**February**: Chappell
Roan’s “HOT TO
GO!” dance went
viral on social media
thanks to the song’s
catchy beats and
Roan’s musical riffs.

**April**: Jojo Siwa’s new song
“Karma” blew up on the
internet. Her silly costumes
and dances pushed her
up to number one on the
internet’s hate list.

**April**: A video
of teenage boys
dancing at a party
to “Carnival” by
Kanye West brought
an insane amount of
psychological analysis
 to their friend
group

**May**: The feud
between Drake and
Kendrick Lamar
came to a head,
leading to the
release of multiple
diss tracks such as
Lamar’s “euphoria”
and Drake’s
“Family Matters.”

**June**: The release of
Charli XCX’s album
“Brat” took the world
by storm, giving rise
to new TikTok trends
such as the “Apple”
dance.

**August**: The “very
mindful, very
demure” TikTok
trend quickly went
viral. Was it used in
the wrong context
half the time? Yes,
but it was very catchy
nonetheless.

**August**: The
2024 Olympics
featured a variety
of pop culture
moments: the
cardboard beds,
the gymnastics
“superman”
Stephen
Nedoroscik, and
the Australian
breakdancer.

**September**: Season 33
of “Dancing with the
Stars” had some iconic
moments, from the
controversy over Anna
Delvey’s placement
to the showmance
between Brooks and
Gleb.

Recapping 2024: best pop culture moments of the year

### "A Christmas Story" - Suroor Menai

“A Christmas Story,” directed by
Juha Wuolijoki in 2007, is a perfect
family movie for the holidays. Filmed in
Finland, this movie incorporates some
of Finland’s holiday
traditions, setting itself
apart from traditional
American Christmas
movies.

The film tells the
story of a boy named
Nikolas, who was
orphaned when he was
young. A village took
him in, and each year
on Christmas day, he
moved to a different
family’s house in the
community. The movie
follows his childhood as
he eventually becomes
Santa Claus.

The plot of the movie
intertwines feelings
of sadness and hope,
which was one of the
things I loved about it.
For instance, Nikolas’
sister, Aada, died along with their parents.
Later in the movie, a character is named
after her, symbolizing her importance in
Nikolas’s happy ending and reminding
him of her absence. The ups and downs
throughout the entire movie made it
unpredictable, which
I find to be one of the
key aspects in any good
movie.

I also really
appreciated the
character development
in the movie’s key
figures, because it gives
the movie structure
and really draws the
viewer into the movie.
One such figure was
a character named
Isaac, who was initially
portrayed as mean and
bitter, but developed
with each passing
scene, and began
showing more of his
true personality, which
was much less hostile.

This is a fantastic
entertaining holiday
movie to watch with friends and family,
while also being captivating and meaningful.

### "Santa & Cie" - Maeve Walsh

 “Santa & Cie,” directed by Alain Chabat,
is a French film released in 2017 about
Santa’s journey through the real world in
hopes of curing his elves of a mysterious
disease. Landing in
France, Santa is desperate
to find a remedy for his
elves and get back to
the North Pole in time
for Christmas. As time
is running out, Santa is
arrested after ransacking
a pharmacy. His lawyer,
Thomas, soon realizes
Santa’s true identity and
allows Santa to stay at
his family’s apartment
as he helps him acquire
the cure for the elves.
Thomas and his family
must now work together
to get enough medicine
before Christmas Eve.

Throughout Santa’s
adventure in the beautiful city of Paris,
he sees people’s stress around the holiday
season. Considering the elves’ sickness is
the only problem he’s faced in hundreds of
years, Santa is confused when he sees that
Thomas and his wife Amélie have to deal
with many challenges. Especially around
the holidays, it appears that everyone is
in a hurry, socializing becomes tiresome,
basic chores seem impossible to get
done, and people are often
short on money. All these
difficulties portrayed in
the film are accurate
depictions of what many
people experience during
the holiday season.

Even though there
is a deeper meaning
to the plot, there are
also many lighthearted
moments throughout the
film. Amusingly, Santa
is quite the comedian,
constantly teasing his
reindeer and making witty
comments to Thomas and
Amélie, who reciprocate
Santa’s sense of humor.
Combined with fantastic
visual effects, the storyline
is entertaining and makes for a great family
movie that would appeal to all. Although
I had to read the English subtitles, I think
this will become a seasonal classic for my
family and me.

Around the world in winter: international holiday films 

### Jane Sajan '25

**What were you most surprised about your Spotify Wrapped?**

 I was in the top 0.005 percent for my top artist so I felt like it was so cool
that I was part of that. I never thought I would be, so [this is] definitely
[giving me] bragging rights.

**Who were your top artist and song this year?**

 Yeat and “500 lbs."

### Erin Pilicer '26

**How often do you think about your Spotify Wrapped
year-round?**

 A few times a month. I have earbuds, so that keeps me thinking
about it.

**Who was your top artist and song this year?**

 Clairo and “Birds of a Feather."

### Kanishk Mogha ’28

**What is your favorite part about Spotify Wrapped?**

 Probably just the fact that it recaps it and I’m shocked that it is even able
to determine what my top song is because god knows how many times I’ve
listened to some of these songs.

**Do you think your Spotify Wrapped this year was accurate?**

 Yes, very much so. I’m a big fan of psychedelic rock and that was very
accurately reflected.

### Sonya Allee ’27

**What’s your favorite part about Spotify Wrapped?**

 [My favorite part is] seeing my [different] moods each month.

**Who were your top artist and song this year?**

 Florence and the Machine and “Motion Sickness."

### Hayah Mian ’25

**What’s your favorite part about Spotify Wrapped?**

 I have Apple Music replay, [and] my favorite part is being surprised by my
top artist, because every year I try to vary it, and every year at least three of my
artists are the same. It’s always kind of fun to see what accumulated over time.
Harry Styles was my fifth favorite artist, and I didn’t know I listened to him
that much, but [it] turns out in February I got sad and listened to his album
over and over again. It makes you reflect [on] your year.

**What do you use your Spotify Wrapped for?**

 I usually post it on my story so people can know my top artist, because I
really think that gives a good indicator of what I like to listen to and the type
of person I am. [I like] to compare with my family and friends, and also [to
realize] what a year I’ve had.

**Who were your top artist and song this year?**

 Taylor Swift and “Not Strong Enough."

### Iaroslav Baicev '25

**Who were your top artist and song
this year?**

 Oasis and “Don’t Look Back In Anger."

### Eve Kavookjin ’27

**Who were your top artist and song
this year?**

Adrianne Lenker and “Acolyte."

### Christina Metaxas ’25

**Do you think Spotify Wrapped is an
important part of the platform?**

 I think it’s fun, and you get to see
[what you listened to]. But is it going
to change who I listen to next year?
Not really.

Our soundtracks of the year

The gym falls silent as Blase Mele ’25 squares off with his opponent on the mat, eyes
locked. He shifts his stance, a subtle bounce in his step, tension building in the audience
with every move. He goes for a single leg takedown, causing his opponent to go down,
and the crowd roars. He just won against a top-ten nationally-ranked wrestler, and his
victory is a moment that has encapsulated the years of perseverance and sacrifice that
Mele has offered to wrestling. 

Introduced to the sport at a young age by his father, Mele found his calling early. He
attributed his success to his parents, recalling that they encouraged him to do the right
things and had a great support system throughout his whole career.

“All [my family] talks about is wrestling, so I’m in an environment where it’s easy to stay
focused,” said Mele.

Jess Monzo, the PHS boy’s wrestling team
coach, was immediately impressed when he
saw Mele’s skillset as an incoming freshman.
 “I was excited. I knew he could do really,
really good things by what he brought to the
program and to the team,” said Monzo. 

Despite his success at both the state and
national level, where Mele placed sixth at
the NJSIAA/Rothman Orthopaedic State
Wrestling Championships, making him
the third PHS student to ever place, Mele
constantly strives for improvement. 

“My club coaches are starting to implement
a lot of techniques from foreign wrestlers and stuff that was used at the Olympics,” said
Mele. “I am just trying to focus on getting bigger, getting stronger, getting better.”

Blase is not only able to train hard, but he works hard at school as well. Blase credits his
parents and family for raising him in an environment that worked for him.

“I think being a good student makes me a better wrestler, and I think being a good
wrestler makes me a better student,” said Blase. 

However, his success did not come without adversity. He had faced multiple injuries
over his career that caused him to take time off of practice. 

“I dealt with some knee problems. I had to have two knee surgeries. It was fine in the
long term, but at the time, it was really frustrating,” said Mele. 

Despite a rough setback, Mele believes part of overcoming challenges is to have faith
and recover as diligently as possible, while also taking time off as needed.

“When you sign up to go play sports, you’re not signing up to automatically win. You’re
signing up to test yourself,” said Mele. “You have to be prepared for things to go wrong,
and you have to be ready to put yourself back on track.”

This tenacious mentality has allowed him to rank in the top 20 nationwide while
placing at the state level. Monzo saw Mele grow as both an athlete and person, especially
during his Junior year after Mele won one of his biggest matches.

“He always believed in himself, that he could be that guy ... from that day forward ... he
saw it was true. He believed it into fruition, and he knew he belonged at that level,” said
Monzo. 

During the season, practices are demanding and many students quit the team before
the end of the season. Mele affirms that even though it’s difficult to stay motivated because
of the long season, by the end, those who stuck around are good friends and work even
harder together.

“Blase is always on everyone
about working hard and putting
forth your best,” said Mele’s fellow
teammate Chase Hammerschlag
’25. “He is both assertive and
supportive ... I admire his work
ethic.”

After his strong junior season,
Mele committed to Princeton
University to pursue a degree in
economics while fulfilling his
dream of competing at the Division
I level. His successful career is the
result of long years of consistent
hard work and dedication.

“[Consistency] allowed me to
accomplish a lot of my goals. I do not think I would have done that without wrestling,”
said Mele. “I’ve encountered a lot of failure in my career — both failure and success in my
career. And through it all, I’ve been able to remain consistent and just pursue my goals.

Mele is able to find this consistency for practice because of his love for the journey. 

“The process of achieving a goal is just as fun and just as rewarding as achieving the
goal itself,” said Mele. “When you start to find enjoyment in the [process], then your
performance will increase, and you’ll just feel better about where you are as an athlete.”

Before going to college, Mele has been able to refelect on what wrestling has given him.

“Wrestling taught me the importance of consistency. [Consistency] allowed me to
accomplish my goals,” said Mele. “I don’t think I would have done that without wrestling."

Blase Mele ’25: wrestling

As the puck drops, Cassie Speir ’25 glides across the rink with unwavering focus, her
eyes sharp and her grip firm. She closes in on the net and shoots, sending the puck into
the back of the posts and marking her 31st goal of the season. 

Speir, a senior and forward, first discovered her love for hockey at the age of nine.
“I started in a rec league ... [because] one of my really good friends from elementary
school was doing it ... ever since I started, I just loved it,” said Speir. 

She soon transitioned into playing travel hockey, which introduced her to competitive
play and extensive travel, allowing her to go to different states such as Illinois, Wisconsin,
and Michigan. Although Speir also dabbled in lacrosse and softball throughout middle
and high school, it was hockey that she was most passionate about. 

“Quitting has never really been an option for me ... hocky is an outlet for me,” said Speir.
Many athletes have role models they admire, and Speir is inspired by two renowned
hockey athletes: Hilary Knight, who has won a gold medal at the IIHF World Women’s
Championship and the 2018 Winter Olympics, and Sarah Fillier, a former Princeton
University standout now playing in the newly formed Professional Women’s Hockey
League (PWHL).

“I would go watch [Fillier’s] games when I was
younger ... they did have [the PWHL back then],
but the women didn’t really get paid much, and i t
wasn’t super known. But this one’s being marketed
really well, so they are good role models to girls
who want to play,” said Speir.

Speir’s commitment to hockey is year-round,
as she competes for both the PHS girls ice hockey
team and the Princeton Tiger Lilies, a club team
in the National Girls Hockey League. 

“[I play hockey] basically every day,” said Speir.
“At school, I play defense, but for my club, I’m
usually a forward. Playing both positions has
been great for understanding the game better.”

Last season, Speir played a crucial role, leading her team to a 3–11 record to qualify for
the Annis Cup semifinals. She led not just her team, but also the state, in number of goals
in one season, embodying the team’s spirit throughout the season. 

“She’s definitely more down to earth and she connects personally with the players on
our team, and she’s really great for morale. She’s very inspiring. The energy she brings to
the game inspires other people to be more energetic,” said Co-Captain Maya Hagt ’25. 

Christian Herzog, head coach of the girls ice hockey team, who witnessed Speir’s journey
from an ambitious freshman to a leading scorer, reflects on her success. 

“She’s had a lot of success in this sport because she’s been playing quite a while, and she
works extremely hard,” said Herzog. “I would expect to hear about her accomplishments
playing in college as well. She’s definitely going to be a tough personality to lose next season.”

Hagt expresses Speir’s importance to the team, not just as a hockey player, but as a
person as well. 

“She’s so inspiring to have on the ice. But even off the ice, she works so hard. You can tell
that she puts a lot of effort into everything she does. I think she’s also a very empathetic
person. Having her as a friend and a teammate is really, really special,” said Hagt. 

Looking forward, Speir has set personal goals for this season, aiming to continue her
streak by increasing the number of goals she scores and improving her assist count. 

“I’m always working on improving my game all-around, skating, shooting, and handles.
On my travel team we’ve been working on some new o-zone faceoff plays,” said Speir. 

For the rest of the season, Speir aims to continue her streak by increasing the number
of goals she scores and improve her assist count. As for her future beyond high school,
Speir seeks to keep playing the sport she loves. 

“I just want to continue to play, probably at the club level ... [and also] keep introducing
new players to the game,” said Speir.

As she enters her final season at PHS, Speir is determined to make every game count and
build lasting connections with her team. Preparing to skate off into a new chapter of her
life she remembers and appericates
all of the moments that have led her to
become the player and person that she
is now.

“Ice hockey has taught me that hard
work makes good things (goals and other
life things),” said Speir. “It has taught
me a lot about being a very supportive
teammate and friend and my experiences
have made me a more confident leader.”

To Speir, every game, tournament has
meant more to her than her team. Most
important of all, Speir knows that hockey
has given her more than skills — it’s given her unforgettable friendships and memories
that will last a lifetime.

“In the future I hope that I can continue to play for fun and that I will be able to bring
in new players to the game,” said Speir. “Hockey is where I’ve made my best friends in
the world.”

Cassie Speir ’25: ice hockey

The winter holidays are often a time for giving and receiving gifts. However, sometimes we might not have the time to go out shopping, or would like to make personal gifts.
Here are three fun handmade gifts to make over the winter holidays. 

### Mini yarn hat ornament

Supplies: Scissors, Yarn, 1 core of a toilet paper roll, 1 cotton ball (optional)

Steps: Cut the core of the toilet paper roll into one-inch sections. Depending on the thickness of your yarn, cut around 10–20 pieces of yarn, each 10 inches in length. Fold a piece of yarn in half and insert it into the opening of the toilet paper roll cut-out. Take the open ends of the yarn and pull them through the loop until the knot is tight. Repeat these steps until the entire ring is
covered. Pull the ends through the inside of the ring
to the other side. Gather the ends and tie them with an extra
piece of yarn, about halfway from the ends. Using the scissors, trim the ends of the
yarn to make a pom-pom. Optional: If you wish to give the hat more
shape, you can place a cotton ball inside. 

### Sock snowman

Supplies: 1 white sock, 1 colorful sock, 3 cups of rice grains, 2 rubber bands, 2 black buttons, 1 pom-pom, 2–3 colorful buttons, scissors, hot glue, orange pipe cleaner

Steps: Take a clean white sock and cut the sock right
before the heel. Flip the sock around so that the fluffy part of
the sock is on the outside. Pour three cups of rice into the sock and use
a rubber band to secure the top tightly. Take another rubber band and wrap it
around the middle of the sock to separate
the head and the body of the snowman. Grab a colorful sock and cut under the
heel and a few inches above the toe. Trim the extra sock off the top of the
snowman and use the toe piece as a hat. Place the other sock piece over the body
of the snowman as a sweater.

### Honeycomb ornament

Supplies: 1 piece of 10-inch string, 8 pages of cardstock paper, 1 glue stick, 1 pencil

Steps: Trace out 16 circles, each four inches in diameter. Fold each circle in half. Apply glue to the outer side of the folded circles. Stack the outer side of the folded cut-outs on top
of each other and glue each piece together. Before forming the craft into a sphere, glue a
piece of folded string in the center. Glue the ends of the ornament together. The
loop of the folded string should be at the top of the
ornament.

Handmade gifts for the holiday season

On December 19, Princeton High School held its 79th
annual winter concert at the Princeton University Chapel.
The event featured performances from the three orchestras,
Repertoire, Sinfonia, and PHS Orchestra, and the five choirs,
Chorale I and II, Cantus, PHS Choir, and Chamber Choir.

The orchestras performed pieces by various composers
from England, Germany, Czechia, Argentina, and Italy.
The Sinfonia and Repertoire Orchestras opened with
pieces by Johann Sebastian Bach and Gustav Mahler,
while the PHS Orchestra played pieces by composers such
as Astor Piazzolla and Ralph Vaughan Williams. Among
the selections, Piazzolla’s works stood out to performers.
“My favorite piece is ‘Oblivion’ by Astor Piazzolla, because
I like how the orchestra is connected [with] each other in
providing the base beat,” said Helen Yu ’27, a violinist from
PHS Orchestra. “The sound of the flute sings above the
orchestra, with the harmonies making the piece delicate
and beautiful.”

The choir groups also performed music from various
languages, styles, and periods, featuring Christmas carols
and unique sacred songs from Italy. Their concert selections
were influenced by their upcoming trip to Italy, where they
will perform music reflecting the country’s rich traditions.

“Many of our songs are in different languages, so they
require some extra time to learn [the] words,” said Chamber
Choir member Maya Halcomb ’25.

To prepare for the winter concert, the choirs and
orchestras started rehearsals in October and practiced four
days a week, in addition to preparations with friends and
individually outside of school.

“There are some extra [rehearsals] here and there when
there is an upcoming event,” said Jessica Carrera ’27, a
member of Cantus. “Overall, practice [ran] smoothly, and
learning new songs is always rewarding.”

While the concert at the chapel is an annual event,
featuring the same format communal compositions every year, each performance still provides a distinctive
experience. 

“It is the different personnel, different repertoires, and
the audience there that evening that make it very special,”
said orchestra director Robert Loughran.

The blending of all of the choir’s voice parts was essential
to the style of music they performed.

“I hope [the audience] appreciated the work we put
in and gained an ear for the style of music we perform,”
said Halcomb. “While it may not be pop music, there is
something to be said about the harmonies and magic of
singing with so many people.”

The winter concert is shaped by the audience. Every year,
these performances aim to create memorable connections
between the music and the listeners.

“I hope the audience enjoyed our performances and came
out with a personal connection, like a new perspective,
inspiration, or curiosity,” said Carrera. 

Choirs and orchestras unite to fill Princeton University Chapel with music

PHS Choir performed this year’s holiday POPS! concert.
In collaboration with Broadway singer Andrea Ross and
the Princeton Symphony Orchestra, allowing audiences
to enjoy repertoire from various ensembles.

Since 2003, PHS Choir has been performing at the annual
POPS! concert with the Princeton Symphony Orchestra,
giving generations of choir students the opportunity to
perform with a professional orchestra. Previous vocalists
included Morgan James, Janet Dacal, and Laquita Mitchell,
as well as the New Jersey Tap Ensemble, a non-profit
professional tap dance group.

“[The concert was] so popular that it was sold out
with standing room only. So now they’ve added a second
performance in the last three years,” said Sarah Pelletier,
a choir teacher at PHS.

Assembled by Princeton Symphony Orchestra, this year’s
program deviates from their usual classical repertoire,
featuring lighter, longtime holiday favorites such as “Santa
Claus is Coming to Town.”

 “[The program] is a combination of holiday songs, festive
songs, mostly pop and jazz and traditional carols with
cool arrangements,” said PHS Choir director
Vincent Metallo.

In addition to classic holiday tunes, the
song selection featured iconic Christmas
soundtracks, such as “Believe” from “The Polar
Express” and “Somewhere in My Memory”
from “Home Alone”.

“I really like “Somewhere in My Memory,”
said Raima Srivastava ’25, a member of the
PHS Choir. “In the movie [there are] a bunch
of children singing, and it’s kind of like us. It
sounds really cute [and] beautiful, and I really like the way
the conductor conducts it.”

A tradition of the concert is for the audience to singalong at the end. Not only do the choir students get the opportunity to lead, the audience is also able to feel truly
engaged.

“I hope that the audience enjoys the music, and [that]
it’s an experience,” said Marcus Strum ’27, who’s a member
of PHS Choir.

The event joined the singers together in holiday spirit,
and provided learning experiences for the choir students.

“[It’s an] absolutely great experience for our kids to sing
with a professional orchestra. Most schools don’t ever. [It’s]
been really great [and it] teaches them a little bit more
about performance etiquette, what it’s like to collaborate
with professionals,” said Metallo.

The different interpretations of the music between the
choir and orchestra allowed them to collaborate, building
off of each other.

“It’s really cool to just kind of go off of the
orchestra because they do the pieces a little
differently than how we rehearse them in
choir,” said Srivastava. “Sometimes I watch the
orchestra perform and I’m so encapsulated by
how they perform that I just forget to actually
try when I sing, but they’re really good every
year that we perform with them.”

In coming together with Princeton
Symphony Orchestra and Andrea Ross, the performance
allowed for a blending of various vocal ranges and
instruments.

“We’ve worked really hard on it,” said Jenna Stucky ’25,
a member of PHS Choir. “We often rehearse [as just]
sopranos [and] altos. More recently, we’ve been coming
together … and it’s just super cool to see all those voices
coming together and [the] people in choir this year. So I
love hearing everyone’s voices together.”

PHS Choir performs Holiday POPS! concert with Broadway singer Andrea Ross

For Elliot Block ’25, music has always been an integral part of his life. His passion for classical music began at an early age, sparked by his love for both the viola and the piano.
Now, as the first chair violist of the PHS Orchestra as well as co-president of its cabinet,
Block continues to explore his passion in chamber groups and on stage.

**When did you start playing the viola and why did you choose it?**

I started viola when I was seven years old, [but] I didn’t choose it. My mom chose it
for me and I didn’t like it at first, but when I was 10 or 11 years old, I started playing in
chamber groups at summer camps, and I realized I really liked that.
That got me into it a little more.

**Who would you consider your inspirations?**

I also play piano, [which] is my [preferred] instrument. Some
of my inspirations are the top performers for piano, like Martha
Argerich, Rubinstein, [and] Horowitz. But there are a ton of great
performers and musicians.

**Why are these artists your inspirations?**

I think it’s primarily their playing style. All the musicians that
I find inspiring are able to approach their instrument in different
ways, but always successfully put their feeling into the music, and
also bring feeling out of the music. I really admire that, and I always
try to do that whenever I’m playing in practice and performance.

**What do you like about classical music?**

There are a ton of things I like about classical music. It’s what I
listen to most. The range of emotions that classical music can feature is really vast, and
there’s always a piece that fits the mood I’m in.

**What do you consider the most challenging aspect of classical music?**

I think the most challenging aspect is the combination of technique and sensitivity
to feeling. It’s sometimes easy to focus on one or the other, but both are necessary to be
really great, and that can be tough.

**How do you handle pressure from auditions or
performances?**

I used to be really bad at that, and I kind of still am really
bad at that, but I make sure that there’s no tension in my body,
and I really practice clearing my head before playing, so that
I can replicate it in front of an audience. It never really is easy,
but I think clearing the tension is the most important thing.

**What is your favorite memory from PHS orchestra?**

Going on the European tour last spring was really fun and [I
bonded] with the orchestra. Through that, I made a lot of new
friends ... It’s made this year a lot more fun too.

**Are you planning on pursuing music in higher education
or as a career?**

Definitely. I want to study piano and classical music in college.
Ideally, it would also make a career. But I know that music will
be with me for my entire life, either way.

Elliot Block ’25 finds his voice with the viola

Pollution, climate change, and overpopulation are just
a few of the major global issues that are yet to be solved.
Posts about these issues are omnipresent on social media,
along with comments sections full of people exclaiming
that humanity is doomed. This nihilistic content is
extremely harmful, particularly for teenagers, as they spend
significant time on social media. Moreover, while it is true
that these major global issues have yet to be solved, adopting
a mindset that states these problems are insurmountable
achieves nothing. The constant stream of pessimism
can make people feel
hopeless, deteriorating
their mental well-being
and decreasing their
motivation to enact
change. 

With teenagers’
dependability on
social media comes
the increased risk
of being exposed to
misinformation or
biased content, making
it nearly impossible to
discern what is true
from false. A 2022
study conducted by the
Common Sense Media
found that on average,
teenagers spend around
eight and a half hours on social media platforms each day. Moreover, reports
from the World Press Institute in 2022, found that about
50 percent of teenagers use Facebook or YouTube over
credible news sources to obtain their news. As a result of
engaging with such distorted and inaccurate content, teens
often feel overwhelmed by the negativity, and they see this
feeling reflected in the “doomer,” an internet character
that depicts a man living a life of helplessness and despair.

While it may be convenient to indulge in this doomer
mindset, the more effective approach to combating personal
and global issues
is by embracing
positivity, which
can improve one’s
mental health
as well as their
problem-solving
skills. Focusing
on positivity helps
lower stress levels
and anxiety, which is
important for both
emotional wellbeing and physical
health. For instance,
a study done by
Kansas University
in 2012 found that
smiling and fake
smiling both reduce
heart rate and blood pressure in stressful situations. 

Importantly, students who remain optimistic, rather
than pessimistic, are more confident and creative when
approaching problems, as they’re better at handling their
emotions. Research done by Edward Chang of Oxford
University in 2013 also revealed that individuals exposed
to optimistic thoughts demonstrated significantly better
problem solving skills than those exposed to neutral or
negative thoughts. This means that promoting critical
thinking and problem solving skills starting as teenagers
will take us towards a solution for our global problems
much more effectively.

It is essential to identify what PHS can do to help embrace
optimism. One way to spread positivity is by incorporating
it into our daily lives. The school can recognize and
reward efforts to build a more positive environment, not
just achievements, to build morale. For example, in PHS
Principal Cecilia Birge’s weekly newsletters, there could
be a section dedicated to sharing motivational stories
or uplifting quotes. In a world where negativity is more
prevalent than ever, building a positive mindset is the most
crucial step towards solving our global problems. 

The importance of positivity

On the morning of December 4, Brian Thompson,
the CEO of health insurance giant UnitedHealthcare
(UHC), was fatally shot on the sidewalk next to midtown
Manhattan’s Hilton Hotel. Thompson led one of America’s
most reviled insurance companies.

Since becoming CEO in 2021, he has presided over
140,000 employees and fostered record yearly profits.
Critics have purported, however, that these profits came
at the expense of insurees in need. In his tenure,
UHC denied almost 20 percent of claims filed
while charging deductibles that many find
unaffordable. In the wake of his murder, social
media sites were inundated with people voicing
displeasure with the late CEO by telling their
stories of high prices, outrageous denied claims,
and quips such as “the claim for my condolences
has been denied.”

After a six day manhunt, the alleged murderer
was identified at a McDonald’s in Altoona, Pennsylvania. An
outpouring of public support ensued for Luigi Mangione,
the prime suspect, including calls for an acquittal.
Mangione was even more deified after his motives became
clear; his manifesto villainized Thompson as a “parasite”
who, along with others in his corporate class, deserved a
comeuppance because he’s “simply gotten too powerful,”
and “[continues] to abuse [the people of the United States]
for immense profit.”

Praises for Mangione, however, are only a part of
“vigilante justice” movements in the past year. In February,
New York-based vigilante group the Guardian Angels
boasted to have “taken down one of those migrant guys”
following an altercation. In July, Thomas Matthew Crooks
came inches from assassinating Donald Trump in Butler,
Pennsylvania.

This politically motivated violence is ultimately an
outlet for a surge in ire toward a government
perceived as serving corporations rather than
the people it represents. A rising number view
the U.S. legislature as in the pocket of corporate
lobbyists, including health insurance companies
like UHC.

However, by using violence to foster political
change, we risk undermining the democratic
principles that allow us to have a representative
voice in the first place. Violent means circumvent
our fundamental rights to advocate change through
the polls. Moreover, bypassing advocacy by traditional
democratic means risks creating a spiral of violence, with
instability and autocracy as the bottom. We, as young
people, must engage with our political system in productive
means, like peaceful advocacy, protest, and voting. In this
way, we can make meaningful progress toward reforming
a deeply-flawed governmental institution so it is truly for
the people.

> "We, as young
people, must
engage with our
political system
in productive
means."

A fatal shot to our democracy

Since the moment we first stepped into our elementary
school auditoriums, school assemblies have defined our
educational experience. Whether it’s the lessons of an antibullying assembly, the passion of a motivational speaker,
or the thrill of an interactive game show, these events leave
lasting impressions and play a crucial role in shaping the
character of our school community. Yet this year, this vital
tradition has waned at PHS.

At PHS, traditional school-wide in-person
assemblies have become a thing of the past.
Events like the Hispanic Heritage Month and
Black History Month assemblies, which were
once fully in person, are now being shifted to
a hybrid format. This new approach limits the
assembly to a single period, with half of the
student body viewing in-person, while the other half watches
on Zoom. Additionally, the administration has scaled back
on other annual assemblies, opting in favor of separate Zoom
sessions with students only interacting in their homerooms.

This change undermines the very essence of school
assemblies: bringing unity and fostering a stronger school
community. Students are no longer in the same space together,
sharing collective experiences, and learning with each other.
Furthermore, these fragmented, virtual environments are
much less engaging. During these virtual assemblies I’ve
noticed a recurring pattern: my classmates gradually grow
more disengaged and divert their attention to their phones
as the assembly progresses — this was a less common sight
at in-person assemblies.

In events such as the Hispanic Heritage and Black
History Month celebrations, school assemblies usually
feature different student groups showcasing the many
traditions of their culture. With PHS and Princeton having
a predominantly white population, it is crucial that we make
space for celebrations of diversity and minority groups. In
2022, the American Psychological Association found that
an inclusive classroom where students learn
about diversity is proven to have many benefits,
such as “improved critical thinking,” and higher
achievement “for both majority and minority
group members.” Though there are some classes
at PHS that teach these concepts, in-person
assemblies provide an opportunity for such
lessons to be widely accessible, engaging, and
impactful for the whole student body.

The lack of in-person assemblies this year can be largely
attributed to concerns over students’ class attendance. While
preserving instructional time is important, these assemblies
are another way to gain a nuanced understanding of the
group being highlighted — far surpassing the depth covered
by the PHS curriculum. Many students at PHS do not take
Spanish as a world language, and therefore don’t have the
opportunity to learn about Latin American history. For these
students, the Hispanic Heritage Month Assembly is one of
the only opportunities to gain a thorough understanding of
Latin American history and culture. 

By sidelining the assemblies in favor of a stricter focus on
class time and schedules, PHS is removing vital opportunities to expand and enrich students’ learning. Underrepresented
narratives are at greater risk of not being told, and students
are robbed of an opportunity for a deeper and more inclusive
understanding of the world. The PHS administration needs
to reinstate these events and make sure they are a main focus
of that day, and not a mere afterthought. Assemblies are
much more than routine school events — they are unique
experiences that inspire learning in ways that a traditional
classroom cannot.

In defense of school assemblies

### StuCocoa day

*January 9, 2025 at Tiger Time*

A long day at school can wear down
even the toughest of students. On
January 9 at Tiger Time, you can stop
by at the main intersection for a sweet
pick-me-up! At Student Coucil’s annual
StuCocao fundraiser for PHS’s spring
events, you can buy a delicious cup of
hot chocolate for only $1 each! You can
also add marshmallows and whipped
cream to level up the perfect, limited-edition after-school comfort drink.

### A Cappella Night

*January 10, 2025*

Like singing, harmonies, and catchy
tunes? Attend A Cappella Night
hosted by the Princeton Student
Board on January 10 in the Princeton
Public Library! Featuring a handful
of PHS a cappella groups including
Around 8, Cat’s Meow, and Cloud
Nine, the musical event will leave you
saying “encore!”

### PHS building tours

*January 15 6:15 p.m., January 24 5:30 p.m., January 26 10:00 a.m.*

In one month, Princeton voters will
vote on a $90 million referendum that
would support renovations at PHS.
These tours might be your last chance
to get a sneak-peak at all PHS’s quirks,
including a 20 year old HVAC system!
You will also have the chance to ask Ms.
Birge any of your burning questions
on our heating, air conditioning, and
modular classrooms.

### Planetary alignment

*January 18, 2025*

Join the six planets in a once-in-100-
year event that will dazzle both the
eye and the night sky! On January 18,
Venus, Mars, Jupiter, Saturn, Uranus
and Neptune will look as if they’re
gathered in a small area, appearing
like a bright cluster across the night
sky. Visible anywhere in the Northern
Hemisphere, this celestial gathering
is not something Princeton residents
would want to miss. 

### Big Band Dance

*January 31, 2025 at 7 p.m.–10 p.m.*

Do you feel like dancing when you
hear jazz? Unleash your funk at the Big
Band Dance in the PHS Cafeteria on
January 31. Under bright disco lights,
Studio Band and Jazz Ensemble will
play popular jazz tunes that will get
your feet moving. Bring a friend, your
favorite dancing shoes, and be ready for
a night of nonstop, swinging fun!

January 2025: Save the dates

In April 1988, Margaret McIntyre, a citizen of Westerville,
Ohio, was handed a $100 fine for distributing a leaflet that
opposed a local school tax. The small fine, equivalent to
around $250 today, was appealed, unappealed, and nearly
seven years later made it all the way up to the Supreme
Court. The reason for the controversy wasn’t the amount
of the fine, or what the leaflet said. It was simply that the
opinion expressed on the leaflet distributed by McIntyre was
anonymous. In a 7-2 decision, the Supreme Court struck
down the fine, and in its ruling decreed that “anonymity
... exemplifies the purpose behind the First Amendment in
particular: to protect unpopular individuals from
retaliation ... at the hand of an intolerant society.”

The decision was written in 1995, well before
the rise of social media. In the 25 years that have
elapsed since, there have been many attempts
to ban our right to anonymity — especially
online. In 2021, a proposal seeking to require
IDs on social media platforms received nearly
700,000 signatures in the UK, making it the
fourth largest petition in the past five years to
be debated in the United Kingdom Parliament.
In the Republican primary last year, former
U.S. ambassador to the United Nations
Nikki Haley referred to anonymous
accounts on social media as “a national
security threat.”

The petition, a response to
anonymous accounts involved in
cyberbullying, expresses a common
belief: that banning anonymity on
social media, for example by requiring people to verify themselves with an ID, would lead to a more
civil, less misinformed internet. And in theory, it makes
sense — according to Pew Research, almost 60 percent of
teens have experienced abuse online, often at the hands of
a user with a mysterious pseudonym.

But while it’s possible that the amount of cyberbullying
from anonymous accounts would be slightly reduced if
anonymity were banned, cyberbullying as a whole would
remain. In 2015, a research study published by Dr. Emily
Nagel and Dr. Jonathan Frith showed that many accounts
that spread misinformation and cyberbullying are not
anonymous. This is why BBC journalist Hussein
Kesvani noted that even on sites like Parler,
where users have to prove their identity with
documentation, there are high levels of abuse.
And every act of cyberbullying that does
still occur would be much more dangerous.
Anyone with internet access, armed with
just the knowledge of a person’s real name,
can determine that person’s address, place of
work, and other personal details.

Furthermore, out of fear of stalking and
more intense cyberbullying, the posting
of controversial beliefs or ideas would
be virtually impossible without the
right to anonymity. Thus a ban on
online anonymity would spell the end
to a free internet that, while flawed,
continues to provide invaluable
benefits to society. Every year,
anonymous internet forums allow
millions of people to seek medical advice, answer sensitive questions, and have important
conversations. To minorities and other at-risk groups, online
support can mean the difference between life and death.
After Roe v. Wade was overturned in 2022 and abortion
became banned for women in 13 states, many anonymous
Reddit and Facebook accounts provided transportation and
housing resources for women seeking to have an abortion.

Internet anonymity, through ensuring free speech, has
also given regular people the confidence and ability to join
movements such as #MeToo, which exposed cases of sexual
harassment among high profile celebrities. Forcing users to
disclose their identity would silence calls for justice, as victims
would fear for their job security, social reputation, or safety. 

In authoritarian regimes, the risks of a global platform
like Twitter or Instagram cracking down on the use of
pseudonyms or other tactics that create anonymity would
be even more severe. While whistleblowers and dissidents
in democracies like the United States have avenues of
expression aside from social media, in many autocracies,
anonymous posts on social media are a powerful form of
protest and dissent.

Finally, in less extreme daily situations, internet anonymity
is also important in allowing people to express their true
selves. A study published in the Journal of Social Issues
showed that when shielded by anonymity, people are more
honest and thus “more likely to form close relationships with
people they met on the Internet.”

Online anonymity is central to so many of the rights we
should all be able to enjoy — freedom of speech, freedom
of the press, privacy, and self expression. It’s time that tech
companies, governments, and angry internet users should
start to treat it that way.

You have a right to remain anonymous

As a published author and the creator of the Mandarin
curriculum at PHS, Shwu-Fen Lin has taught Mandarin
for over 30 years. Growing up in Taiwan, Lin dreamed
of becoming a Mandarin teacher ever since she was a
young girl.

 “I think [being] a teacher is a powerful job. You can
teach somebody something new,” said Lin. “I think [it
is important that] you teach a student [so that] they can
see, they can read, they can speak, they can talk.”

 Lin’s journey as an educator began in Taiwan, where she
taught high school Mandarin for 3 years before moving
to the United States. She initially taught elementary and
middle schoolers in the Highland Park School District.
She ultimately found herself drawn to PHS because of
the students and the quality of the district.

 “I’m here because Princeton High School [is in] a very
good school district ... they have very nice students ... I
love to teach here,” said Lin.

 Lin employs a number of teaching methods that involve
simulating real-world situations to help students become
more confident with their Mandarin.

 “We can ‘shop’ in the classroom. So some students
become the vendor, some students become the buyer ...
[this is] very practical, how to shop in the real world,”
said Lin. “[I also use the] bicycle-chain [method] every
day. So all the students [stand] ... in the center of the
classroom [and talk about] different topics every day
[with a] friend [until] they rotate like a bicycle chain.”

 Another particularly unique method she uses is called
“ban zhang,” which means class captain. Being ban zhang
allows students to model the lesson for the day, setting
an example for their peers.

 “All the students can become a ban zhang for one
week ... to help ... the student’s self-confidence,” said Lin.
 Outside the classroom, Lin has also co-authored
books on Mandarin, from basic levels all the way to AP.
Her effective teaching style has led her to give talks at
multiple large teacher conferences.

 “The past 19 years ... I [gave] a lot of good [speeches]
in very huge teacher [conferences], like [the] National
Chinese Language Conference, and ACTFL, a very big
World Language teacher conference,” said Lin.
 Thomas Basso ’27, who has been taking Mandarin for
three and a half years, appreciates Lin’s energetic teaching
style and the enthusiasm she brings to class.

“She ... tries her very best to get everyone to participate
and will often cold-call on people who she thinks aren’t
participating enough, which in a way forces everyone
to pay attention and stay engaged ... I’ve been learning
Spanish since kindergarten, and I still feel like I know
more Mandarin than Spanish,” said Basso. “Mrs. Lin
sometimes makes jokes in class to make us laugh and is
happy to answer any questions that we have.”

 Lin believes that the end goal of learning Mandarin
is to connect with Chinese culture. To help spread
and showcase Asian culture throughout the Princeton
community, Lin established the annual Asian Festival
at PHS in 2007, an event featuring performances and
booths from several Asian culture clubs.

“Every year, we have around 500 people that come
together to celebrate [and] learn Asian culture. This is very
important [as] people need to talk to people, [because]
if I understand your culture, I will respect your culture,”
said Lin. “So I say language is communication, the tool,
but most important that you use this tool in real life, and
be able to use language not only as regular conversation,
but also as a skill to develop.

 Lin believes that learning a new language is not
something that can happen in a classroom alone, but
requires skillful practice throughout one’s life.

 “I like to help my [students] become life [learners],
not only in my classroom ... so they can continue to
learn, even in society,” said Lin. “When you graduate,
you will continue to learn your whole life. I think that’s
very important.

PHS Profile: Shwu-Fen Lin

More people voted in 2024 than ever before in human
history. Approximately two billion people globally were
eligible to vote, and vote they did. However, around the
world, the trend of democratic backsliding
continued, with many liberal incumbent
candidates losing votes. As a society, we are
regressing, and we can never improve our
situation unless we take on progressive
policy.

This growing trend is fundamentally
related to fascism, but the two are
still distinct issues. To paraphrase
Robert Paxton’s thesis in his book
“The Anatomy of Fascism,” fascism
is the politics of emotion, making
it fundamentally different from
other ideologies such as liberalism
or conservatism, which are based on
logical principles and ideals. Fascism
makes reasonable people unreasonable,
logical people illogical, and tolerant people
hateful. Fascism arises during times of
political instability and historically has
been pushed forward by conservative elites
in an attempt to save themselves. There is
an inherent othering of minorities under
fascism, which is not unique to fascism but
certainly an important part of all authoritarian
regimes. 

> "Fascism makes
reasonable people
unreasonable,
logical people
illogical, and
tolerant people
hateful."


But although fascism excludes some groups
of people, it also puts others in the limelight.
“You matter,” fascism says. “You are important,
and you must be a patriotic part of our perfect
community. But some people want to take our
beautiful community away from us.” Now, the
final blow: “All of these people hate your way of life and want to destroy it. Therefore, we must destroy them
first.” People want to feel like they matter. People want to
be a part of the group, a part of the righteous force fighting
against evil. Fascism promises that, and more.

There are many characteristics of
fascism in President-elect Donald Trump’s
campaign. Trump is a conservative elite,
and his campaign is supported by many
others who share the same background.
The mainstream Republican
party has become a cult
of personality centered
around Trump; to them,
what he says is law.
Criticism is forbidden,
and only the most fanatic
advocates will be supported.
How did this happen? Trump
is supported by like-minded
upper-class conservatives who
wish to protect their place in the world.
And he certainly helped the upper class
in return — through tax cuts, pardons,
rolling back environmental and worker
protections — all letting them increase their
bottom line by that much more.

The groups targeted by Trump are
too many to name, but for an extremely
pertinent example, just look to his rhetoric on
immigration, and his classification of a specific
group of people as an “other,” then pushing
policies for their deportation and detention.
Somehow even more blatantly than this, one
can simply look at his treatment of women.
Rape, sexual assault, and prostitution charges
follow him, and recordings of his lascivious and obscene tendencies abound. Given all of this, we then have
to ask why we allowed this to happen. How could we, as
the people who should hold freedom and equality above
all else, who live in a nation founded on those ideals to
escape the rule of a tyrannical king, elect a candidate who
doesn’t even pretend to follow our ideals?

To understand this phenomenon, we must examine
why someone would support policies which hurt them,
candidates who hate them, and parties which oppress them.
The answer? When they think that the policies
will actually support them, that the candidates
care for them, and that the party loves them.
Through the narrative of othering, conspiracy
theorists claim that immigrants are taking
your jobs, that Jews control the weather with
space lasers, or that deep-state elites are eating
babies. It is easier for most people to believe
the right when it gives people the supposed
cause of their problems, before telling them
that only they can fix them. But the supposed
causes are never the real causes, and the right doesn’t try
to fix the problems anyways.

So where does this leave us? What can we do to fight
the rising tide of injustice? We, as students, cannot do all
that much. However, this doesn’t mean that we cannot do
anything. We can be informed: know what is happening
in the world and know what policies actually mean and
what their effects will be. The second thing that we can do
is call out injustice, to notice the hatred and bigotry in the
world and speak out against it. It is not enough to simply
be against fascism. Many people were against the Nazi
party in Germany, yet it still came to power. We, as the
next generation, must take it upon ourselves to preserve
the mantle of democracy and equality and must endeavor
to push those ideals forward. If we simply stand by and do
nothing in the face of tyrants, we are surely lost. 

Democracy is dead: the modern resurgence of fascism

Aaron Sam Blanchard, known as Coach Blanchard to the
PHS fencing team, died at age 56 on December 2, 2024 at
the RWJ University Hospital. He was surrounded by his
wife and three daughters, one of whom is a PHS graduate.
Blanchard was born in Salem, Oregon and grew up in
the nearby town of Independence. While studying at the
University of Oregon in 1987, Blanchard discovered his
passion for fencing. In 1995, Blanchard began fencing foil
competitively, eventually achieving A rank, the highest
rating possible.

Blanchard relocated to Princeton with his wife in 2000. He
soon joined Princeton YMCA’s fencing program to coach
multiple classes. When the YMCA shut down the program
in 2023 after the pandemic, Blanchard continued to teach
his students at his own club, Princeton Interscholastic
Fencing. In addition to teaching year-long fencing courses
at all levels, Blanchard also started fencing programs at
local elementary and middle schools, including Princeton
Charter School. From 2018, Banchard was also a coach at
the Bucks County Academy of Fencing.

Blanchard joined the PHS community in 2012, when
he was hired as the assistant coach for the fencing team.
In his time at PHS, he led the team to success at the state
level, bringing home individual and team awards. Many
remember Blanchard as a highly passionate and creative
coach, devising his own system of warmups with unique
names. Rebecca Zhang ’26, the captain of the girls foil
squad, expressed gratitude for Blanchard’s contributions
to the Princeton fencing community.

“I’ve trained with Coach Blanchard ever since sixth grade.
He was a great role model ... he never once complained
about my mistakes or my irresponsibilities, but instead he
took his time to teach me what it meant to be a mentally
stronger, a more responsible fencer and a better person,”
said Zhang.

In addition to fencing, Blanchard had a passion
for drawing cartoons and comics. He enjoyed comics
since childhood, and worked as a comic artist under
the pseudonym of “Shlepzig,” amassing many fans and
becoming a regular at several comic cons. Blanchard’s
family said that at the time of his passing, Blanchard still
had much he planned and hoped to experience.

“There was so much Sam had hoped to still do in life — he
planned myriad comics, many more fencing classes, after
school fencing clubs, adventures in grandparenthood, and
countless future endeavors,” his family wrote.

Anita Ndubisi ’26, echoing Zhang’s sentiments, reflected
on the entire team’s gratitude for the contributions
Blanchard made to the team in his 11 years as a coach.

“Coach Blanchard was more than just a coach to us — he
was a true mentor and friend. He gave so much, including
providing us with fencing equipment, all because he wanted
us to enjoy the sport,” said Ndubisi. “Every member of our
team would agree that Coach Blanchard was a great coach,
and we are all thankful for everything he did for us.”

PHS fencing coach Sam Blanchard dies at 56

Across PHS, the use of artificial
intelligence (AI) tools such as ChatGPT
to assist students with school assignments
has become an increasing trend, raising
concerns about the future of academic
integrity at PHS.

While some argue these tools are simply
new forms of study aids, others are raising
concerns regarding AI being used as a
gateway to academic dishonesty. The rise
of AI has made cheating easier than ever
in a modernizing digital environment,
where a few keystrokes can generate
essays, solve math problems, and even
mimic human thought. At PHS, AI
chatbots have sparked concerns among
teachers, administrators, and student
leaders, who are actively collaborating
to discover new methods and policy
changes to uphold academic integrity in
an increasingly tech-savvy world.

“[AI is] a fast developing technology;
our policy, our adaptation to it, how we
manage our student expectations, [and]
how we teach in [the] AI era, needs to
continue to be evaluated and monitored
... perhaps regulated as well,” said PHS
Principal Cecilia Birge.

There is a significant concern that
violations of the AI policy may become
progressively challenging for teachers
to regulate as technology
continues to advance and
become more accessible.
The challenge lies more in
addressing how these tools
impact student engagement
and education rather
than simply identifying
AI-generated content. As a result,
many teachers have developed various
techniques to tackle this growing issue,
such as the usage of AI checker softwares
or monitoring the editing history to
prevent students from entirely relying on
AI to complete their assignments.

“We have students submit assignments
to Turnitin.com, but I also check,” said AP
Language and Composition and English II
teacher John Bathke. “[Students] give me
editing permission on Google Docs and a
lot of [assignments] are written in class.”

But teachers aren’t the only ones
concerned about AI — student leadership
representatives have also voiced their
worries about its misuse. In November,
Board of Education Student Liaisons
Nikolai Margulis ’25 and Maya Hagt
’25 addressed the Board of Education,
highlighting instances of students
violating the district’s AI policy. Since
then, the administration has been actively
discussing ways to strengthen policies,
ensuring that PHS not only keeps up
with rapidly evolving technology but
also upholds its commitment to fostering
safe and effective AI usage that enhances
individual learning.

 “We can’t completely keep kids from
cheating,” said Margulis. “Teachers can
make rules for cheating ... [but] it’s hard
to enforce those rules unless the student
body is committed to it and believes it
from an ideological standpoint. I think
that’s really important [to] ingrain it in
our school culture not to cheat.”

With AI usage often overlapping with
academic dishonesty, educators believe an
overreliance on AI tools can stifle critical
thinking and problem-solving skills, as
students may feel empowered to skip the
deeper analytical thinking in favor of the
quick, easily presented AI responses. This
not only impacts their ability to absorb
and apply knowledge but
also creates gaps in skills
that are crucial for success
in both future academic
and professional settings.

“Using [AI] to complete
entire assignments [will]
hurt you in the long
run. If I plagiarize all my stuff, then I’m
not actually doing the learning that is
required for me to actually [understand]
the information, which ultimately [will
hurt me] when I get to the real world and
[have] a job, since I haven’t learned that
skill,” said Bathke.

The environment students are in
is believed to also play a large role in
shaping how students use these tools.
If classrooms foster collaboration,
curiosity, and accountability, students
may feel more encouraged to engage
with the learning process authentically.
However, in more cutthroat, competitive
environments, students may see it
necessary to unethically use AI tools
as a means to gain an edge, prioritizing
outcome over learning.

“We live in a very competitive learning
environment, society as well. An
unhealthy part of our building culture
is this toxic competitiveness of grades.
So there’s that simple-minded focus on
grades that makes some of our students
make bad choices,” said Birge. “But when
your grades are not truly reflective of your
mastery, eventually it will catch up with
you. It happens all the time in life.”

However, many teachers do not view
the existence of AI tools as the issue, but
rather how they are used. When used
thoughtfully, AI has the potential to
support learning by offering explanations,
generating ideas, and providing assistance
that encourages deeper understanding.

“There [are] significant benefits that
AI brings, especially when it comes to
equity issues. If I speak English as a second
language learner, I can say something in
[English in] an okay manner, but if I ask
AI to help me with certain content and
language and grammar, that’s learning.
That’s a positive thing,” said Birge.

Many educators believe that the key
is balancing the positives and negatives
of AI,which involves teaching students
to use these tools responsibly, as an
additional source of learning rather than
a replacement for completing their own
work.

“AI is like a compass — it can point
you in the right direction, but [real
learning happens] when you put in the
work yourself and make the most of the
tools around you to learn,” said computer
science teacher Edward Yin. “AI can be
integrated into education when used
thoughtfully and responsibly ... but it’s
up to students to use it as a learning
tool, not for shortcuts. As [educators],
we must [create environments] where
students don’t feel like cheating, but
rather [learning]."

PHS Investigates: academic integrity

Picture this: it’s 4:00 p.m., and you’ve just gotten home
from school with a mountain load of assignments on your
to-do list. You make yourself a snack, plug in your phone,
immediately open Instagram or TikTok, and start scrolling.
30 minutes later, you tell yourself, “Just five more minutes.”
When you check the time again, it’s already 5:00 p.m. The
stress of the never-ending pile of work sets in, and you
scramble to make up for lost time.

This scenario isn’t unusual — it’s a daily reality for many
teenagers. Popular social media platforms like Snapchat,
TikTok, and Instagram are designed to grab and hold
your attention, using algorithms that prioritize engaging
and personalized content. While these platforms offer
endless opportunities
for connection,
entertainment, and
self-expression ,
their pervasive and
addictive nature can
be detrimental to
teens. The impact
of a social media
addiction goes far
beyond wasted
time. According
to research by the
Surgeon General
of the United
States, Vivek
Murthy, excessive
social media use
can disrupt sleep
patterns, increase
stress levels, and
contribute to feelings of anxiety and depression. While it’s easy to blame
the platforms, the real problem lies in the ability to take
control through self-regulation. Developing a conscious
digital routine is crucial for teens to be able to protect
their mental health, boost their productivity,
and build long-lasting healthy habits.
> "The real problem
lies in the ability
to take control
through self regulation."

One reason why self-regulation of social
media use isn’t prevalent among teens is
forced parental regulation via daily screen
time limits. Although it effectively reduces the
reported amount of time spent on their phones,
many students feel frustrated when it restricts
communication with friends and see it as an indication of
overall lack of trust
from their parents.
Choosing to take
regulation of screen
time into your own
hands, rather than
relying on rules
imposed by others,
fosters responsibility,
self-discipline,
and independence
— skills that are
necessary for a
successful life down
the road. As teenagers
grow older and move
beyond their parents’
jurisdiction, the
habits they develop
now will shape their
future. Later on,
unhealthy screen use as a teen can snowball into challenges with time
management, focus, and well-being. Learning to selfregulate early on equips teens with the ability to make
intentional, healthy choices and build habits that align
with their goals. And even better, successfully
managing screen time independently brings
that satisfying sense of accomplishment and
control, far more rewarding than simply
following rules set by someone else. It’s
an empowering step toward becoming an
independent, responsible adult.

Of course, getting in the habit of selfregulating screen time is much easier said than done. Setting
app limits with the built-in screen time might work for the
first few weeks, but motivation gradually wanes, making
it far too easy for teenagers to simply tap “Ignore Limit
For Today” and fall right back into their old routine. In
order to combat these common relapses, students should
consider downloading stricter screen time apps that make
it much harder to turn off an app’s limit for the day. In the
time it takes to maneuver through the settings, teenagers
can weigh whether or not five more minutes of Instagram
reels is actually worth it. Additionally, some apps feature a
reward system that can help motivate students to stay on
track with their screen time goals. 

With the endless amounts of entertainment available
at our fingertips and our generation’s cultural emphasis
on online connectivity, it’s not an easy task to resist the
temptation to spend hours glued to our phones. There is
no silver bullet that will destroy our addiction to social
media — rather, we need to develop a healthy relationship
with our devices that starts by taking personal ownership
of our screen usage. Only by assuming the responsibilities
that come with the privilege of using social media can we
truly gain the freedom and independence we all value.

Self-regulating social media usage

At PHS, bathrooms have slowly become
the center of disruptive student activity
during instructional periods. While these
issues have been present in past years, their
increasing frequency has raised concerns
about student behavior and the learning
environment. In response, administrators
have introduced more rigid disciplinary
and preventative measures to reduce
inappropriate behavior.

As of now, vaping is one of the main
issues identified in bathrooms, with
administrators focused on addressing the
health concerns associated with vaping.

“We don’t know who manufactures
those things. We don’t know what’s put in
them [or] if the new things have been out
there long enough for the harmful effects
on our bodies to be fully analyzed and
researched,” said PHS Principal Cecilia
Birge. “[Vapes] can also have marijuana
[and] THC products in [them], and that
clearly is connected to depression, ADHD,
and other kinds of health impacts.”

Beyond vaping, large social gatherings
have become a growing issue. The
main concern is that socializing in the
bathrooms creates overcrowding, making
the space uncomfortable for students who
are trying to use the bathroom.

“Whether you’re a freshman or you’re
in your senior year, [if] you go to the
bathroom and you see 10 to 15 people or
less standing around, it’s a little awkward
and unfortunate. So what we’re trying to
do is to clear out the bathrooms just for
bathroom usage, and not as a [place for]
socializing,” said Scott Goldsmith, one of
PHS’s building monitors.

To solve this issue, PHS staff have
increased the number of bathroom
sweeps, in which building monitors and
administrators routinely inspect the
bathrooms to check for inappropriate
behavior.

“Personally, I usually do it every period.
If not every other period, every day. With
some of the other guys, they do it every
other period or whenever they get a
chance. Same thing with administration,
whenever they get a chance, they pop their
head in,” said Goldsmith.

When students are caught vaping
or inappropriately socializing in the
bathrooms, they are required to meet with
their Assistant Principal and can face a
variety of disciplinary actions, ranging
from detention to suspension.

“If students are using or are in
possession of substances at school,
[then according to] our handbook, it’s
an automatic suspension. Then, [it]
depends on the number of infractions,”
said Birge. “[It’s] three to five days out of
school suspension [for the] first offense.
A second is five to 10 days. And the third
is another five to 10 days. When students
are suspended more than 10 days during
any school year, it raises the question [of]
whether this building is the best fit for
the student.”

But while routine sweeps are performed
to minimize such disciplinary issues,
emphasizing education ensures students
understand its risks and make informed
decisions.

“Our goal is to help students rather
than penalize students,” said Birge.
“Don’t promote the so-called ‘coolness.’
Recognize the harm that it does to your
body and your mind.”

Though the work of the PHS
administration has made progress in
minimizing these activities, student
reports are very useful for the main office
and can help minimize the occurrence
of vaping and other bathroom activities.

“Report it. You don’t have to report
it right away,” said Goldsmith. “But
whether it’s adults, students, staff, visitors,
bathrooms are meant to be used as
bathrooms.”

PHS Investigates: bathrooms

In an effort to ensure the passage of
the largest referendum Princeton Public
Schools has proposed in over two decades,
PPS officials have begun several initiatives
to share information with voters and
address any resulting concerns. These
include virtual forums, a website devoted
to the referendum, and in-person tours
of issues with school facilities.

The referendum is divided into three
parts called “questions.” The first part, with
an estimated cost of $37.9 million, would
fund improvements to the PHS HVAC
system and an expansion of Community
Park Elementary school. The second part,
with an estimated cost of $38.3 million,
which can only be approved if the first
part is passed, would cover expansions to
PHS and Princeton Middle School. The
final part, contingent on the passage of the
first two parts, would fund expansions to
Littlebrook Elementary School.

In total, the referendum — if passed —
would have an annual tax burden of $532
on the average Princeton home assessed
at $850,000. Thus, PPS officials have been
keen to explain the critical importance
of the referendum and consequences the
district would face if the referendum were
to fail. Business administrator Matthew
Bouldin highlighted the importance of
the referendum’s first section.

“If [question] one doesn’t pass, it’s
definitely going to be an issue. We’re going
to have to really look at our programs and
possibly have to do redistricting more
often,” said Bouldin. “If it’s overcrowded
at one [elementary] school, we would have
to make shifts, and it’s really disruptive
and difficult to do that.”

Kathie Foster, PPS’s Interim
Superintendent, elaborated on the
consequences PPS would face if the overall
referendum were to fail, including larger
class sizes, overcrowded schools, and
reduced programming.

“We would need to repurpose existing
spaces for regular classrooms, making it
harder to provide all the programming
we believe is important in key areas, such
as art and science. [Further], modular
classrooms, or trailers, may be needed,
straining the operating budget,” Foster
wrote in an email to The Tower.

PPS teacher and union leader Renee
Szporn noted that in some instances, the
challenges Foster warns of are already
being faced by teachers.

“In our seventh and eighth period class,
we have 24 to 25 students and we can’t fit
those kids in that room. It is tight, and it
impacts teaching,” said Szporn. “It’s very
difficult to do cooperative teaching.”

However, Szporn believes that the
frequent use of referendums is not the best
way to solve long term district issues. Last
year, the Princeton community passed a
$13 million bond referendum for security
and major maintenance upgrades. Moreover, a referendum in December
2018 helped fund security vestibules at
the middle and elementary schools, as
well as HVAC upgrades.

“I think you always have to plan for
growth ... you just can’t keep asking the
taxpayers to keep paying for things.” said
Szporn. “I think taxpayers are tired. And
I think to keep asking and drawing from
the same well is a little tough.”

To address community concerns
and highlight necessary improvements
to the district buildings, elementary,
middle, and high school tours will be
offered through December and January.
In a December 8 tour to community
members, PHS Principal Cecilia Birge
emphasized the importance of updating
the school’s HVAC, which is the oldest in
the district. Birge also cited the school’s
increasing population as a reason to
support the referendum, which at around
1500 students sits well above the 1200
she believes the school can perfectly
accommodate. PPS officials have also
sought to inform community members
about the importance of the referendum
through more accessible methods.

“We have written letters to the editor
of all local publications explaining the
facilities referendum questions and
offering opportunities to learn more
about our plans,” said Foster. “Members
of the public who attend events at the
schools, such as the fall plays and concerts
at [PHS] and [PMS], will hear brief
announcements about the… referendum
and how to learn more.”

 Beyond advertising the referendum,
PPS officials are also arguing that even
Princeton voters without children in the
district, who, as taxpayers, should also
vote in the district referendum.

“The property values of homes are
definitely related to the quality of the
schools. In that sense, somewhat directly,
people that own properties in Princeton
benefit from the improvement of schools
overall,” said Bouldin.

Foster believes that given the many
efforts of the PPS administration in
promoting the referendum, Princeton
voters will vote to approve it.

“We feel confident that if we effectively
make the case for the referendum,
community members will see that they
are sensible, cost-effective investments in
sustaining the quality of the education we
provide and the experience our students
enjoy,” said Foster.

PPS officials push 2025 referendum approval

At the November 19 board meeting,
Princeton Public Schools (PPS) passed
a resolution to join around 200 other
districts nationwide in suing several
of the largest social media platforms:
Facebook, Instagram, Tiktok, Snapchat,
and YouTube. The lawsuit cites the
growth of social media use as a cause for
increasing costs related to “staff time,
disciplinary proceedings, emotional and
social counseling, medical services, and
other costs.”

Although it started with only the
Seattle public school district, the lawsuit
eventually spread nationwide. It comes
as a class action lawsuit: when a group
of people or organizations with a similar
claim sue a defendant (in this case social
media companies) together, represented
by only a few individuals.

“I hope that [we can] make some
positive effects on society,” said PHS
Principal Cecilia Birge. “That’s really
the reason I think we should join, not
particularly ... for dollars with class action
lawsuits [because] law firms keep usually
about a third of the proceeds ... but if we
did get dollars, we could use them to help.”

According to a 2019 study cited by the
lawsuit, social media is strongly linked to
self-image issues. This comes particularly
with the exposure of teenage students to
unrealistic or ideal body presentations,
fostering adverse comparisons.

“This study also showed that ‘adolescents
who engage in high levels of social media
use may experience poorer quality sleep’
and that increased social media use
could be associated with an increased
risk of ‘cyberbullying, which has a strong
association with depressive symptoms.’
Further, the study noted ‘negative body
image’ ... as connected to social media
use,” the lawsuit reads, quoting the study.

According to the psychiatric non-profit
Compass Health Center, U.S. teens
spent an average of 7 hours 22
minutes on a screen per day
in 2024, representing an
increase of nearly two hours
since 2015. Moreover,
one in five teenagers
report depression, and
nearly 32 percent are
estimated to have an
anxiety disorder.

“Younger
generations [are]
switching from
websites to social
media, and you
see the impact
on their mental
health crisis and significant uptick of ...
suicidal thoughts, or negative feelings or
low [self] esteem ... all of these things that
are critical in us being healthy,” said Birge.

PHS administration has taken measures
to tackle rising disciplinary and mental
health issues in students. Assistant
principals and counselors are meeting
more frequently with students to check
in with them emotionally, and PHS has
established a new tier of counseling to
address students’ mental health.

“Each student has a Tier 1 [counselor]
— they deal with schedules. Say you
have a bad day, you need somebody to
help you process things: they’re
there,” said Birge. “Then Tier
2 is for when you start to
have chronic absences or
feel blue for a significant
period of time. We have
three Tier 2 counselors
who manage those kinds
of things.”

In addition,
administrators have
recognized the role
that social media
plays in facilitating
incidents of
harassment,
intimidation,
or bullying.
In response, administrators emphasize
promoting an inclusive school culture
through counselors, assistant principals,
and staff being more accessible to
students.

“[Countering] the negative impact
that social media brings ... needs lots
of education, lots of communication. It
needs students to build self regulation and
resilience. It needs parents’ involvement,
and it definitely needs school intervention,”
said Birge. “So, I think, regardless of the
outcome of the lawsuit, it’s pretty evident
that cell phones [and] social media ...
[will] bring a much bigger negative impact
in all of our lives.”

By participating in the lawsuit, the
Princeton district hopes to seek justice
and reparations from these companies
without resorting to impractical or overly
restrictive measures like banning social
media. This new approach focuses on
accountability rather than elimination,
creating a healthier digital environment
without disrupting students’ access to
technology.

“With all these new technologies ...
there are many companies that just want
to monetize and create dollars from it, and
don’t think about some of the harmful side
effects,” said Bouldin. “I’m hopeful that
something like this [lawsuit] can help lead
to better use of the technology.” 

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