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

On February 27, the Trump administration launched an “end-DEI” portal that allows anyone to report illegal diversity, equity, and inclusion (DEI) practices in the classroom. Then, on April 3, the Department of Education sent a letter that threatened to withhold federal funding for districts that do not end “illegal DEI practices.” Finally, on April 22, the Supreme Court heard arguments about whether elementary schools can compel students to be present for lessons that discuss LGBTQ characters. 

This rapid sequence of initiatives that aim to eliminate DEI programs in education have left administrators, educators, and students across the country — including at PHS — questioning what exactly qualifies as an illegal DEI practice, whether they can continue discussing DEI-related topics, and what might come next.

“The goal is to chill speech. It’s to chill conversation about diversity, equity and inclusion, and it’s very frustrating,” said Kimberly Tew, assistant superintendent of curriculum and instruction for Princeton Public Schools (PPS). “Talking with teachers, they’re like, ‘Can I still do this lesson? Can I talk about — you know — maybe they’re a cisgender woman married to a woman, right — can I talk about my family?’ There’s a lot of concern about these things.”

The federal government does not have the right to determine the curriculum in public schools, a power reserved to the states according to the 10th amendment. However, the federal government does fund around 15 percent of total public school spending — which is its primary leverage in enforcing new DEI policies. 

New Jersey mandates the teaching of diversity, equity, and inclusion in public schools, including a mandate to teach LGBTQ history, African American history, and Asian American & Pacific Islander history. It’s not immediately clear whether these mandates are “illegal DEI practices” according to the federal government, which has left districts unsure whether they are at risk of federal funding cuts. 

“[Though] the U.S. Department of Education’s request references “certain DEI practices” or “illegal DEI,” it does not define those terms, and there are no known federal or New Jersey State laws prohibiting diversity, equity, or inclusion,” wrote Kevin Dehmer, NJ’s education commissioner, in response to a letter from the Trump administration.

PPS receives only 2 percent of its budget from the federal government (most comes from local property taxes), which means that it is much less beholden to federal funding policies compared to most other districts nationally.

“The district embarked upon an equity initiative starting in about 2018, and since then, we have done a lot of work, both in and outside the curriculum arena, to make this building more equitable. That’s something we’re proud of, [and] we will not change that,” said PHS Principal Cecilia Birge. 
PPS administrators are instead concerned with what might happen to NJ education policy. In 2024, NJ experienced the second largest shift to the right nationally.

“You know, my bigger concern is at the state level — who’s coming into the new governor’s office this year, what the State Assembly and Senate look like. Those bodies have much more say about what happens at the school level than the federal government,” said Tew.

However, for now, some PHS teachers are using the crackdown on DEI as a way to educate their students about issues like censorship, historiography, and systemic racism.

“We’re trying to help students understand that it’s part of trying to cut out or cover up different parts of history — we’re noting current events where things like a page about Harriet Tubman on like government websites might be taken down, or [the government websites] on the Stonewall Rebellion are dropping the T of LGBT,” said Patricia Manhart, who teaches PHS racial literacy. 

“We’re trying to get students to understand that the attack is really just an attack on accomplishments by people of color throughout United States history, as well as [a] cover up the legacy of racial inequality that is also very real.”

PHS students have also expressed concerns over the efforts to eliminate DEI, especially concerning the effects it would have on their future educational environments. 

“I’ve personally talked to minorities about the topic, and they definitely hold more pessimistic ideas about their own futures, and that’s something I can relate to,” said Jasmine Taylor ’26, a student in the Racial Literacy class at PHS. “It kind of made me feel a lot more pessimistic about college, because I feel like they’re not taking into account very nuanced topics [anymore].”

Photo: Katherine Chen

Patricia Manhart (left) discusses with her PHS racial literacy students Jennifer Lopez de la Cruz ’26 (center) and Anuar Viruel Lopez ’25 (right).

PHS reacts to federal crackdown on DEI in K-12 education

One thousand people — including several Princeton High School students — gathered in Princeton’s Hinds Plaza on April 5th to protest the Trump administration as part of a nationwide “Hands Off” movement. PHS students cited a number of reasons for attending, ranging from concerns for LGBTQ rights, threats to the Department of Education, and the Trump administration’s disregard for humanity.

“It's selfish men and women, men especially, doing what serves their ego best — and what serves their pockets best. It's so infuriating that we've given them enough power to actually be able to hurt people on a mass scale,” said Rica Eleches-Lipsitz ’25, who attended the protest.
Indivisible Princeton, one of the main organizers of the event, noted on their website that one of the core principle of the protest was nonviolence, and encouraged all participants to de-escalate potential confrontations. However, attendees described a strong sense of collective energy and enthusiasm at the protest, which was part of the largest national movement so far against Trump’s second administration.

Lia Eleches-Lipsitz ’27 attended the protest with her family and a sign that read, “The only minority that's destroying this country are the billionaires.’ A different protester held up a sign that read, “We the people have power over the people in power.” 

“It was empowering to see all these other people. It's really easy to read news articles and feel like you're by yourself with your rage, but it's nice to see [that] together, we actually might be able to make some sort of difference,” said Lia Eleches-Lipsitz.

Maya Halcomb ’25 echoed this desire for change.

“In Princeton specifically, it's important that we are all coming out and leveraging our privilege. Even though we're [in] a progressive town, I feel like there’s not a lot of movement that happens, so it's important that we're super active in the change — and I think our privilege can do a lot to change things,” said Halcomb.

Princeton University students organized a smaller rally that began at Firestone Library, before joining the main event. The university, along with several other Ivy League institutions, recently saw federal funding cuts, but Princeton University President Christopher Eisgruber has continued to speak out against Trump.

“[Trump] kept $210,000,000 of Princeton’s grant funding last week, and we believe that research is valuable and that America can only be strong if its universities are strong,” said Isaac Barsoum, a freshman at Princeton University.

The event lasted around two hours, and featured several speakers, including U.S Representative Bonnie Watson Coleman, whose congressional district includes Princeton.

“This is the most corrupt and incompetent — which might you know be helpful — administration in my lifetime,” said Watson Coleman. “This administration chooses to take very important resources from those who really need them so that they can make their greedy folks richer. These people have so much money that if they even just shared a little bit of it — tithe to the poor — we wouldn't have poverty.”

Though most PHS students can’t vote, Rica Eleches-Lipsitz urged students to engage themselves in politics, whether through protest or education.

“[We] should stay involved in politics, even if it's not a ton. Just enough to know who to vote for, enough to stay engaged,” said Rica Eleches-Lipsitz. “You don't have to make it  your life — and you shouldn't, because we need to breathe — but at the same time, we have to keep being there for each other.”


Photo: Charley Hu


Indivisible Princeton organizers led chants of “Hands-Off!” and “The People, United!”

1,000 attend “Hands-Off” event in Princeton as part of national anti-Trump protest

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

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

Tower Investigates: Peer Group

PHS French teacher Sova Fisher’s journey
to PHS spans multiple continents, cultures,
and careers. Fisher spent her childhood
in England, France, Taiwan, along with
several short periods in Cambodia. After
Cambodia’s collapse to the
Khmer Rouge, Fisher’s family,
who were stranded in Taiwan,
decided to move to the United
States.


Fisher’s relationship with
language and culture has been
important throughout her
journey. She spent much of her
education in French international schools,
though she also spoke English and a bit of
Mandarin.


“I went to French schools until 8th grade,
then to an American high school, and then
to [Dartmouth]. [Though] my parents …
wanted to keep the [Cambodian] culture
and the tradition alive in the house, we
weren’t living in Cambodia most of the
time, so it was very difficult,” said Fisher.


At Dartmouth, Fisher enrolled as a premed student but later switched to a double
major in biology and French. After a brief
stint in sports publishing, she decided to
pursue a PhD in French at her husband’s
recommendation. Fisher was accepted into
a PhD program at Princeton University,
where she worked as a precept for
undergraduate French classes in addition
to her research.


“I was a little intellectually demanding,
[which] was sort of a challenge, and I
learned [after] one of the comments from
an undergrad to try [and] sort ease into the
discussion, rather than [start] with a big
question,” said Fisher.


However, after a while,
Fisher realized that she wasn’t
very excited about the job
prospects in academia if she
were to complete her PhD.


“I wrote one chapter of my
dissertation, and I thought,
‘you know what, I want to
stay here. I don’t really want to, you know,
go teach in Arkansas or Alabama.’ At a
university level, you have to go where the
job is, because there are not that many
posts,” said Fisher.


Fisher decided to apply as a French teacher
to the local Princeton Charter School, where
one of her daughters attended.
“I got hired at the Charter School …
and from the Charter School, I came to
[PHS],” said Fisher. “This is what I think is
my calling: with all this other stuff that I’ve
done in my life, it just never really sort of felt
like I made a difference or that I have the
passion for it, whereas with teaching French
… I love it. I love the culture, the language.
I love teaching it, and I love the students.”


In the classroom, Fisher strives to create
an environment where students feel engaged
with each other and with the language.


“Whenever we do presentations, she
gives us different partners and switches it
up every time, so I know everyone in that
class, and I have a really close bond with
them all,” said Penelope Cardona-Fox ’26,
a student in Fisher’s AP French class.


Fisher’s passion for language and teaching
has been noticed by students and colleagues
alike.


“In her classroom, students are expected
to participate actively. There is a lot of group
work, and the expectation is that everyone
stays in the language throughout the class,”
said Priscilla Russel, PHS’s world language
supervisor. “[Fisher] is a very passionate
teacher, and her enthusiasm is contagious.
She loves teaching French, and this comes
through in her classes.”

Photo: Charley Hu

Sova Fischer analyzes the text of “Le Géant de Zéralda,” a French children’s story,
with her 8th period French IV A class.

PHS Profile: Sova Fisher

The Interfaith Iftar at PHS, led by the
Muslim Student Union (MSU) on March
17, brought together students, staff, and
the local community to celebrate Ramadan
and build connections among people of
all faiths. The Iftar included both Muslim
and non-Muslim students, community
members, and several speakers.


“The Interfaith Iftar is an event for
everyone to come and learn about the
month of Ramadan and how Muslims break
fast. Additionally, it’s for all of us to come
together to embrace [our] similarities and
differences so that we can all connect and
become closer together,” said Asma Qureshi
’25, a leader of the Interfaith Iftar and the
PHS MSU. “I want this to be a glimmer of
hope and light in our very own Princeton.
And I hope that after tonight, our hearts
stay kind and pure to ourselves and to one
another.”


The event began with a land
acknowledgement, followed by several
presenters from the local community.
These speakers included Muslim imams
and members of the Jewish and Christian
communities, who all emphasized the
common beliefs of peace throughout
different religions and cultures.


“This particular time in 2025 is a beautiful
convergence of blessed days, as the month
of Ramadan coincides with Lent, Passover,
and the holiday of Easter and Good Friday,”
said Levon Brown, an imam and one of the
speakers at the Iftar. “It is a time of reflection
and unity amongst our multicultural and
diverse family, and we are in a country of
diversity and multiculturalism. This is the
land of freedom of religion and freedom
of thought, and this is what we celebrate
tonight at this blessed 4th annual Iftar
event.”


The Iftar also had the first-ever crescent
lighting at PHS. An Eid Committee
brought a metal crescent to PHS, which
had previously been lit in over 50 other
communities throughout New Jersey, as a
symbol of unity.


The event comes at a time of considerable
tension in the Muslim community, especially
after college campus protests over Palestine
and divestment from Israel. On March
18, the Trump administration ordered the
Immigration and Customs Enforcement
(ICE) to seize Mahmoud Khalil for his role
in Columbia’s Palestine protests last year.
Though he is not accused of any charges,
he faces potential deportation.


“[It’s easy] to come to a celebration and be
with people who are of like minds, [but] for
me, allyship means standing up for people
when it’s not easy,” said Linda Oppenheim,
a member of Not in Our Town Princeton.
“To some degree these days, it’s within my
own community. This past Saturday, in my
synagogue, when they asked people to stand
to give names of people who are suffering
physically or spiritually, I [said] the names
of Khalil Mahmood and [his wife] Noor
Abdullah.”


Malachi Wood, a French teacher at PHS
and the advisor for the Muslim Union,
noted the two goals of the Interfaith Iftar.
“I hope that non-Muslim students will
have a better insight into Islam and the
Muslim community, and see that it’s a
warm, welcoming community. I hope that
Muslim students will [be able to] feel valued
as members of the community and see that
there’s a place for them here — that they’re
included,” said Wood.


Though students of all backgrounds were
encouraged to attend, the Iftar included
religious ceremonies that celebrate the end
of the daily Muslim fast during the holy
month of Ramadan — one of the five pillars
of Islam, designed to strengthen Muslims’
relationship with God.


“Once everyone [broke] their fast, we
[had] an imam come to lead the prayer,
and whoever needed to pray pray[ed].
Otherwise, people [got] their dinner or
observed if they want to. In the past years,
we’ve usually had a final remark, called a
Dua, which is basically a prayer for … hope
[and] peace in the world,” said Qureshi.


PHS began the tradition of the Iftar in
2017, though did not host it for several
years. Qureshi and Wood began reviving the
Iftar two years ago — this year, around 40
PHS students, administrators, faculty, and
Princeton community members attended
the event.


“I came [in part] to support the students,
and also to learn more about Ramadan and
Iftar,” said Valerie Henry, an administrative
assistant at PHS. “I was happy to see my
very first crescent lighting.” 

Photo: Charley Hu

Interfaith Iftar attendees Khaja Khateeb, Imam Levon Brown, Malachi Wood, Zainab Qureshi, Asma Qureshi ’25, Eman El-Badawi, and Naba Sharif gather for a crescent lighting, a symbol of unity.

Muslim Student Union hosts Interfaith Iftar

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

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

PHS students reflect on Asian Fest

The crowd holds their breath as Jacqueline Zang ’25, with her driver in hand, steps
up into the tee box of the first hole. She carefully chooses a spot to place her tee and
golf ball. Visualizing her shot, Zang takes a confident swing, influenced by her favorite
professional golfer, Nelly Korda. Her shot breaks the crowd’s silence as it flies through
the sky and lands perfectly on the green.
At age five, Zang began playing golf after her father introduced her to it. She initially
only played golf with her family, but later in her career, she would compete in big
tournaments.
“I used to play tennis, and
when I was around 11, my
parents told me to choose one
or the other,” said Zang. “It’s
funny, because I didn’t want
to do tennis because my dad
told me I’d be running around
in the heat. So I chose golf not
because I liked one more than
the other, [but] just because I
didn’t want to run.”
After deciding to pursue
golf over tennis, Zang went to
her local country club’s driving
range and practiced with her
sister, Madeline Zang ’23. When they practiced, they would mutually help and encourage
one another, along with the additional coaching from their father.
“November through March, I try to do around an hour a day. Sometimes, I skip a few
days. In the summer, if I’m not playing a tournament that weekend, I’ll be practicing
five to seven [hours],” said Zang.
Zang joined the PHS golf team in her freshman year, when golf was a co-ed sport
led by Head Coach Patrick Noone and Assistant Coach Jess Monzo. During Zang’s
sophomore year, a girls-only golf team was formed with Monzo as head coach. Over
the course of the past few years, Monzo has been able to see Zang grow as a player
and a person.
“She’s definitely matured a lot. She’s always been very focused, very lights out,” said
Monzo. “[She] knows what she wants to do, but I think as she’s gotten older, she’s
developed and kind of matured in the sport and understands that if I don’t make every
shot, it’s not going to make or break me.”
Zang’s determination and dedication not only helped her reach her current level
but also inspired the rest of her team, including teammate and close friend Kyuyoung
Chung ’26.
“She’s definitely very skilled as a golfer, and so I think that’s definitely inspired a lot
of the girls to practice more,” said Chung. “We’ve seen scores go down from last year,
so score-wise we’re doing better than we did last year.”
In addition to being a skilled golfer, Zang, who is captain of the team, serves as a
leader and role model to her teammates.
“She also has this sort of leadership [quality] about her, and so she’s just sort of
someone you can look up to, [and]
I certainly look up to her,” said
Chung.
Monzo witnessed the effect of
Zang’s leadership on the team and
how she serves as a role model for
her teammates.
“Every girl looks up to her,” said
Monzo. “She’s able to kind of help,
and she lends a hand, and she’s
always available to give girls advice.
So she’s been one of a kind.”
Throughout her career, Zang
qualified for the National Junior
PGA championship, the highest
level of junior golf, being inducted
into the Rolex Honor Society, and
placing in the top five in an American Junior Golf Association tournament in 2022.
Despite this, there were challenges that Zang had to overcome. Staying calm under
pressure and controlling emotions are both aspects of the sport that Zang has learned
to play with.
“[The most difficult part of] golf for me [is] probably the mental side. Just being
in the moment, committing to it, and actually doing what I’m trying to do on the
course,” said Zang.
While individual golf can be mentally challenging and stressful, Zang’s favorite part
of golf is a more enjoyable and less stressful way of playing it.
“[My favorite part] ... is team golf because golf is an individual sport, so it can get
kind of lonely sometimes,” said Zang. “Everyone plays their own ball, and then you
add up each individual sport for a combined team.”
Committed to Carnegie Mellon University, Zang hopes to contribute to another
season as one of their best players. As she prepares to leave PHS and start college, Zang
reflects on the valuable lessons golf has taught her throughout her years of playing.
“It’s a lot of ups and downs. It’s never really consistent, so when you’re not playing
as well, [be] patient with yourself, and keep your hard work up,” said Zang.

Photo: Charley Hu

Zang is one of the original members of the girls golf team, and is preparing with the
rest of the team to gear up for the Mercer County Championships in May. 

Jaqueline Zang ’25: golf

What was once a level playing field for athletes has
become a marketplace. Modern college athletics has
reached an all-time high in popularity, becoming a
multimillion dollar business built on the backs of athletes
who have received nothing for their performance.
Name, Image, and Likeness (NIL) is an NCAA policy
that allows college athletes to earn their own money
through branding. This policy prevents brands from
misrepresenting athletes or using them to promote their
brand without consent. It also allows them to earn cash
for brands they choose to represent, eliminating the issue
of the NCAA’s lack of compensation. Some opportunities
for student athletes to make money through NIL include
autographs, merchandise, blogging, commercials, and
more. As of 2021, college athletes can make money
with the NIL, but some consequences such as wealthier
schools gaining more power and student athletes losing
focus from their monetary trade have been producing a
net negative impact on college sports.
Compared to last year's 200 players, more than
1700 athletes in men's college basketball entered the
transfer portal on its first day of opening because of
their inability to make money and earn recognition
in the current colleges they attend. This eliminates a
feeling of school loyalty and prevents smaller schools
from building better athletic programs, as they are
consistently losing their players to the bigger schools
with deeper pockets. Because of the branding, schools
with publicized athletes will compete more
often and in high-level tournaments, while
schools with less publicized athletes with the
same or better skill may not have the chance
to compete in these tournaments, as selection
depends on what the audience wants to see.
Still, many incoming college athletes look
forward to these opportunities.
“I think it would be great to be paid for
sponsoring someone and use my image to
promote their brand. It would be nice to have
extra cash for college,” said Sean Wilton ’25, a Brown
commit for shot put.
The ability for student athletes to promote their brand
and receive payment in college has been a debated issue
long before the NIL was passed, specifically because
supporters of NIL believe that student athletes should
earn compensation for what they accomplish. However,
opponents of the NIL believe that college freshmen
are simply not responsible or experienced enough to
handle these large sums of money. Still, the NIL was
officially introduced and passed in 2021. In recent
years, well-funded powerhouses have poached recruits
from smaller colleges with a much higher salary. These
temptations are slowly turning the focus of college
sports away from what they were originally, which was
for athletes to improve and be able to perform their best.
At first, the limelight and extra cash earned through
NIL policies may seem to benefit student athletes, but
over time, it has harmed them. These well-funded
schools are also more attractive to recruits looking for
colleges, creating situations where student athletes are
choosing schools for the money, rather than what is the
best fit for them. Not only does this create a negative
culture, but it also often results in going “one and done”
through college, meaning they go to school for only 1
year without graduating to immediately pursue their
sport professionally. This leaves athletes in difficult
situations if they are plagued by injury or other careerending issues and do not have a college degree to choose
a different career.
Schools without branding and NIL money don’t
get the same chance to recruit better players
and be shown more to a national audience.
Therefore, athletes who want to be recognized
for their talents and make a cash surplus must
attend colleges with highly publicized athletes.
These well-funded schools ultimately make
student-athletes into athlete-students. Despite
the benefits of NIL, some athletes are finally
seeing the downsides.
“I think right now [NIL’s] actually impacting
them for the worse,” said Wilton. “It is hurting
more athletes than helping them in some way.”
To prevent conflicts such as unfairness and loss of
focus, players and coaches could push for NCAArecognized restrictions on NIL. One potential solution
could be to implement a NIL budget for every school to
abide by, regardless of size or wealth, similar to a salary
cap in the NFL and NBA. Additionally, policies could
be used to regulate player agreements with NIL deals,
such as a loyalty clause, where students must stay with
a school they commit to for at least 2 years, to ensure
both the school and the athlete have equal benefits. This
proposition would not only create an equality amongst
colleges and universities in terms of NIL usage, but also
give college players a better overall college experience.
The initial intentions of the creation of NIL were
morally correct in the sense of giving college athletes
what they deserve for their hard work, given the
amount of money the industry makes. However, there
have been many hidden flaws that could have serious
negative effects on college athletes' experiences as they
go through their careers. This requires action against the
current forms of NIL, and restrictions need to be made
before college athletics are changed forever. If college
sports continue to uphold this negative culture, school
spirit and built-up talent will be replaced by business
proposals and short-term gains, leaving behind the true
meaning of the game. 

The dark side of NIL

   With its box-office-breaking records and eye-opening perspective on Chinese animation, “Ne Zha 2” (2025) isn’t just a film — it’s a cinematic landmark in the animation world. “Ne Zha 2” is an animated fantasy movie loosely based on the 16th century novel “Investiture of the Gods” by Xu Zhonglin, and a sequel to the first movie “Ne Zha.” Written and directed by Yang Yu, or more famously known as Jiaozi, “Ne Zha 2” is a visually stunning and emotional movie. 

   Following the first movie, Ne Zha, a teenage deity, and Ao Bing, a dragon prince, are struck by lightning, which destroys their physical bodies. To prevent the destruction of their souls, Master Taiyi Zhenren uses the powers of his Seven-Colored Sacred Lotus to recreate their physical bodies. Despite the regeneration, both Ne Zha and Ao Bing’s bodies are still fragile, so Master Taiyi Zhenren advised the two to act with caution. Believing his son to be dead, Ao Bing’s father Ao Guang sends out an order for Shen Gongbao, Ao Bing’s former master, to attack Nezha’s hometown Chentang Pass. Ao Bing defends Ne Zha’s home, but unfortunately destroys his weak body in the process. 

   In order to revive Ao Bing, the Seven-Colored Sacred Lotus must be restored. As a result of a deal, Ne Zha and Ao Bing must share a body for one week, complete three trials to become immortal, and receive a potion that can restore the lotus and create a new body for Ao Bing. As the two strive to combat new challenges, secrets unravel, putting them to their friendship to the test. 

   Throughout the movie, the visuals and animations stood out to me. For example, Ne Zha and Ao Bing perfectly contrast each other, with Ne Zha designed to resemble fire and flames and Ao Bing with cool tones, symbolizing ice. Unlike in the previous movie, Ne Zha looks fiercer and more mature with fiery eyes and energy swirling around him. Ao Bing on the other hand is portrayed elegantly, his actions both smooth and regal. The visual contrast between the two characters highlights their personality differences while showing how they balance each other out. 

   Furthermore, the gods and mythical creatures were also designed intricately. Each character has their own distinct color palette, symbolic accessories, and details that are inspired by Chinese mythology. One of my favorite parts of the movie was when Immortal Wuliang led his army, the Chan sect, to fight in the battle. To show the strong bond between the army, animators depicted the Chan sect in the shape of a golden bonsai tree. The details were mesmerizing, reflecting the countless hours animators put into this project. These fascinating visuals contrast drastically with the precedent set by other Chinese animated films. While many argue that Chinese animations are often “cringy” due to immature plotlines or distinction from western familiarity, “Ne Zha 2” proves these assumptions wrong. 

   What makes this movie even more impressive is its complete dominance over the box office, grossing over $2.1 billion. Even though “Ne Zha 2” has been released for less than six months, it has reached number one on the list of highest grossing animated films, surpassing “Inside Out 2,” made by an American studio, by almost $500 million. While being an engaging movie with its visuals and colors, the movie also modernizes old folk stories, making it accessible to younger audiences. 

   “Ne Zha 2” brings China’s mythology to life through ways unlike before. The movie is a continuation that explores the personal growth of Ne Zha and the other characters through eye-opening visuals. It is a wonderful animation that truly changes the history of Chinese film-making through its visuals and record breaking gross in the animation world.

"Ne Zha 2" reviewed

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.

Microplastics are a macro problem

**Across**

1. Hogwarts School of ___ and Wizardry 

6. 1.5 Volt battery 

7. It’s marked by an X 

10. I Know Why The Caged Bird Sings recently received one 

12. It’s used to make bronze, along with tin 

14. Matilda’s teacher 

16. It protects your eyes from the sun 

18. The five senses are for this 

20. The exam much of PHS is dreading 

21. If it’s after BCE 

22. It provided the boy with apples, branches, a house, and a boat. 

27. Holmes, but not Sherlock 

28. Sci-Fi author Asimov who coined “psychohistory” 

30. Nintendo’s best selling console 

31. Harper who published To Kill A Mockingbird 

33. Guthrie, but not Woody 

34. Golfer’s goal 

36. Jaws or Goosebumps, to a child 

**Down**

1. Aladdin’s first was to be a prince 

2. It’s known for being very hungry 

3. 10,000 square meters (abbreviation) 

4. They’re usually yellow in NYC 

5. Gatsby is celebrating its 100th 

8. The most famous supercalifragilisticexpialidocious user 

9. E or A’s scrabble value 

11. __ Kaplan, Pentatonix singer 

12. “__ don’t feel,” Elsa’s demand to Anna 

13. Impulse 

15. Reddit, DoorDash, and Airbnb incubator (abbreviation) 

17. The modern form of the metric system (abbreviation) 

19. Humpty Dumpty was one 

20. This type of wine or cheese is usually more expensive 

23. Technique in many video essays (abbreviation) 

24. “No”, to a Scot 

25. B, in fixed do solfège 

26. The BFG had a large one 

29. Viet - ___ 

32. Pen in most nurse’s offices 

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