It is a warm afternoon in Bath, Maine, and instead of sitting in silence inside a classroom, a small group of high school students walks along a wooded trail, their footsteps crunching against the ground as sunlight filters gently through the trees above them. There is no teacher standing at the front of a room, no ticking clock echoing through quiet walls, and no sense of time dragging endlessly forward. For these students at Morse High School, this moment is not a reward or a break from routine. It is detention, just not in the way most people expect. For decades, detention has been associated with stillness, restriction, and boredom, a system designed to make students feel the weight of their actions by forcing them to sit and wait. But here, that idea is being quietly challenged by something far more active and reflective.

The concept is surprisingly straightforward, yet it carries a deeper intention beneath its surface. Students who break school rules are given a choice between traditional detention in a classroom or a structured 3 to 3.5 mile hike led by school counselor Leslie Trundy. At first glance, the choice might seem obvious, even appealing, but the reality is more complex. The hike is not simply a walk through nature, it is a guided experience that requires effort, engagement, and willingness to participate. It asks students not just to serve their consequence, but to move through it physically and mentally. And in doing so, it is beginning to reshape how some of them understand discipline, responsibility, and even themselves.

A Detention That Moves Instead of Stalls

At Morse High School, detention no longer exists only within the confines of a classroom. Students who have broken rules, whether through repeated tardiness, skipping classes, or speaking out of turn, are offered an alternative that takes them outside and places them in a completely different environment. Instead of sitting still and waiting for time to pass, they spend those same hours walking along a trail, surrounded by trees, fresh air, and the steady rhythm of movement that comes with covering miles on foot. The shift may seem simple, but it changes the entire experience of what detention feels like.

Before each hike begins, counselor Leslie Trundy gathers the students and walks them through the plan, creating a sense of structure and purpose that mirrors the expectations of any other consequence. She points to the trail map and explains, “We’re right here. And so we’re going to follow the Whiskeag Trail, and we’re going to go through the cemetery.” This moment is not just about logistics, it sets the tone for what lies ahead. The students know where they are going, how long it will take, and what is expected of them along the way, making the experience intentional rather than casual.

The students who participate come from a variety of situations, but their reasons for being there are familiar to anyone who has spent time in a school setting. One student admitted, “I yelled at a teacher rudely ’cause I didn’t feel like doing something, and when they tried to make me do it, I got angry and yelled at them.” Others described patterns of skipping class or building up tardies over time, showing that these are not extreme cases, but everyday behavioral issues that schools constantly navigate. What makes this program different is not the behavior being addressed, but how the response is structured.

The Thinking Behind the Trail

The idea for hiking detention did not come from a desire to make discipline easier, but from a deeper question about whether traditional methods are truly effective. Leslie Trundy began developing the concept after attending an outdoor education conference, where she was introduced to the idea that environment can play a powerful role in how people think, feel, and respond. Sitting in a classroom might enforce rules in the moment, but it does not always create space for reflection or meaningful change. That realization became the starting point for something new.

Trundy’s approach centers on combining accountability with connection, creating a balance between consequence and care that is often missing in traditional detention settings. She explained her intention clearly, saying, “My hope was that time in the woods, like, I could sort of take the skills that I have on the road with them, or on the trail, and be a listener for them and pay back the time to the school and sort of serve their consequence but also receive more care and attention.” This perspective reframes discipline as an opportunity rather than just a penalty, without removing the responsibility that comes with it.

During the hikes, students are not simply walking in silence. They are encouraged to talk, reflect, and engage in conversations that might never happen within the walls of a classroom. The natural setting helps lower defenses, making it easier for students to open up about what is going on in their lives, whether it is frustration, stress, or something deeper. Trundy also weaves in elements like nature poetry and invites students to join the school’s outdoor club, subtly connecting the experience to something that can extend beyond detention itself.

Students Feel the Effort and the Impact

One of the most common misconceptions about the program is that it is an easy way out, a lighter version of detention that students would always prefer. However, those who have participated often describe it very differently, emphasizing the physical and mental effort involved in completing the hike. Walking several miles is not effortless, especially for students who may not be used to that level of activity, and it requires sustained attention from start to finish.

Trundy herself acknowledged this reality, noting that even students who choose the hike sometimes find it more challenging than expected. She explained, “Sometimes the hike feels really like a punishment for them, even though they’ve chosen it. Like, they might’ve chosen it ’cause it was a lessening sentence, but it did feel like they were having to expend effort.” This sense of effort transforms the experience from something passive into something active, where students are fully involved in serving their consequence.

For students like Nicholas Tanguay, that effort also brings a sense of reward that is rarely associated with detention. Reflecting on his experience, he said, “It makes me have to, like, walk. It makes you breathe heavily, obviously. And it feels like an accomplishment almost.” That feeling of accomplishment is significant because it introduces a new dimension to discipline, one where students leave not just having served time, but having done something tangible and meaningful with it.

A Debate That Goes Beyond One School

The introduction of hiking detention has sparked a wide range of reactions, highlighting how deeply personal and complex the topic of discipline can be. Some parents and community members have questioned whether the approach is appropriate, arguing that consequences should feel more restrictive in order to be effective. For them, the idea of students walking through nature instead of sitting in a classroom raises concerns about whether the seriousness of misbehavior is being fully addressed.

In some cases, these concerns have led parents to opt out of the program entirely, choosing traditional detention for their children instead. This decision reflects a belief that discipline should create discomfort, reinforcing boundaries through limitation rather than flexibility. It also underscores the challenge schools face when introducing new approaches that deviate from long established norms.

At the same time, others see the program as a thoughtful and necessary evolution in how schools respond to behavior. They argue that simply punishing students without addressing underlying causes often leads to repeated issues, creating a cycle that does little to support long term growth. The hiking program, in contrast, attempts to break that cycle by offering a space where students can reflect, connect, and reset, all while still being held accountable for their actions.

Why Nature Might Be Part of the Answer

The idea of using nature as part of a disciplinary approach may seem unconventional, but it is supported by a growing body of understanding about how outdoor environments affect mental and emotional well being. Spending time outside has been linked to reduced stress, improved concentration, and greater emotional balance, all of which can play a role in how students behave and respond to challenges.

Many educators believe that behavioral issues are often connected to factors that go beyond simple rule breaking. Students may be dealing with frustration, lack of movement, or emotional stress that builds up throughout the day. In a traditional detention setting, those feelings have nowhere to go, often leading to disengagement rather than reflection. A hike, on the other hand, provides an outlet that allows students to process those emotions in a more constructive way.

The program also creates opportunities for meaningful relationships to form between students and adults. Trundy has shared that the hikes allow her to connect with students she might not otherwise interact with, learning about their experiences and perspectives in a way that feels natural rather than forced. These connections can have a lasting impact, helping students feel supported and understood rather than simply corrected.

From Detention to Something More

One of the most unexpected outcomes of the hiking detention program is what happens after the consequence has been completed. For some students, the experience does not end when the hike is over. Instead, it becomes the starting point for something new, sparking an interest in outdoor activities that they choose to pursue on their own.

Several students who initially joined the hikes as part of detention have gone on to participate in the school’s outdoor club, continuing to explore nature in a positive and voluntary way. This shift from obligation to interest is significant because it shows how a disciplinary moment can evolve into an opportunity for growth and engagement, rather than remaining a negative experience.

Trundy has expressed curiosity about how these students might develop over time, wondering whether those who begin with detention hikes as freshmen might later become leaders within the school’s outdoor programs. This possibility highlights a broader vision for discipline, one that sees it not as an endpoint, but as a stepping stone toward something more constructive and empowering.

Rethinking What Discipline Looks Like

The story of hiking detention invites a broader reflection on how schools approach discipline and what they hope to achieve through it. Traditional methods have been in place for generations, but they do not always lead to meaningful or lasting change. As education continues to evolve, there is growing recognition that different students may respond to different approaches, and that flexibility can be a strength rather than a weakness.

Students today face a complex set of challenges, from academic pressure to social dynamics and emotional stress. Addressing behavior without considering these factors can limit the effectiveness of any disciplinary system. By combining structure, effort, and connection, the hiking program offers an alternative that acknowledges these realities while still maintaining accountability.

In the end, the goal is not to make consequences easier or harder, but to make them more meaningful. For the students walking those trails in Maine, detention is no longer just about time served, it is about movement, reflection, and the possibility of change. And that shift, however small it may seem, could have a lasting impact on how they see themselves and the choices they make moving forward.

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