The term “witching season” describes periods of increased emotional intensity or behavioral challenges, especially common in ADHD children and those who are gifted. These challenging periods often coincide with specific times of the year marked by significant transitions, increased demands, or changes in routine. For ADHD and gifted kids, such shifts can lead to heightened emotional dysregulation, frustration, or anxiety due to their sensitivity to environmental changes, emotional intensity, and difficulties with executive functioning. Examples of witching seasons are below:
Back to School (Late Summer/Early Fall)
The beginning of the school year, typically in late summer or early fall, is one of the most intense periods of witching season. ADHD and gifted kids face the challenge of adjusting to new routines, academic expectations, and social dynamics. The start of the school year also brings:
- Reduced Daylight Hours: As the school year starts, children are faced with the drastic shift of beginning their mornings in darkness and seeing it get dark earlier in the evening. This limited exposure to sunlight can affect mood and energy levels, leading to increased emotional sensitivity and difficulty managing transitions.
- Standardized Testing and Early Grade Feedback: Many schools conduct early standardized assessments and give initial grades in October. This period can be especially challenging, as children adjust to the reality of new academic demands. Gifted kids might feel pressured to excel, and ADHD kids may feel frustration if early grades reflect struggles with focus or organization. This new academic reality can impact motivation and self-esteem.
- Seasonal Allergies and Medications: Fall often brings seasonal allergies, which can contribute to discomfort and irritability, especially if children are sensitive to sensory stimuli. Allergy symptoms like congestion, headaches, and sneezing can further strain children who are already dealing with focus and mood regulation challenges. Additionally, allergy medications often cause drowsiness or irritability as side effects, potentially increasing emotional volatility and making it harder for children to maintain attention in class.
- Colder Temperatures and Atmospheric Pressure Changes: As temperatures drop and atmospheric pressure shifts, children may experience changes in mood or energy levels. These early fall environmental changes can lead to subtle but impactful physical responses, such as headaches, restlessness, or fatigue, which may heighten sensitivity to stressors or challenges. For ADHD children or those with emotional intensity, these fluctuations can amplify feelings of irritability or low energy, making it harder to manage the demands of school or social interactions.
- The Need for a Holiday: Many children may feel a need for a break shortly after school starts. The shift from the freedom of summer to the structure of the school year can create a desire for rest or a mental break, adding to emotional tension.
Daylight Saving Time Changes (Spring and Fall)
The shifts in daylight hours during daylight saving time changes in the spring and fall can impact sleep patterns and mood regulation, areas where ADHD and gifted kids may already struggle. These changes in routine and external conditions can increase emotional dysregulation and make it harder for children to stay on task.
Holiday Season (November to January)
The holiday season, stretching from November to January, is filled with family gatherings, parties, and sensory overload from holiday activities. For ADHD and gifted kids, these social expectations and the overall excitement of the holidays can lead to emotional outbursts or behavioral issues. The disruption to daily routines can also be challenging for those who thrive on predictability.
Spring Break and Summer Vacation
Spring break and summer vacation present their own challenges due to the lack of structure and routine. Without the daily framework of school, ADHD and gifted kids may struggle to fill their time productively, leading to boredom or frustration. The lack of clear expectations during these breaks can result in increased behavioral difficulties.
End of School Year (Late Spring/Early Summer)
As the school year winds down in late spring or early summer, ADHD and gifted children often face mounting pressure from final exams, assessments, and other year-end tasks. This time of year also brings the uncertainty of summer, with its lack of structure, which can be overwhelming.
Understanding the Witching Season for ADHD and Gifted Children
“Witching season” represents a time of heightened stress and emotional difficulty for many ADHD and gifted children. Understanding the impact of these seasonal transitions and the specific challenges they present can help parents and educators provide the support these kids need to navigate their emotions and behaviors more effectively.