Disclaimer: Do note that this article focuses on the weather in Singapore, which is typically hot and humid with periods of rain and slightly lower temperatures.
As Singaporeans, we share a love-hate relationship with rain. Let’s dive into how the ever-changing weather may impact children with ASD.
How weather affects behaviour in children with Autism (ASD).
As a parent, you are not alone if you have ever found it harder to manage your child’s behaviours during certain weather conditions. 66% of respondents in a parent survey by SEIL (2017) reported notable differences to their child’s behaviour when it is warmer. Another caregiver questionnaire had results supporting that children’s moods were also affected preceding storms – with increased whining, restlessness, and dislike of play, amongst other reported effects (Dabb, 1997).
Before we carry on, let’s take a look at how the weather affects people in general!
The weather is a complicated system that includes temperature, atmospheric barometric pressure, precipitation, and many other factors. The current literature is insufficient to fully understand how our moods are affected by the weather, but high barometric pressure – typically indicative of pleasant weather – combined with low humidity has been linked to better mood. It induces serotonin, which brings about feelings of happiness (Dabb, 1997; Herbuela et al, 2024). For children, this increases interest, and they are more likely to engage in play with toys (Dabb, 1997). On the other hand, low or fluctuating barometric pressure – usually accompanied by rain and storm, leads to increased inattention, impulsiveness, restlessness, irritability, and disagreeing behaviours (Dabb, 1997; Dover, 2023; Herbuela et al, 2024; Speech & Dot, 2017). Such weathers can even trigger ailments such as migraines and depressive symptoms in adults (Herbuela et al, 2024).
While barometric pressure has been found to correlate with human moods and behavioural changes, it is likely to be more than that. As mentioned earlier, the weather is a complicated system. Hence, its effects are more likely to be determined by the overall environmental conditions resulting from the presence of multiple variables. For instance, increased cloud cover in sunny conditions leads to more engagement, but produces a negative effect during winter or cold conditions instead (Herbuela et al, 2024). Even though one variable (i.e., cloudiness) is constant, the overall environmental conditions are determined by a combination of everything. Therefore, we cannot make a direct correlation between mood and any single variable!
Does our geographical location affect how we react to changes in the weather?
Of course, adaptation plays a part. Those of us who reside in tropical countries such as Singapore would be more acclimated to the heat and humidity than someone from seasonal or colder countries. Thus, the temperature range in which our body is comfortable would fall inside a higher range. This explains why we may find Singapore warmer than usual when first stepping out of the airport after spending time overseas in a cold country.
While adaptation determines what kind of weather we can tolerate better, there is a prevalent trend in how temperature affects us in general across populations. Mildly warm temperatures have been found to soothe and encourage people to be active, while very hot temperatures cause irritability and aggression (Dover, 2023; Herbuela et al, 2024). There has even been a studied correlation between heat and crime rate (Dabb, 1997). It comes as no surprise that we are always complaining about the Singapore weather, as it is not only uncomfortable, but often causes other health conditions such as itchy skin, increased thirst, and headaches (SEIL, 2017).
Adding on, personal preference plays a part as well. According to Dover (2023), those without weather preferences reported no impact on their mood with changes in the weather, while other groups would feel happier or moodier according to whether their preferred weather was present. For example, summer lovers saw a marked improvement in their moods during summer, while those who disliked the rain reported a mood decline on rainy days (Dover, 2023).
Where we live will contribute to what kind of weather we can adapt to, and even affect our preferences. Therefore, it can certainly play a role in how our moods and behaviours change according to the weather.
Why could children with ASD or special needs be even more sensitive to weather conditions?
As with neurotypical individuals, there is a correlation between low barometric pressure and disagreeing behaviours (Speech & Dot, 2017). However, according to Bolton et al (2020), individuals with ASD experience an even greater impact on their daily activities and mood. We will discuss why that is below:
Children with ASD often have a strong preference for predictability – something that the weather often does not offer. Furthermore, rainy weather may also disturb daily routines if it involves going outdoors.
Stuck at home, they may start to feel cooped up and restless. This is especially so when there are no avenues to release their energy, which is often the case. This is not ideal for neurotypical kids, much less children with ASD who may also have trouble emotionally regulating.
Children with ASD tend to have sensory sensitivities that can affect their abilities to deal with shifts in temperature (Advanced Behavioural Therapy, 2024; Bolton et al, 2020; Speech & Dot, 2017). In fact, Brown (2024) and Hollander (2023) mentioned that children with ASD tend to show more aversion to extreme weathers and commonly face issues with body temperature regulation. Things such as loud thunderstorms and strong winds can also cause feelings of discomfort. Without a way to regulate, it is easy for sensory overload to happen.
All these things contribute to feelings of anxiousness and distress. Hence, this results in an increase of disagreeing behaviours, particularly for those who have limited communication skills and are unable to express their discomfort or distress (Herbuela et al., 2024). For caregivers who are unable to understand or address their child’s needs to be soothed, it could result in reduced or negative interactions between themselves and the child.
How to help your child with ASD?
Since we now know that one’s behaviour can be affected by the weather, here are some steps we can take to create a better condition for children (Herbuela et al., 2024; Hollander, 2023):
During hot weather – maintain a consistent indoor temperature using air conditioning, fans, or other creative cooling sensory experiences to prevent irritation.
During rainy or stormy days – create calming experiences using lights, sounds, and textures to help your child ease their anxious feelings. This is also an opportunity to make things fun for your child!
Provide activities appropriate to your child’s needs, according to the weather. Plan creative indoor projects that will help them channel their pensiveness positively on rainy days. Plan stimulating outdoor activities that will allow them to harness their enthusiasm and energy on sunny days.
Provide clothing appropriate to each weather condition.
When we take the necessary steps to improve each experience for our child, they may also learn to be more at peace with fluctuations in the weather, as they are assured that they will always receive the help they need to adjust better!
Written by: Leong Jia Hui
References
reepik. (n.d.). Back view of a family having fun while raining. Freepik. https://www.freepik.com/free-photo/back-view-family-having-fun-while-raining_9365522.htm#query=weather%20child&position=17&from_view=keyword&track=ais&uuid=3305e433-9154-42a7-9b0a-483657d3a9c3
Advanced Behavioral Therapy. (2024, March 12). Weathering the storm: Navigating weather changes for children with ASD. https://advancedabatherapy.com/traveling-with-your-child-with-asd-7-must-have-items-for-a-smooth-journey-2/#:~:text=Weather%20changes%20can%20be%20challenging,can%20evoke%20anxiety%20and%20distress.
Bolton, M.J., Blunberg, W.G., Ault, LK., Mogil, H.M., and Hanes, S.H. (2020, April 1). Initial evidence for increased weather salience in autism spectrum conditions. Weather Climate Society, 12, 293-307. https://doi.org/10.1175/WCAS-D-18-0100.1
Brown, J. (2024, January 15). The link between autism and temperature regulation. Autism Parenting Magazine. https://www.autismparentingmagazine.com/autism-temperature-regulation/
Special Education and Inclusive Learning (SEIL). (2017, June 19). Case study: hot weather and behaviour. https://inclusiveteach.com/2017/06/19/why-we-need-to-keep-cool/
Dabb, C. (1997). The relationship between weather and children’s behaviour: A study of teacher perceptions. All Graduate Theses and Dissertations. https://digitalcommons.usu.edu/cgi/viewcontent.cgi?article=3651&context=etd
Dover, K.R. (2023, October 21). How the weather can affect mental health. FHE Health. https://restore-mentalhealth.com/weather-affect-mental-health/
Herbuela, V.R.D.M., Tomonori, K., et al. (2024, January 5). Multilevel and general linear modeling of weather and time effects on the emotional and behavioral states of children with profound intellectual and multiple disabilities. Frontiers Psychiatry, 14(2023). https://doi.org/10.3389/fpsyt.2023.1235582
Hollander, A. (2023, September 13). Autism and fevers/temperature regulation. BridgeCare ABA Therapy. https://www.bridgecareaba.com/blog/autism-and-fevers-temperature-regulation#:~:text=Individuals%20with%20autism%20spectrum%20disorder%20(ASD)%20may%20have%20difficulty%20regulating,infections%20and%20other%20health%20complications.
Speech and Dot. (2017, October 11). Does weather affect autistic behaviours? https://www.speechandot.com/weather-affect-autistic-behaviors/
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