Snow Days: A look to the Future

Sarah Kotapka ‘23

From the Pre-Kers in the Lower School to the Upper School seniors, as soon as there is word of possible snowfall, everyone, eager for snow and a day off from school, searches up on Google “Snow Day Calculator” to determine the likelihood of their wishes being fulfilled. The unexpected time off provided by snow days allows for students and teachers alike to rest, recharge, and take it easy before returning to the bustle of the normal school week. However, recent environmental challenges and the possibility of virtual classes have created some uncertainty about the likelihood of future snow days.

The age of frequent snow days may be at risk. According to a study by the University of Massachusetts, the annual mean temperature in Pennsylvania has increased by approximately 1.4° F since 1895. Additionally, the data indicates a trend that winter precipitation is increasing from year-to-year. However, due to higher temperatures, scientists predict that there will be more rain and less snow, reducing the probability of future snow days.

Sharon Gooding-Reynolds, Upper School Environmental Science teacher, elaborates on the nuances of climate change’s effects, “We generally think of rising temperatures, therefore milder winters, therefore less snow. But what can happen, it’s not just about rising temperatures, it’s changing climate patterns.” 

Despite average snowfall decreasing nationally, local regions fluctuate, with some areas, like the West getting less snow, and others like the South getting more snow. Reynolds explains,  “Some areas that traditionally haven’t had snow are getting snow, and those of us who are used to getting snow and love our snow days are not getting as many as we have. And if you look, already, this winter, down in the south, they’ve had more snow, and they are not prepared for it.” 

In the Western region of the US, the springtime melting of snow actually provides for 75% of the water supply during a normal year, which could have dangerous effects in the coming future, since now, that water is not always frozen. As a result, it evaporates quicker, and this makes it hard for the water supply to be sufficient; collecting snow and melting it is easier than collecting rain. 

In addition to climate change, virtual learning puts the future of snow days in jeopardy. Given how familiarized students and teachers became with Zoom throughout the course of COVID, concerns have been raised surrounding how Episcopal’s school-wide snow day protocol will change compared to the years before the pandemic.

Cheryl Cossel, Upper School Science Teacher, states, “I think having off causes a disturbance–having to push back assessments, for example–but teachers have already been dealing with this for years.” 

When school is cancelled for a prolonged period of time due to weather conditions, making up work is necessary so that classes can stay on track. As a result, whether students should be required to complete asynchronous work or attend Zoom class becomes an important question. However, students and teachers have varying opinions on the topic.

Ewan Graham, ‘22, states, “Asynchronous work is so much better than Zoom. People aren’t as focused when the whole class is online, and it’s more stressful than doing work on your own time.”

Jack Cellucci ‘24, agrees and focuses on the independence asynchronous work provides, “Asynchronous work is just a way that you can manage your time independently and also have a day for yourself.”

Furthermore, holding virtual classes can not only take away the freedom of a snow day, but also create logistical issues. Cossel comments, “Given that our students are from a variety of locations, teachers don’t know if a student’s neighborhood has lost power or if a student now needs to watch younger siblings, and this places additional stress on the student in addition to having to Zoom into classes.” She continues, “Zoom isn’t equitable to being in class. I would rather students take a break, maybe catch up on some work, and enjoy the day.”

Others feel that Zoom classes have value. Izzy Rozes, ‘24, disagrees, saying, “Zoom class [is better] because you still feel more connected to other people, as even though you are not able to be with people, you can still see them and talk to them.”

Reynolds explains that for her, the decision for zoom is more nuanced, adding, “It would depend on the class. If it were new concepts or something where you needed to do group work, then you could put kids into break out rooms, so they’re still working together, and it doesn’t necessarily mean that the teacher has to talk all the time, you can still have a combination of the teacher led, and group work through the break out rooms.”

When students do get a day off as EA did on January 7th, the traditions around what to do are varied. Some students like staying inside and curling up with a good book or a new movie. Logan Schlitt ‘23 comments, “For me, even though being outside is fun, staying inside and watching Netflix is my favorite, and so is making some hot chocolate.” 

Others, however, are outside for as long as they can be; sledding, ice skating, and snowman-building are popular activities. Jack Cellucci ‘24 explains, “My favorite tradition is to go outside, put some snow in a bowl, pour in some soda on top, and eat it, kind of like home-made snow cones. It’s a super fun tradition that me and my family get really excited to do on snow days.”

Overall, while snow days can be disruptive, they provide a healthy break and an opportunity for memorable traditions. Mahliat Tamrat ‘23 remarks, “When we have snow days, the time off is such a nice opportunity to take a step back from the stressful week and relax. I hope that snow days can continue unimpeded for a long time, as I enjoy them, and I know others do too.”