Outdoor learning offers year-round benefits for teachers and students. With thoughtful planning, outdoor learning can carry on comfortably, even in cold, wintery weather.

In many parts of the United States, low temperatures and accompanying wind and precipitation can be expected from late fall through winter and into early spring. (See map at the end of the page.) Outdoor learning in colder seasons offers unique educational opportunities but cold weather also has the potential to disrupt focus and create uncomfortable learning environments. What is considered a low temperature will vary by region and acclimatization of your staff and students. In the worst case, cold weather can be unsafe and pose health risks. Practical guidance on infrastructure, equipment, and supplies needed to adapt outdoor learning to cold and/or rainy, windy, snowy, icy weather will help to maximize time when it is possible for your teachers and students to be outdoors.

There are equity issues specifically related to outdoor learning in low temperatures and wet weather. Include your community in decisions related to finding solutions to these concerns. Some schools have opted to focus mainly on outfitting everyone with good quality clothing and gear and have had great success with outdoor learning in cold weather. To extend the days when outdoor learning is possible you may decide in addition to also invest in shelters that can protect your staff and students from precipitation, wind, and cold temperatures. For ideas on this, see the Shade and Shelter document.

For ideas for planning all weather conditions see Outdoor Learning in All Types of Weather, Strategies for Managing Hot Weather, and Outdoor Teaching Strategies.

With the right clothing, exploring nature in winter can be magical.

Waterproof pants and coats help keep these young learners warm and dry on a chilly day.

A backpack, bin, or bucket for storing extra layers means it is easy to adapt as conditions change throughout the day.

The Essentials of
Cold Weather Comfort

Weather appropriate clothing and gear, food and drink, and a daily schedule that allows for plenty of activity and movement are the ingredients for successful outdoor learning in cold weather.

CLOTHING to keep you warm and dry

Ensuring equitable access to the right clothing is key to assuring that all students and staff can safely be outdoors when the weather turns cold or wet. Be sure each student:

Wears layers that can be added or removed as comfort dictates;

Has storage for extra layers such as a backpack, bin, or bucket;

Has a change of clothes and a place to change if clothing gets wet;

Wears clothing that fits properly and does not have major rips or tears which will make garments ineffective at holding in heat.

Ensure that each child and teacher has the following clothing in cold weather conditions (adjust according to your climate):

Long underwear

Layered long sleeves and long pants

One or more layers of warm socks

Waterproof gloves or mittens (multiple sets to allow changes when wet)

Warm hats that cover their ears

Gaiters or scarves to protect the neck and face

Insulated waterproof boots or shoes that cover the ankle

Waterproof or wind-resistant snow pants

Waterproof or wind-resistant jackets

Watch this YouTube video on how to dress in cold weather for more specific information. 

School programs can support access to these essential items through fundraising drives or from their school budgets. Outdoor Learning in All Types of Weather has more information on clothing and how to provide it thoughtfully and equitably.

Gear for managing winter

Ensure that each child and teacher has the following gear in cold weather conditions (adjust according to your climate):

Insulated mugs or thermoses for warm beverages throughout the day

Reusable hand warmers made from a sock filled with rice, sewn closed, and heated in a microwave

Disposable hand warmers work great in a pinch, but generate a great deal of waste, so use sparingly.

Blankets for laps or wrapping around shoulders

Individual shelters or personal pods with heat reflective lining — some people are experimenting with creating personal domes that each student can sit under with space for a chair. Learn more about this fun project here.

Hot water bottles, which can be tucked inside clothing to keep core warm

Sunglasses to reduce glare from snow on sunny days

Sunscreen is important in the winter, too

A sled, wheelbarrow or wagon that is fitted with skis to haul teaching supplies to the outdoor learning area on snowy days

Providing mugs of hot drinks like tea or cider throughout the day help to warm our bodies from the inside and warm our hands. Pine needle tea has a long history and is an excellent source of vitamins A and C.

Food is the Fuel
for cold weather comfort

Think of food as “fuel for the furnace” that allows us to generate body heat. Warm foods will help maintain body temperatures at healthy levels. It is crucial to ensure that students and teachers are well fed with high-calorie meals and snacks in cold weather. Taking breaks for snacks or meals will help keep bodies warmer, which means students and staff will be more comfortable outdoors in colder temperatures. Set up a hot beverage station so students can refill their mugs with warm drinks as needed throughout the day. To keep meals and beverages warm, each student should have a thermos and possibly an insulated lunch box from home or provided by the school. Each classroom or group may have a hot water dispenser and larger insulated boxes for keeping lunches warm. Consult with school staff to ensure COVID-19 safety with food or beverage distribution. 

Consult your school nutrition services director or school nurse for support on providing warming foods to students and staff. You may want to explore partnerships with places that are experienced in supplying outdoor workers and enthusiasts with foods high in carbohydrate and protein. To find local sources, you can reach out to First Nations, local outdoor groups, local hunting and fishing groups, even search and rescue groups.

See the Outdoor Herbivore blog to learn about foods that are helpful in maintaining body heat while outdoors in the cold. Remember to keep in mind any food issues your students may have including kosher diets, allergies, or special preparation traditions.

See the Herbal Musings blog for instructions on foraging and brewing pine needle tea.

maintain body heat with movement

In colder temperatures, the success of outdoor learning may depend on broadening the curriculum to allow for active exploration and learning that incorporates movement. Moving our bodies on a regular basis will help to support a healthy learning environment when it is colder outside. Taking regular movement breaks is an important strategy for preventing hypothermia.

Experienced outdoor educators suggest increasing physical activity by stacking wood, dancing, playing running games, doing jumping jacks, and making obstacle courses using hula hoops, planks, and straw bales. All of these activities will help students generate body heat.

Take Bathroom Breaks

Bathroom breaks are important in cold weather. If you have to go, you will be colder. Provide access to indoor or outdoor bathrooms and assistance, especially for young children, with removing and replacing cold weather clothing and gear.

Staying active on a cold day helps to generate body heat and makes for happy children.

A wall made of snow serves as a windbreak and creates a fun place to be on a winter day.

Managing Wind

Insulation and wind barriers. Chairs that are off the ground and insulated will prevent the loss of body heat. When seated, students should have their backs to the wind. Sitting on or wrapping in a wool or fleece blanket, bubble plastic, Mylar, or Reflectix provides a wind break and an insulated surface to cushion seats. Stacked straw bales, densely planted berms, beds, or planter boxes can provide wind breaks. Any installation of a wind barrier should be done in compliance with egress guidelines. Leave all walkways open for entering and exiting outdoor classrooms and to meet local fire codes.

Teaching equipment. If the day's weather report predicts windy weather, teachers can take steps to minimize the distracting effects of wind. Technology or digital devices might be more challenging to use on windy days. Minimize the use of loose papers or contain with binders, clipboards, or paper weights. Teachers should be aware that wind may cause additional allergies, dust, or particles in the air that can irritate eyes or sinuses. Consult with the school nurse and make a plan for any health impacts for students. 

Heat Sources

All solutions related to heat generation, wind barriers, or classroom materials should meet all local safety and health standards.

Follow guidance from local officials regarding heat generation sources. You may be able to use the guidelines developed to help restaurants stay open with outdoor seating in cold weather. Some options may be available to schools to provide additional sources of heat in outdoor spaces. While there is less concern related to carbon monoxide in outdoor settings, it is also essential to consider ventilation related to smoke, fumes, sparks, and particulates in evaluating heating sources. These heat sources should also take into account local fire codes, which generally do not allow heating sources within the vicinity of fabrics or some insulation materials. Devise fire safety rules with children’s input. 

One or more of these heat sources may be appropriate for your outdoor learning space:

Wood fires in fire circles, chimineas, and portable fire pits with screens

Propane heaters with appropriate ventilation

Electric space heaters where power outlets are available

Wood stoves in shelters that are more permanent

When children understand and follow fire safety rules, a fire pit like this with a screen cover is the perfect place to warm chilly hands.

With the right clothing and gear outdoor learning on a cold damp day can still be comfortable — and fun!

Note that, it is possible to be outside in many weather conditions with the right preparation, gear, and training. Students in regions where extreme cold is common may be comfortable staying outside in weather that those in other places might find unacceptable.

It often happens that as children and teachers become more experienced and acclimated, they are more willing and able to stay outside in a wider range of weather conditions. Consider this when making policies about what levels of precipitation, snow, ice, wind, and cold will lead to your school switching to “Plan B” (indoor or remote for the day) or have a shortened school day. Plan for transition time when adopting outdoor learning in cold weather.

There are weather conditions that should limit time outdoors. Be informed and vigilant about weather conditions in your local area. Have a plan for locations students and staff can go to be safe and warm. When extreme cold, icy weather, or intense wind is forecast, it may not be wise for outdoor learning to take place and instead schools may opt for “Plan B” moving learning indoors or online.

Hypothermia and Frostbite

Be sure that teachers know the warning signs and what to do in the event of hypothermia or frostbite onset.

Hypothermia usually arises from prolonged time spent in very cold weather; however, it can occur at cool temperatures (40°F and above) if students or teachers are wet, including from sweat. Always be mindful that the combination of cold, wind, and wetness increases the risk of hypothermia. Remember that children lose heat faster than adults and are thus at a greater risk of hypothermia.

Frostbite usually occurs in extremities (e.g., noses, ears, fingers, and toes) and is more likely when it is very cold and the wind is blowing. Beware of windchill, as frostbite can occur quickly when windchill temperatures are very low (National Weather Service windchill and frostbite chart). Students may not notice the onset of frostbite as the affected area becomes numb. See the CDC page on hypothermia and frostbite or this helpful infographic.

The map below shows the average daily temperatures during the winter. Outdoor learning is possible even in cold weather when the right plans are in place. Click on the maps for more details on how it was created and for location of outdoor learning case studies to learn how they planned for cooler weather. Map created by Sarah Gill, MPP. 2021.

Resources

”Learning Outdoors Teacher Toolkit” (video)
— Out Teach 
Includes helpful tips for taking learning outdoors

“Working Outdoors with Young Children in the Winter” (webinar)
— Inside-Outside: Nature-based Educators of New England

“Outdoor Learning in Cold Weather” (webinar)
— Inside-Outside: Nature-based Educators of New England
Information for elementary level educators

“Resources for Outdoor Classrooms in Winter”
— Inside-Outside: Nature-based Educators of New England

“How to dress for Forest School in Winter"
— Maplewood Outside School
Tips that WILL keep you warm and dry!

“Outdoor Learning Weather Considerations”
— San Mateo County Office of Education
An example of a local resource for that helps the community understand how weather affects instructional days

“As Winter Looms, Outdoor Schools Face Tough Decisions” (article)
— New York Times, November 20, 2020

“Child Care Weather Watch” 
— Iowa Department Public Health
Advice for childcare providers that includes useful heat index and windchill factor charts and recommendation on how to keep children safe in heat and cold.

CREDITS

This article was written and edited by Michelle Byron; Naomi Stern, San Mateo County Office of Education; Nancy Striniste, MLD, EarlySpace, LLC; and Evan "Ash" Young, Vermont Wilderness School. It was reviewed by Eric M. Cherry, MS, Hexagon Environmental; Sarah Gill, MPP; Christina Vassallo, MSN, FNP-BC.

The following people acted as consultants: Dr. Rose Brusaferro, Sustainability Education, Prescott College; Rebecca Gandy, Outdoor Classroom Project Manager, The Waldorf School of DuPage; Alexander Pagliere, Product Designer and Engineer, DA International Group; Atiya Wells, Director of Backyard Basecamp and BLISS Meadows.

Map created by Sarah Gill, MPP. 2021. Mapping and information based on data from Global Modeling and Assimilation Office (GMAO), Goddard Earth Sciences Data and Information Services Center (GES DISC), and Google Maps.