There is no doubt that a perk of living in Marin County is the warm, sunny weather that lasts for much of the year. However, during the fall and winter, residents of Marin often experience rain and cold brittle air. For some, this description may evoke nostalgic emotions of chilly holidays and warm living rooms. Although, many teenagers experience different, more negative feelings in the winter season, particularly those affected by Seasonal Affective Disorder (SAD), commonly known as seasonal depression.
Licensed marriage and family therapist Dr. Lisa Frankfort has worked with clients who have SAD and acknowledges the unpredictable weather Marin may have, which can be confusing for teens who suffer from the disorder.
“[SAD] can be complicated in [Marin] because we get months of unremitting fog. Even though typically [people] would think about [SAD] as happening just in winter months, [Marin] can get fog in the middle of summer. That complicates [things] for people [who have SAD] in this area,” Frankfort said.
It is common to feel down during winter due to the cold, gloomy days, which often leads to a lack of availability of outside activities and day-to-day hobbies. However, those who experience SAD are not just exposed to the limitations winter may bring but are also majorly affected by the low amount of light exposure their bodies endure during this time. Frankfort explains the science behind SAD.
“[Researchers] don’t know specifically what causes SAD, [but] essentially they connect it to daylight that affects [the] serotonin and melatonin [in our brains]. When there is a lot of sunlight, your brain produces high serotonin, which gives you more energy and makes you feel happier. When there is darkness, your brain produces more melatonin, [making] you feel sleepier and have less energy,” Frankfort said.
According to a January Bark survey, 36 percent of students experience a form of seasonal depression and 28 percent of students reported that seasonal depression affects their academics and high school experience somewhat frequently. For teens, several aspects contribute to mood, behavior and decision-making that facilitate how they think or feel in any given circumstance. By recognizing the change in teenage lifestyle, Frankfort understands the intricate feelings that are commonly observed in most teens. She points out the effect these specific feelings may have for those who are experiencing SAD.
“It’s hard because teens have a lot of fluctuating moods. [There are] changes in feelings [and] thinking [which] hit you harder than it would. Oftentimes people feel like this is permanent. Everything feels like a lot of effort, [such as] the pull for more sleep or getting up in the morning. [There are also] changes in concentration and [it may be] harder to pay attention in class, [which] requires a lot of energy. It gets complicated for teens because your bodies are changing,” Frankfort said. Junior Saia Bach has experienced a change in her mood during the winter months and reflects on how this influences her overall academic success.
“Whenever the sun is out, [I] am genuinely happier. When it is cold and rainy, I tend not to absorb information as much, and that affects me because if we are learning something new that day, I have a [harder] time with the homework, [which creates a] domino effect,” Bach said. Students like Bach notice the effect SAD has on their academic performance and overall mood. However, it is also crucial for teachers to understand that these few darker months of the school year tend to be more stressful, especially for those who experience SAD. Frankfort points out ways in which teachers can assist students who are managing SAD while in school.
“If teachers can be observant and notice that things are shifting, they may notice a student who was doing reasonably well is suddenly starting to slide. Teachers can pull a student aside and [ask], ‘Hey I’ve noticed [a change in your mood], have you noticed that? What do you think may be happening?’” Frankfort said.
Bach expresses ways teachers can help assist students who are dealing with SAD specifically during the fall, when deadlines are expected to be met and finals are looming.
“A way that teachers could help is recognizing and seeing if there is a constant struggle within a student’s [behavior]. They [should] talk about it, see what they can do, [offer] accommodations. Especially during the fall finals, because that’s when [students get] depressed the most. Something as simple as asking ‘what can I do to help?’ because [SAD] varies from person to person,” Bach said.
Although SAD may cause one to feel lonely, there are ways to cope with its side effects. Redwood Wellness outreach specialist Ari Ziegler shares some tips on how to deal with SAD during the winter while school is in session.
“[You should find] those moments where it’s sunny, even though it’s hard because it’s winter. Teachers can take a 10-minute break [to] walk their class around and just be outside. Talking to friends about it [to] normalize it more [and] simply acknowledging that [SAD] is happening, because it could feel isolating and you may not know why you’re feeling this way,” Ziegler said.
Frankfort also mentions the importance of staying close to loved ones as a way to boost mood, including how teens may benefit from seeking help.
“Being with your family and friends does help with SAD and isolation, and teachers and administrators [could help by] giving more support with homework assignments that might not feel difficult in other times of the year but might right now. Asking for help requires some strength [and] toughness, but [it’s important] to say, ‘I can’t do this by myself right now, I need some help here,’” Frankfort said.
Along with other ways to cope with SAD, Redwood has the Wellness Center open for all students in the winter who feel a sudden mood shift compared to how they may have felt during sunnier seasons.
“[Wellness does] Stress Less during finals week, [which is] a specifically stressful time, plus it’s the height of winter so everything’s just dark and rainy and harder. Having a student come into [Wellness], get tea, [go] outside and know that there are resources [can be helpful for them],” Ziegler said.
Frankfort stresses the importance of knowing that these feelings could occur and includes how powerful it is for students to notice and check with themselves about what these symptoms may mean.
“You need to know yourself and say, ‘Yes, this is a struggle, but this feels bigger, unusual, and I didn’t feel like this last August [or] September.’ It’s hard to notice [and] take a step back and say, ‘How am I doing compared to last month or the month before? How did I feel at the beginning of this school year?’” Frankfort said.
