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Child During Winter Break

Supporting Your Child During Winter Break: A Child Psychologist’s Guide to Maintaining Emotional Balance

As a psychologist and Director of Rocky Mountain Psychological Services (RMPS), I often meet families who are surprised by how emotionally challenging winter break can be for their children. While holidays evoke images of cozy mornings, festive celebrations, and time off school, many children experience this period very differently. Without the structure of school, predictable routines, and familiar social rhythms, emotional balance can easily shift.

Winter break is meant to be relaxing, yet for many children it brings overexcitement and dysregulation, which can look like increased anxiety, emotional sensitivity, difficulty with transitions, or unexpected behaviour changes. These reactions are not signs of defiance or ungratefulness, they are signs of a nervous system trying to adapt to sudden change.

Research strongly supports what we observe clinically. For example, Spagnola & Fiese (2007) found that consistent routines play a critical role in helping children feel secure and emotionally regulated. When these routines are disrupted, even for a positive reason, children often feel unanchored. Winter break removes many of the predictable cues children rely on, which helps explain mood swings, restlessness, or extra clinginess this time of year.

Maintaining Gentle Routines

One of the most effective ways to support emotional balance during winter break is to maintain gentle, predictable routines. This does not mean recreating the structure of school but preserving the core rhythms of the day such as steady sleep times, regular meals, and a sense of morning-to-evening flow.

A study by Ferretti & Bub (2017) found that children with consistent daily routines developed stronger self-regulation skills, which acted as a protective factor during stressful periods. Over the holidays, this consistency helps children feel grounded even when everything else feels different.

Parents often find that simply keeping bedtime and wake-up time within a consistent range makes a noticeable difference. Young children, and children with ADHD or autism, may also benefit from a simple visual schedule so they know what to expect each day.

Encouraging Emotional Expression

The holidays bring excitement, but they also bring stimulation, expectation, and sometimes social pressure. Children may feel they are “supposed to” be happy, even when they feel overwhelmed or anxious. By giving children permission to express all emotions, not just the cheerful ones, we reduce internal stress and improve overall emotional balance.

Creating calm opportunities for your child to talk about their day, reflect on challenges, or simply acknowledge feelings can be profoundly helpful. Even young children can learn to identify emotions when adults model language such as, “It sounds like you’re feeling frustrated,” or “You’re disappointed because the day didn’t go as planned.”

This reflective practice is well-supported in research. Denham et al. (2012) found that children who regularly practiced identifying and expressing emotions demonstrated stronger emotional regulation and more positive peer relationships. During the holiday season, when emotions run high, this skill becomes especially important.

Balancing Activity and Rest

One of the biggest misconceptions about winter break is that children benefit from constant entertainment. In reality, they need a balance of structured activities and unscheduled time. Children use unstructured play to process emotions, explore creativity, and recover from social or sensory overload.

The Canadian Paediatric Society (CPS, 2024) emphasizes that free play is essential for cognitive and emotional development, supporting creativity, executive functioning, and resilience. Interspersing relaxed downtime with intentional family moments like cooking together, enjoying a board game, or spending time outdoors creates a rhythm that supports emotional calm.

Children do not need nonstop outings to feel fulfilled. They need connection, predictability, and time for their nervous system to reset.

Supporting Healthy Sleep

Sleep is one of the strongest determinants of emotional stability in children. The excitement of winter break, coupled with irregular routines or increased screen time, can lead to sleep disruptions that have emotional consequences. Children who are overtired often appear more irritable, impulsive, or tearful.

A pivotal study by Gregory & Sadeh (2012) found that insufficient sleep is directly linked to heightened anxiety and behavioural challenges in children. Keeping bedtime routines consistent such as quiet winding down time, reduced evening screen exposure, and predictable lights-out, significantly improves emotional regulation.

Often, returning to school after the break is easier when sleep patterns have been gently protected throughout the holidays rather than corrected abruptly at the end.

Creating Realistic Expectations

The holiday season is often filled with social gatherings, travel, loud environments, and new faces. These experiences are stimulating and enjoyable but also draining for children. Emotional fatigue often shows up as irritability, mood swings, or withdrawal. Parents sometimes interpret this as misbehaviour, when it is actually a sign of sensory or emotional overload.

Setting realistic expectations helps. Plan shorter visits when necessary, build-in quiet breaks, and remind your child ahead of time what the day will look like. Reducing the number of commitments and allowing your child to have downtime during busy days can prevent emotional overwhelm.

Holidays don’t need to be perfect; they just need to feel safe and manageable.

Easing the Return-to-School Transition

Many children, particularly those with anxiety, ADHD, or learning challenges, struggle with the transition back to school in January. Gradually reintroducing school-friendly routines can ease this transition. A few days before school resumes, consider returning to earlier bedtimes, practicing morning routines, and talking positively about the return to school.

Children benefit from knowing what to expect, and these small adjustments can significantly reduce anticipatory stress.

When to Seek Professional Support

Some emotional fluctuations during winter break are normal. However, if you notice persistent anxiety, sadness, mood changes, withdrawal, or frequent physical complaints such as stomachaches or headaches, your child may need additional support.

At RMPS Calgary, our child psychologists specialize in helping children build strong emotional foundations through evidence-based therapy, parent coaching, and psychological assessment. We support children struggling with anxiety, emotional regulation, ADHD, learning differences, and behavioural challenges and we work closely with families to create strategies that work long after the holidays are over.

Closing Note

Winter break offers a meaningful opportunity to strengthen emotional connection and resilience. With gentle routines, emotional openness, healthy sleep, and balanced activities, children can enjoy the season while maintaining the stability they need to thrive.

If you feel your child could benefit from professional support, Rocky Mountain Psychological Services (RMPS) Calgary is here to help. You don’t have to navigate these challenges alone and our team is ready to support your child’s emotional wellbeing throughout the winter months and beyond.

References

Canadian Paediatric Society. (2024). As safe as necessary: Paediatricians say ‘risky play’ can enhance children’s health and wellbeing. https://cps.ca/en/media/risky-play-can-enhance-childrens-health-and-wellbeing

Denham, S. A., Bassett, H. H., & Zinsser, K. (2012). Early childhood teachers as socializers of young children’s emotional competence. Early Childhood Education Journal, 40(3), 137–143. https://doi.org/10.1007/s10643-012-0504-2

Ferretti, L. K., & Bub, K. L. (2017). The influence of family routines on the resilience of low-income preschoolers. Journal of Applied Developmental Psychology, 52, 103–111. https://doi.org/10.1016/j.appdev.2017.07.002

Gregory, A. M., & Sadeh, A. (2012). Sleep, emotional and behavioral difficulties in children and adolescents. Sleep Medicine Reviews, 16(2), 129–136. https://doi.org/10.1016/j.smrv.2011.03.007

Spagnola, M., & Fiese, B. H. (2007). Family routines and rituals: A context for development in the lives of young children. Infants & Young Children, 20(4), 284–299. https://doi.org/10.1097/01.IYC.0000290352.32170.5a

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MacKenzie Ebel

MacKenzie is a Psychometrist/Psychological Assistant at RMPS. She completed her Bachelor of Arts in Psychology at Princeton University, where she also played 4 years for the women’s ice hockey team. She recently completed her Masters in Counselling Psychology through City University of Seattle. MacKenzie has worked with children, youth, and their families in a number of settings, through coaching, as a behavioural aid, and counselling through her internship placement. She is excited to continue learning about assessment administration, neurofeedback, and play therapy practices at RMPS! Currently, she is part of the assessment and neurotherapy team, as she completes her final capstone assignment and intends to join our counselling team as a Registered Provisional Psychologist.

Tammy Thomson

Tammy is a graduate of the Master of Arts in Counselling Psychology (MACP) program at Yorkville University and is trained at the master’s level in art therapy as a professional art psychotherapist and member of the Canadian Art Therapy Association. She brings more than 20 years of experience working with children, teens, and families in child development settings, children’s hospitals, and schools as an early childhood educator and elementary teacher. She completed a Bachelor of Applied Science specializing in Child Development Studies at the University of Guelph, Ontario and holds a Graduate Diploma of Teaching and Learning from the University of Canterbury in Christchurch, New Zealand. Tammy is a member of the Canadian Counsellor and Psychotherapy Association and College of Alberta Psychologists while pursuing her next goal of registration as a provisional psychologist. Tammy values a client-centered approach using play therapy and the expressive arts to support those who may find it difficult to articulate their thoughts and feelings with words. Children and families do not need any skill or prior art experience and the art studio is a safe place where children can gain a sense of independence, greater emotional regulation, and confidence through self-exploration. Expressive interventions in art therapy can treat behavioural issues, anxiety, depression, ADHD, autism, learning disabilities, physical and developmental disabilities, and attachment difficulties. As a parent of three young children herself, Tammy understands the complexities of family life using compassion to help parents feel more confident in their role of raising a successful family.

Raquel Freitas

Raquel is an Office Administrator at RMPS. Back in Brazil, her home country, she graduated as a Psychologist and worked as a clinician for the past 5 years. Although she loved working with children and adults, she discovered a new passion: manage the administrative tasks that keep the business running. 

As someone who is passionate about learning new things and developing new skills, with the career transition also came the decision to live abroad and explore a new culture. To serve empathetically and connect with people is Raquel’s main personal and professional goal.

Emma Donnelly

Emma is a Registered Psychologist with the College of Alberta Psychologists. She completed her Bachelor of Arts in Psychology in her hometown at Brandon University, after which she moved to Calgary to earn her Master’s of Science in School and Applied Child Psychology at the University of Calgary. Emma has a passion for working with children and families and has experience doing so in a number of settings, including schools, homes, early intervention programs, and within the community. She specializes in assessment, including psychoeduational, social-emotional-behavioural, and autism assessment. Emma uses a client centred approach to counselling, supported by cognitive behavioural therapy, as well as play-based and attachment-based techniques. She believes in meeting clients where they are at and prides herself in working together with her clients to achieve their goals, improve their functioning, and enjoy their daily life.

Amanda Stoner

Amanda is a Registered Psychologist with the College of Alberta Psychologists. Amanda earned her doctoral degree in Psychology at Brock University in Ontario in 2017, with a specialization in developmental psychology. Amanda provides formal assessment services at RMPS. 

Since 2009, Amanda has received formal training and work experience in private practice settings in conducting psycho-educational assessments for students ranging from preschool through university. Amanda is skilled at test administration, interpretation of data, and report writing for various referral questions including ADHD, Learning Disorders, Autism Spectrum Disorder, Anxiety, Giftedness, and Intellectual Disabilities. Amanda enjoys working with people of all ages from diverse backgrounds, and she tries to make the testing environment feel relaxed and comfortable while maintaining integrity in testing protocol.

Denise Riewe

Denise has completed a Bachelor of Health Sciences through the University of Lethbridge and a Master of Counselling with Athabasca University. She is a Registered Provisional Psychologist with the College of Alberta Psychologists and a member of the Psychological Association of Alberta. Denise has over 9 years of experience supporting children, youth and their families in both residential and community-based practices. Denise is experienced in working with high and at-risk youth, supporting children and their families with strength-based approaches. She practices from a client-center approach supported by Cognitive Behaviour Therapy, Dialectical Behaviour Therapy, Theraplay, and other play and art-based modalities.

John Pynn

John is a Registered Provisional Psychologist with the College of Alberta Psychologists. He completed his Master of Arts in Counselling Psychology at Yorkville University. He brings more than 20 years of experience working with children, teens, and families in a variety of settings. He brings a relaxed and collaborative atmosphere to sessions. John uses an integrated counselling approach including client-centred, Cognitive Behavioural Therapy (CBT), and Solution-Focussed therapy (SFT) to find the best-fit for clients. He has experience with a variety of mental health concerns including anxiety, depression, anger, self-
esteem, relationships, parenting, ADHD, grief/loss, addictions, and trauma. This broad experience comes from working in schools, social service agencies, group-care, and clinical settings. He also draws from the practical experience of being a parent to two teenagers as well as a husband. Supporting and empowering clients with mental health concerns is something John genuinely enjoys. John also provides counselling for adults and holds a Gottman level 1 certification for couples therapy.

Zara Crasto

Zara is a Psychometrist/Psychological Assistant at RMPS. She completed her Bachelor of Science in Psychology at the University of Calgary and her Graduate Diploma in Psychological Assessment at Concordia University of Edmonton. 

Zara has spent over five years working alongside children, adolescents, and their families in a variety of settings. These include public and private schools, in-home support, residential programs, early-intervention programs, and non-profit organizations. Currently, Zara is part of the assessment and neurotherapy team. As a lifelong learner, Zara plans to go back to graduate school and eventually become a psychologist one day.

Kellie Lanktree

Kellie is a Registered Psychologist with the College of Alberta Psychologists. She completed a Bachelor of Child and Youth Care with the University of Victoria and a Master of Education in Counselling Psychology through the University of Lethbridge. Kellie has over 10 years experience supporting children and youth with developmental disorders/delays and their families. Kellie has experience working in schools, clinical settings, and within homes to provide support and therapeutic interventions. Through her time at RMPS, Kellie has also gained experience in helping individuals affected by trauma, grief/loss, separations, emotional dysregulation, depression, and anxiety. Kellie practices through developmental, attachment-based and trauma-informed lenses, and draws from a variety of play-based approaches such as Synergetic Play Therapy, Child-centered play therapy, DIR/Floortime, art-based mediums, and mindfulness-based practices. Kellie also provides Neurofeedback therapy, and is working on receiving her certification through BCIA. Kellie believes in meeting children and their families where they are at and that there is no “one size fits all” for therapy.