The month of March is known for many things in the sports world, but by far the most popular is the NCAA Division 1 men’s basketball tournament, or March Madness, a thrilling 68-team tournament full of underdog stories and intense games of college basketball. According to the NCAA, the chance of filling out a perfect bracket is one in approximately 9.2 quintillion. Yet, despite these odds, millions of people fill out their brackets every year for fun, prizes, or glory, including PHS’s very own students.

“I love March Madness because of all the uncertainty. It’s [very] fun,” said Octavio Shank ’27. 

Teams are seeded 1–16 in each of the regions. The bracket will play out until the championship is left with 4 region champions and then a grand champion. Every year, millions watch as small school winners from underfunded conferences come out of nowhere and win against much more seasoned teams, shocking the world and ruining bracket predictions. These unexpected wins are what put the madness in March Madness. 

As an example, the Princeton Tigers won the Ivy League tournament in 2022 and were placed into the bracket as a #15 seed. The Tigers stunned everyone by defeating #2 Arizona then #7 Missouri, advancing to the round of 16 and breaking millions of brackets along the way.

“I remember my brother telling my mom, ‘Hey Mom, we might actually win this.’ We’re up by ten points with only two minutes to go ... the emotions at the end and the feeling of ‘oh my goodness we just won this insane, crazy game’ was so much fun,” said John Staples ’27, a fan that attended the Princeton vs Missouri game in Sacramento back in 2022.

March Madness is a thrilling, unpredictable college basketball tournament that, due to its unique structure and format, consistently produces games where smaller, lower-seeded teams defeat larger, higher-seeded powerhouses. Each year, these underdogs create history and ruin millions of brackets that attempt to predict it.   

“The tournament is amazing. I think it’s a very fun tradition to do,” said Staples. 


March Madness: the science behind the brackets

As the final bell rings on a Tiger Day,
Siddarth Chellapan ’28, along with the rest
of PHS’s freshmen, heads to Peer Group to
meet up with classmates and Peer Group
leaders to discuss various
social and school-related
issues.


“It’s been beneficial for
mental health because we get
to learn more and get advice
from upperclassmen,” said
Chellapan. “It’s helped me
understand how selecting courses work
and understanding how the layout of the
whole school system works.”


In the coming weeks, around 100
current PHS juniors will find out if they
are one of the 63 applicants chosen to be
Peer Group leaders next year. As part of
the application, students have to answer
written questions, attend interviews, and
have teacher recommendations.


“It’s going to be my senior year next year,
and I feel like I’ve done a lot of what the
opportunities there are to offer here,” said
Naomi Lygas ’26, a junior applying to be a
Peer Group leader. “I just want to be able
to provide my advice for the freshmen that
obviously don’t have as much experience.”


If they are selected, the rising seniors will
attend a short leadership retreat and enroll
in a daily, year-long class on how
to be a Peer Group leader.


“We’re looking for things like
self-awareness, problem-solving
ability, compassion and empathy,
moral responsibility, [and]
good active listening skills,” said
Christian Gonzalez, a Peer Group
advisor. “At the same time, in the written
application, we’re looking for authenticity,
commitment, again, self-awareness, and
then leadership potential.”


The activities, called “outreaches,” vary
depending on the week, but are usually
centered around building community and
adapting to the challenges of high school.


“It changes a lot from group to group, but
with our freshmen, you usually have better
outreaches with more serious topics, which
seems like that wouldn’t actually happen,
but it’s like they’re more engaged with the
material. And it makes it worth being there,”
said Ava Tabeart ’25, a Peer Group leader.


The goal for all activities is to develop
a sense of community among freshmen.
“I think the most important thing is that
the freshmen feel like they are connected,
like they have a space here at PHS, which,
although a very welcoming place, is still a
high school … and it can be hard to find a
connection,” said Gonzalez.


Not only does Peer Group help freshmen
adjust to a new school
environment, it’s also a way
for seniors to develop their
leadership skills.


“I think a big part of it
is actually to learn to be
a leader of other people,”
said Hayah Mian ’25, a
current Peer Group leader.
“You’re accommodating how
[freshmen] work and how
you work, and they’re kids, so it takes a
couple of months to understand how they
work and what works best.”


However, some freshmen remain critical
of several aspects of the program.


“There’s a bunch of clubs that overlap
with peer group, so I’m sad that I can’t go
to those”, said John Patrick Aguilar ’28.
“It could [also] be a little more energetic
because most of the topics we approach with
a sort of laziness. But I think that relies on
[us] too, to bring more energy to the group.”


 Mian and other peer group leaders
are actively looking for ways that they
can improve this program
and make sure that PHS
freshmen have the best possible
experience.


“I think the way we talk
about more serious topics
[can be improved]. We talk
about gender, sexuality, race
and things, [which] I feel we
are not completely prepared
to dive deep into,” said Mian.
“[Having] more preparation and more
freedom with what you do with your
students, as not all students are the same
and learn differently, [would improve the
program].

Photo: Emily Kim

Peer Group leaders Tessa Thai ’25 and Ozan Koyluogu ’25 lead Tara Venkatesh ’28, Chloe Wu ’28, Rohan Balasubramanian ’28 , Pranav Shrivastava ’28, and Bram Reynolds ’28 in a reading of an I Am Lovable and Capable story.

Tower Investigates: Peer Group

The PHS community celebrated the
18th annual Asian Fest on March 21, with
performances to showcase the diversity of
Asian culture. Featured events included
Chinese yo-yo, a rendition of the story of
Diwali, and cultural dances. PHS Mandarin
teacher Shwu-Fen Lin and students from
several of PHS’s language programs and
cultural clubs organized the event.
Asian Fest, the result of months of
collaboration and preperation, held
unique significance for each of the student
performers.


Jessica Zhang ’26 performed in both
C-pop (Chinese pop) and K-pop (Korean
pop) dance routines. For Zhang, Asian
Fest was an opportunity to discover how
different cultures express themselves
through the arts.


“I think music is one of the major
art styles that can best express a certain
culture because instruments, music, [and]
lyrics contain deep meanings [about each]
country’s history, [and] how they evolved
into the people they are,” said Zhang.


Lisa Jin ’25, a performer for the Japanese
Club, emphasized that Asian Fest was a way
to challenge stereotypes about the Asian
identity. In covering performances from
anime and K-pop, PHS students showcased
the cultural impact of all Asian traditions,
encouraging a wider understanding and
appreciation for their culture.


“We wanted to highlight how vibrant and
creative the community is,” said Jin. “I know
some people feel a bias [against] people who
watch anime [and] the anime culture[in
general]. After seeing our performance
and dancing, I want to show [people] that
we can actually do something that can be
shown in public.”


While these performances were a
celebration of Asian culture for the entire
PHS community, they also provided an
opportunity for Asian student performers
to connect to their own roots.


“I’m Korean, and so my Korean culture
has always been very important to me,
especially in America,” said Kyuyoung
Chung ’26, a performer for the Asian
American Club and Korean Cover Group
Club. “In Princeton, the Korean community
isn’t very large, so it’s nice [to] have this club
to be able to share that piece of that culture.”


In addition to the performances,
student-led clubs set up cultural stations
across the gym, offering food, lessons, and
traditional activities. Those who attended
could practice calligraphy, create origami,
experiment with musical instruments, and
participate in traditional games to connect
further with Asian cultures.


“I think one of the most important things
about Asian Fest is exploring, especially
since we have so many different stations,
food stalls, [and] game stations,” said Zey
Oral ’25, a performer for the Korean Club.
“You can explore [the] different aspects of
other people’s culture.”


To prepare, students spent hours at
rehearsal, developing activities, and
designing posters. The theme for Asian
Fest is chosen in November, followed by a
poster competition open to all artists at PHS.
Mandarin teacher Shwu-Fen Lin expressed
thanks for all those involved in the event.


“I really appreciate the students who
dedicated their time to this program.
Throughout the 18 years [of Asian Fest],
I’m just very surprised. Our students have
so many talents. They did really wonderful,”
said Lin.

Photo: Emily Kim

William Chen ’26, William Liao ’26, Carson Lew-Williams ’27, and Sebastian Su ’27 perform a traditional Chinese lion dance during the assembly.

PHS students reflect on Asian Fest

From an early age, music has always been a big part of his life. Surrounded by music from a young age, and especially inspired by his grandmother, Owen Barry '25 started drumming with chopsticks in restaurants to getting his own drum set. He’s been playing for a little over 10 years, having held drumsticks since the age of three. When he got his first drum set at five, Barry decided to start taking his musical passion more seriously. Owen currently plays in Studio Band, and is looking ahead to taking the next step into his musical career. 

**Who or what inspired you to start playing the drums?**

I’d say my grandma, definitely, was a huge inspiration because she was the musician in my family. She was a professional singer and started playing music for me when I was little. She was also the one to get me my first piano and drum set and became the one I looked to as I learned how to play. 

**What drew you to the drums?**

Although I play a little piano, I mostly stick to the drums as it’s what I enjoy most. I used to get chopsticks when I went to restaurants and would play them in the parks of New York City, where I grew up, before transitioning to drumsticks. I just enjoy the different sounds and beats I can make.

**What has been the most challenging song you’ve had to play and how did you overcome it?**

Right now I’m working on this Charles Mingus song — he was a famous bass player — and what makes it so difficult is the need to lock in with all the other musicians of my section. Since I play the drums I have to focus on what the bass player is doing, which has been hard because there are so many fluctuations in the piece’s tempo, but it’s sounding pretty good.

**What’s it like being a drummer in Studio Band?**

I’ve really enjoyed it. It was my goal since middle school and I was able to get in as a freshman. I enjoy the environment which has allowed me to meet new people and make long-lasting relationships that have stuck around even as people have headed to college. I think being able to make music with people is pretty cool.

**What’s your favorite thing about the band program at PHS? Can you share your favorite memory?**

PHS is obviously one of the best band programs in the country and the opportunities we get are amazing. I’d say being able to record an album and tour in London was definitely one of my favorite memories. Last year we won states in the National Jazz Festival, and sharing that with all the seniors that graduated was also really special.

**Where do you see yourself going with music after high school?**

I’ve gotten into a couple music schools and am debating which to choose. After that, I kinda just want to perform and maybe teach, but really focus on trying to tour and get into it professionally. That’s the dream.

**Do you have any tips for aspiring drummers?**

I’d say listen as much as you can and play as much as you can. The advice I always got was take any gig or any opportunity to play that you can. It doesn’t really matter whether it pays or not. You can learn a lot from listening to other people and trying to mimic what they are doing.

Owen Barry ’25 connects his past and future through music

On January 8, the Princeton Public Schools Board of Education (BOE) appointed Dr. Michael LaSusa as the district’s new superintendent. LaSusa will undergo a six-month transition process before officially replacing current interim superintendent Dr. Kathleen Foster on July 1.

LaSusa is currently superintendent of the Chatham school district, and before that began his career as a history and Spanish teacher at Chatham High School. PHS Principal Cecilia Birge believes that his tenure demonstrates a strong commitment to education.

“When someone stays in the district for that long, especially coming from the teachers ranking, [they] know what our students and teachers feel,” said Birge. “His district respects him and has enjoyed the long tenureship that he has given to Chatham.”

LaSusa’s appointment comes after years of turmoil in the PPS district, with the district going through two superintendents and six PHS principals in the past five years. In making the decision, the Board of Education hired the consulting firm School Leadership LLC and held a series of student and parent forums. In addition, the PPS adinistration distributed a survey designed to provide a platform for the community to request characteristics and prerequisites that they want to be considered for the superintendent.

“The process started with a pretty wide-cast net. The consultants [and the] search firm, hired by the board, opened it up to the several unions in the district,” said Birge. “Each group had a chance to meet with the consultant.”

Throughout the interview process, LaSusa emphasized the importance of providing equal educational opportunities to all, according to Kathleen Foster, the interim superintendent.

“[LaSusa] really talked about the importance of making sure that every student is known and valued,” said Foster. “[He] encouraged [students] to flourish in the way that they choose. Not everyone has to go in the same path. There are lots of [different] paths after graduation.”

LaSusa has received considerable recognition for his work in improving the learning experience for students. In 2019, the New Jersey Association of School Administrators awarded LaSusa New Jersey Region 1 Superintendent of the Year.

“He is [a] very forward-thinking, compassionate leader, he is very student-centered, and actively makes decisions that will benefit the students’ experience,” said Mary Donohue, Chatham’s assistant superintendent. “He wants to create an environment, a learning space where [students] feel supported [and] to help them grow as people and as learners. In an interview with The Tower, LaSusa highlighted his student-centered vision for the district, committing to supporting all students regardless of their background.

“There are students who are underserved or don’t have the [same] resources of some of those higher performing students,” said LaSusa. “I want to do what I can to ensure that every single student, regardless of their background, what their first language might be, or any other challenges they might have, can all thrive and reach their full potential by the time they exit the [education] system.”

LaSusa is now preparing for his transition from the Chatham district to Princeton Public Schools. Over the next six months, he will work to familiarize himself with Princton’s background by meeting with school administrators, the Parent Teacher Organization, and staff members.

“I’m going to interact with as many people as I can,” said LaSusa. “I’ll be listening and absorbing for my first months in the district, and hopefully from there, relationships will form, and I’ll get to have a greater sense of Princeton as each month passes.”

Photo: Emily Kim

Michael LaSusa listens at his confirmation hearing with the PPS Board of Education.

Board of Education approves Michael LaSusa as superintendent 

PHS Chemistry I and Accelerated Planetary Science teacher Shefali Mehta has worked to combine her curiosity for the cosmos and chemistry with a love for teaching throughout her career. Mehta was recently one of 30 educators selected to be part of the 2025 Space Foundation’s International Teacher Liaison program.

Mehta had always been interested in teaching in high school but tabled the idea after she decided to major in chemistry at the University of California, Irvine. However, after a couple of negative experiences in college, Mehta realized she couldn’t spend her entire life in the laboratory.

“We don’t always get the results we want, and I [didn’t] know [if] I want[ed] to work with such a small team all the time,” said Mehta. “I kind of thought back again with teaching; that way I could use the chemistry that I’ve learned and do more with it and hopefully inspire other people [with] chemistry.”

Mehta started her teaching career in California, where she taught physical science, chemistry, and environmental science. In 2013, she accepted a job offer at PHS after being drawn to the size of the school and the numerous electives PHS offers.

“Because there’s so much available [here], I’ve been able to grow as a teacher and try new things,” says Mehta. “I have more colleagues that I work with that [teach] the same classes that I teach, whereas before, I’ve been the only one ... and there was only so much stuff we could do with the curriculum.”

At PHS, Mehta has strived to create an environment that encourages curiosity and inquiry and where students are comfortable asking questions.

“Ms. Mehta is a teacher where you feel like you can really, if you have questions, you’re comfortable asking her, and you know that she’ll be able to give you a good answer. And if you still don’t understand it afterwards, she can really give a good explanation of the concept,” said Audrey Wang ’27, a student in Mehta’s chemistry class.

In addition to chemistry, Mehta has a deep interest in astronomy and research. In 2011, Mehta participated in the NASA Teacher Archive Research program, eventually leading to the opportunity to work with satellites for data collection.

“Last year I went to see a launch in Florida for a space satellite ... It was a GOES-U satellite that basically help[s] us track weather and things like that. And so I got access to some things from that ... I feel like now all of a sudden I’ve gotten new ways to access data that is being collected and that nobody’s really using,” said Mehta.

Mehta is also one of 30 recent admits to the Space Foundation International Teacher Liaisons—a program founded in 2004 that provides access to space-related curricula, networking opportunities, and connections to scientific institutions like NASA. This program was founded in order to empower teachers to integrate STEM into their curriculums and enrich students’ experiences in STEM classes.

“I get access to other curriculums that people have done and maybe make things more interesting,” said Mehta. “The last couple of years I’ve been looking at trying to … [do] projects where kids can actually do something that’s of interest to them.”

Even in her limited free time, Mehta continues to pursue her strong passion in science and cosmology, often as entertainment.

“I do enjoy reading, especially with science fiction and fantasy. When I can, I try to do that, but I don’t always get a lot of time. I really liked The Three-Body Problem,” said Mehta.


Photo: Emily 
Mehta teaches both Chemistry I and Planetary Science Accelerated.

PHS Profile: Shefali Mehta

   On January 14, New Jersey Governor Phil Murphy called for a statewide ban on cell phone use in public schools for students in grades K-12. In his State of the State address, Murphy justified his proposal by declaring that cell phones are fueling a rise in cyberbullying. However, while cyberbullying is a pressing issue, a blanket ban on phones in schools may do more harm than good. Instead, schools should focus on responsible phone usage policies that balance the need for digital tools with classroom engagement.


Phones are not always distractions — they often serve practical purposes that can enhance students’ safety, learning, and mental health. In today’s world, having access to a phone can be a lifesaver. Contacting a parent about an unexpected schedule change, calling for help in an emergency, or receiving alerts about school prompts students to rely on their phones to stay connected and informed. Completely cutting off this form of communication could have unintended negative effects.


Beyond emergencies, responsible phone use offers benefits for education at Princeton High School. During free periods, gym blocks, or even as part of classroom activities, phones can be a valuable tool for learning. With technology at their fingertips, students can quickly research information, use educational apps, and stay organized, all of which may contribute to improved academic performance. As many students at PHS already use their devices for this purpose, a state-wide one-size-fits-all ban unfairly punishes those who have been appropriately using technology for learning and productivity.


Additionally, some students rely on their phones for learning accommodations, like text-to-speech apps, calendar reminders, or translation tools for multilingual learners. A total ban would strip these students of the crucial tools they need to succeed, and in doing so, could create unintended consequences such as increased secrecy and tension between students and teachers. Instead of fostering trust, a harsh ban could create an environment of defiance, making classroom management even more difficult.


Instead of an outright ban, the state should encourage schools to develop responsible phone use policies that promote balance by allowing usage of devices for educational purposes. For Princeton High School, maintaining the current policy — allowance of phone use during lunch, passing, and free periods while restricting them during instructional time with phone pockets — could help along with the additional incorporation of brief, scheduled “tech breaks” during block days, permitting students to check their devices at designated times. Teachers should allow students to use their devices for accommodations and educational assistance upon request, but they should otherwise be kept out of sight during class.Setting clear guidelines for when and how phones can be used helps avoid confusion and frustration, and if students know they can use their phones at specific times, they may be less likely to use them during class for non-school purposes. 


Furthermore, rather than discouraging the use of technology, the New Jersey government should focus their efforts on promoting digital literacy. PHS does not currently have a digital literacy graduation requirement, but such courses could help students understand the dangers of cyberbullying, how to manage screen time, and how to navigate online information critically.
While  Governor Murphy’s proposal aims to address real concerns, a strict ban on phones in all schools would hinder their current purposes of emergency communication and educational support. Instead of banning them outright, the state should encourage adoption of responsible use policies similar to that of PHS in addition to investing in digital literacy resources to address cyberbullying. After all, rather than sheltering students from technology, shouldn’t high school be preparing its students for a tech-driven future?

Photo: Emily Kim

Taylor Adair-Heyward ’26 places her phone inside a basket upon entering Timothy Campbell’s class.



The consequences of a blanket ban on phones in schools

   When opening up Powerschool to select next year's class, students at PHS are blessed with six language options; the outlier among these offers is doubtlessly Latin, the only dead language. It is natural to wonder if this option should be preserved; not only is Latin the only language you cannot speak, it is arguably the most grammatically complex. After freshman year, I could say little more than “hello,” “goodbye,” and “the farmer killed the emperor.” There are also little to no travel prospects associated with the language, save a trip to the Vatican. Despite this, I and many of my peers still select this dying language at the end of every year, for reasons that go beyond its application in travel and conversation. 


   In eighth grade, I decided not to continue with French, a language I disliked and struggled with due to its pronunciation challenges. Most of the other options like Italian or Spanish were also spoken languages, which would inevitably have the same problems as French. Eager to escape the complexity of living languages, I decided to choose Latin. Many current Latin students have similarly dispassionate reasons for taking the language. Just as I did when I began freshman year, they may wish for an easier language class to fulfill a requirement. Others may see the unweighted course as a break or virtual free period, relieving students overwhelmed by AP classes. Lynda Danvers, one of two Latin teachers at PHS, notes that a common motivation is the language's ability to “help with the SATs.” However, students have many other reasons to take the course. Valen Roden ’26, a student in AP Latin, cited the “really good sense of community,” as a primary reason for taking the course. In the classroom and through Latin-related extracurriculars such as Latin Club and Certamen, students have the opportunity to meet others who appreciate the language as much as they do. Danvers supported this outlook, remarking that pupils of hers have taken Latin after family members “pass down [a] love” for the language and its environment.


   In some cases, a student may choose the course specifically for its content, often to explore the mythological and historical aspects of Latin. According to Danvers, “Latin is the only language in which you can spend a day just reading mythology and talking about the gods and goddesses.” Although this may seem trivial, there is an unfortunate lack of opportunities to study classical myth and history at most schools (although Princeton is blessed to also offer a purely mythology-focused elective, it does not substantially cover history). This focus on ancient texts and cultures is invaluable, especially given the loss of ancient history in broader school curriculums. Indeed, the removal of ancient material from AP World History in 2015 made sixth-grade social studies the only opportunity to pursue this topic in a core class.


   Furthermore, a strong base in this language can lead to a multitude of benefits for students, even after they graduate. Beyond enhancing vocabulary, and potentially leading to a higher SAT verbal score, the roots learned in a Latin classroom are applicable for career fields like medicine and law, or for those seeking a better grasp of the English language. Latin helps native English speakers improve their understanding of words and grammar, which can yield greater reading comprehension and ability to articulate. Additionally, an understanding of Latin makes it easier to learn the many Romance languages based on it, some of which are offered at PHS, like Italian or Spanish, and others, like Romanian, that are not. Since Latin serves as the foundation for the vocabulary, grammar, and sentence structure of such languages, a knowledge of Latin can lay the framework to later learn, or at least have a working knowledge of, other languages. 


   Beyond its linguistic benefits, Latin also improves cognitive skills. Danvers explains that studying Latin and translating texts, a process that is complex and requires deliberate attention to detail, enhances logical skills and problem-solving. Overall, she believes that experiences in a Latin classroom can “help develop skills in solving puzzles which provides a “practical application in every discipline...from English...to math,” thereby yielding both cross-subject applications and analytic skills that can prepare students to tackle problems in a variety of fields.


   Despite its reputation as a “dead language”, Latin proves invaluable to students who choose to breathe life into an ancient culture. Although many of its benefits are not as overt as in other traditional languages, Latin is an integral branch of our world language program that more students should take advantage of. The knowledge and skills gained from studying this ancient language can have a lasting impact on students’ academic and professional lives for years after they leave our school. 

The case for taking Latin

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

### 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

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.

Photo: Emily Kim
PHS students showcase West African dance in a school-wide assembly for Black History Month in 2023.

In defense of school assemblies

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.”

Photo: Emily Kim
Scott Goldsmith performs a routine check-up on the boys’ bathroom.

PHS Investigates: bathrooms

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

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.

Photo: Emily Kim
Jessica Chen ’26 and Angelica Hu ’27 scroll on their phones
during break.

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