due to construction.
Holladay, who experiences this frigid darkness regularly, says, “I find it a lot harder to wake up in the winter, because it’s so dark outside, [plus] I need to wake up so early, and it’s always freezing cold.”
Now, the questions turn to the impact on students’ ability in the classroom. Excluding some Seniors who might have gaps in their schedule, most everyone starts their academic day at seven-thirty. It isn’t an uncommon sight for students to become drowsy or take a nap in their first period because of the start time. Although class is starting, their bodies and circadian rhythm are still one step behind. Some might use harsh lighting as a method to wake up in the morning, and if they don’t, they are put into a bright school environment regardless. Although this could work for some, the bodies and minds of others are still trying to catch up. This delayed circadian reaction is what might be causing many of these early-morning snooze sessions.
Holladay affirms this by explaining how the dark mornings “just make [her] want to sleep.”
The lives of students outside the academic sphere are another factor to be considered. Many adolescents have numerous other responsibilities outside of school hours, such as taking care of siblings, employment, sports, and clubs. Holladay begins to describe what might be expected of an average student, saying, “It gets to the point where if they expect students to have a normal [social] life, […] get through all their work, […] their commitments outside of school, and also wake up early enough to get to school [on time], they’re not going to get the amount of sleep that they need.”
So, how can this be countered? The American Academy of Pediatrics (AAP) recommends that a later start time of eight or eight-thirty at a minimum would help align with the biological sleep rhythms of teens. Furthermore, the National Education Association states, “According to scientific research, the effects of sleep deprivation in teenagers are severe, and starting school later would be a big step forward in reversing this trend.” By altering this pattern, young people are more likely to get a full night’s sleep and therefore have a better chance of combating symptoms of seasonal affective disorder. Holladay contributes by suggesting that “starting an hour later or so would certainly be a much better idea.”
