Anyone who has ever spent time in detention knows the usual scene: a quiet classroom filled with paperwork and a teacher who seems disinterested. However, at Morse High School in Bath, Maine, school counselor and Outing Club advisor Leslie Trundy pondered a more constructive approach.
What if, instead of enduring hours at a desk for detention, students could engage in a two-hour hike through the woods with a trusted adult? This setup would still impose a consequence, but it would also provide opportunities for fresh air, reflection, and connection.
This thought sparked the initiation of Morse High School’s detention hikes—a weekly alternative that many students now prefer over conventional detention. This innovative program has drawn attention from various media outlets, including Maine Public, NPR, and other platforms, igniting discussions among educators about discipline, mental health, and the benefits of nature.
We had the opportunity to speak with school counselor Leslie Trundy about the genesis of the program, its practical implementation, and her advice for educators interested in creating similar initiatives. Check out our Q&A with her, along with insights for starting your own program.
Q: What motivated you to implement hikes as an alternative to traditional detention?
Trundy: In the autumn of 2024, I was entering my fourth year as the Outing Club advisor at our school when I attended a leadership conference for club advisors at Camp Mechuwana in Winthrop, Maine. My goal was straightforward: to expand my outreach and invite students who might not consider themselves “outdoorsy” to join.
The conference coincided with what would have been my mother’s 88th birthday. She was a special education teacher with a passion for nature. As a child, she taught me to explore the world around us, igniting a sense of curiosity that has stayed with me.
In my 20s, I completed a thru-hike of the Appalachian Trail from Georgia to Maine. This experience, which lasted six and a half months, solidified my decision to become a school counselor. For me, walking has always been a form of mental clarity. I’ve witnessed its positive effects on my own children and the students I take on outdoor excursions. This led me to wonder: Could we transform the concept of detention into an outdoor experience? Could hiking serve as a consequence and a healing opportunity? I believed it was worth pursuing.
Q: How did you propose this idea to your school administration, and what was their initial response?
Trundy: I presented it to our administrative team during a regular meeting. I explained my vision and the rationale behind it—how I believed that time spent in nature could foster reflection, connection, and still serve as a form of accountability to the school.
Their reaction was immediate: “Would you like to start this Thursday?”
By October 2024, the inaugural detention hike was set. At Morse, students assigned a one-, two-, or three-hour detention can opt for a two-hour hike instead. Most participants are serving a three-hour consequence—typically for infractions such as having their phone out of its YONDR pouch, failing to complete a previous detention, or exhibiting disrespect towards staff, property, or peers.
Q: What were those initial hikes like, and how has the routine developed?
Trundy: The first few hikes were delightful but shorter than I had expected. With three to five students participating, I quickly learned to adapt to the group’s pace and alter the trail loops to adjust the hike length.
We depart from the high school on foot, walk down to the ball fields, and enter the Whiskeag Trail. This path crosses a road, passes through a cemetery, and reenters the woods before looping back to campus. I always carry a first aid kit, snacks, and water, and I outline the plan, expectations, and route.
As we walk, students often begin to open up—sharing why they are there, discussing their lives, or simply chatting about typical teenage topics. Early on, one student returned for a second hike even though he didn’t have detention, signaling to me that something meaningful was happening.
Q: How do students react before, during, and after the hikes?
Trundy: Prior to the hike, their reactions vary based on their comfort level with me and the outdoors. Sometimes an administrator will introduce us, and I guide them on appropriate clothing and necessities to minimize any intimidation.
During the hike, I remain attentive—monitoring their comfort, noting who is lagging, and who is ready to take the lead. I adjust the pace, occasionally separate the group for moments of quiet reflection, and check in with students who seem withdrawn or upset. I always remind them I have first aid supplies, snacks, and water, and they are welcome to walk silently if that feels more comfortable.
After the hike, we share a different connection. We greet each other by name in the halls, bonded by our shared experiences—whether it’s spotting a bald eagle, navigating the first snow, or enduring wet shoes. I express gratitude for their company, and students often thank me in return.
Interested in starting a similar program?
Trundy emphasizes that while what works in Maine may differ in other settings, the underlying principle—transforming discipline from punitive to restorative and incorporating outdoor experiences—is adaptable.
Here are some practical recommendations for educators looking to implement a similar initiative:
1. Begin with your “who, what, where, when, how.”
- Who: Determine which students qualify. At Morse High School, any student assigned a one-, two-, or three-hour detention can select the hike instead, with parental consent.
- What: Clarify the structure. Trundy’s hikes last about two hours, roughly equivalent to a three-hour detention. Students walk in groups, adhering to clear norms regarding safety, behavior, and environmental respect.
- Where: Utilize available resources. Their main route is the Whiskeag Trail, but in icy weather, Trundy sometimes opts for a more urban walk that still leads to wooded areas. If a forest isn’t accessible, consider a safe loop around the school, a park, or local streets.
- When: Consistency is key. At Morse, detention hikes occur after school on Thursdays from 2:05 to 4:00 p.m.
- How: Collaborate closely with administration. Trundy’s school ensures families are informed about this option, monitors attendance, and lists the hike as an approved method for serving detention.
2. Ensure safety and logistics are in place.
- Permissions: Understand district requirements for off-campus activities or “walking field trips.” Trundy uses a digital permission slip that covers taking students off school grounds.
- Training: Trundy possesses an Educational Trip Leader certification and Wilderness First Aid, alongside her school counseling qualifications. While your context may vary, ensure at least one adult is trained in first aid and familiar with the route.
- Gear: She carries a first aid kit, snacks, water, ponchos, and extra hats and gloves for unprepared students. Participants are encouraged to dress in layers and wear closed-toe shoes, but she offers additional gear for those who may be cold during the hike.
- Group size: Discuss with administration about a safe student-to-adult ratio. If more students sign up for detention, you may need a second adult or assistant, or you might have to limit the number of participants in each hike.
3. Communicate that this is still a consequence—just a different type.
Some critics express concerns that hiking may seem like a reward. Trundy acknowledges this viewpoint but points out that students rarely perceive it as such on cold, rainy days. At times, the hike feels like a punishment—they’re exerting effort and feeling tired, yet they appreciate being seen and supported. She frames the hike as:
- A means to repair (through conversation, reflection, and accountability)
- A way to repay time to the school
- A chance to reset through movement and connection with nature
4. Incorporate small rituals: snacks, stories, and moments of silence.
You don’t need to be an expert in poetry to borrow Trundy’s approach of sharing a short nature-themed poem during the hike. Simplicity is more important than perfection. She also suggests:
- A predictable halfway break for snacks and hydration
- A brief, age-appropriate reflection (a poem, quote, or thought-provoking question)
- Occasional short stretches of silent walking
“Because of me, I hope more kids spend more time outside.”
Looking forward, Trundy intends to continue the program while gathering data on the long-term impact on students who have participated in the hikes.
She has already witnessed growth in student leadership: One sophomore who attended three detention hikes later joined the Outing Club, emerging as a key leader on outings, recruiting peers, preparing meals, and even making her counselor’s bed during a lake house retreat. Another student, a junior firefighter and enthusiastic mountain biker, took the lead on a new local trail he was familiar with.
“My aspiration is that this program encourages more students to spend more time outdoors—not just in high school, but throughout their lives,” Trundy states. “If that stems from a detention, I consider it a success.”
If you’re an educator questioning whether your students would embrace such an initiative, Trundy offers a final piece of wisdom:
“Don’t underestimate them. Provide the option—and then see who shows up at the trailhead.”
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