Vending machines have long been a
staple in high school, providing students
with easy access to snacks and drinks
during busy school days. At PHS, however,
recent changes to the snack and drink
options in vending machines have caused
varying opinions and discussions among
students and faculty. This shift in snack
choices comes in part as a result of working
with PPS’s new food provider, Pomptonian
Food Services, and a stricter adherence to
state nutrition guidelines.

As administrators strive to balance state
regulations with student preferences, PHS
vending machines have become a testing
ground to find the right mix of health
guidelines, pricing, and taste.

The decisions regarding what goes in the
vending machines are complex, involving
both the school district and third-party
providers who stock the machines.
Pomptonian manages the food in the
cafeteria, but is not directly responsible
for stocking the vending machines.

“It’s just the transition between one
school food service and the next. This
piece of the vending machine has kind
of fallen into a vague area that we are still
trying to figure out,” said Dean of Students
Diana Lygas, one of the main coordinators
between PHS and Pomptonian.

For now, a third party vending machine
company continues to replenish snacks
based on sales trends and overall
availability.

In addition to a change in providers,
state regulations limiting the grams of
sugar in the vending machine products
have resulted in alternative snacks and
drinks such as baked Cheetos, zero-sugar
Gatorade, and reduced-fat Doritos being
stocked in the machines. However, as long
as the food adheres to the regulations, the
school is working to provide what the
students want.

“We are trying to get enough data [for
what] our students’ preferences are,”
said PHS Principal Cecilia Birge. “We
can still bring some of the favorites back
while meeting the guidelines; [those are]
improvements that we’re hoping to make
together with Pomptonian.”

In an effort to gain student input on
the vending machines, Lygas recently
conducted a Canvas survey. In the survey,
many students have expressed that they
would like to see non-diet gatorade, chips,
and fruit snacks back in the machines.
PHS will be working with Pomptonian
Food Services and a third-party vendor
to provide food in the vending machines
that meets everyone’s needs.

“What is popular, what’s not, it takes a
little time for the company to get used to,”
said PPS Business Administrator Matthew
Bouldin. “So we’re definitely listening
to the feedback. We want to hear what
[people] like and what [they] don’t like.”

PHS Investigates: stocking vending machines

From perfect GPAs to Ivy League
acceptance letters and abundant
extracurriculars, characters on
screen seem to glide through the
college application process, all
while balancing several romantic
relationships and some serious
personal drama. The media’s
glossy depiction of the college
application process disregards the
late-night cramming, weekend
shifts, and lunch meetings
with teachers that make
up real students’ lives.
Protagonists in “Gilmore
Girls” and “Never Have I
Ever” are all living an idealistic
illusion of a stressless senior
year and college application
season. As viewers, we can’t
help but feel drawn to these
characters who seem effortlessly
intelligent, accomplished, and
goal-oriented.

Many high schoolers dream
of attending a top university, yet
the reality of getting accepted is far
more challenging than popular TV shows
portray. In “Gilmore Girls,” the journey to
a prestigious college appears deceptively
easy, creating an illusion of guaranteed
success for any hardworking or
successful student. The protagonist
Rory Gilmore is an overachiever
who excels in academics and is
involved in many extracurricular
activities. Throughout her high
school journey, she doesn’t
encounter many struggles and
ends up only applying to and
getting accepted into her
dream colleges: Harvard,
Princeton, and Yale.
However, “Gilmore Girls”
fails to acknowledge the
difficulties and complex
feelings high schoolers
often face during the
admissions process. Real-
life college admissions are
often full of uncertainty and
rejection. The reality is that
even high achieving students
may not be accepted to their
top choices.

The media’s narrative of the college
application process glorifies prestige.
Time and again, TV shows and movies
only mention the names of Ivy League
or top 20 universities, as if attending
one of these institutions is the
only acceptable route to success.
In “Never Have I Ever,” Devi, a
smart and driven student, only
applies to Ivy League schools.
When college acceptances come
out, she is left with only one
waitlist and considers waiting
another year to reapply to the
Ivy Leagues if she is denied
from that school. Devi’s
story is a prime example of
the media’s romanticization
of prestigious schools.
This unhealthy portrayal
creates misguided beliefs
among students, where one’s
hard work in school becomes
automatically pointless if denied
admission to top universities.

However, the media is
overlooking the thousands of
other colleges all around the
world that also provide quality
education for students to pursue what they
love. College admissions should be about
finding a place where one can thrive, not
simply aiming for the name that looks
best on a bumper sticker.

Not only are there a wide range
of excellent colleges, but some
students may not realize that
college is not the only suitable
path after high school. While
attending college can provide
opportunities and a degree,
high school graduates can
also find joy and achievement
through working, training, or
pursuing other experiences.
Additionally, some students
choose to take a gap year and
travel, volunteer, or work to
help shape their goals and find
their interests. It’s important
to remember to embrace your
own journey as there is more
than one path to success.

For PHS students, the college
admissions process can be much
tougher and more stressful than
what we see on screen. However,
success isn’t defined by one
decision, and the college journey should
be a time for us to explore who we are and
find where we belong.

Debunking college admissions in TV

For someone who is just getting into them, there are so many podcasts in the world that it can be
incredibly overwhelming. After all, with so many options, how do you know which podcasts are high
quality and line up with your interests? If you are a new podcast listener, here is our guide to navigating
the podcast world, including how to pick accurate and reliable sources.

As we’re in the middle of election season, podcasts are a great way to have information presented
to you in an understandable and condensed way. However, it’s hard to know where to find unbiased
information about the election, a topic that’s incredibly polarizing. One place to start is seeing if a
news site you trust also creates podcasts. Many newspapers and channels, like The New York Times,
CNN, and The Washington Post produce audio content in addition to written articles. Alternatively,
if you find a news podcast, but are unsure about its reliability, searching up the person or group that
creates it online is a good way to see how they’re likely to approach the subject. Finding the podcast’s
bias rating from listeners is also an effective way to determine its reliability.

Once you’ve found a reliable source, there is a diverse range of podcasts to explore. From investigative
journalism to historical comedy, here are our top picks of reputable podcasts to check out from each
genre. 

### Political Podcasts

One informative political podcast we recommend
is “Left, Right & Center,” which is a discussion of
recent political news with guest speakers from the
three main political perspectives: conservative,
moderate, and liberal. Additionally, “On the Ballot”
is a facts-based, nonpartisan podcast that helps
listeners learn about politics, provides facts, and
allows its audience to establish their own opinion

### True Crime Podcasts

Another classic genre of podcasts is true crime,
which is a favorite among teenagers for its thrilling
and suspenseful content. With over 300 episodes,
“Rotten Mango” is one of the best-known true crime
podcasts, diving into two different cases every week.
Through detailed and illustrative language, podcast
host Stephanie Soo structures her episodes like a
movie, which helps listeners empathize with the
victims and also learn more about cultural nuances
across the world. For example, in Episode 261, which
covered the Sewol Ferry Tragedy in South Korea, Soo
explained the deeply ingrained respect for authority
and Han grieving culture in South Korea, immersing
listeners into the victim’s experiences. Soo does not
simply recount the tragedies, but spreads awareness
on important issues in today’s society. 

### Comedy Podcasts

For those looking for a witty and lighthearted
listen, comedy podcasts offer the perfect way
to cheer you up. One of our favorites is “Mike
Birbiglia’s Working It Out.” In this podcast, Birbiglia,
a renowned comedian and storyteller, interviews
fellow comedians and creatives, giving listeners a
behind the scenes look into creative life and the
entertainment industry. Each episode is filled with
humorous and heartfelt reflections and contains
insightful conversations with featured guests. 

### Educational Podcasts

Of course, we can’t forget about educational and
news podcasts. This genre branches into a variety
of different types, from purely informative to
investigative or storytelling. Among the informative
podcasts, you can learn history lessons on “You’re Dead
to Me,” and random fun facts on “Stuff You Should
Know.” If you’re looking for a podcast that combines
both storytelling and investigations, “This American
Life,” is a thought-provoking choice. Ira Glass, the
host, centers each of the podcast’s 800 episodes around
a spontaneous theme. Split into different “acts,” the
episodes explore each theme through true stories,
interviews, and investigations. Recorded since 1995,
Glass talks to different people each week: Palestinian
exchange students, strangers visiting the Iowa State
Fair, or two girls who were switched at birth. You
never know who or what to expect.

Plug in: a beginner’s guide to podcasts

Art is a reflection of the times, constantly
evolving alongside modern technology.
Today, we find ourselves in the middle of
yet another major transformation with the
rise of digital art, which uses technology to
give artists more tools and opportunities to
take their artwork to the next level.

Over the past few decades, the popularity
of digital art has skyrocketed due to the
advancement of technology and the
increasing popularity of social media.
This growth has allowed artists including
cheriise.art and haranikala to promote
digital art by creating posts on apps like
TikTok and Instagram. Furthermore, digital
art has become a popular medium for artists
thanks to its portability. Unlike traditional
art, such as painting, which requires
numerous supplies, including paint, paint
brushes, a water cup, and a pencil, digital
art only uses two instruments: a device and
a stylus. Digital art softwares also offer
customizable settings
that allow users to easily
adjust their brush size,
brush type, opacity, and
canvas size with just the
tap of a button.

While digital art is
gradually changing the
creative world with its
flexibility, traditional
art remains a vital pillar
to the foundations of
art. Traditional art
forms, such as sculpture, print-making,
and painting embody techniques and
a historical significance that will last
throughout human history. Art movements
such as the Renaissance, Impressionism,
and Cubism are all tied to centuries
of culture and societal
reform. Traditional
artworks from different
artistic movements
remain a way for people
to admire, study, and
understand the past.

Digital art and
traditional art, just
like how one might
compare handwritten
letters to emails, are
two unique ways to
express oneselves — neither can replace
the other. Both may communicate the same
message, but the experience and creation
processes for each are vastly different. While
traditional art may hold the weight of art
history and craftsmanship, digital art has
opened artistic creation to new realms once
thought unimaginable. The efficiency and
mobility of digital art is often disregarded
with a lack of time, effort, and heart. But
in reality, digital art is just a different form
of creative expression.

Art is never a competition between
different styles and media. Every new art
form draws inspiration from previous
styles, such as how digital brushstrokes are
made to mimic traditional paint brushes,
and how the emphasis in contrast and
shadow in digital photography art is a model
of traditional still lives. Despite the rapid
growth of new art styles and movements,
art cannot be replaced, only transformed.

The rising popularity of digital art

This summer, 23 PHS students visited
cultural sites in Peru as part of the annual
PHS Spanish language department trip.
Organised by Sra. Idania Rodriguez and
Sra. Martha Hayden, these trips to Peru
are part of a long-standing tradition in the
Spanish Department.

The trip consisted of two groups: one
tour group and a homestay group. The tour
group left Peru after nine days, while the
homestay group stayed behind for another
12 days. Students in the homestay group
attended a private school in Lima alongside
their “exchange siblings,” who were paired
with them based on shared interests and
self-evaluations.

“It was really fun because they really
treated you like their own,” said Mila
Trkov ’27, a student part of the homestay
program. “Anything that you [wished] to
do, they would try and make it happen
regardless of if it was inconvenient for
them.”

Beyond being provided an opportunity
to practice their Spanish every day,
participants in the homestay program
were also able to experience complete
immersion into Peruvian culture — eating
breakfast, watching the news with their
host families, and going on guided tours
of famous sites — an experience near
impossible to come by in the United States.
“I think [students] learned more
than they even [expected]. Our tour
guides [were] people who live and love
their culture, and they love to share. So
educationally, the history of it and seeing
it, eating the food, it’s something that’s
not really measurable. [They learned] life
lessons a lot, I think, more than anything,”
Rodriguez said.

Apart from Peru being Hayden’s native
country, Peru was selected due to its
diversity and variety of cultural sites for
students to visit. In Lima, students toured
La Plaza de Armas, a quintessential feature
of Latin American city centers.

“In every Latin American country,
you’re going to find plazas. It’s like [a]
park ... And around the plaza, there are
churches. There are historical places that
people can visit, museums and things like
that,” Rodriguez said.

In Cusco, students spent days in the
Sacred Valley of the Incas, where they
hiked the iconic Machu Picchu and
toured the town of Ollantaytambo, a
historical fortress of the Incas. They rode
motorcycles 16,000 feet up Vinicunca, the
Rainbow Mountain.

“You go there and you feel like you are
in a different world. It was a very spiritual
experience. And we all just started singing
and dancing,” Rodriguez said.

This year, for the first time in the
history of the trip, the students also visited
the San José de Monterrico school in
Lima, where they were welcomed with
activities and celebrations. PHS students
experienced life as a private school student
in Peru, visiting classes and playing games
alongside their Peruvian peers.

“When we left, they were all crying
because they got so attached to the people
that they stayed with,” said Hayden. “[It]
was funny because the kids were chasing
our bus as we were going to the airport.”
Reflecting on her decades of organizing
these trips, Hayden emphasized the
personal investment she puts into making
the experience more memorable for her
students.

“To me, it’s a labor of love,” said Hayden.
“It always has been, and that’s why I put
so much love and passion into my trips
every year.”

PHS travels to Peru for its 24th annual trip

   Can you name one detail about Unit 731, the WWII research program with thousands of casualties? Probably not, but unfamiliarity with this tragedy isn’t your fault. Rather, the surprising lack of Asian American and Pacific Islander (AAPI) history in the outreach programs at PHS is to blame. 
   In order to understand why we don’t often learn about these topics, it is important to acknowledge the root cause: the marginalization of AAPI individuals in the United States. One source of this oppression is sinophobia, the fear or hatred of China, which spiked to an all-time high during the COVID-19 pandemic. The branding of the disease as primarily the fault of Chinese people caused a rise in racist name-calling and violent hate crimes against millions of Asian Americans, including those who weren’t of Chinese descent. One of the most horrific attacks was the 2021 Atlanta spa shooting, in which eight women, six of them Asian, were killed. This tragedy rattled AAPI communities across the country, serving as a stark reminder that they could be the target of a prejudiced hate crime. The Princeton community held a vigil honoring these victims and acknowledging anti-Asian racism, but initiatives like this do little to combat structural ignorance of AAPI people and history. 
   Historical programs at PHS often commemorate tragedies within western countries, such as the Holocaust, but overlook the suffering that people in Asian countries have faced throughout history. We have never once had an assembly or event about Unit 731, a Japanese research program during World War II that performed unsedated vivisections and purposely gave victims frostbite and the plague. It is estimated that Unit 731 killed up to half a million people, but United States authorities provided operation officials with legal immunity from these crimes in exchange for research information. Due to Japan’s destruction of evidence, the United States’ compliance, and its exclusion from our history awareness initiatives, few people in the United States learn of this brutal mass murder. To state another event that is overlooked by educational outreach programs at PHS is the Manila massacre, also known as the Rape of Manila, which took place during WWII. During the Manila massacre, the Imperial Japanese Army brutally murdered at least 100,000 Filipino civilians and raped hundreds of young girls and women. Though both of the above events undoubtedly caused significant trauma to the groups targeted, these cruel violations of human rights may become hidden away and slowly forgotten one day. Worsening this situation, PHS has failed to even acknowledge these horrific war crimes in Asian history during AAPI history month. 
   In defense of our school’s curriculum, there is only so much our teachers can show us in the vast expanse of history. However, that is exactly why we should be supplementing these parts of AAPI history through speaker events, much like the assembly for Jewish Heritage Month. When we invite knowledgable scholars to share information about Unit 731, they commemorate and pass down this important piece of world history down to future generations. After all, if we don’t know about the past, how can we stop ourselves from repeating it in the present? 
   Education, in the face of discrimination and political tensions, is crucial in the fight for AAPI representation. As an already marginalized group, AAPI communities need to see their history portrayed in outreach programs to both teach AAPI individuals about their ancestors and promote understanding within the broader student body. Through awareness, we acknowledge the struggles faced by cultural groups, work to prevent such atrocities from happening again, and celebrate the AAPI individuals within our community. It is time for PHS to take steps towards shedding light on the important topics ignored by our current outreach programs and fostering a greater culture of empathy and understanding of AAPI history in our school community.

We should have had an AAPI month assembly

   In 2023, the internet was flooded with videos of Black children’s joy while watching Halle Bailey, a Black actress, play Ariel in Disney’s live-action remake of “The Little Mermaid.” The choice to cast a Black actress as Ariel was a result of Disney’s efforts to increase representation in their movies. 
   However, despite these wholesome videos, changing the Little Mermaid’s race and other similar choices by entertainment companies are far from enough to promote diversity. True representation comes from characters who fully resonate with people’s culture and origins, not just their appearance, and who give children the opportunity to celebrate themselves inside and out. 
   Along with the call for more racial inclusivity in media, there is a growing demand for mainstream media to be more diverse in its content. Large entertainment studios like Disney often prioritize rebooting and remaking existing stories with casts featuring actors of color, rather than creating new characters and stories. Many of these remakes featuring actors of color are received far less positively than the originals. In the case of remakes such as “The Little Mermaid” and “Lord of the Rings,” much of the public’s negative response focused on the “inaccuracy” of an actor’s racial background in relation to their character. 
   However, recent backlash over casting in a TV show adaption of “Percy Jackson and the Olympians” revealed deeper prejudice, particularly when it came to the roles of Grover and Annabeth, both of whom were white in the novels. There was significant public outcry when a Black actress was cast as Annabeth, a character known for her intelligence, strength, and beauty; however, there was little to no backlash when an Indian actor was cast as Grover, a silly and nerdy character for the same adaptation. The difference in these reactions to casting choices that on the surface seem very similar is due to pre-established norms of what types of roles actors of color play; it’s easier for audiences to accept actors of color in undignified roles like Grover than admirable roles like Annabeth. 
   Moreover, in the western film industry, darker-skinned actors are consistently the victims of negative stereotypes, being cast as criminals, villains, or individuals of lower social status, while lighter-skinned characters are often portrayed in more positive and desirable roles, such as heroes, love interests, or successful executives. 
   These prejudices aren’t confined to just the film industry; PHS’s theater productions have also played into stereotypes in the past. Specifically, PHS Spectacle Theatre’s production of “Anything Goes” in 2019 featured Chinese characters, the only non-white characters in the show, who were based on outdated stereotypes and the subject of many racist jokes. In addition to the fact that “Anything Goes,” and the majority of PHS productions, are centered around white characters, the production showed that even administrators and the director saw no issue with the racist caricatures that appeared in the show. 
   These instances are part of a larger problem of prejudice in casting and how people of color are portrayed in the media. To counteract this issue,  actors should be given roles regardless of the status or personality of the character, so that audiences see that actors of color and white actors are equally well suited for all types of roles, from villains to heroes. 
   While a color-blind approach to casting is helpful for promoting inclusivity and representation, it’s even more important to create new, authentic roles for actors from underrepresented cultures. This approach ensures that actors of color have opportunities to portray characters whose experiences resonate with their own identities, rather than being confined to roles originally written for white actors. For example, the movie “Black Panther” features a cast of talented African-American actors and depicts many African cultural traditions. From the language and music to the costumes and set design, this film brought African culture to the forefront and gave young African and African-American children role models to look up to. This movie demonstrated true progress towards diversity by creating an original story that represents African and African-American culture, rather than pasting African-American actors into a white roles. New stories allow actors to portray their identities through their roles and provide viewers with accurate and comprehensive representation — not just racially, but also culturally.
   At PHS, play productions and drama classes should all have opportunities for students to showcase their culture. While PHS Spectacle Theatre’s productions feature student actors of many different ethnicities, new stories from different cultural backgrounds should also be encouraged in our productions. By expanding our play selections, PHS can take concrete steps to introduce performances centered around different cultures, rather than continuing to mainly produce plays and musicals that are centered around originally white characters. To truly bring diversity into theater performances at PHS and media worldwide, there needs to be more roles with cultural representation and more authentic and contrasting narratives.

Current media diversity — how can we do better? 

Corporate behemoths don’t only sell products — they sell concepts. Companies tell consumers that their products will make them cool, productive, and successful; this is mainly achieved through the use of social media. The modern era has made teenagers, a demographic that has always been easy to influence, even more vulnerable to companies dictating their lifestyles and more importantly, their personal worth.
   The influence of social media advertisements is undeniable. Ads are everywhere online, but they also often cross over into real life. Companies do their best to make teenagers think they need whatever it is they’re being sold in order to be up to date with current trends. This is only amplified by seeing influencers with those same products. According to Forbes, companies create advertisements by following four basic precepts: a successful advertisement must be memorable, meaningful, strongly tied to a specific brand, and able to “communicate how the product … makes [the consumer] better.” These messages often pressure viewers into purchasing these products to achieve the “ideal” life.
   Aside from extensive advertising, companies promote consumerism by engaging in a phenomenon known as planned obsolescence, where they purposely design their products to age poorly, so that people feel the need to buy the newest version. According to France24, multiple countries are investigating Apple for intentionally installing software updates that harm battery life and make repair difficult. 
   Overconsumption not only impacts a teenager’s wallet, but also the environment. In today’s age of social media advertisement, companies push out new trending products at staggering speeds; more often than not, these mounds of products end up being improperly disposed of. This results in substantial amounts of mismanaged waste sitting in landfills. A prime example is the electronics industry, which, according to The World’s Counts, makes up 70 percent of overall toxic waste. The majority of a phone’s carbon footprint is derived from its manufacturing processes, which involves the usage of rare earth minerals. In order to extract these minerals, the mining process creates a huge amount of toxic waste, such as mercury, which can flow into nearby waterways and pollute marine ecosystems and drinking water. Gold and tin mining have also contributed to deforestation in the Amazon, which stores 150–200 billion tons of carbon. According to a 2022 study by Lövehage et al., the representative carbon footprint of a smartphone is estimated to be 50 kg of carbon dioxide. In 2021, Apple generated 52,490 tons of highly toxic waste. With social media encouraging people to replace their phone every one or two years, both the emissions of production and the impacts of waste are exacerbated. 
   While it’s easy to acknowledge the current climate crisis and the role that consumerism plays, it’s much more difficult to take action and break out of our current cycle. In our generation of teenagers specifically, a herd mentality is highly pervasive. Breaking free from this pressure starts with separating overconsumption from social status — overconsumption isn’t “cool,” and there’s no reason to get rid of an older but still functional gadget just in order to replace it with the latest model. There’s a lot we can do to combat corporate schemes, even ones by powerful companies, such as switching to more responsible brands with products that are known to work well for many years. Buying the latest gizmo isn’t the way to a happy life, so the next time you think about buying an item you see online, ask yourself: do you truly want this, or is it a manufactured need? 

Consumerism is being  advertised as self expression, and it’s killing the planet

   At PHS, our cramped hallways and stuffy classrooms exacerbate an already stressful four years. It’s all too easy for students to go all day sitting in a room with only a window to remind them of life beyond school. Around the world, outdoor classrooms offer a credible solution to these problems, helping students to stay engaged and connected with the environment around them. In the outdoors, teens perform field studies observing ecosystems and biological interactions, use nature as inspiration in outdoor creative writing classes, and even organize outdoor-themed conversations in their foreign language classes.
   The “waldschule,” or forest school, was introduced in Germany in the early 1900s as a way to mitigate the spread of a tuberculosis epidemic. These classrooms provided fresh air and freedom from often cramped school-houses. During the COVID-19 pandemic, PHS brought some of their classes outdoors as well. These outdoor classes allowed students to engage in a more immersive environment while social distancing, which proved to be very successful in science and language classes. However, outdoor education has more value for the modern student than just preventing disease. 
   More diverse learning environments help people break free from a negative cycle of self-doubt and increase mental clarity. According to neuroscientist Dr. Elizabeth Croften, the crowded areas we encounter at school lead to an overload of environmental and social stimuli that increase the concentration of stress hormones. Worse still, these stimuli largely come in only two senses: sight and hearing. A study conducted by Dr. Loren Johnson and Robin Randall in 2017 found that outside learning diversifies the way we process information by cultivating other senses, such as smell and touch. This is extremely crucial for non-traditional learners, whose sensory needs are often not taken into consideration in indoor learning environments.            
   As the world turns increasingly indoors, outdoor education is even more important. Longer school days and a precipitous rise in screen time causes students to spend less and less time in nature, leading to a disconnection between younger generations and the environment. Unsurprisingly, we are more likely to appreciate our environment when we are spending time in it. In a representative model of American students, Dr. Kyle Knight of South Dakota Mines found in 2022 that those who frequently engage with and enjoy outdoor activities are more likely to take action against climate change. At a time when students rarely voluntarily spend time in nature, outdoor education in schools can act as a force to reintroduce a curiosity and love for the outdoors.    
   There are legitimate reasons why outdoor education isn’t the norm. One response, from students, parents, teachers and administrators alike, is that it’s simply impractical. While this may be true in places such as New York City, suburban areas, such as Princeton, have the resources and space to make an outdoor curriculum not only feasible but also practical. At PHS, we are lucky to have many courtyards, fields, and nearby wooded areas that offer a quiet environment to teach and learn. Outdoor education is also not an all-or-nothing endeavor, and even weekly interactions with nature can bring positive change.    
   Though it may be unconventional, PHS should not be afraid to experiment with outdoor education. What traditional learning settings lack,  natural learning environments can make up for, with potential for the implementations of creative class workshops that benefit students and teachers alike. 


Nature is the natural learning environment

   All teachers and staff members are tasked with the responsibility of fostering a positive learning environment for their students. Whether that be allowing students to go for walks when they feel anxious in class, asking students what they did over the weekend, or opening up office hours for students to ask questions, a major part of teaching is creating a space for students to feel comfortable in. However, this comfortable environment can begin to crack as students and teachers delve into more sensitive subjects. Body image is not always an explicit topic in our classes but it tends to come up far more frequently than we may realize. A simple comment on a character in a book’s described appearance, the analysis of the human form in an art piece, or even a seemingly harmless joke about the body stirs up the discussion of body image in the minds of students. Discussion of body image can be incredibly triggering to some students leading to body dysmorphia, unhealthy eating habits, and mental health issues. Considering how quickly a discussion of looks can turn into one of body image, it seems that avoiding the subject of bodies all together could be beneficial at PHS. 
   Gym and health classes contain a large majority of the insensitive discussions surrounding body image that happen in school. It is understandable that a class that is intended to encourage health and fitness would bring up the body as a topic, but these discussions are often not handled particularly well. Each year as the holidays come around, our gym and health teachers remind us not to eat too many carbs over the holidays and to make sure we walk off the extra calories. While these reminders to students before the holidays can be helpful, they can also be incredibly triggering. They also fail to take into account the fact that dieting and weight loss may not be healthy options for some students. These comments also perpetuate a harmful norm that weight loss is the ideal solution to body image issues. By idealizing this solution, teachers continue to push that assumption on to students creating even more harmful standards through which students assume they should view themselves.  
   Insensitivity to body image discussions are oftentimes unintentional, speech rooted from previous stereotypes regarding specific body types. For instance, art teachers’ comments on the ideal body figure in sketches, discussing what they think is a “good” or healthy figure or, teachers undermining student’s knowledge on certain “healthy” products because they don’t look fit; these are all instances that one may come across. The idea that weight was an indicator of status comes up in every single history class at least once. However, pointing such a fact out in reference to a historical figure in front of students living in an environment without those body standards can harbor internalization and self comparison. Even the media that teachers chose to show to students can be harmful by implicitly pushing body image standards and harmful norms. It is important to make use of a diverse array of representations to ensure that students do not feel singled out or pressured by the implicit displays of body image in the classroom. 
   Although a comfortable learning environment does stem from our teachers, maintaining respect between students, especially surrounding body image, is the key way to ensure that students feel good in their own skin. Walking through the main intersection at PHS makes every student privy to hundreds of harsh comments, jokes, and implicit ideas that can be incredibly harmful to mental health even by stirring up harmful ideas in students’ heads. It is important that students take even a second to think about the consequences of what they say and how things could be interpreted. In a perfect world, we would eliminate all comments about others’ appearance including compliments on clothing or hairstyle as those comments bring attention back to the body rather than highlighting the merit of those around us. However, this kind of respect between students stems from our teachers leading by example by eliminating harmful comments and opening up the more difficult conversations surrounding body image in a sensitive way. 
   Going forward, our teachers should put a greater emphasis on sensitivity surrounding body image. Before a sensitive lesson, teachers should give students a trigger warning and allow students to leave the room if they are struggling with a certain subject so long as they check in with her before the end of the period. That reflects a level of trust and mutual respect between the teacher and their students. Additionally,  Teachers should also work to include greater representations of all body types so as to not push harmful body image standards on to students. We must speak cognizantly about body image — no one knows what another person can be going through and what even back-handed compliments can trigger.

We must eliminate insensitive body image discussions in schools

The teacher has just asked a question and the answer that was so clear in your mind is now clouded by questions: What if it’s wrong? What if everyone laughs at me? What if I trip up my words and embarrass myself? The hand that you were about to raise goes back to your lap. To a teacher, this lowered hand could automatically lead to a lower grade, an assumption that you didn’t do the assignment, or an overall sour feeling about you. Very quickly those questions about your participation become questions about your grade leading to a new anxious spiral from a want to participate to the fear holding you back. 

Quiet people are often perceived as uninterested, unopinionated, or even disrespectful as they tend not to engage in large groups. Although we have this assumption in schools that quieter students can be coaxed out of their shells, the participation grade incentive that schools use to get students to open up does not work. This incentive leads to greater anxiety as the desire to bring up this grade is overshadowed by the anxiety that comes along with raising it. In general, participation grades are an inaccurate representation of students’ academic performances that ought to be replaced with a more inclusive analysis of students’ understanding of the material.

The desire to remain quiet comes from natural parts of peoples’ personalities such as shyness or introversion. While both traits can coexist, it is critical to make the distinction between the two. Shyness is fear of social judgment. Everyone has shyness to some extent and that is how the initial fear of raising your hand comes out in the first place. Introversion concerns how individuals respond to stimuli. Extroverts typically need more stimuli, while introverts thrive best in low-key environments. Our society tends to idealize extroverts as outspoken people who are often those with the greatest power or influence. PHS is guilty of this idealization as well. This is reflected in our participation grades, who we elect to student government, and even the people that we view as the smartest in our grades. We wouldn’t be placing our more extroverted peers on a pedestal if they didn’t make us believe that they deserved to be there through their outspoken tendencies. However, this idealization of more talkative students completely minimizes the work that quieter students do to maintain their grades, their positions in extracurricular activities, and their efforts to create a social presence at PHS. 

Having established the difference between shyness and introversion, we can dive into why shyness is impacting students’ participation tendencies in the first place. Researchers at Northwestern University theorized that “kids face a social stigma for publicly making an effort to excel”. This stems from a school’s overall academic based culture. We would like to assume that given the pressure to take AP courses, apply to top colleges and fill our plates full of extracurriculars, PHS would fall into the “cool-to-be-smart” category of schools, however this is not the case. It is always incredibly awkward to be the student who breaks the silence in class when it seems that no one knows the answer. In that situation, it is far easier to keep your hand lowered rather than draw attention to yourself for being the know-it-all or the dumb one if you get the answer wrong. Although the chances of that actually happening are incredibly low, human’s inherent shyness creates that narrative within our minds which makes it easier for us to follow the masses. Rather than penalizing people for their inherent shyness, shouldn’t our teachers be understanding of that fear and encourage participation rather than enforce it?

Modern-day teaching needs to embrace all types of learning, listening, and communication styles. In an inclusive learning community like PHS, we should encourage introverts and quiet students to reach their academic potential using a multitude of ways to demonstrate mastery of learning material. A more equitable participation grading technique could help to make it easier for quieter students to demonstrate what they know. The canvas discussion boards can be an effective way for students to interact virtually with a way to edit what they say to feel the most confident about their responses while also maintaining conversations with other students. This would eliminate the overwhelming stimuli of in-class discussions that can be daunting for many students. Regardless of the volume of their voice, every student has one, and it’s time we learn to listen.

Hands down — quiet people, speak up

Social media has only intensified our obsession with romanticizing school and studying. The hashtag #romanticizeyourlife has garnered over 131 thousand posts on Instagram, with #studyaesthetic marginally beating it with 198 thousand posts. These posts are composed of anything from flawlessly organized desk set-ups to vlogs of cafe study dates. As fun and harmless as all that may sound, oftentimes these idealized studying mindsets set unrealistic expectations for school and contribute to hustle culture, a societal pressure to remain productive and on-task at all times. 
It is understandable that students may feel as though without some method of motivating themselves, they cannot focus on their schoolwork. This is why many people turn to romanticizing their tasks to persevere through the workload. Yes, it can put a fun twist on otherwise mundane activities, and for some students that may be a good enough reason to adopt this as a motivational technique. However, what these students do not realize is that the negative effects of this tactic may outweigh the positive ones. At first, building a pleasurable routine around studying — which may include perfecting your handwritten notes, lighting a candle, or color-coordinating your supplies  — can be overwhelmingly tempting. But after a while, one begins to notice the overall toxicity that these behaviors conceive. The high standards for the aesthetic of it all can be unrealistic, and the push to always be constantly and diligently working creates unnecessary pressure, which breeds a destructive collective mindset surrounding the trend.
Romanticizing studying creates an image of the perfect way to study for tests, review notes, and complete homework. However, it is sometimes difficult for students to achieve such “perfect” study sessions. Not all people have the time, energy, and financial resources to buy all of these supplies that are often tied to romanticizing school and studying. Through general media, fancy stationery, and other aesthetic supplies are promoted almost everywhere; this sets materialistic standards that are quite exclusive and unrealistic. Students that participate in this trend most likely get the idea from films and videos that present often unattainable studying routines and environments. When we realize that reality is different from the expectations formed when watching these characters we idolize, it often results in disappointment, shame, and an unnecessary pressure to work hard toward unreasonable standards in order to imitate these online or fictional personalities. 
Not only does romanticizing studying set unattainable standards for students, but it also acts as a form of procrastination. It has granted students a way to slack off from actually studying, yet still feel as though they are accomplishing something. By creating an aesthetic to-do list and adding calligraphy titles to our notes,  there is an illusion of accomplishing productive tasks, but are any of these add-ons as important as actually studying? The strive to make our studying environment perfect and ideal may end up leading to a decrease in productivity because of all the time spent on unnecessary tasks and distractions. 
Another distraction that may come up when one romanticizes their studying is external noises and sounds. Some people recommend listening to a studying playlist while completing schoolwork, as it creates a certain ambiance that is helpful for some individuals. However, that may be extremely distracting for other students, and having outside noises while trying to focus on work can be very off-putting and unhelpful. The same is true for people who find it difficult to study in public spaces. There is a branch of this trend that fixates on studying in coffee shops or bookstores, but all the external sounds that go hand-in-hand with such places could be  very overwhelming and distracting for some students, and may lead to poor quality work being produced.
As students with already stressful and rigorous academic lives, we shouldn’t push ourselves to not only excel in school, but to also do so in an aesthetic manner. Romanticizing study routines and sessions may work for some, but it shouldn’t become the norm, as it’s financially and practically not fit for many students. While study methods are  ultimately up to personal preference, elaborate routines do not work for everyone, and treating them as the standard does more harm than good.

The Tower

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The Tower