Every year, as the weather shifts and daylight fades, I find myself reflecting on how these changes quietly influence our feelings, thoughts, and daily rhythms. In both my clinical work and university teaching, I’ve noticed how the transition from summer’s brightness to winter’s stillness shows up in small ways – a dip in energy, a heavier morning, or difficulty staying focused.
These patterns repeat year after year. When I worked in northern British Columbia, the long, dark winters amplified these effects more noticeably. It was often hard to tell where normal seasonal tiredness ended and where something deeper – emotional fatigue or a heavier mood – began. Interestingly, we celebrate fall colours, Halloween, and the start of a new academic rhythm, yet beneath the excitement there is often a subtle slowing-down that many of us feel but rarely name.
This year, those reflections deepened during the Master of Arts in Counselling Psychology (MACP) convocation in October 2025. A few recent graduates recognized me and shared stories – some personal, others from their clients – about how the fall season brings a quieter emotional tone. Even students and practitioners who are doing well academically or professionally describe feeling a little more subdued as the season shifts.
These conversations also reminded me how important clinical supervision and peer support become during the winter months. Supervision isn’t only about navigating ethical decisions or complex cases; it’s also about preserving the emotional energy that keeps us grounded and present. Winter challenges those reserves, making connection – with colleagues, peers, and even ourselves – especially important.
The Science Behind the Seasonal Shift
Our body’s internal clock, or circadian rhythm, is closely tied to light. As daylight decreases, the brain produces less serotonin – the neurotransmitter associated with mood, motivation, and emotional steadiness. Around the same time, melatonin, the hormone responsible for sleep, rises earlier in the evening. Many people feel that shift is a kind of sluggishness or early fatigue.
Research shows that changes in daylight exposure can influence emotional regulation, sleep, and cognitive functioning, particularly among younger or student populations (Seto et al., 2021; Chen et al., 2024). These shifts can disrupt focus, appetite, and energy in ways that feel subtle at first but accumulate over time.
For some, these changes contribute to a recurring pattern of depression known as Seasonal Affective Disorder (SAD). For many others, the effects are milder – a drop in mood or motivation, irritability, or what we often call the “winter blues” (Nevarez-Flores et al., 2023).
Understanding these biological influences helps reduce self-blame and builds compassion for ourselves during the darker months.
Understanding Seasonal Affective Disorder (SAD)
SAD is a well-documented mood disorder characterized by symptoms that follow a seasonal pattern – typically emerging in late fall and easing in spring. It affects about 2 to 5% of Canadians, though many more experience milder seasonal challenges (CAMH, 2024; Melrose, 2015; Lam & Levitt, 1999).
People living in northern climates, spending long hours indoors, or experiencing social isolation are particularly vulnerable. Students in online or hybrid programs – where screen time is high and natural light exposure is low – may feel these effects even more strongly.
Awareness is often the first step toward regaining balance. Sometimes simply naming what’s happening allows people to adjust routines and expectations in ways that support emotional balance (Sigmon, & Dorhofer, 2003; Rohan et al., 2003).
Strategies to Maintain Balance and Energy
There is no single formula that works for everyone, but these strategies – supported by both research and practice – can help sustain emotional steadiness during winter:
1. Seek sunlight when possible. Morning light, even for a few minutes, can help regulate energy and mood.
2. Consider light therapy. Bright-light exposure early in the day has strong evidence behind it and may help with energy and motivation
3. Move gently but consistently. Short walks or stretching breaks can support serotonin production and emotional regulation.
4. Keep a steady routine. Regular sleep, meals, and study patterns help stabilize your internal rhythm.
5. Eat to support your mood. Foods rich in vitamin D and omega-3s – such as salmon, eggs, nuts – along with hydration can help with focus and emotional balance.
6. Stay connected. Checking in with a peer, colleague, or friend – even briefly – helps protect against winter isolation.
7. Reach out early for support. If you notice persistent changes in mood or energy, Yorkville’s Student Success Centre and Mental Health & Wellness team can help you connect with counselling or group supports.
Yorkville University students also have access to mental health support through our partnership with the GuardMe Student Support Program (GMSSP). Through GMSSP, students can access:
– 24/7 Counseling: Access to professional counselors anytime, in multiple languages.
– Personalized Support: Tailored solutions for a variety of challenges, including stress, anxiety, and adapting to university life.
– Digital Resources: A peer support network along with a wealth of articles, podcasts, and interactive tools for self-guided learning and support.
– Complete Confidentiality: Your privacy is paramount, offering you a safe and secure space for discussions.
***To access GMSSP services, simply download the TELUS Health Student Support app, call 1-844-451-9700, or visit www.gmssp.org
Building Awareness in a Learning Community
One of Yorkville University’s strengths is its diversity – we learn and work across multiple time zones, provinces, and climates. At the same time, it implies that some members of our community face much darker, longer winters than others.
As educators, practitioners, and students, we can help create a learning environment where conversations about wellness feel natural. Simple gestures – acknowledging that the season feels heavier, checking in with a classmate, or reminding someone to take a daylight break – can make meaningful differences.
These acts also model ethical self-awareness. Recognizing our own seasonal patterns helps us show up more fully for the people we support.
Reflections on Practice and Presence
Working in mental health and education has taught me that resilience isn’t the absence of difficulty – it’s the ability to stay connected to our humanity while facing it.
Seasonal shifts remind us we are part of an ecosystem that moves through cycles of activity, rest, reflection, and renewal. For students, this may mean being gentle with yourself on days when focus feels harder to maintain. For faculty and practitioners, it may mean noticing early signs of compassion fatigue and giving yourself permission to rest.
I often remind students that self-care isn’t something you earn once the work is done – it’s what sustains the work itself. Rest, connection, and mindful awareness aren’t luxuries; they are maintenance practices that help us learn, care, and grow.
Final Thoughts
The darker months invite us to slow down and pay closer attention – to ourselves, to our environment, and to one another. Seasonal heaviness is common, understandable, and temporary. With small, consistent acts of self-care and connection, our bodies and minds can find their rhythm again.
If you’re feeling the weight of the season, you’re not alone. Many in our community share this experience. By naming it, supporting one another, and responding with compassion, we can navigate the winter months with steadiness, insight, and care.
About Dr. Rahul Jain
Assistant Professor, Faculty of Education and Social Work
Thompson Rivers University, Canada
Dr. Rahul Jain is an Adjunct Professor in the MACP program at Yorkville University, where he was named a 2025 recipient of the President’s Award for Teaching Excellence. He brings an extensive background in clinical practice, nearly 15 years of experience in the mental health field, and nearly decade-long teaching experience at the university level. Before joining Yorkville, Dr. Jain worked as a Clinical Supervisor and Psychotherapist/Mental Health Clinician for the government of BC and taught at public universities in British Columbia. He was the recipient of the University of Northern British Columbia (UNBC) Excellence in Teaching Award in 2022. While at UNBC, Dr. Jain developed several graduate level courses including Mental Illness and Addictions Among Indigenous Children/Youth; and Crisis Work with Indigenous Children/Youth: Restoring Balance. Dr. Jain has also published in several peer-reviewed journals, and has secured competitive research grants, including an Interior University Research Coalition (IURC) and Ministry of Health (MoH) research grant for a mental health project. He has presented his work at national and international conferences and also served as a keynote speaker.
References:
CAMH. (2024). Seasonal affective disorder (SAD). Centre for Addiction and Mental Health.
Chen, X., Li, M., Yang, H., Wang, Y., Zhang, W., & Liu, J. (2024). Circadian light therapy and light dose for depressed young people: A systematic review and meta-analysis. Frontiers in Public Health, 11:1257093. doi: 10.3389/fpubh.2023.1257093.
Lam, R. W., & Levitt, A. J. (1999). Canadian consensus guidelines for the treatment of Seasonal Affective Disorder.
Melrose, S. (2015). Seasonal affective disorder: An overview of assessment and treatment approaches. Depression Research and Treatment, 2015, Article 178564. https://doi.org/10.1155/2015/178564
Nevarez-Flores, A. G., Bostock, E. C. S., & Neil, A. L. (2023). The underexplored presence of seasonal affective disorder in the southern hemisphere: A narrative review of the Australian literature. Journal of Psychiatric Research, 162, 170-179
Rohan, K. J., Sigmon, S. T., & Dorhofer, D. M. (2003). Cognitive-behavioral factors in seasonal affective disorder. Journal of Consulting and Clinical Psychology, 71, 22–30. https://doi.org/10.1037/0022-006X.71.1.22
Seto, A., Gao, Y., Takahashi, K., & Kawabata, M. (2021, December). Effect of hometown seasonality on undergraduate students’ risk of developing seasonal affective disorder. Hawaii Journal of Health & Social Welfare, 80(12): 298-303.
