At 10:47 a.m., a teacher stood at her public school door, checking her watch and her students as they headed out. The “feels like” temperature was 3 degrees. She scanned the line of third graders: hats low, neck warmers snug, mittens on, boots tucked. Every child was dressed for the weather. They headed into the woods.

By 11:30 a.m., the students were still playing — building, laughing and exploring in powdery snow. The teacher checked in often. No one reported being cold. At 11:45 a.m., the group gathered for the hike back, pausing briefly to warm up before heading outside again for their regular 30-minute recess. This was not reckless; it was thoughtful, supervised and developmentally sound.

In Maine, cold weather is often treated as a barrier rather than a condition children can safely adapt to. Many schools rely on rigid temperature cutoffs that keep students indoors for weeks. These policies are not only fear-based; they frequently reflect adult convenience over children’s needs, despite strong evidence that year-round outdoor time supports physical health, emotional regulation, focus and resilience.

With proper clothing, active play and attentive adults, cold exposure is safe. Children stay warm through movement and can communicate discomfort when trusted. States like Alaska and Minnesota, with colder winters than Maine, successfully embrace outdoor learning.

What is harmful is prolonged indoor confinement. Schools should revisit cold-weather policies and replace fear and convenience with evidence-based practice. Maine children deserve to experience winter not from behind a window, but fully within it.

Anne Adams
Rockport