Academic wintering: Finding warmth and comfort in the cold season

While the shortest day of the year is now behind us, the days remain short, and winter still makes its presence felt not only in our environments but also in our classroom. In her book Wintering: The Power of Rest and Retreat in Difficult Times, Katherine May’s concept of “wintering,” which reflects on the seasonal rhythms of life, provides a valuable perspective for embracing this season with intention and care — for ourselves and our students alike.

In the neoliberal university, where efficiency and productivity often overshadow the needs of the human body, winter can amplify existing challenges. For those who don’t fit the mold, such as racialized, queer, menstruating, neurodivergent, or disabled academics, these colder months can feel particularly harsh. Yet, we believe in the power of collective knowledge and small acts of care to counterbalance these pressures.

So, in our most recent project, we’re asking educators:

• What are your academic wintering practices?
• How do you navigate the colder, darker days with your students?
• What small comforts or creative strategies make teaching, learning, and simply being at the university more bearable — and even joyful — during this season?

Many educators already incorporate wintering practices, often without naming them as such. Some turn to rituals that bring warmth into the classroom: steaming cups of tea, cozy blankets for virtual teaching, or inviting students to share their favourite winter traditions. Others focus on creating a nurturing atmosphere, like hosting reflective moments at the beginning of class or adding a touch of cheer with seasonal activities.

Creative approaches to learning often flourish during these months. One educator, for instance, described orchestrating ‘snowball fights’ in the classroom — without a single flake of real snow. Using crumpled paper for this playful activity, students are encouraged to engage in respectful participation while enjoying a moment of lighthearted fun. Such seemingly simple practices highlight how bursts of creativity and connection can enrich the learning experience and strengthen the sense of community.

Winter, then, serves as a reminder to slow down, embrace warmth, and prioritize well-being as acts of self-care and community care. “Wintering” is not merely about enduring the season; it’s about discovering moments of joy, connection, and renewal, even amidst the year’s coldest days.

So, as you move through this season, we invite you to share your own wintering practices. How do you bring light into your academic spaces? What tools help you and your students navigate the chilly months? Whether it’s introducing a simple comfort or reimagining your entire approach, these practices matter.

Please take a moment to complete our short survey: https://forms.gle/FHjT5LFk7Y29idsk8  

Together, let’s explore and celebrate the meaningful ways we can bring warmth to the academy and make winter a little brighter for everyone.

Stay warm,

The Academic Wintering Practices Project Team

Sandra, Annapurna & Kelsea