“Charlie the Chocolate Factory” takes
a twist at the Odyssey of the Mind World
Finals, as Chef Oopsie Doopsie (an oompa
loompa) overthrows Willy Wonka and
decides to use the factory for a dinner
party instead.


But things soon go awry for Chef Oopsie
Doopsie as his guests begin reacting poorly
to his concoctions (including hair toffee),
and at the last moment Chef Oopsie
Doopsie decides to pursue his true passion
instead: becoming an opera singer.


Joy Chen ’27 , Claire Yang ’27, Viola
Que ’27, and Julia Li ’27 and Luna Xu ’28
competed and performed this skit from
May 21–24 at the Odyssey of the Mind
World Finals in Michigan. Odyssey of
the Mind is an international competition
encouraging students to use creativity in
a theatrical performance that responds to
one of five prompts, while incorporating
STEM or literarature-related topics. This
year, the PHS team chose the prompt
“Classics...Cooking with Books,” where
they were challenged to create a skit based
on “an original chef character inspired by
classic literature.”


 In addition to creating the skit, the team
also had to create props and costumes out
of materials totalling no more than $140,
which led the team to use recycled materials
— using cardboard and construction paper
to make large green wigs for the Oompa
Loompas and a mechanical lazy susan to
present the dishes.


The largest part of the judge’s final score
are the creative aspects of the skit, which
encouraged the team to think in a different
way than usual. Que noted that some of the
most engaging presentations came from
younger competitors in the elementary
and middle school divisions.


“[In] Odyssey of the Mind, you think
in a different way — like [someone] at a
younger age. I think as you get older, in
high school, [you’re] afraid to be judged,”
said Que. “[But] when you do Odyssey of
the Mind, anything goes. If you want to
do something, you can do it, and nobody’s
going to judge you, even if it sounds silly.”


The team began each session with a brain
dump, coming up with ideas, trying out
different possibilities, and dividing up the
work according to the strengths of each
member. Marcus Strum ’27, a member of
a different team in the PHS Odyssey of the
Mind club, noted the strong work ethic of
the team that qualified for Worlds.


“Before the competition, there’s typically
several working sessions at people’s houses
and script writing sessions over FaceTime.
The team that went to worlds this year
worked all day going into a sleepover,”
said Strum.


Throughout the year, the team fundraised
for their event and journey to Worlds
through GoFundMe and chocolate bar
sales, as the trip was not supported
financially by the school.


“It was unfortunate that for all the
hard work we [put in that] we [weren’t]
able to get funded by the school on our
trip, even though we were also going to
be representing Princeton High School
at [an] international competition ... with
thousands of people,” said Que.


Although Que admits that the team
was initially unfamiliar with Odyssey of
the Mind, their experience at Worlds,
where they ultimately placed 25th out of
38 teams in their category, has energized
and motivated the team to perform even
better next year.


“It’s made me excited for next year,
because I [realized that] if I put my mind
to [something], I can make whatever I
want, and it can be a fun experience. If you
want to make something really cool, like,
mechanical gadget, or a robot ... [I realized]
you can do it,” said Que.

Photo Courtesy: Jacqueline Katz

From left to right: Viola Que ’27, Julia Li ’27, Joy Chen ’27, Luna Xu ’28, and Claire
Yang ’27 after their performance of ‘Chef Oopsie’s Revelation’ at World Finals.

PHS Odyssey of the Mind team competes at Worlds

In its first top-five finish since 2022, PHS’s
Euro Challenge team earned fourth place
at the Euro Challenge national competition
on May 7. Euro Challenge, a competition
co-funded by the European Union (EU),
encourages students in the United States
to learn about European Union economic
policies by proposing solutions to realworld economic issues faced by an EU
nation of the team’s choosing.


This year, the PHS team addressed
issues in Lithuania regarding growth and
competitiveness, such as wealth inequality,
economic stagnation, and rural-urban
disparities. Their solutions were evaluated
on their creativity, effectiveness, and
feasibility, criteria the team sought to meet
with a particular solution which used AI
to combat financial corruption.


“We [proposed] implementing ... an AI
system that sifts through large amounts of
data so [the system] can find suspicious
tax filings. This is much faster and more
efficient when it comes to identifying these
false tax filings ... it decreases tax fraud,
and the government is earning more,” said
Helen Yu ’27, a member of the presentation
panel at Nationals.


Euro Challenge consists of three rounds
of competitions held in New York City: a
preliminary round, then a semifinal and
finals round. The team first presented a
15-minute slideshow on the country’s
economic problems and their proposed
solutions to a panel of judges, followed
by a 10-minute Q&A on the team’s
recommendations.


The judges of Euro Challenge are often
leaders in finance and economics fields or
are economic policy workers within the
EU, which helped the team develop their
solutions.


“They were the chief financial officers
or advisors of major investment banks, so
[there were] definitely a lot of people who
were really specialized in this field,” said Yu.
“And it was really interesting to see what
they had to say and what questions they
had, because it’s completely different from
what high school students would tell you.”


The preparation for the competition starts
early in the year, after seven of the applicants
are selected for the team following tryouts
for interested underclassmen. The team
first researched the economic state of
their chosen nation, then categorized the
economic issues in the country under root
causes and proposed solutions for these
issues. Finally, the team heavily practiced
the Q&A portion of the presentation, one
of the most important parts for the team’s
score.


“[The] captains would give me questions,
and we’d have to come up with responses
on the spot. Just having this as a routine
really helped prepare us, because you could
just take whatever question came at us, no
matter if we really knew how to answer it
or not. Having that practice also helped us
be coherent as a group,” said Yu.


The team also had to practice soft
skills like public speaking and effective
communication to help them communicate
their policies to judges.


“I think the most important skill is
being able to speak in a conversational way
because when the judges are asking you
questions – you’re trying to convince them
out of their concerns about your solutions,
but you’re not debating people ... I had a bit
of debate experience, but what Euro taught
me was how to convince people instead of
how to win an argument,” said Sebastian
Balestri ’28, another member of the team.


Through the months that the team
spent for preparation, Euro Challenge
members built connections that will extend
beyond the competition. They were able to
capitalize on each other’s strengths to create
a strong team for the national competion.


 “[Before] becoming a captain, I had a
lot of meaningful experiences interacting
with my captains at the time. I think they
really gave me a lot of insight into not only
econ[omics] and topics pertaining to Euro
Challenge, but also bigger things pertaining
to personal life, especially with school and
future tracks that you could take beyond
that,” said Emma Liu ’26, current co-captain
of the Euro Challenge team.

Photo Courtesy: Elif Cam

Sebastian Balestri ’28, Joshua Huang ’28, Jane Hu ’27, Emma Liu ’26, Aritra Ray ’27, Elif Cam ’26, and Helen Yu ’27 met Jovita Neliupšien, Ambassador of the European Union to the United States

Euro Challenge wins fourth place at Nationals

## Dia Beri

On June 30, less than two weeks after
PHS graduation, Dia Beri ’25 will begin
Cadet Basic Training at the U.S. Military
Academy at West Point, a six week long
program known as “the beast,” designed
to ensure that cadets are prepared for their
next 12 years in the army — four years at
the academy, five years of required activeduty service, and three years in the reserves.


“I’m really excited, but at the same time,
I’m terrified. For six weeks, they take away
our phones, and we’re going to be out in the
field learning how to use rifles for the first
time,” said Beri. “We’re going to be dirty.
We’re going to be stressed. We’re going to be
running on only four hours of sleep every
night. And the upperclassmen are going to
be yelling at us.”


In her four years at West Point, Beri will
train to be an officer in the U.S. military
while earning a Bachelor of Science degree.
Beri first developed an interest in West Point
during freshman year, motivated by a desire
to find satisfaction and fulfillment in life.
“I feel like everyone has their purpose
on earth,” said Beri. “For me, it’s defending
a nation that has given my family and so
many other immigrant families so much
to work with.”


Beri’s high school experience has, in
her words, “revolved around” her goal
of getting into West Point. West Point
requires applicants to not only submit their
GPA, SAT, and essays, but also secure a
recommendation from a U.S. Congress
member (in Beri’s case, Representative
Bonnie Watson Coleman), and complete
a six-part Candidate Fitness Assessment.
For Beri, the intensepreparation leading
up to it required not only physical, but also
mental, growth.


“I’ve never [put] as [much] dedication
in my life as [I did in] preparing for the
West Point fitness test. Then mentally, my
mindset about becoming better at things
completely changed. I thought that there
were some things that you really couldn’t
change about yourself, and then I realized
that if you worked hard enough ... you can
change those things,” said Beri.


West Point requires students to follow a
rigid schedule throughout the school year:
the day begins at 6:30 a.m., includes several
classes, military training, mandatory athletic
activity, and an 11:30 p.m. curfew.


“I don’t really enjoy the athletic part as
much as the academic part, but I know that
there are certain things that I [will] enjoy,
like teamwork with friends,” said Beri. “And
my favorite saying that I learned from this
process is ‘two is one and one is none.’


Because when you have two people, you have
someone that’s always having your back, and
if you have one, you’re alone; there’s no one
that has your back, you’re basically dead.”


Following graduation, Beri will be a
second lieutenant, leading a platoon of
around 30 to 50 soldiers in operations
concerning aspects such as cybersecurity,
military intelligence, or infantry.
However, for now, Beri is focused on what
lies just a few weeks ahead.


“I think one of my goals is to not give up
when the going gets really tough. I feel like
once I tackle that fear of not knowing how
hard something is or what’s lying at the end,
I’ll really be able to do things that I never
thought I could do,” said Beri.

## Yael Dveer


This past year, Yael Dveer ’25 moved
from Israel to Princeton with her family,
following political instability in Israel.
This coming year, Dveer plans on moving
again — this time, taking a gap year for a
backpacking and volunteering trip around
the United States and South America instead
of attending college.


“We moved here, [in] a very quick
decision ... because of the war in Israel.
And when we decided to move, I told my
mom that I’m not going to be ready to go
to college right [after] I finish high school
... [the gap year] will also [give] me more
time to go volunteering ... in South America
— which is something I wanted to do for a
long time — and a few [more] months for
me to live in the U.S. and get more used [to]
American culture,” said Dveer.


In Israel, it’s mandatory for high school
graduates to enlist in the Israeli army for
several years. Following this, it’s common for
Israelis to go on a backpacking trip (literally,
“the big hike”) for several months. Though
Dveer won’t be in Israel, nor serving in the
Israeli army, she still wanted to experience
this Israeli rite of passage.


“For a person to develop and grow, they
have to travel and explore the world not
only in the U.S. or rich countries,” said
Dveer. “I’ve been wanting to travel for [as
long as] I can remember, because in Israel,
backpacking and camping is a really big part
of the culture there. I wanted to continue
that tradition in my own way.”


Though her plans aren’t finalized
yet, Dveer plans on participating in an
environmental volunteer program in
the Amazon region in Peru and then go
backpacking independently, all while
practicing her Spanish.


“[There are] so many countries that I want
to go to ... Chile and Argentina, to Bucha,
to the Patagonia Mountain range, and to
Brazil, because I love Bossa Nova music
and Portuguese,” said Dveer.


Dveer eventually plans on settling
in the United States after a few months
of backpacking, adjusting to American
culture and preparing for her studies in
higher education as a physics major at the
University of Maryland in the fall of 2026.
For now, though, she’s focused on taking
a step back before diving into academics
again.


“There’s no rush to get us a head start
in your career — everything’s going to
be here in 10 years. I think taking some
time after high school, especially [after]
Princeton High School, where everything
is so stressful and unnecessarily competitive
... is a good [way] to discover yourself — at
the end of the day, that’s what’s important.
You’re living your life. You’re learning the
American dream. You’re not living anything
else,” said Dveer.

Photo: Charley Hu

Dia Beri will join West Point as one of 4,500 cadets.

PHS seniors not attending traditional academic institutions this fall

Following 23 years of dedication to her students, colleagues, and community,
veteran PHS teacher and Princeton-Cranbury community member Martha
Hayden is preparing to retire from
teaching. Throughout her career, Hayden
preferred real-world learning over textbook
instruction, developed Spanish exchange
trips to Peru and Cuba, and founded the
Cranbury Arts Council.


Hayden didn’t originally intend to pursue
teaching, but after her husband lost his job,
she started working at PHS to support their
family. For Hayden, teaching was a daunting
task at first, especially given the difficult
courses she was expected to teach.


“In the beginning, I really did not want
to be here ... I [originally] wanted to go to
teach fourth grade and then I was told ‘you
belong in the high school’ ... so the first year
was really hard because I was really nervous
... and I [wasn’t sure] if I could teach kids
that were older,” said Hayden.


However, a powerful personal experience
completely changed her perspective on
teaching. Hayden had a student who
refused to engage in class or with classwork.
But when he mentioned he wrote poetry,
she gave him an alternative assignment
and challenged him to write slam poetry
instead. Hayden was moved by his poetry,
and compiled it into a book for him.


 “Five years later, I was in the library
... and he tapped me on the shoulder. I
said,‘How are you?’ and he said, ‘I’m doing
really well. I’m a DJ for a radio station ...
I just wanted to come by to tell you that
you’re the only person that believed in me
... every time I feel bad about myself, I read
my book, and I know that I can make it,’”
said Hayden. “I think that was the turning
point for me to understand that the reason
why I was here as a teacher was not [just] to
teach Spanish, that there are other reasons
... bigger than ourselves.”


Hayden also founded and organized of
the foreign exchange trips between PHS
students and schools in Peru and Cuba.
Throughout the years, these trips began to
incorporate community service along with
cultural immersion.


“I honestly thought [the Cuba trip]
was really nice [and] it was a really great
experience. A lot of kids didn’t have toys
[and] we also brought supplies to the kids
in the schools — I thought this was a really
nice way to give back to the community,
especially because they need it so much.”
said Valen Roden ’26, Hayden’s former
student who attended the trip to Cuba.


Hayden emphasizes the fact that her
classroom is “textbook-free” and focuses
more on the applications of a language
rather than technical aspects. Instead of
relying on standardized lesson plans, she
designed a unique curriculum exploring
social issues and Latin American history.


“I don’t want to teach something that
they’re not going to like. I always tell the
kids you’re not going to get off a plane and
they’re not going to ask you to conjugate
the verb,” said Hayden. “They’re going to
ask you, what’s your country like? What do
you know about my country?”


Hayden also uses the arts to supplement
her teaching — for example, “Latinoamérica”
by Calle 13 is used to help teach Spanish IV
Advanced students about environmental
destruction in Latin America.


“Senora Hayden prompts us to connect
with Latin American culture outside of class
in various ways. The songs in particular
get me thinking about their origins and
Hispanic history when I’m listening to
them outside of school,” said Thomas
Basso ’27, a student in Hayden’s Spanish
IV Advanced class.


Outside of PHS, Hayden and a friend,
Susan Leson, created the Cranbury
Arts Council around 30 years ago —
a non-profit volunteer organization
dedicated to enriching the cultural and
artistic experiences of the community by
providing arts programs, workshops, and
performances.


“I took a pottery class, and I was so good
at it, I couldn’t believe it. And then I’m
thinking, if I’m good, can you imagine how
many people are good at different arts, but
they don’t know it,” said Hayden. “So we
started taking classes, and I said to [Susan],
‘Imagine how many people don’t know that
they have a gift ... so why don’t we start an
Arts Council in Cranbury?’”


In retirement, she plans to spend time
with her family and continue organizing
exchange trips. Though Hayden is leaving
PHS, her impact on the languages
department and the whole community will
not be forgotten.


 “If I could say one thing to her, I would
say ‘Gracias por todo, Senora Hayden!’”
said Basso. “Your dedication to teaching is
something I will never forget, and I want
to know that each and every one of your
students are extremely fortunate to have
you as their teacher whether they know
it or not.” 

PHS Profile: Martha Hayden

Princeton’s new housing projects have come with
increasing debates about whether the developments
adequately meet Princeton’s affordable housing obligations
while at the same time preserving the town’s unique historic
identity. The projects, most notably the Alice and
Avalon Bay developments surrounding the Princeton
Shopping Center and a proposed development near the
Princeton Theological Seminary, generally include both
market-priced and affordable housing units.


Princeton Council’s strategy, as outlined in their master
plan, is to promote developments that have both affordable
units and market-priced units through PILOT (payment
in lieu of taxes) agreements. PILOTs are designed to
make critical infrastructure developments, like affordable
housing, more financially attractive to developers, while
at the same time providing the town with extra revenue.
On May 12, the Princeton Council approved a resolution
to share surplus funds with PPS from a PILOT agreement
between the 232-unit Avalon Bay development and the
municipality; the additional funds for PPS are expected to
amount to about $300,000 to $500,000 annually.


“[This agreement] comes at a critical time for the PPS,”
said Dafna Kendal, president of the Board of Education,
at the May 12 Town Council meeting. “In April, we were
notified that our state aid will be reduced by 3 percent.
We are also at risk of losing more than a million dollars
in federal funding because we do not want to compromise
our educational programming to accommodate an agenda
that does not reflect our community’s values.”


In New Jersey, housing is classified as “affordable” when
the occupant’s housing costs are no more than 30 percent of
their gross income. Mia Sacks, President of the Princeton
Council, noted that the town’s primary approach to city
development is one of “smart growth.”


“We have a housing crisis and a climate crisis. How
can you address both? Smart Growth: bikeable, walkable,
transit-oriented development close to economically
productive downtown centers where people can walk to
work, bike to schools. The old model of building affordable
housing ... was build it on the outskirts of town ... and
you have to have a car to get anywhere. It’s not genuinely
integrated housing. This is genuinely integrated housing,”
said Mia Sacks, president of the Princeton Council.


However, there exists considerable opposition to these
new developments, especially the proposed developments
near the Princeton Theological Seminary, from the
Princeton Coalition for Responsible Development (PCRD),
who question whether the district and the town can
accommodate a larger population. On April 23, the Ad Hoc
Commitee of Historians in Defense of Historic Princeton,
published a full page letter in the Town Topics which is
now featured on the PCRD website.


The letter alleges that a rapidly expanding Princeton
could threaten downtown Princeton’s historic character.
The proposed Seminary development in particular would
sit a quarter of a mile from the Barracks, a 1684 house
that was the temporary residence of James Madison and
Alexander Hamilton, and the house of former Princeton
resident Albert Einstein. In the past few weeks, a number of
orange and black signs reading “Defend Historic Princeton,”
distributed by the PCRD have gone up around Princeton,
particularly in the historic Mercer Hill neighborhood.


Sean Wilentz, professor of American history at Princeton
University and signee of the letter, argues that the size and
height of the proposed developments, which would be 50
feet— could damage Princeton’s historical character.
“This kind of high density project is an assault on
historical integrity. It’s [important to]find ways to
harmonize development and the preservation of what
make s Princeton, Princeton.” said Wilentz. “It makes it different from any other place, this history
which is unique in all the world ... If you
undo that, if you endanger that, then the
entire town suffers. It’s no longer Princeton.”


In response to the Town Topics letter
by the PCRD and the “Defend Historic
Princeton” signs, the Princeton Town
Councilman Leighton Newlin released a letter in the Town Topics.


“These arguments about PILOT
agreements, density, traffic, walkability,
storm water management and architectural
design are not arguments at all. The surface
looks polite and technical, the core is about
power, privilege and a refusal
refusal to share space,”
read the the letter.


Wilentz argues that the PCRD is not
anti-affordable housing, nor a not-in-myback-yard group, but rather it opposes
large developments with affordable and
market-priced units. The town’s current
strategy is to support developments with
80 percent market-priced units and 20
percent affordable units, with the idea
being that developers will use the revenue
from the market-priced units to support
affordable units.


“You end up ... justifying luxury housing
developments on the basis of affordable
housing ... but it’s a bait and switch. [The
developers] are basically gonna build four
times as much luxury apartment stuff ... as
affordable housing. That’s not gonna help
the social imbalance, it’s only gonna make
it worse,” said Wilentz.


Wilentz instead supports developments
with 100 percent affordable housing.
“We want affordable [housing]. We’re not
objecting to the historical integrity because
they’re gonna be low income people living
here — some people accuse us of that. That’s
not a threat to the historical stuff ... quite
the opposite ... it’s the luxury [development]
that’s going to present a problem to the
historical integrity of the neighborhood —
the height [and] sheer mass of the [luxury
developments],” said Wilentz.


However, Princeton Council officials
have pointed to the financial inviability
of the housing projects PCRD proposes.


“The proposal, for 100 percent affordable
(i.e., municipally-sponsored) housing,
would require the financial backing of the
municipality, including millions of taxpayer
funds to purchase the property, to construct
the housing, and to provide tax subsidies
over time. Further, the low unit count would
make it uncompetitive for state financing,
causing Princeton residents to make up
significant funding shortfalls,” said a letter
from Mayor Mark Freda and the Princeton
Council in response to PCRD’s letter.


The recent surge in housing developments
throughout Princeton is primarily due to
the Mount Laurel Doctrine, a judicial
doctrine in the New Jersey Constitution
that requires towns to use their zoning
powers to provide its share of affordable
housing to those who have lower and
moderate incomes. In 1996, Princeton
fulfilled its affordable housing obligation
by paying $460,000 to build 23 affordable
units in Trenton.


“The housing that’s being built in
Princeton is a result of municipal
compliance with that very critical housing
desegregation case,” said Sacks. “Princeton
[is] making up for 20 years of not fulfilling
its obligation. That’s why there is so much
housing in such a short amount of time.”


The array of proposed developments
is slated to add over 800 units, and it
remains to be seen how both sides of this
debate work to balance the need for new
housing and ensuring that the town and
the school system can accommodate a
growing population.


“You know, we are not the same small
village we were in the 1700s and 1600s
when Europeans began to settle in this
area. However, we can’t stop the growth,
right? We can’t just say no one else can
move into Princeton,” said PHS history
teacher Rick Miller.

 PILOT agreement passed admist larger debates on housing developments in Princeton

On May 30, students, club leaders, a
cappella groups, and local organizations
gathered on the front lawn for the annual
Pride for PHS day to support and celebrate
the LGBTQ+ community. PHS clubs and
outside organizations including Princeton
Public Library (PPL) and HiTOPS led a
variety of activities, including a pride themed piñata and an LGBTQ+ history
stand.


Pride for PHS was first organized in
2023 through the efforts of PHS art
teacher Bridget Schmidt and PHS special
education teacher Torie Esposito. However,
this year, the event had a special significance.


“In 2025, we’re being told to be quiet —
and not be so out, proud, and loud. We as
adults need to encourage our youth that
we’re educating ... to be proud about who
they are and speak about their experiences,
which are very different [from] mine as a
queer adult,” said Schmidt.


Though Pride for PHS involved many
teachers and outside organizations, PHS
students played a significant role in
managing the booths at the event. Sylven
Waldman ’25, ran the makeup station; Pearl
Agel ’25 ran the pottery booth, a perennial
favorite; and Lilly Tuliszewski ’25, a leader
of the Gender and Sexuality Alliance club,
led an trivia stand on LGBTQ+ history.


“GSA provideed a lot of educational
resources for the community, and then
we made trivia questions based on those
resources. I think this event helps solidify
that there is a place for [LGBTQ+ students]
here in in our community, and that GSA
will advocate for them whenever they need,”
said Tuliszewski.


PHS students who simply participated,
like Olivia Chen ’27, also enjoyed the event.
“I think it’s really nice to have events
organized for you to feel accepted in. I
don’t necessarily need it because I don’t
live in a terribly homophobic community
... but I definitely feel a lot more accepted.
[PHS takes] queer people seriously instead
of ignoring the issue or outwardly opposing
it,” said Chen.


Osbaldo Morales ’25, the president of
Latinos Unidos, emphasized the supportive
nature throughout event. Though not a club
focused on pride-related themes, Latinos
Unidos presented a pride themed piñata.


“Pride Fest is an important event for the
whole community because it just shows
that there’s inclusivity. In this climate … I
feel like everyone should know that they’re
supported. There’s worries that they’re
trying to push down sexuality down people’s
throat, [but] we’re just being supportive,”
said Morales.

Pride for PHS unites local organizations and students in support of LGBTQ+ community

As co-president of the PHS teachers’ union, advisor to the Science Olympiad club, former Hebrew and chemistry teacher, and current special education teacher, Renee Szporn’s résumé spans 40 years and multiple careers. However, education has remained a constant throughout.

“I love learning, and I want to share my love of learning with others,” said Szporn. “I remember from a very young age lining up my dolls and playing school. I always wanted to be a teacher.”

Szporn, at her parents’ request, majored in Chemistry, though she struggled to find jobs after graduation. After brief stints as a chemistry teacher and a Hebrew teacher, Szporn decided to pursue special education.

“At the time that I was looking for work, there weren’t a lot of science [education] jobs. Teachers were treated with a lot more respect — they had a lot more autonomy in their classroom — and [they] weren’t leaving education, so there were no openings,” said Szporn. “All my friends were telling me, ‘Well, if you get certification in special education, you’ll get a job,’ and that’s what happened.”

In New Jersey, special education teachers must receive certification, accommodate students’ Individualized Educational Plans (IEPs), and adapt to students’ varying needs.  
“I’m very glad, but it’s tough. I’ll give an example: here’s Hamlet. I have four different editions. I have kids who need [a larger copy] because of dyslexia. They’ll need a larger print, and then they can rearrange and cut out the letters. Then I have students that have major comprehension problems, so then I’ll have [a translated copy] ... and then I have kids that really can’t read. And then we do stick figures,” said Szporn. 

For Szporn, one of the most rewarding parts of her job is seeing the impact of her efforts. Her special education students have gone on to work on Wall Street, publish books, and attend Harvard Medical School as postdoctoral students.

“I’m making a difference with special education. I’m really helping the kids. I’m glad I made the switch, but it was difficult. I think a lot of people don’t respect special education teachers. I think a lot of people think that we’re less than when we are more than,” said Szporn.

Evan Kang ’25, a student in Szporn’s English IV In-Class Resource Program (ICRP) class, is one student impacted by Szporn. A self-described “introvert,” Kang emphasized how Szporn’s combination of humor and passion has helped him open up.

“[Szporn] makes me laugh every day,” said Kang. “I applied to 26 colleges, and she’s like, ‘You’re crazy.’ I’m like, ‘I’m going to commit somewhere, but I haven’t done it yet.’ And ... she’s like — ‘You’re gonna be the one who makes me want to retire.’ We like to joke around.”

Szporn also serves as one of three co-presidents of the Princeton Regional Educators Association (PREA), a union that represents the interests of all of the  teachers in the Princeton Public School district, including salary, health benefits, working conditions, and teaching policies. Just as with special education, Szporn’s position as union president was not originally planned.

“[I was told] by my father to never volunteer ... but someone came up to me and said, ‘You used to be a debater [and] you speak very well. Would you like to be in the union?’” said Szporn. “And like a fool, I said yes, and I moved up in the ranks. I had no intention of ever being a union president and then I’m co-president.”

Although she has left a career in chemistry behind, Szporn has kept that part of her life alive by serving as the advisor for the PHS Science Olympiad team for the past 20 years.

“I’m with my nerds [at PHS Science Olympiad]. I don’t like to call them that, but I love them. The kids are so inventive and dedicated and driven and we have a good time, and I just adore them. I love it,” said Szporn. 

Throughout PHS, whether in her special education classrooms, at Science Olympiad meetings, or among her colleagues in PREA, Szporn has developed a reputation as a person who is all-in for the causes she believes in.

“[Szporn] is really smart — she cares a lot about her students. She demands a lot of them, but she also gives them the support that they need to reach those goals,” said Jennifer Bigioni, Educational Media Specialist and Szporn’s colleague in PREA. “[Szporn] is flamboyant, she’s funny, she’s a justice warrior — she’s a very dynamic person.”


Photo: Emily Kim

Szporn introduces a video about King Arthur and His Knights of the Round Table.

PHS Profile: Renee Szporn

### The Courtyard

In 2023, Princeton Mayor Mark Freda, Board of Education members, and PHS staff and students gathered in PHS courtyard to celebrate the completion of a multi-year revitalization effort, with new gardens and space for activities such as reading or yoga. However, the project never quite reached the level of engagement that was hoped for.  

Then, in 2024 former PHS Science Supervisor Dr. Joy Barnes-Johnson received a climate literacy grant to revitalize the courtyards. This year, physics teacher Dr. Insu Yi and several other faculty members and PHS students are using the grant to clean up the courtyard and restore the gardens and research activity.

“The greenhouse was used a little bit for the horticulture class, and the courtyard for research. But they weren’t in great shape, let’s put it that way,” said Yi. “I began getting involved in a team that was formed based on our district grant. [The] initiative was to turn the ... courtyards into spaces for everyone — meaning classes, community groups, even outside groups — but most of the time we spent on cleaning up.”

Yi was initially hesitant to include PHS students, though he eventually began recruiting through his research and physics classes. In the future, he hopes to also include ESL and special education classes.

“I’m really interested in turning something as simple as a garden into a science project. For example, we have solar panels, but the solar panel is placed in the wrong way, so it doesn’t get sun[light],” said Yi. “I calculated with students what angle we should [have] from the horizon to the solar panels inclination, which we calculated to be about 30 degrees.”

The project has now grown to include several organizations. This includes a Generation Green team led by Dr. Andrea Dinan, director of the IDEAS center and community service programs at PHS.  The team uses the courtyard as a way to teach elementary school students about sustainability, and the collaboration of the PHS facilities and custodial staff.

“From a logistical standpoint, if you want to transport 60 bags of soil to the courtyard, you have to navigate it through the school building to get into there. The spaces had kind of fallen into a little disrepair, so there was a lot of cleaning that happened,” said Jacqueline Katz, PHS’s current Science Supervisor. “We [worked] with facilities and custodians to help us move some of the trash.” 
Katz hopes that the courtyards can continue to be accessible to PHS students in the future, whether for research projects or educational initiatives.

“We have some students interested in fruit trees, so we’re going to try to bring fruit trees into the space. And we have a student interested in vertical gardening, so he’s going to build some vertical gardens up in the greenhouse,” said Katz. 

PHS students recently celebrated the work they’ve already accomplished at a recent sustainability symposium at Monmouth University.

“It was really exciting. We got a chance to have a conversation with Tammy Murphy, who’s the governor’s wife, and she mentioned us in her speech, which was surprising and exciting,” said Raya Kondakindi ’26, a student involved in the project. “We got to communicate with people with similar sustainability goals, and it was a really engaging experience to talk with people who had experience in areas we’re looking into.” 

### The Lower Basin

As PHS students pass by the lower basin near the tennis courts, the bare patch of land is often overlooked. However, a new restoration project led by the Friends of Herrontown Woods (FOHW) and PHS students aims to bring the  basin back to life. 

The basin was first planted with turf grass to help reduce flooding in the area, and was later overplanted with native upland prairie vegetation in an attempt to transition the basin into a prairie-like ecosystem. However, due to the poor environmental conditions, the prairie system didn’t form, and the basin was instead dominated by invasive species. 

FOHW submitted a project proposal last summer for the wet meadow basin in response to Princeton Public School’s request for plant care in the area. They are now working with the PHS environmental science class to restore the basin and re-establish native species in the wet meadow. 
“We provide support. They provide us with an orderly opportunity to understand that invasive versus native [plants], and what a wet prairie is,” said James Smirk, an environmental science teacher at PHS.

The July contract grants FOHW around $6,000 for upkeep, workshops at PHS , and new signage around the basin.

The restoration process began with the removal of invasive species, including plantain weeds, and in the coming months will proceed to the over planting of native grasses like little bluestem, soft rush, and ironweed, and various wildflowers. Smirk estimates that a self-propagating basin is still around 20 years away.

Until then, the basin will be maintained through a partnership between FOHW and PHS’s environmental science classes, who use it as a resource for learning. 

“Before, I didn’t really know a lot of wetlands and how important they are to nature, and just in general to us,” said Amelie Kraft ’26, a student in Smirk’s environmental science class. “This class has definitely opened me to that, [and] I have a lot more knowledge about wetlands [and] preserves.”

PHS students play an active part in collecting ecological data and conducting their own experiments. This data–including information on native species’ distribution and location–will contribute to a long-term database helping track restoration efforts and biodiversity in the area. 

“[The] student role is always going to be data driven,” said Smirk. “We’re [going to] collect data on invertebrates, because [they] are a good indicator for the overall health of the system.”

The basin project is a smaller part of the large sustainability goal throughout Princeton, which is to build an Emerald necklace made up of interconnected green spaces and trails.

 “We would like to see that [the] emerald necklace has a component that every school is connected to,” said Smirk. “We want to build a green pathway through every property that eventually connects.”

Though vision for the emerald necklace in physical connection between nature in Princeton, Stephen Hiltner, the president of FOHW, emphasized the importance of a connection between nature and people.

“I’m hoping [the project] will spark an interest in students to start getting to know nature and all the tremendous diversity — nature is very complex, and for some people, that’s intimidating, but for me, it’s fascinating. If you love something, you want to find out as much as you can about it. I’m hoping to spark some of that,” said Hiltner.




Photo: Emily Kim

From left to right: Andrew Rivera ’25, Elizabeth Chorba ’25, Julia McGoldrick ’26, Bhavya Yaddanapuddi ’25, and Arnold Zacarias ’26 prepare soil for a garden bed.   

PHS works to bring courtyards and lower basin back to life

## Alex Riera

Alex Riera ’25 enrolled in Mercer County
Technical School’s (MCTS) horticulture
and turf care management program at the
suggestion of her mother, who thought that it
aligned well with her interests in nature and
the outdoors. Riera, who will be graduating
from the 2-year program in June, is now
glad she enrolled.


“Taking care of plants or growing them…
[it] does help you mentally. I’ve had an
experience when we were planting tomato
seeds, and we had these containers filling
in the soil. I just remember it felt really
satisfying,” said Riera.


The program prepares around
20 students annually for careers
in landscape and agriculture industries — helping with everything
from securing horticulture
internships to technical skills.


“[We use] equipment like mowers,
turf riders, string trimmers, weed
whackers…we [also] identify plants
and weeds…and how to get rid of them. And
we’re introduced to different ways to get rid
of them, like pesticides or using bugs, for
example, [which] benefits the plants and is a
better way of getting rid of them,” said Riera.


Riera’s favorite part, however, has been
entering horticulture competitions and
conventions around the state with a team
of two other students from MCTS.


“[For] the Monmouth State convention,
we had to do a [presentation] on soil pH, soil
levels, and the importance of NPK (nitrogen,
phosphorus, and potassium). The first time
I was introduced to it, I [thought] I would
never [be able to] do it and I wouldn’t be able
to memorize these scripts…[my instructor]
was willing to help me through that and gave
me a lot of time to practice. It’s something
I never imagined I could do,” said Riera.


Riera only attends MCTS on Friday
afternoons this year. In the morning Riera
has classes at PHS, and in the afternoons
(with the expectation of Friday) Riera is
employed as a florist at McCaffrey’s as a part
of MCTS’s internship program.


“It was a long process, but I got [the
internship]. They make sure that the
coordinator comes to check on me if
everything’s okay [or] if I have any concerns.
And I’m like, ‘No, I’m doing well. This is a
great experience, and I’m very grateful to be
in it,’” said Riera.


Riera is also involved in Future Farmers
of America, an organization that supports
education in agriculture. Riera developed
the agenda for the organization’s 2024-25
programs and sold over 100 holiday wreaths
with the organization.


This fall, Riera will enroll in
Rutgers’ horticulture program,
a dream that she says was made
possible with the support of MCTS.
In particular, she plans to explore
her passion for horticulture therapy.


 “I’ve had so many great experiences
[at MCTS], and I’ve learned so much
about horticulture,” said Riera. “In
my [college] essay, I wrote about my
experience at [MCTS]. It really made a huge
impact on me.”

## David Lux-Betata

David Lux Beteta ’26 is enrolled in three
automotive programs at MCTS: Diesel
Technology, Automotive Technology,
and Auto Collision Technology. Through
MCTS, he’s learned how to assess damage,
repair vehicles, secure internships, and use
tools and equipment found in real-world
auto shops.


Beteta has been fascinated
with cars since his childhood,
and recalls deciding to go into
the automotive industry after
watching the Fast and Furious
films as a child.


“You would think it gets
frustrating… but it’s something that I’ve
always wanted to do, and I enjoy it. The rush
of ideas in your head… just disappears, and
you just kind of lock into the project that
you’re doing — that’s what I found myself
getting into,” said Beteta.


Beteta, like many oteer MCTS students,
juggles both in-class instruction and a paid
internship at a local auto shop, which he
also receives school credit for.


“There’s a range from staying in the
classroom — doing paperwork, [filling]
orders — to in the shop, [where] we do
things like den repairs, spraying primers
using the paint booth, [and] sanding using
pneumatic technology, which is air-driven
technology,” said Beteta.


For the past few months, Beteta has been
working on his project for the SkillsUSA
championship, the final-stage of a year-long
competition designed to showcase talented
students from technical schools across the
country. The competition requires students
to design a project and complete various
technical skills in front of a panel of judges.


“I made a custom snap-on toolbox. [I]
did all these different custom designs,
custom paint — everything,” said Beteta,
“I worked from A to Z on the entire thing.
The only thing that [my instructor] helped
me on was the initial design, but the rest of
it was completely my work that took about
a month in total.”


Beteta credits MCTS for having both
experienced, thoughtful instructors and
an excellent environment. His program
has around 20 people, which contributes
to a tight-knit community.


“The people… have a lot of character
[and] a lot of morals. On the first day, there
was no awkwardness. It was like
we already knew each other. We
just went into it, started doing
stuff. There was that excitement
in the air,” said Beteta.


Beteta hopes that the
instruction, internships, and
hands-on learning from MCTS
will prepare him for a career in automotive
technology.


“I plan on going into the army, an then
I’ll go into post secondary schooling...
for technology, where I can learn both
the business aspect of it and [bring] the
automotive [knowledge],” said Beteta.
“Hopefully, I can take a shot later on in
life, have enough money, and completely
fulfill my dream.”

Mercer County Technical School Student Profiles

In a step towards a more sustainable future,  Princeton Public Schools recently announced their purchase of two electric school buses and an electric bus charger.

The district hopes to receive the two 54-passenger Blue Bird electric school buses by the end of August and have them running by the start of the 2025–2026 school year. 

The cost of the buses without state aid is $1,013,069.48. However, a roughly $700,000 NJ Department of Environmental Protection grant and around $40,000 in federal aid reduces the out-of-pocket cost for the district to $300,000, which is comparable to the price of two standard gasoline buses.

“It is our responsibility as elected officials to ensure that the vehicles carrying our children to school do not adversely affect their health outcomes as they grow. That’s why my administration has dedicated $30 million to date to ensuring that those vehicles are powered by clean energy,” said New Jersey Governor Philip Murphy during a press conference announcing the grant.

The grant was designed to replace the district’s few remaining diesel buses, which will be decommissioned, with a safer and more environmentally friendly option. The remaining buses will have standard gasoline powered engines. 12 other districts in New Jersey with diesel buses received similar grants. 

“Not having diesel fumes will make the air quality a little safer for the community [and] a lot safer for the kids that ride on those two buses,” said Jenny Ludmer,  a program manager at Sustainable Princeton who organized much of the purchase.

An average gas-powered vehicle emits around 12,000 pounds of carbon dioxide every year, compared to around 1,500 for electric vehicles. The school also purchased a $212,000 bi-directional electric charger for the buses, allowing the district to store  any excess energy until needed. In NJ, the vast majority of electricity is either from nuclear power or natural gas.

Though the electric buses have a limited range, Ludmer assures that they will not cause any problems and are suited for the district’s transportation needs.

“[Its range] is around a hundred miles, so it’s less than what most vehicles have,” said Ludmer. “But [while] the district does have some long distance routes, these buses would not get used for that situation — they would only be used locally — so they’re not gonna have a problem.”

In the future, Ludmer hopes that the district can acquire an all-electric fleet of busses. Princeton University recently finished converting its campus-wide Tiger Transit system into an all-electric fleet, as part of its net-zero carbon emissions initiative.

“This is a proof of concept that the electric buses are going to work well, be easy to maintain, and be quieter — and have a more enjoyable ride that way. I think with proof of concept and with additional funding, the district can continue to add more buses to their fleet that are electric,” said Ludmer.

However, Adam Bierman, a current member of the Board of Education, is skeptical that the district will be able to purchase a complete fleet of electric busses in the near future.

“The process right now is very volatile.You have a federal administration that is not pro-electric. Then we might even have a Republican governor — I’m saying this as a nonpartisan — that might want to do some DOGE-type cuts in New Jersey. The funding is really up in the air,” said Bierman.

PHS students, for their part, are excited about the potential for an all-electric fleet in the future. 

“[The current seats] are often ripped and uncomfortable — and they can’t clean them either,” said Griffin Short 27, who rides a regular bus to school. “The engine noise, you can just hear so much. It’s really distracting and especially early in the morning, it [makes] it hard to focus. Then, obviously it’s much better for the environment using an electric vehicle  than gas-powered.” 


Photo: Charley Hu


The current fleet of Princeton Public Schools’ busses sit in a parking lot behind the PPS administrative office. 

PPS purchases two electrical buses

While most students are introduced to history through textbooks, few recognize the educational value that historical films can provide. Although these films are not always historically accurate, they offer a captivating way to introduce students to the complexities in the past. By recreating stories, movie directors are able to transform historical events into engaging and entertaining experiences, bringing life to events in ways textbooks cannot. While these films may include slight modifications to the original storyline, they provide a powerful passage for students to learn about history’s most fascinating people and events.

One of the most effective ways films can teach history to students is by humanizing real events by providing personal stories. “Black Hawk Down,” for instance — set during the Somali Civil War — follows the crew of a Black Hawk helicopter which was shot down in the Battle of Mogadishu in 1993. The movie plunges students into the chaos of warfare, with soldiers fighting for their lives and losing their loved ones, showing the dangers and troubles of a soldier at battle. This helps students understand the fear that the soldiers faced during the conflict.

Furthermore, in “Selena,” a movie directed by Gregory Nava about Selena Quintanilla-Perez, one of the most famous Mexican American singers in the 20th century, students are able to learn beyond her fame and into her personal struggles. While a famous singer like Selena may appear jubilant on stage, singing and laughing with a big smile, the film sheds light on the discrimination and challenges Selena faces growing up. For example, when Selena and her sister are shopping to buy Selena a dress, they encounter an unpleasant interaction with the sales associate who discriminates against the two sisters because of their skin color. While issues with discrimination may be taught in classes, historical films like “Selena” provide firsthand experience for students to understand the troubles to a greater extent.

Similarly, “Hacksaw Ridge,” a film about Desmond Doss — a U.S. soldier who saved tens of lives during WWII without carrying a single weapon — also provides a powerful depiction of the war and prompts students to engage with the past. This movie not only teaches facts about the war, but also proposes themes like the complexity of heroism and moral conviction. By focusing on Doss, the film teaches students about conscience, faith, and perseverance.

Films also provide opportunities for students to discuss the complexities in history. Take “Schindler’s List,” for example — while it highlights the horrors of the Holocaust, it also raises important questions about morals, courage, and how power in the hands of one can influence the lives of others. The movie encourages students to consider the deeper implications behind the Holocaust, rather than observing from the surface. Teachers can use certain scenes, such as the burning of thousands of books, to spark conversations about broader historical themes such as propaganda, resistance, and consequences of discrimination. Additionally, students are also encouraged to identify what historical details are included — and left out — developing a stronger understanding of how the media portrays history. This not only enhances students’ critical thinking skill, but also their ability to analyze media literature.

In the end, historical films — while not always 100 percent historically accurate — offer a meaningful and engaging way to revisit the past. Through powerful stories and deeper discussions, movies like “Black Hawk Down” and “Schindler’s List” make historical events more accessible and emotionally resonant. When used in educational settings, these films can spark curiosity and encourage critical thinking, turning entertainment into a valuable learning experience.

Photo: Katherine Chen


After learning about the Holocaust and WWII, Mr. Campbell’s APUSH Period 2 class watches Schindler’s List.

Learning history through films

Word fun in the summer sun

As the school year comes to a close, it can be tempting to sit back and relax, letting the whole summer blur past while you stay indoors and retreat to the online world. While relaxing is crucial, staying physically fit can be just as important.


Exercise has numerous health benefits, but without school sports in the summer, it can be hard to find ways to stay healthy. Fortunately, staying active doesn’t mean you have to do vigorous exercise every day. Even something as simple and small as going outside for a stroll can be beneficial.



Parks are a great place to spend time outside and enjoy the nice summer weather. Whether it’s taking a walk or walking your dog, parks are there for you to get some fresh air. Smoyer Park is a classic, with open fields and ponds, which is a nice and peaceful environment to walk through. Marquand Park offers labelled trees and well-kept trails, perfect for those who love nature. For those sports and skateboard enthusiasts, Hilltop Park contains a soccer field, baseball/softball diamond, basketball courts, and a whole skate park. These parks are perfect for sports lovers that play sports even outside of the school season, like Sebastian Balestri ’28.



“I like playing tennis, so sometimes during the summer I like going to certain parks with tennis courts and just play tennis with my friends,” said Balestri.



The Community Park Pool is also open during the summer, and swimming is a great way to stay active, with your body burning calories to stay warm and swimming itself being a strenuous activity. Pools are the place to go if you just want to spend time with your family, cool off, or just have fun and fool around with your friends.



There are a number of hiking trails in and around Princeton too. The Watershed Reserve, located in Hopewell Valley, has over 10 miles of trails and supports one of the largest nature centers in New Jersey. Within Princeton are the Herrontown Woods, which is open to the public everyday free of charge, and the 5.2 mile Stony Brook trail. For those who are willing to travel the distance, the Sourland Mountain Preserve is 30 minutes away with hiking trails that have amazing views and beautiful rock formations.



“Over the summer I like to hike at the Watershed Reserve because I really like the environment there. I like to go there when the sun is about to rise to get a good view,” said Gavin Macatangay ’27.



As for indoor activities, there are also many options nearby. Gyms such as Planet Fitness offer a traditional gym experience, while places like the Gravity Vault have other options, such as rock climbing.



The key to staying active is keeping consistent while making the most out of your summer, even if the things you do are small and simple. Staying active doesn’t mean missing out on the summer fun, it means making the most out of the time that you have.

Photo: Emily Kim


Lily Berkery ’26, Kalina Tacheva ’26, and Mercy Ebong ’26 walk laps during gym.

Ways to stay active after school ends

The lunch bell rings at 11:33, and fourth period ends as hundreds of students pour out of classrooms and into the halls of Princeton High School. Some students head to the library, while others head to the guidance office. Some just walk laps — earbuds in, heads down, skipping lunch for the third, maybe fourth day in a row. It is not a diet. It is not a protest. It is not always a choice. 


For too many students, lunch has become optional. Not because they are not hungry — they are — but because 35 minutes is not enough time to eat, finish an essay, ask a teacher a question, and review for the quiz they have next period. In the past few years, there has been an unhealthy exaggeration of high school performance and how it affects the futures of these students. Because of this, when given the choice between nourishing the body and “getting ahead” in their studies, the choice seems trivial.


This is not just a PHS problem. According to a 2020 national survey by Yale University, 75 percent of high school students report having negative feelings toward school. The general sentiment seems to be that these students feel negatively towards school because of apathy or laziness. The truth, though, is that these students are under copious amounts of stress, driving them to have these negative feelings.


A New York Times article written by Tim Donahue stated that “we [as a society] have pushed high school students into maximizing every part of their days and nights.” Students feel like they need to do more and more in order to stay afloat. Self-care takes a backseat because students feel like they need to do so much in order to distinguish themselves. They need to get perfect grades, take the hardest classes, be a part of every extracurricular under the sun. Of course, under all of this pressure, physical needs become an afterthought.


The way students cope with this stress is not always visible — but it is often unhealthy. Skipping meals, sleeping in fragments, and studying at midnight. It becomes a game of sacrifice: what can be dropped to make room for everything else? For too many, the answer is lunch. A study from the Harvard T.H. Chan School of Public Health found that students given less than 20 minutes to eat consumed significantly less food and nutrients. When the body is not given the nutrients it needs to function properly, productivity drops. This, in turn, harms students’ academic performance.
When students are skipping meals just to keep up — when they feel they have to choose between eating and succeeding — something is wrong with the system, not the student.


We need to stop pretending that this is normal.


Lunch should not be a luxury. It should not be treated as expendable. It is time — real, uninterrupted time — to eat, decompress, exist as something other than a GPA.


So the questions posed are, how do we take back our lunch periods? How do we take our lives back from the grind that academia has instilled in us? There is no single fix, but there are places to start — both as individuals and as a school.


At a school-wide level, the goal should not just be more time. It should be better use of the time we already have. Lunch needs to be protected. No required meetings, no mandatory makeups, unless a student chooses them. The school can also help by making lunch more accessible — a pre-order system or even a simple form could cut down the lines that push students away. And if we are serious about student wellness, the message needs to be loud and clear: eating and resting are not optional, they are essential. Teachers and administrators should say that out loud. Not just in emails during Mental Health Week, but every day, in how they schedule, how they speak, and what they prioritize.


But change cannot just come from the top. It starts with what we do, too. That might mean bringing food from home instead of skipping lunch. Taking ten minutes to sit down and actually eat. Using free periods to slow down instead of squeezing in more. Outside of school, it means setting boundaries — around sleep, around work, around the pressure to always do more. And maybe most of all, it means shifting how we think. Getting the perfect grades and getting into a top college are not the most important things in your life. More than that, needing rest does not mean you are failing. Taking care of yourself is not weakness — it is proof that you are still trying to live, even in a system that tells you to do the opposite.


So when the lunch bell rings at 11:33, you do not need to run. You can stop. You can eat. You can let that be enough.

Photo: Julia Li


Ksenia Petukh ’27 eats lunch and studies in the IDEAS Center.

Lunch is for eating, not cooking

Walk into any grocery store in America, and you’re bound to find shelves full of ultra-processed foods wrapped in shiny plastic packaging. Ultra-processed goods, products that are prepared using industrial methods, are often high in sugar, salt, and fat. For these reasons, many health professionals and critics on social media have taken to advocating for consumption of “whole” foods such as fruits and vegetables. Although reaching for an apple is decidedly healthier than grabbing a bag of chips, both foods can be sources of a less-discussed health threat — microplastics.


Microplastics are defined as small pieces of plastic less than five millimeters long, and result from the natural degradation of plastic products, such as packaging, synthetic textiles, and paint. Since the coinage of the term “microplastics” in a 2004 University of Plymouth study, its negative effects on marine organisms have been well-established. However, microplastics aren’t just a problem for our environment — they have begun to find their way into the foods that we consume on a daily basis.


For example, a 2020 study by Catania University discovered that carrots and apples contained high levels of microplastics, likely due to absorption of microplastic-contaminated water. Additionally, according to a National Institutes of Health study from 2023, tea bags made with certain plastics can release billions of very small microplastics into cups of tea. Marine organisms consumed by humans can also have thousands of larger microplastics, and any foods stored in plastic containers contain thousands of plastic particles of all sizes. When consumed, these microplastics have been shown to mimic hormones, messenger chemicals within the body. One study from the American Chemical Society found that a gene called TRPV4 was over-expressed due to microplastics acting as growth factors, leading to respiratory issues. Microplastics can contribute to an increased risk of cancer, neurological diseases, and respiratory issues. They also exacerbate pre-existing medical issues, or activate latent disease-causing genes in the body. 


In particular, many of the microplastics in humans arise from a process known as biomagnification. Because of pollution, there are many plastic particles floating in the ocean. Small organisms eat these plastics, and they are then consumed by predators. The plastics move up in the food chain, becoming more and more concentrated in the tissue of the apex predators. When a human proceeds to eat this animal, they receive a portion of the many microplastics present in the ocean. Biomagnification occurs in a similar sense for land animals like chickens and cows, which often consume contaminated plants. In all cases, the original source of microplastics are man-made materials that pollute the environment.


This is not a problem that can be solved through selection in what we eat, but instead needs to be solved at its origin. We fill our oceans with trash, destroying the single geographic feature that gave rise to all life. As a society, we need to change to save our planet, our oceans, our marine life, and ourselves. Large societal shift begins with small, personal steps. Right here at PHS, students can make a meaningful impact in the fight against microplastic pollution. From the cafeteria to the vending machines, we make daily choices that either contribute to or help combat this growing health and environmental crisis. 


If you want to stay away from these life-threatening, cancer-causing particles, start by putting your water bottles in the recycling. The next time you go to the cafeteria or Tiger Café, choose items with less plastic packaging. Bring your own reusable water bottle instead of purchasing plastic beverage bottles from the vending machine. Even small changes like using your own reusable utensils or avoiding plastic straws count. These changes may seem insignificant, but together, we can reduce sources of microplastics that end up in our food, and in our bodies.

Photo: Julia Li

Izzah Memon ’27 eats a bag of chips during break.

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