Are We “SAD”der in the Winter?
By CARLY CANSECO ‘27
According to WHO (World Health Organization), the rise of mental health struggles - depression and anxiety since Covid has been around 25 percent worldwide. At rigorous institutions like Exeter, mental health issues are often aggravated due to competitive environments. Moreover, the independence and responsibilities of attending a boarding school without familial support frequently incur more negative impacts. Exeter provides several resources—free CAPS counseling, advisory systems (which aim to connect students with trusted adults), and Student Listeners. However, during times such as the winter, the prevalence of SAD (Seasonal Affective Disorder) at Exeter is jarring. Seasonal Affective Disorder, defined by Johns Hopkins Medicine, is “a type of depression that happens during certain seasons of the year, most often fall or winter. It is thought that shorter days and less daylight may set off a chemical change in the brain leading to symptoms of depression.”
“Winter term is the absolute worst” and “The winters in Exeter suck” are frequent sentiments that Exonians reflect. It appears to be a campus consensus that the winter is the worst term. Characterized by its long schedules, dreary weather, and “Hell Weeks,” the words “winter term” connote a negative sentiment. The presence of an H block in schedules also causes longer days and a hindered ability to go outside and interact with others—a frequent suggestion given by counselors and therapists to those struggling with depression. This exacerbates the issue of SAD at Exeter—making this matter urgent and help from the administration indispensable.
To combat this pressing matter, Exeter has seemingly provided little support. At the beginning of the term, students were reminded by dorm faculty via a short email or small reminder in person of the sunlight lamps available to them in their dorm. The sunlight lamps, according to a two-page pamphlet from Lamont Health and Wellness Center, are “an effective treatment and usually administered using a lightbox. Light therapy is very easy to use. Most studies show that about 75% of individuals who experience SAD feel improvement when using light therapy within a couple [of] days to a few weeks.” Many students note that these lamps sit in surplus in miscellaneous parts of their dorm, untouched and unused. Some simply do not believe in its effectiveness, and others have tried and felt little to no relief. Overall, the light lamps seem to be an unsuccessful attempt to aid students struggling with SAD.
Rather than small reminders of lamps, it would be more effective for the administration to make more efforts to host and cultivate social events. SAD often causes a loss of interest in activities and reclusiveness in a student’s room. Events that push students to interact with others and leave their rooms could be extremely effective. Therefore, more effort should be put into fun, school-wide events such as dorm vs. dorm games, grade events, or arts and crafts workshops.
Additionally, more education on SAD, its significance, and treatment would be most effective. If students are aware of SAD’s potentially profound impact on their mental health, they may be more inclined to seek support and use sun lamps provided to them. Frequent reminders of resources available—Student Listeners, advisors, and CAPS, would encourage students to reach out for support. Although several resources are available to students struggling or those who would like someone to talk to, it is paramount to make them seem accessible to maximize their effectiveness.