When The Bell Stops Ringing

For many teachers and students, the end of term is supposed to be a relief, a long exhale after the relentless pace of school life. But for some of us, the start of the holidays brings something very different: unease, restlessness, even a subtle sense of loss.

School provides more than structure. For some, it’s a sanctuary of routine, belonging, and purpose. When that disappears, it can leave a gap that’s difficult to fill.

The Hidden Cost of Transition

Academic research tells us that human beings thrive on rhythm. The concept of chronobiology, our biological relationship with time, suggests that predictable routines regulate everything from our sleep to our mood (Roenneberg, 2012). When the term ends, those rhythms abruptly change. For neurodivergent individuals, or those affected by anxiety or trauma, this shift can feel particularly destabilising.

A 2019 study by Killikelly and Maercker explored adjustment disorder in non-clinical settings and found that even positive life events, such as holidays or retirement, can trigger emotional disturbance when they disrupt identity or social roles. School, for both staff and students, isn’t just a place; it’s a role, a rhythm, and a reliable container. When that structure vanishes, so too can the scaffolding we’ve come to lean on.

In children and young people, the impact is well-documented. For some students, especially those for whom home life is chaotic, lonely, or even unsafe, the holidays bring increased vulnerability. Studies have linked extended breaks to spikes in child protection referrals (Longfield, 2019) and school absence to a drop in mental health support engagement (Crenna-Jennings, 2021). School is their anchor.

But this is true for adults too.

When Teachers Miss School

I’ve often heard people joke that teachers “live for the holidays” and yes, we need the break. But in truth, I find the transition challenging. I’ve come to realise that the rhythm of school keeps me steady. It offers predictability, social connection, and an outlet for purpose. Without that, I can find myself adrift.

Over the years, I’ve developed rituals to soften the transition. I often schedule CPD for the very start of the holidays, not out of overwork, but to help me land. It gives me a reason to get up, a way to gently detach from the pace of term time, and a moment to reflect before the quiet sets in. I’ve found that this structured easing-in prevents the emotional whiplash of going from 100mph to zero.

For others, that transition might look different: a mini-break, a creative project, a return to sport, or even reorganising the classroom. The key is knowing that needing support around this shift isn’t a failure of resilience; it’s a very human response to loss of structure and identity.

Easing the Shift

If you or your students find the holidays hard, you’re not alone. Here are a few ways to ease the transition:

• Acknowledge the shift: Talk about it. Normalise it. Make space in the final week of term for reflection, rather than just celebration.

• Create micro-routines: Establish small rituals for the first few days; when you wake, what you eat, where you go. Let them hold you.

• Build in a bridge: Like my CPD days, you might schedule something purposeful that gives shape to your first few days out of school.

• Stay connected: Keep in touch with a trusted friend via a check-in or message. It can reduce feelings of sudden isolation.

• Reclaim purpose: Even if just for an hour a day, do something that connects to your values—learning, creating, moving, helping.

  
  

We often speak of holidays as recovery time, and they are. But it’s okay to grieve the structure, connection, and clarity that term time brings. For some of us, school is our safety net - not because we’re failing to cope, but because we’ve found a place where we thrive. And that’s something worth recognising. So if you find the holidays hard, know this: you’re not broken. You’re adjusting. And sometimes, that takes time.

References:

• Killikelly, C., & Maercker, A. (2019). Prolonged grief disorder and adjustment disorder: Similarities and differences. Current Opinion in Psychiatry, 32(1), 1–6.

• Roenneberg, T. (2012). Internal Time: Chronotypes, Social Jet Lag, and Why You’re So Tired. Harvard University Press.

• Longfield, A. (2019). Keeping kids safe in school holidays. Office of the Children’s Commissioner.

• Crenna-Jennings, W. (2021). Children’s mental health and the long school break. Education Policy Institute.