Set — everything falls silent: the cheering crowd, the music, even the pounding of her heart. The gun is about to go off, and all that matters is what lies ahead. A deep breath, then the horn sounds. She’s off, spikes digging into the track, every ounce of training fueling Lena Hamilton ’25 toward the finish line.

Hamilton has been an athlete her whole life. After 13 years of classical ballet, she switched sports in the spring of her freshman year. She chose to pursue track and field because her dad had run in high school, and following in his footsteps proved the perfect way for her to remain active. Since then, her passion for the sport has only grown. 

“I’ve always enjoyed being competitive, and I found track and field to be a very competitive discipline that I could potentially excel at,” said Hamilton.

Since being named captain in her junior year, Hamilton has strived to bring her team closer together.

“I organize pre-season workouts during the fall off season, manage the team social media, design team merch, and plan team bonding,” said Hamilton.

For Hamilton, one of the most important lessons she has taken away from her experience in track is of the value of self-sufficiency as a mechanism for improvement.

“You’ll never grow as a sprinter if you aren’t able to self-analyze and figure out what you need to do to help yourself be better,” said Hamilton. “I’ve definitely gotten better at naming my flaws and working on how to fix them.”

Before races, Hamilton likes to take a moment to herself to collect her thoughts and concentrate on her upcoming event. She finds that, when facing race-day nerves, it is critical to not doubt herself and remember just how much she is capable of. 

“I like to say prayers to stay focused on my race and to remain confident in my training and my ability
to do what I need to do,” said Hamilton.

Being a track and field athlete means rigorous training for most of the year. Being a student-athlete means coming home late from practice and immediately shifting gears to focus on schoolwork. For Hamilton, it’s crucial to find ways to prevent homework and studying for assessments from piling up.

“I balance school and track by organizing my time and assignments to the best of my ability,” said Hamilton.

To her coaches, Hamilton stands out as a positive and motivating force on the team, always working to improve her own individual performance, and that of her teammates. 

“[Lena] embraces our team’s principles of growth mindset and positive psychology, always striving to improve and encouraging others to do the same,” said track head coach Ben Samara. “Her commitment to both personal progress and the success of the team is evident in everything she does.”

Apart from being an outstanding runner, Hamilton has a notable impact on her teammates, providing feedback whenever it’s needed and cheering them on during races. 

“She’s very positive, which I think is a nice quality to have, because it gets you thinking in a different approach, [rather] than [thinking of] something negative [that could] happen,” said Madison Hamlin ’27, a sprinter on the track team. “The advice that Lena gave me was so focused on myself and how to improve myself ... She inspires me because she’s like my big sister. She has that connection that works for us.”

With already three years of track under her belt and plenty of race experience, Hamilton only has a few words of advice for her younger self: “I would tell my freshman self to sign up for track sooner.

Lena Hamilton ’25: track

Nerves settle in. A close game against a challenging opponent is coming down to the wire. With the difference only being a single goal, Ellie Naggar ’25 sprints around the field, switches on to open players, and manages to hit a pivotal slide on the opposing team to prevent a goal. The Tigers are able to hold on for a close 8–7 victory, gaining a huge win backed by Naggar’s stellar defense.

Naggar was first introduced to the sport in second grade by following her sister, Winnie Naggar ’20 in her footsteps, leading her to join the Princeton Girls Lacrosse Club. Ever since then, she has loved lacrosse, a love that she still holds with her in what is now her 10th year in the sport. Additionally, Naggar’s defensive style of play was inspired by players that came before her at PHS, such as Eva Petrone ’21, who was also a defender and now plays lacrosse at Fairfield University.

“A lot of my sister’s friends played, and [they were] pretty inspiring ... They looked like they had a lot of fun playing the sport. I did some summer camps and I really liked it,” said Naggar.

As a defender, Naggar is responsible for being an effective communicator and executing key plays to prevent the opposing team from scoring goals, as one mistake can be the difference between a win or a loss.

“Ellie is one of the best communicators on the field. You can always hear her, no matter where she is on the field,” said Head Coach Katherine Federico.

As team captain, Naggar leads the team with her aggressive defensive strategy and optimistic spirit. In a winning game against Hillsborough, Naggar played a key role in helping her team secure the win before going into the state tournament. As a fellow defender, Zoie Reynolds ’26 has known Naggar since second grade and played club lacrosse with her from third to fifth grade.

“Ellie inspires me [to be] a leader and [to be] loud and vocal on defense. She’s actually one of the people I depend on because she’s very vocal,” said Reynolds ’26.

Throughout her time on the team, Naggar has shown tremendous growth from her earlier years to her current role as captain of the team. Despite not making varsity freshman year, Naggar worked hard to improve her game by playing at the Gym and Center Court, which is a winter lacrosse league played during the offseason.

During her career as captain, Naggar learned about the importance of a positive attitude and body language on her team’s performance.

“I can see the [team’s] body language change when we cheer them on versus when we don’t. That’s the part of being captain you enjoy most, empowering your teammates.”

In addition to cheering on teammates, Naggar takes pride in continuing traditions that she took part in as an underclassman. One of these involves surprising new members of the varsity team by going to their home or other places to let them know they have made the team. When she was a sophomore, Naggar remembers this as one of her most memorable moments on this team.

“It was just so much fun, and it was a great team bonding activity. It’s a tradition,” said Naggar. “I literally cried when I made varsity because I was so excited, so doing that for the other kids that made it this year was super fun.”

The girls lacrosse team finished the season 12–9 before falling to Red Bank Regional High School in the first round of the state tournament. While Naggar currently has no official plan to play lacrosse at the next level, she acknowledges the impact it has made on her life.

“I’ll definitely be friends with all of these girls forever, and I might play club and college. I just think it has taught me that sports are super important,” said Naggar.

Outside of gaining lifelong friends because of lacrosse, Naggar also learned that success often comes from constant vigilance.

“You need to always be looking around. You need to watch both the girl and the ball at the same time, and you need to be able to multitask, which a lot of people say is impossible, but I think most defenders have it down pretty well.”

Photo: Charley Hu


Naggar leads her last team practice as varsity captain, bringing an end to her 10-year lacrosse career.

Ellie Naggar ’25: lacrosse

Bouncing the ball against the court, Shaan Zaveri ’25 adjusts his feet as he prepares to serve. Taking a deep breath, he hits a fast flat serve out wide with his racket and rushes to the net as the opponent returns the ball. Angling his racket face, Zaveri hits a volley winner between the opposing players.

Zaveri was introduced to tennis when he was in fifth grade, inspired by his sister. Growing up, Zaveri also played table tennis and soccer, which caused him to take many breaks from tennis. He eventually decided to focus on tennis, choosing to do so because of how much he enjoyed watching his favorite players, especially his role model Novak Djokovic.

“One of my role models is Novak Djokovic. He's a pretty famous tennis player, and I like how he's calm in tense moments,” said Zaveri. “I really like his mental toughness, and that's something I put towards my game whenever I'm down a set, or I'm down a couple games, so I'm not [scared] to make a comeback or hit a shot.”

Mental toughness is especially important in tennis, since while playing, players only have themselves or a partner. Zaveri tries to exemplify this ideal, especially in a tough match.

“I'm a risk taker ... I never back down from the big moments ... and I'm never giving up on a point. Even if the ball looks like it’s going out, I'm still hustling towards the ball,” said Zaveri.

Being strong mentally and emotionally has also helped Zaveri win important matches. One such example was the 2025 Colonial Valley Conference tournament first doubles final, where he and his doubles partner Tacto Yamada ’27 were able to beat the same doubles team they had lost to previously, winning first place. 

“Winning the Mercer County tournament individually with my partner Tacto this year [was a highlight of my season], because the last two years we've been [losing] and [getting] third place,” said Zaveri.

In addition to his skills and mental strategy during matches, Zaveri has also learned to be a leader on the team, understanding the importance of balancing being competitive with having fun on the court, which stood out to PHS boys tennis Head Coach Sarah Hibbert.

“He enjoys the lighter side of things as well. He enjoys having fun on court, and I think that it's important to be able to lighten up the intensity sometimes because it can be an intense sport,” said Hibbert. “There can be a lot of pressure. So being able to find moments of comedy is important.”

In tennis, players also need to be able to grow and adapt their game to play well against stronger opponents. Last year, in the doubles tournament, Zaveri and Yamada nearly beat the number two seeded pair in a close match.

“They really rose to the level [that was needed] and played a great match. [Zaveri]’s improved over the years and I think overall he has really stepped into the role as first doubles this year, and it's been a pleasure watching him grow as a player and as a person,” said Hibbert.

Even with the amount of time and effort Zaveri puts into tennis, he has been able to find a balance between his academic and athletic lives.

“I used to schedule my tennis [according] to my school schedule, I would play right after school, and then I'd go home, and I would rest, like a nap or a snack, and then I'd do my homework, and then it's just a cycle,” said Zaveri.

This season has been his second with Yamada as his partner. After working out the imperfections in their partnership, their chemistry has grown to be stronger, built on their trust and communication.

“Last year I was paired up with Shaan as well, and we were still figuring out what we should do as doubles [partners] but this year, we were able to figure out how to play doubles and talk to each other and stuff like that,” said Yamada.

Zaveri’s tennis journey has also been about personal growth as it is about getting better as a player and being a part of the team, learning lessons along the way that go beyond the court.

“I've made a lot of good buddies that I wouldn't think that I would make just regularly interacting with the high school and the community,” said Zaveri. “[I’ve learned to] never give up and just try to have fun.”


photo: Jasur Agzamov

Zaveri finishes his high school tennis career with many accomplishments, including winning first place at the Mercer County tournament in doubles. 

Shaan Zaveri '25: tennis

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 with her family, but later in her career, she would go on to compete in major 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 began practicing at her local country club’s driving range with her sister, Madeline Zang ’23. When they practiced, they would help and encourage each other, with coaching from their father as well.

“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 still a co-ed sport led by Head Coach Patrick Noone and Assistant Coach Jess Monzo. By her sophomore year, a girls-only team was formed with Monzo as head coach. Over the years, Monzo has witnessed Zang grow both 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 discipline not only helped her grow into the golfer she is today, but also inspired her teammates—including 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 her skill, Zang, who now captains the team, is known for her leadership.

“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 echoed this sentiment, recognizing the impact Zang has had on 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 golf career, Zang has qualified for the National Junior PGA Championship, been inducted into the Rolex Honor Society, and placed in the top five at an American Junior Golf Association tournament in 2022.

Still, she admits that the sport has not always been easy—especially mentally.

“[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.

Despite golf often being an individual sport, Zang’s favorite part is when it becomes a team effort.

“[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 score for a combined team.”

Now committed to Carnegie Mellon University, Zang hopes to contribute to another successful season at the collegiate level. As she prepares to move on from PHS, she reflects on what golf has taught her.

“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

With each precise stroke, Ellie Kovalick ’25 brings her team closer to the finish line. Guided by the rhythmic splash of the oars against the water, the boat inches past the others. In a succinct, combined effort, Kovalick and her teammates secure 15th place out of a total of 90 competitors in the 2024 USRowing National Championships.

Despite doing track in middle school, Kovalick began focusing on rowing as her main sport starting freshman year. She specializes in rowing eights, the largest, fastest, and most competitive type of boat.

“I started rowing the summer before my freshman year, and I kind of just knew that I loved it,” said Kovalick. “And the thing about rowing is that it’s year-round, so it’s hard to do multiple sports at once. So once I discovered that I loved rowing, I looked back. I never really looked back. I’ve never considered doing another sport since I started.”

This commitment has propelled her to find success at the highest level. Kovalick has gone to Nationals during her sophomore and junior year. In addition, her team, Mercer Juniors, was the 13th fastest in the nation last year with this year’s national championships yet to take place. However, the achievement comes with challenges.

Throughout her high school career, Kovalick has seen three changes in coaching, turning what can be a very chaotic, fast-evolving sport into a test of resilience.

“Our team has gone through a lot so there have been rebuilding years in a way, for sure. But one of the athletes has to step up and take a more active role in how we want the team culture around how we want the dynamic of our team to be,” said Kovalick. “But overall, I think we’re a resilient group, and we managed all right, even through coaching changes.”

Despite the stress, Kovalick and her team are still very competitive. Rowers have to row nonstop for races that can be up to three miles long, such as the Head of the Charles in Boston that Kovalick’s team will participate in this fall.

Kovalick’s impact isn’t limited to her contributions on the water. Yita Moss-Wang ’25, Kovalick’s teammate and long-time friend, explained what helps Kovalick set herself apart from the rest.

“What’s really unique about Ellie is … [her] consistency, every day at practice, every day on the water; and you can see that when she rows, she’s very decisive with her stroke,” said Moss-Wang.

Sam Atter, Kovalick’s coach on the girls rowing team, confirmed her dedication.

“I think that’s been a consistent theme for Kovalick from 2023 to now: her ability to be in these hard situations, these hard races, and [being] this kind of a leader, demonstrating and acting on this is just great. If you get the job done, don’t talk under pressure kind of success,” said Atter.

Here at PHS, Kovalick has taken the initiative to expand the sport of rowing to a wider audience, founding the PHS Crew Club from its few year hiatus.

“I’ve definitely been trying to get more PHS kids involved in the sport, because it’s not too good in Princeton right now. And it’s just such an awesome opportunity … I have nothing but good things to say about [Mercer Rowing],” said Kovalick.

Kovalick is now committed to continue rowing at the Division I school of Wisconsin, in addition to serving as the Collegiate Rowing Commitments Intern. As she embarks on the next chapter of her rowing career at the collegiate level, Kovalick reflects on her choice to row.

“There’s people that discover this sport their year and immediately quit [rowing], and then there’s people that stick with it. And I think I [have] just found a passion, and it’s not something I ever want to give up,” said Kovalick.

Photo: Charley Hu

Kovalick, who has commited to the University of Wisconsin, continues her senior rowing season while looking forward to competing at the collegiate level.

Ellie Kovalick '25: rowing

Pushing past the wall of defenders, Brendan Beatty ’25 shoots the winning goal by flicking his stick forward, allowing the ball to glide into the back of the net as the crowd goes wild. With only thirty seconds left on the clock, Beatty demonstrates perseverance and grit, key skills needed to secure the win for the team. 

Beatty’s lacrosse journey started in third grade after he moved from England to the United States. Following his older brother’s example, Beatty soon picked up the sport as well. Throughout his lacrosse career, Beatty found inspiration from one of the coaches of his club team, CJ Kirst, a senior at Cornell and one of the top players in college lacrosse. Beatty learned that success in lacrosse isn’t only about skill, but patience and dedication as well.

“Hard work and dedication will take you places,” said Beatty. “You have to respect those who’ve been around longer and learn from them. It’s a slow process, and things don’t come right away.”

As a freshman, Beatty stood out to PHS boys lacrosse Head Coach Chip Casto as one the more advanced players, having experience in both hockey and lacrosse. 

“He also brought the other things you want to see in athletes, which is effort, tenacity, intensity, and commitment to getting better at the sport during the off-season, and he really personifies that,” said Casto.

However, at a higher level, it can be difficult to deal with pressures to achieve perfection. 
“There are times when he doesn't feel like he's done enough for the team and he struggles with holding on to that for too long and that might affect the way he plays,” said Casto.

However, as Beatty progressed throughout the years, he has come to understand that mistakes are just part of the process of improvement. 

“As a player he's become better at everything, at playing defense, at figuring out situations so his mental game is much better. He's a better shooter,” said Casto. 

Apart from becoming a better player, he has also grown as a person and a leader, becoming more disciplined, confident in the process of how a game will play out. 

“He’s a great leader. He’s always stepping up to do the right job,” said teammate Peter Pessutti ’27. “He’s always helping out younger kids and teaching us to do respectful things.”

Looking back on his high school career, Brendon’s advice to his freshman self is simple yet telling. 

“Don’t take anything for granted. Always go out to get more reps and work when people aren't watching or listening because that's the biggest thing,” said Beatty.

Beatty’s final season is soon to start, and everyone is looking forward to how much he has grown both on and off the field in the last four years. 

“He’s becoming more vocal and people listen to him. We’re excited to see how he leads us in his senior season,” his coach said. 

Beyond his school career, Beatty is looking forward to playing for the University of Vermont. On September 1st of his junior year, schools began to reach out to him, but Vermont stood out to him the most. 

“Vermont was one of my top schools. When I visited, I saw the campus and met the team. It checked all the boxes, and I knew I wanted to go there,” said Beatty. 


Photo: Jasur Agzamov

Beatty, who has been a lacrosse player since freshman year, looks to continue his legacy at PHS with his senior season.

Brendon Beatty '25: lacrosse

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

Photo: Katherine Chen
Spier is looking forward to another successful season, both on and off the rink.

Cassie Speir ’25: ice hockey

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

Photo Courtesy: Blase Mele
Already committed to Princeton, Mele is hoping for one more great high school season.

Blase Mele ’25: wrestling

Calling for a pass on the right side of the pitch, Connor Hewitt ’25 receives the ball
and charges up the field, cutting inside and launching a perfect cross into the box for one
of his teammates. Following the attack, Hewitt drops back and commands the defense
back into shape, stopping any chance for the opponent to score. In control of both the
offense and defense, Hewitt has been a key player in the team’s success this season.

Growing up, Hewitt did Taekwondo as well, but eventually settled on the soccer. His
decision ultimately came down to a love for the game and the people who played on his
team.

“I think it really was just my friends that made me continue to play soccer,” said
Hewitt. “My team was really good, and I really just love the game of soccer. It’s super
fun.”

Since then, Hewitt says he has continuously been motivated to improve through
watching the the world of professional soccer. He looks up to athletes who are the best
at what they do in order to continue improving in his position at right back.

“My favorite soccer player is probably Sergio Ramos. I really like his attitude in the
game and how he plays with a lot of heart,” said Hewitt. “Before games, I always watch
soccer games. I like to watch center
backs play because I feel that I’m good
at attacking, but defense is what I’m
wary about.”

Ryan Walsh, the head coach for the
boys varsity soccer team, was quick to
notice Hewitt’s progression over the
years, attributing his exciting character
and dogged personality as quality
traits.

“When Connor first tried out
with the soccer team, he was a young
freshman and he was super energetic
and you can tell that he loves soccer,”
said Walsh. “He played varsity for us
sophomore year, but he didn’t play. We
had a meeting before the offseason just
about his progress in training and stuff,
and he came back his junior year great
from the very beginning. He was so
much stronger. He was much better in
the air. He’s probably become the best
right back in the county.”

Hewitt’s strong impression doesn’t
just stop with his coaches, but is felt
through the team as well. Having spent
many years as his teammate, both on
the high school and club teams, Brian Donis ’25 knows what Hewitt brings to the table.

“Connor is someone who’s a good friend and teammate since I was in first grade,” said
Donis. “He may not wear the captain’s armband, but he gives everyone that reassurance
that we need. He always makes his presence felt, he is very loud and clear.”

According to his coaches, what sets Hewitt’s leadership apart is that he doesn’t just
order people around. He gives out directions and is respected based on the connections
he has with his teammates.

“I think my leadership really comes from the practices and team bonding. It’s
important to be a role model for them as well, to help them through practice,” said
Hewitt. “My leadership comes from getting everybody to talk and encourage them, such
as if they score a good goal or make a good save.”

However, Hewitt faced setbacks this season, most notably the injuries he picked up.

“Injuries happen a lot, especially with high school soccer because we play so many
games in a short amount of days,” said Walsh. “Guys that play maximum minutes like
Connor, you have to manage their workloads in practice. So there was a period of time
when he wasn’t really training because we had to deal with his groin and knee issues, and
we had to make sure he was ready for games.”

Even with the loss in the semifinal of the NJSIAA Group 4 tournament, the Little
Tigers had success, winning both the Colonial Valley Conference and the Central Jersey
Group 4 titles. After losing many
important senior players from last
year, Hewitt is immensely proud of
the season that his team had.

“I think that everyone really stepped
up to fill the shoes of the kids who left,
and all the new kids that were a part
of our team this year stepped up too,”
said Hewitt. “As the season started,
we didn’t have much of a connection,
but we developed as the season went
onwards. In the end, that’s how you
win championships: by having a team,
not a group of individuals.”

In the future, Hewitt is considering playing club soccer when he goes to college,
but is also thinking of playing lacrosse and hockey for fun. In the end, Hewitt is
making the most of his time at PHS, and is loving every minute of it.

“I would love to continue playing my athletic career, but nothing super serious,”
said Hewitt. “I’ll keep going to the field for soccer and to just kick the ball around with
friends, so that I can keep my skills together.”

Connor Hewitt ’25: soccer

As the opponent hitter leaps up for a swing, Anya Haeberli ’25 is in place, loading a
jump before blocking the hit back over for a point. As she lands back on the ground, her
teammates crowd around her as the bleachers erupt in a roar.

Although Haeberli started playing volleyball in sixth grade, the onset of the
COVID-19 pandemic temporarily cut her playing short. She cycled between rowing and
field hockey but missed volleyball more than she wished to play either sport.

“I really didn’t like any other sport I was doing at the time,” said Haeberli. “So I was
like, ‘let me try [volleyball],’ and it turned out to be a lot more fun than anything else.”

Although she is a successful
player now, Haeberli’s
reacquaintance with
volleyball started on a sour
note, as she failed to make
the team in ninth grade. This
was a challenging period for
her, and though she never
planned on quitting, there
were moments where she felt
like her skills did not measure
up.

“In my freshman year ...
I thought I knew what I was
doing more than I really did,”
said Haeberli. “But putting
myself out there during
tryouts was really hard for me, and I didn’t play club like a bunch of the other girls did.”

When Haeberli made the junior varsity team the following year, she started to find her
stride as a player. She recalls making her first good hit, which, even though the ball went
out, still inspires her today.

“[With] the feeling that was left on my hand afterwards, I knew that I’d done things
right. It went out, but I was like, ‘that’s what I have to strive for every single time now,
this feeling,’” said Haeberli.

Now that she is a returning varsity player and a senior, Haeberli finds that she has a
new role to play on the team. Beyond being an example for others with her skills, she
takes an active role in improving the underclassmen’s game.

“I definitely try to take on a mentorship role ... when I see [underclassmen] struggling
to do something during practice, [I point] out things that don’t seem right. [I] also cheer
for them,” said Haeberli.

According to Girls Volleyball Assistant Coach Katie Dineen, the energy and her
commitment to helping her teammates both on and off the court is the strongest traits
Haeberli brings to the team.

“There’s never a time when she doesn’t put a smile on every other player’s face,” said
Dineen. “When she scores a point, when she gets a kill, everybody cheers louder. They’re
just so happy to be happy for somebody who makes them feel important.”

One of Haeberli’s teammates, Sedona Arminio ’27, also finds that Haeberli has a
major positive influence on the team. As a fellow middle blocker, Arminio has seen
Haeberli grow over the time they have played together.

“She’s gotten much more
confident on the court. Towards
the end of the year she got the
confidence to [serve], and she
actually got to serve in a game.
We were all screaming for her,”
said Arminio.

Beyond her energy and
positivity, Haeberli is known
by her teammates as a talented
volleyball player who significantly
increased her skills over a
short period through personal
dedication. As her coach, Dineen
has seen her grow from her first
tryouts as a freshman into her key
role as a middle blocker on the varsity team.

“She ... was the starting middle [blocker] on JV, and ... she became really consistent at
blocking. In fact, she has the highest vertical of anyone in the program. And then she’s a
state champion her junior and her senior year on the starting roster, playing middle, and
just being a really instrumental part of our defense,” said Dineen.

As a middle blocker, Dineen says she reliably supports her teammates every game.

“Blockers really are the unsung heroes of the defense,” said Dineen. “She is just so
consistent in closing that block every time. Her timing has gotten much better, her hand
positioning has gotten much better, and it’s really her specialization.”

After high school, she plans to explore her interests in literature, neuroscience, and
psychology. She will not leave volleyball behind, though, and plans to join her school’s
volleyball club or intramural team.

“[Volleyball has] given me insight into having people to go to and how I want to find
that in the future again,” said Haeberli.

As Haeberli’s final year on the PHS girls volleyball team comes to a close, she leaves
some final words of advice for younger players both on and off the court.

“I think being okay with failure and having other people around you be okay with that
failure as well is really important,” said Haeberli. “Having experienced a lot of failure
myself, it’s something you just need to accept and move on from and learn from.”

Anya Haeberli ’25: volleyball

On August 21, Assistant Superintendent for Curriculum and Instruction Kimberely 
Tew released the results of PHS’s New 
Jersey Graduation Proficiency Assessment 
(NJGPA), which revealed disparities in 
pass rates between Asian, White, Black 
and Hispanic students. The NJGPA is a 
graduation requirement administered 
annually to 11th graders, though alternatives 
exist if a student does not pass the test. 


Though PHS has been known for its 
testing disparities since at least 2005, when it 
was the subject of a New York Times article 
titled “The Achievement Gap in Elite High 
Schools,” district officials, teachers, and 
students say they aren’t giving up.


This summer, the Princeton Board 
of Education approved a five-member 
Affirmative Action team tasked with 
updating the Comprehensive Equity Plan, 
a two-part document mandated by the state 
law that outlines the district’s plan to combat 
inequalities within the education system, 
including achievement gaps. 


“The work never ends; we have to explore 
and dive into data all the time. The data 
should help us make decisions about 
[whether] there are more programming 
or services that we can provide, and ... 
when we provide it. I think one of the 
foundational pieces of all of this work is 
building relationships with our students 
and with our families. [And] the more we 
know about our students, the more we can 
... excite them in their learning,” said Angela 
Siso Stentz, Assistant Superintendent for 
Human Resources and a member of the 
district’s Affirmative Action team.


The 2025 NJGPA data showed that 74 
percent of Black students and 50 percent 
of Hispanic students at PHS met the 
graduation requirements — compared 
to Asian, White, and students of other 
ethnicities having a 92 percent pass rate 
or higher. The report did not detail the 
NJGPA scores by income level. However, 
one of the priorities for Dr. Andrea Dinan, 
the director of the IDEAS center, is for all 
students to be able to access free, highquality tutoring — a service that can be 
unaffordable for many families.


“We’re working with the Pace Center 
[for Civic Engagement] at Princeton 
University, and we’re going to have five to 
seven tutors from Princeton University on 
Tuesday, Wednesday and Thursday,” said 
Dinan. “They’re going to provide SAT [and]
ACT help and AP prep, and we’re going to 
target lower-resourced families, but it will 
be open to everyone. I think that’s one of 
the ways that it really works well — if it’s 
open to everyone, but we make sure that ... 
lower income students ... know about the 
opportunities.”


In solving an issue as complex as the 
achievement gap, teachers are playing a 
role in changing the culture within the 
classroom. PHS Social Studies teacher 
Dr. Katie Dineen is an advocate for an 
educational philosophy known as the 
Universal Design for Learning (UDL). First 
designed in the 1990s based on research 
in neuroscience, UDL advocates for a 
curriculum in which students are provided 
with multiple ways to acquire information 
and multiple ways to demonstrate what they 
know. Dineen is also working to make her 
classroom more culturally inclusive.


“You know, regardless of where [students] 
come from, and especially with AP [World 
History] being such a transitory and 
international community, there’s so many 
opportunities for students to bring their 
own family’s artifacts into the classroom, or 
their family’s perspectives or speakers,” said 
Dineen. “I think I [have] created a place for 
each student to feel as though their story 
and their origin are important enough to 
be centered in that curriculum.”


Furthermore, many clubs at PHS are 
also working on fostering a supportive 
community among underprivileged 
students. This includes Generation 1, a club 
focused on helping students who would be 
the first generation within their family to 
pursue higher education.


“I know from my personal experience, 
my mom didn’t get to pursue a further 
education, [so] I struggled a lot trying to 
figure out resources for SATs or college 
[applications] or just finding things in 
general to help me throughout my school 
journey,” said Aimy Solares-Zacarias 
’26, who serves as the co-president of 
Generation 1. “Our main goal is to just 
help provide those resources for kids who 
are [first-generation students] on their 
pathway to [higher education].”


Solares-Zacarias recalls a period of 
academic isolation within her own journey 
where she was afraid to ask for help. Today, 
she encourages her fellow students to follow 
a path similar to her own by contacting 
Generation 1 to find a community of 
academic support. 
“If anyone is reading [this] and they’re a 
[first-generation] student, I want them to be 
able to reach out to us because I know it’s 
not embarrassing or a weakness to want to 
ask for help,” said Solares-Zacarias.

Graphic: Katherine Chen

NJGPA passing versus not passing rates for different races at PHS.

The achievement gap at PHS

### Whitney Davidson-Hinz

Whitney Davidson-Hinz has wanted to teach history 
since high school, crediting one of her own teachers as 
the inspiration behind her choice of career. 


“[She] changed my life and really inspired me ... I decided 
I wanted to do for others what she had done for me ... I had 
originally thought about history as a collection of facts and 
dates, and [my teacher] encouraged me to think about it as 
a discipline, the craft of a historian [as well as] a contested 
narrative that people fight over,” said Davidson-Hinz.


Over her past 20 years as a teacher, Davidson-Hinz has 
applied her craft across the country in places as wideranging as California, Iowa, and New York. However, she 
sees the Princeton community as uniquely encouraging 
towards developing meaningful connections between 
teachers and students.


“In speaking with many, many people in this community, 
I got the sense that this was a place that had a lot of shared 
values with me in terms of my own approach to teaching 
... on day one, emphasizing the importance of developing 
relationships with kids and keeping that central to my 
work was very inspiring, and you don’t always hear that,” 
said Davidson-Hinz.


This year, Davidson-Hinz will be teaching U.S. History 
I and AP U.S. History. In the classroom, she strives to 
encourage open discussion and careful source analysis, 
emphasizing the role history class plays in developing 
essential life skills.


“The skills we are reinforcing in history are critical 
toward any number of aspects of living a good life ... that 
would include the development of critical thinking skills, 
our media landscape [being] saturated with AI as well 
as misinformation ... you need to be able to distinguish 
between what’s accurate and what’s inaccurate. I think 
history [also] teaches empathy as we learn about other 
ways of life ... it gives you a way to think about why things 
are the way they are today,” said Davidson-Hinz.


Davidson-Hinz is also a singer-songwriter, and enjoys 
performing her original compositions at Open Mic nights. 
She also frequently visits national parks with her family 
and loves collecting stamps at each one for her national 
park passport.

### Prutha Patel

As a self-described adventurer and thrill-seeker, Prutha 
Patel’s newest adventure brings her from Minnesota to PHS’s 
math department to teach Geometry and Pre-Calculus 
Accelerated. Patel joins PHS after two years of teaching at 
Albert Lea Area schools in Albert Lea, Minnesota, where 
she served as both a technology teacher and robotics coach. 


“Two years ago, I was a first-year teacher and I accepted a 
role [to] teach technology instead of math. I really enjoyed 
teaching technology, [and] I was also teaching designing, 
robotics, 3D designing, [and] Python,” said Patel. “My 
students were very interested in robotics, [so] I decided to 
start a club and coach them [for robotics competitions].”


Growing up, Patel was inspired to become a teacher by 
her father, who was an educator himself. However, as an 
undergraduate at the University of Minnesota, Patel decided 
to pursue computer engineering — but later realized that 
path was not for her.


“I did take some computer classes in college, but I ended 
up liking the math part of computer science and not the 
computer part of it. So that’s why I decided to just major 
in math and become a teacher,” said Patel. 


Although Patel chose to teach at PHS for its learning 
environment, she also recognizes a certain competition 
between students that was not particularly evident at her 
former school.


“For students [at PHS], they are constantly looking 
for that competition. I think that’s the mindset that they 
have: ‘Oh, if my friend took Accelerated Geometry, I have 
to take that as well’,” said Patel. “Everyone’s different, and 
just because your friend is ahead doesn’t mean that ... you 
have to [be] as well.”


Thus, Patel hopes to create a more collaborative and 
engaging environment in her classes. 


“Oftentimes, it is working with someone and not having 
to submit any formal paper. Instead, [students are] working 
with someone on a board where ... you just have to write an 
answer. So [students are] freely thinking — and whatever 
is in their mind, they’re writing it down. It just helps them 
look at math in a different perspective.”

### Jessica Zhang

 Jessica Zhang, PHS’s newest art teacher, says she could 
have predicted half of her title — “teacher” — ever since 
she was a kid.


“I always knew that I was going to be a teacher because 
my parents always said that I was very bossy growing up,” 
said Zhang.


However, the “art” part would have come as a surprise 
to a younger Zhang.


“I was really bad at [art] when I was a kid — it was 
something that was forced onto me, so I never really liked 
it. But then I had some really good teachers in high school 
that really helped nurture my creative expression, and that’s 
where that passion came,” said Zhang.


This year, Zhang will be teaching four sections of Studio 
Art I, the introductory visual arts course at PHS which is 
the prerequisite for all other classes in the program. For 
her, one of the main attractions of PHS was its strong art 
program. 


“I was very impressed [by] the Numina Gallery and I 
was very inspired and ... very motivated to work here,” said 
Zhang. “I get to develop a lot of one-on-one relationships 
with students [and] we do deeper engagement with the 
work rather than the fast pace of elementary school.”


Zhang is a recent graduate of The College of New Jersey 
and was previously an elementary school teacher in the 
South Brunswick school district. For her, the switch, while 
noticeable, has been worth it.


“I [taught] in elementary school before this, [and] it’s very 
different. I really like [PHS] so far because I get to develop 
a lot of one-on-one relationships with students, [and] we 
do deeper engagement with the work rather than like the 
fast pace of elementary school,” said Zhang.


In her free time, Zhang hopes to continue her various 
hobbies, both artistic — stained glass, working with yarn 
and fabric — and not, like cooking and long walks in the 
park. However, her biggest passion is her students.


“[I’m] passionate about seeing students’ confidence as 
they become more familiar and they develop skills in art,” 
said Zhang. “ I would say [it’s] always [about] the connec- tions that I get to make with students.” grow ... [it’s] always 
[about] the connections that I get to make with students.” 

Photo: Charley Hu


Zhang helps Markintosh Barthelemy ’29 with negative 
space drawings in Studio Art I. 

PHS new teacher profiles

As a new school year begins at PHS, the 
school administration is taking a different 
approach to the education system. Dubbed 
“Deep Learning” by Principal Cecilia Birge, 
the plan aims to bring a different perspective 
of what it means to learn at PHS. 


The backbone of this approach consists 
of the changes to the bell schedule. At the 
end of each typical Tuesday and Wednesday 
(B2 and B3 days, respectively), the 
administration has added a flexible learning 
lab time dedicated to getting school-related 
tasks done. This change also shortens the 
previously 90-minute instructional blocks 
to help take pressure off of students. 


The root of these changes lies in a 
Grawemeyer Award-winning book, “In 
Search of Deeper Learning: The Quest to 
Remake the American High School” by Jal 
Mehta and Sarah Fine. Assistant Principal 
Lauren Freedman notes the recurring 
themes of the book and relates it to the 
changes made to the bell schedule. 


“One of the things that kept popping up is 
that a lot of students learn through their own 
self-exploration and doing things that they 
love, and it’s not necessarily sitting in your 
class,” said Freedman. “It’s through going 
and meeting with your clubs and learning 
to work with one another and things like 
that actually help people grow more than 
necessarily just sitting in the classroom.”


Newly elected PPS Superintendent, Dr. 
Michael LaSusa, seconds the need for selfsufficient growth outside the classroom.
LaSusa hopes that PHS will provide and 
encourage an environment where students 
can learn to think critically and contribute 
to a wide variety of environments — 
whether it be in the workplace, civic life, 
or family life.


“I think we’re living in a very polarized 
society right now — not just in the United 
States, but all over the world — and it’s 
incredibly important that students develop 
a capacity to listen to people who might not 
share their exact viewpoint, and engage 
meaningfully in conversation and dialogue 
with diverse people [who have] diverse 
perspectives,” said LaSusa. “We want to 
try to provide everyone with experiences 
that create balance and perspective and 
appreciation for others, and, of course, a 
knowledge base and a skill set that prepares 
them to do whatever it is they want to do 
once they leave.”


The administration hopes that these 
changes will be used responsibly and to 
the fullest extent by the students. However, 
if modifications are needed, surveys and 
opinions from the students will be taken 
into account for the future. Birge expresses 
her satisfaction for the bell schedule change, 
but recognizes that the effectiveness will 
depend on students.


“I genuinely think that we reached a sweet 
spot after so many revisions. But having 
said that ... the Tuesday flexible learning 
time was designed with a lot of intention 
for targeted support. If students abuse it, 
then we’re placing that burden for teachers 
to teach more in the instructional blocks 
[of this] bell schedule,” said Birge. 


The PHS administration credits the 
development of the new schedule that fits 
deeper learning to the feedback provided 
by both students and teachers at the end 
of last year. 


“Trust me, we read every single thing 
that students present to us. We may or may 
not be able to modify the schedule or our 
approach for all kinds of reasons, but we do 
read everything. We really value everything 
you present to us. We think it through and 
we try our best to incorporate it so those 
surveys are important,” said Birge. 

Photo: Katherine Chen


Chemistry teacher Janine Giamanco assists Alex Paul ‘27 in making up classwork 
during newly instituted Flex learning times. 


PHS administration envisions “Deep Learning” for upcoming school year 

Decades after the 26th Amendment lowered the voting 
age to 18, a new generation of activists are raising a 
familiar question: should 16 and 17 year olds be allowed 
to vote? At PHS, Carina He ’26 is answering this question 
by starting a chapter of the national Vote16 campaign. 
Vote16 is a national organization that, for over a decade, 
has worked to expand voting rights to 16 and 17 year olds 
in Board of Education elections at local, statewide, and 
national levels. The campaign has seen success in 12 cities 
across the United States, most recently in Newark, New 
Jersey. Through her club, Youth Civic Leaders of America 
(YCLA), He has partnered with co-leader Ash Nieman ’26 
to promote Vote16 and increase civic engagement in the 
Princeton community. 


The Vote16 initiative argues that since students at age 16 
and 17 years olds begin to take on more adult responsibilities 
— such as working a job and driving — they should also be 
granted the right to vote in local elections. This is especially 
relevant in Board of Education elections, since the decisions 
made by the Board primarily impact students. 


“The Board of Education is [like] the government to the 
students, [so] students [will be] able to understand how 
to vote in this ... more controlled environment ... rather 
than just going straight into voting when they’re 18 years 
old in a presidential election where the entire country [is] 
voting — [so] they’re able to see civics education take form 
in their local area,” said He. 


He and Nieman have also cited voting in school board 
elections as a beneficial way for young people to apply 
their knowledge of civics education outside the classroom. 
“[At PHS] we have this baseline of education about U.S. 
history and our teachers stress how important voting is as 
a democratic right. It’s not like we don’t know anything 
about voting, but [when you] start that process younger 
... [you’re] much more likely to turn out for state elections 
[and] representative elections,” said Nieman. 


According to Tufts University’s Center for Information 
and Research on Civic Learning & Engagement, a nonpartisan research organization focused on youth civic 
engagement, young voter turnout dropped from over 
50 percent during the 2020 presidential election to 42 
percent in the 2024 election. The top reasons for youth 
who had not registered to vote were disinterest in the 
election, lack of time, and absence of knowledge about 
registration deadlines. 


“Generally voter turnout is still not that great, especially 
in school board elections, the turnout is only like 10 percent 
— which is terrible. And since we’re in such a dire political 
climate right now, it’s very important that we teach the 
people who will be voting in the next presidential election 
[or] the Senate election ... We have to teach them the habit 
of voting, how important it is, how to vote, [and] how to 
register vote,” said Nieman. 


 YCLA has been working with several members of the 
PPS Board of Education and Brian McDonald, a Princeton 
town councilman, to propose Vote16. On September 8, 
YCLA spoke with the entire Princeton Town Council to 
introduce the initiative. Though the initiative received 
positive feedback from the Town Council, concerns have 
been raised over the rollout of the initiative. 


 “The other opposition we’ve seen comes down to money 
... The ballot for the school board is the same ballot as the 
[ballot] for a state election. So in order for [students] to 
vote ... new ballots have to be printed that only have school 
board members,“ said Nieman. 


The Council also expressed concerns regarding the 
maturity of 16–17 year olds and their eligibility to vote in 
school board elections. Unless the bill is passed through 
state legislation, legal barriers make it harder for 16 year 
olds from being given the right to vote in Princeton.
Unlike Newark, where Vote16 was successfully enacted, 
Princeton is not a Faulkner Act community. The Faulkner 
Act, which is also known as the Optional Municipality 
Charter Law, grants municipalities the right to choose their 
own form of government and gives a significant degree 
of power to the locality. Therefore, in order to get the 
Municipality of Princeton to pass Vote16’s proposal, YCLA 
has to overcome more legal hurdles than they would have 
had to in a municipality operating under the Faulkner Act. 
Despite this, several members of the Board of Education 
and the Town Council have expressed support for Vote16, 
believing it would be beneficial for the youth to express 
what they care about. 


“Youth are the most invested demographic in [the] sort 
of the issues that I think local government needs to be 
taking the most decisive action on, like climate change 
and active transportation ... I think those are issues that are 
the most important issues for society as a whole, but older 
voters don’t always get it. That’s why I think it’s positive 
for society to have, for the community as a whole, to have 
youth engagement,” said Cohen

Photo Courtesy: Carina He

PHS students campaign for 16 and 17 year olds to vote in school board elections


PHS students campaign for 16 and 17 year olds to vote in school board elections

The PHS technology department made significant 
changes for the 2025–2026 school year, including issuing 
new MacBooks for all students and with them, a ban on 
several popular sites like ChatGPT.


Towards the end of last school year, students returned 
their old MacBooks and chargers. Then, in August, students 
had to schedule an appointment in the afternoon to pick 
up their new device, the 2022 MacBook Air. PPS Chief 
Technology Officer Todd MacDonald explained that this 
cycle occurs every few years.


“The devices have significant battery deterioration [over 
time which is] the major issue. [And] as you can expect, 
students do beat up the devices over time. These devices 
... require a lot of maintenance as battery life diminishes 
[and] it [eventually] becomes a situation where it’s a lot 
easier for us to replace the whole fleet [of MacBooks] than 
support one type of device over time,” said MacDonald.


The old MacBooks were sold to a third-party vendor, 
and the tech department used money acquired from that 
sale to buy the new devices. However, because the Apple 
brand is costly, the district had little flexibility in which 
model they could buy. In part to account for the cost of 
the MacBooks, the technology department switched device 
managers from a relatively expensive program called Jamf 
to a less costly manager called Mosyle. 


Mosyle gives the technology team a better view of what 
sites are being accessed, and through this, they can decide 
which sites can be whitelisted for students to view. However, 
as MacBook distribution has only recently been finalized, 
the technology team has not had the opportunity to begin 
adjusting the filtering system of the device manager.


“[PHS students] may have experienced that they feel 
like the devices are locked down more. It’s not necessarily 
true. There’s a new filter in place, and some filters have 
different categories ... It hasn’t been tweaked yet based on 
what’s being requested. If students are requesting access 
[to a website] ... they should let us know because we review 
that [request] with the administration, with the curriculum 
office, and we’re in the business of trying to make learning 
accessible,” said MacDonald.


PPS has, however, decided to implement Mosyle’s 
academic dishonesty restrictions, resulting in many AI 
or AI-related sites being banned, including ChatGPT. 
Assistant Principal Rashone Johnson said that the ban is 
a result of complaints and conversations among teachers, 
administrators, and the Board of Education.


“We want you to be able to think critically. We want 
you to know how to do the proper research to be able to 
support whatever it is that you’re writing about or your 
opinion on something. [And] we want those thoughts to 
come from you,” said Johnson.


However, not all students are in complete agreement 
with the decision.


“I think [the new system] is a net positive in the sense 
of security, but it can also ... be used in an oppressive way. 
[Though] banning ChatGPT does stop students from using 
generative AI for school assignments, [it] also ... cuts off 
students’ capabilities for more creative uses of AI, similarly 
to how stopping students from using a calculator [in] math 
class just leaves them not being able to understand the full 
function of a calculator,” said Shriram Joshi ’28.


The PHS administration has installed AI usage posters 
specifying different levels of acceptable AI use, ranging 
from “none” to “AI-generated with editing,” in many 
classrooms, with the vast majority of teachers enforcing the 
“none” category. They administration created the posters 
based on feedback from teachers on AI usage by students.


“It gives us a common language that helps teachers 
discuss what level of AI is acceptable in their class, and 
it allows students to also think about how they’re using 
AI, whether they’re using it as a tool to supplement and 
enhance what they’re doing, or they’re using it as a crutch,” 
said U.S. history teacher Dr. Rick Miller. 


Anna Soriano currently has her English I and English 
III students write essays in class to prevent the usage of 
AI, though she does acknowledge the power of the new 
technology. 


“We use all sorts of assistive technology to help us 
throughout the day. I think that we need to prepare students 
for what’s coming, and they’re going to walk into a world 
where AI is everywhere,” said Soriano.

photo: Katherine Chen

Agatha Patten ‘27 and Benji Caswell Klein ‘27 work 
on their computers during Tiger Time.

PHS tech department distributes new MacBooks, with new restrictions, to students

Even with a busy schedule, Andrew
Kim ’26 always finds a way to pursue
his passion: singing. Kim began to
sing at the age of 10, and ever since,
music has shaped who he is. Through
years of choir and singing with his
acapella group, Around 8, as well
as Studio Vocals, he has grown and
discovered a supportive community,
helping him find his voice. He plans
to carry his passion with him to
college, where he hopes to join an
acapella group.

**How did you start singing?**

I started singing in elementary
school. It was a requirement for
Community Park. At first I didn’t
really think much of it. It was more
like my parents told me to do music,
and so I did it. But then going to high
school, this is where Mr. Metallo
opened my eyes to singing. I had so
much fun freshman year. And that’s
when I started doing more singing.

**Do you have any favorite songs? If so, what are they?**

We had a song for Studio Vocals. It was called “I’m Gonna Live Until I Die.” Even
though I just sang the bass part, like the supporting track, it was so much fun, and I
had an amazing time.

**Who is your favorite artist?**

Right now, I’d say Grant Perez. I really enjoy his music when I’m studying. It has a
nice, relaxing vibe.

**What is your favorite genre of music? Why?**

To sing, I’d say jazz. I think it suits my vocal range, so it sounds better. I [also] listen
to jazz, but when I’m doing work or exercising, I like to listen to pop.

**What is your favorite memory of being in the PHS Choir?**

My favorite memory is definitely going on the trip to Italy. We got to perform at many
Gothic buildings. It was so cool to sing with the university students. It was really cool
to embrace the culture.

**What is has your experience in
Around 8 been? When did you
join? What inspired you to join?
What is your role?**

I joined sophomore year. My sister
recommended it to me because she
thought I’d enjoy it, and I really do
enjoy it. This year I’m going to be
the music director, so I’ll be leading
the group. Usually we have two hour
rehearsals twice a week. We will
start off with getting to know each
other and catching up, then we do
vocal warm ups, and then, we get
into practicing our songs. We have
our back to school performance on
September 25, so we’re formulating
the songs we want to choose. We
usually choose by voting, so each
member gets to vote on songs they
like after hearing them.

**How do you balance school and
music?**

It’s important to be punctual
because when you have a lot on your mind, you can’t really focus on one thing since your
mind gets dragged around. Speaking from my sophomore and freshman year experience,
managing school and choir was not that big of a burden, especially because I didn’t take
that many APs. Junior year was when it really started kicking in, so I struggled a little bit.

**Any advice you would give to younger singers?**

I think [you] should just try it out and see how you like it. I think for singing, as long
as you like it, you can be good at it. I remember in freshman year, I really didn’t think I
was adamant auditioning for Around 8 because I knew that there were so many more
talented singers compared to me, but I’m glad I took that risk. And so I think for younger
singers, you should definitely take that risk, and have a little faith in yourself.

**Will you continue to sing after you graduate?**

I would definitely continue to sing after graduating. I have a lot of interest in college
acapella groups because they’re pretty cool. I might try that out. But other than that,
I’m not sure if I’ll really pursue a career in music, although I really enjoy it. I think it’s
more of a hobby than a career.

photo: Katherine Chen

Andrew Kim ’26 sings “Back to Black” by Amy Winehouse, one of the songs in Around 8’s repertoire.

Student artist of the month: Andrew Kim ’26 

As a child, Sylvia Schreiber ’26
would sit at the dining room table
for hours, happily doodling with
crayons. Though she’s transitioned
from crayons to watercolor and
gouache, the importance of art in
her life has stayed the same. In her
time at PHS, her illustration work
has included t-shirts, programs, and
this year’s school-issued planner.
She’s currently compiling pieces for
her portfolio as part of applications
to art school, where she hopes to
further expand her artistic abilities,
preparing her to eventually work as
an artist professionally.

**What childhood experiences
shaped you as an artist?**

I remember when I was little my
mom would put me to bed and then
I’d get up and turn my light on and
start drawing — I was trying to
copy the cover of one of my picture
books because I loved it so much.
And then my mom would come and
be like, “Sylvia, go to bed.” Picture
books really inspired me to create
art when I was younger.

**What are you drawn to depicting in your art?**

 Anything in the natural world is my go-to. I like things with patterns, so obviously
nature has a lot of patterns, but also architecture ... I like to push myself to draw new
things a lot of times, but I would say nature is a big one ... I feel like the repetitive motion
of drawing the same thing over and over again is definitely calming.

**What mediums do you work with?**

I work in 2D mostly; that’s what I’m most comfortable in. But within that, I do a lot of
stuff. Drawing, painting, and printmaking are the three that I do the most. I love watercolor.

**Are there any mediums that you’re experimenting with right now?**

I’m trying to do more printmaking. I really like printmaking. I’ve been doing some
classes at the Arts Council on linocut and stuff like that, and I think why I like it kind of
ties back to the patterns — you can
print it over and over again. And I
just like the look of print making,
so I’m trying to do more of that
right now in my portfolio and just
also for fun.

**What are some of your
inspirations and influences?**

My sister, just her being in art
school and all of her friends, I follow
them all on Instagram and I get to
see all of their amazing work and
sometimes I’ll take an idea from
there ... Having my sister in art school
is really cool to see, because it’s, like,
whoa, that could be where I am in
a couple years. Barbara de Lorenzo,
she works at the Arts Council ...
She illustrates children’s books, and
she mostly works in watercolor,
so she’s helped me a lot with my
watercolor abilities. When I paint
with watercolor, I’m channeling
Barbara DiLorenzo. She’s definitely
helped me grow as an artist.

**What’s your artistic process?**

 I have a sketchbook at home that’s really just whatever comes out ... A lot of times,
when I’m feeling like I want to do something art-related, I’ll just sit down with that and
just write or draw, or do whatever is inspiring me at the moment; I’ll try to get it down
on paper ... So then when I know what I’m going to do for my project, it comes with
some trial and error ... So I do a lot of practice sketching. And then I’ll try to see if I
have materials at home or if I need to get some from the Arts Council ... You just have
to start and challenges always arise ... It’s kind of inevitable that at some point, you’re
going to be like, this is terrible. But more times than not, it’s not terrible and you just
need to work through it.

**What goals do you have for yourself in your art in the future?**

I want to get into an art college and I want to just enjoy that to the best of my ability
without having to think too much about what exactly I’m going to do with art after
college. I just want to really explore my own style and develop my own style as an artist
... Even as art becomes my work, I also want to just keep enjoying it.

photo: Charley Hu

Sylvia Schreiber ’26 sketches to plan out a print for her art school portfolio.

Student artist of the month: Sylvia Schreiber ’26

With the start of another school year, yet another group of
sophomores are looking for ways to fulfill their community
service hour requirement. Many community services
programs are offered at Princeton High School, focusing
on topics such as tutoring, health, and the environment.
However, there are also a variety of arts community service
programs at PHS.

The Arts Council club provides an opportunity for
students to work together on projects such as decorations
for the school and cards for senior centers or hospitals. For
example, during the winter, the club puts up snowflakes to
heighten the festivities.

In addition, the club also collaborates with the Arts
Council of Princeton by volunteering at events and camps
that the council hosts.

“During camps ... we assist with cleaning, with [art] skills,
and just talking with the children. Children as young as
kindergarten all the way through middle school [come to the camp], and our goal is just to spread
art [to them]. A lot of the people that are
in the club are interested in art, and we
want to give back to the community,”
said Vanessa He ’27, one of the leaders
of the Arts Council club.

While the Arts Council club focuses
on giving back to the community, it also
brings together community at PHS.

“While we [work together], people
are also talking. And I think that’s also
another way for people to connect with
peers, not just the whole community
itself,” said He.

Another arts community service at
PHS is School Beautification. A newly-
formed club, their goal is to improve
the appearance of
PHS in order to create a more welcoming
environment for both students and teachers.“Art creates a welcoming environment
because ... abstract shapes and colors
usually inspire creativity among people
and individuals. Seeing art every day
makes the space look less monotone
and [industrial-like]. Instead, the more
creative, welcoming environment would
help students be more productive,” said
co-leader Lucy Wang ’27.

The club also hopes to expand the scope
of their projects in the future.

“I also hope that in the spring we are able
to collaborate with some other community
service organizations to hopefully plant
flowers, or [install] plant pots inside the
school,” said Wang.

The service project Make Your Mark
has a different approach to helping the community. Focusing on creating crafts such as jewelry
and clay keychains, the program donates all the handmade
crafts back to the Rise organization.

Rise, a nonprofit social support project based in central
New Jersey, helps the community through food pantries,
thrift stores, and educational programs. In addition to
making crafts, the club also organizes volunteering and
crafts events for the community.

“We plan to bring arts and crafts opportunities to our
community through hosting crafting events at Princeton
Public Library,” said Jessica Zhang ’26, a co-leader of Make
Your Mark. “We [also] organize volunteering opportunities
at [Rise’s thrift store], helping to work and manage the store.”

Overall, while the main purpose of each community
service project is to give back to the community, members
also find themselves connecting and bonding with each
other and the community.

photo: Katherine Chen

Vanessa He ’27 and Kenzie Miller ’27 talk to a student about the Arts Council club.

A guide to arts-related community service programs

A K-pop girl group fighting a hot demon boy band for the fate of the world? When I first heard the premise of “KPop Demon Hunters” from my sister, I laughed it off. After much insistence, I reluctantly sat down and watched what would become the cultural phenomenon of the summer. But it wasn’t just a stroke of luck that the movie was such a massive hit. 

For me, the true magic of the movie wasn’t its punchy animation or catchy songs, but its incorporation of Korean culture. My reluctance came from a disappointing experience with another animated movie released over the summer, “Elio”: just another generic plot and recycled animation style. 

However, “KPop Demon Hunters” pulled me in because it went beyond using Korean culture as just another trendy aesthetic. Director Maggie Kang’s nine years of research is evident throughout the movie, referencing Korean mythology as well as lesser-known Korean dishes. For example, protagonists Rumi, Mira, and Zoey, collectively known as Huntr/x, try to save the world from demons by sealing them through the “Honmoon” with their songs. The idea was taken from Korean muldang dancers, women who perform protective rituals. Even Derpy and Sussie, the internet-famous tiger and magpie duo, were designed after minhwa, Korean folk art. 

The highlight of the entire movie for me came towards the end. The Saja Boys, an all-demon boy band and nemesis of Huntr/x, perform their chart topping song “Your Idol.” After my sister and I had managed to stop singing along, I noticed their outfits, traditional Korean clothes called hanbok. All of them even wore the traditional hats (gat), a detail my mother was all too happy to point out. 

Even songs from Huntr/x and the Saja Boys — fictional groups — topped the Spotify charts, surpassing very popular groups like BLACKPINK and BTS. But the movie’s ultimate success is the buzz surrounding what I consider the movie’s best song: “Golden,” which is now being considered for Best Original Song for next year’s Oscars.  

I still believe one of the main reasons behind the popularity of “KPop Demon Hunters” is because of how well it knew its audience. The movie tapped into a pre-existing interest towards K-pop and Korean culture, fueling its popularity globally. Nowadays, animation studios are finding it harder to come up with original ideas that still grab the audience’s interest. But as “KPop Demon Hunters” has shown, true connection isn’t found in generic plots, but in the heart of a cultural moment. 

“KPop Demon Hunters” slays 

How many of us have watched “The Office” too many times to count? For anyone looking for something new, we now have “The Paper,” a spinoff about a failing newspaper in Ohio struggling to reestablish itself. Through 10 episodes, each 30 minutes in length, the volunteer journalists working for the new and improved Toledo Truth Teller encounter new experiences and are filmed along the way. 

So, how are “The Paper” and “The Office” related, and how do they compare? Well, their connection is shown in the pilot episode with the return of Oscar Martinez, a former employee at Dunder Mifflin, the setting of “The Office,”  now working as head accountant for The Truth Teller. Throughout the series, there are various easter eggs and references to the show’s predecessor. However, you don’t need to be a die-hard “The Office” fan to enjoy its satiric and mockumentary-style comedy. 

In terms of style, “The Paper” has used “The Office” as a template, taking inspiration from the familiar confessional sequences, shaky footage, and reaction shots. In relation to characters, there aren’t any striking parallels. 

Like the first season of “The Office,” everything is fresh, the actors are developing their characters, the writers are testing the waters, and the show is discovering its true purpose. Since it’s already been renewed for a second season, I think we will see growth on all fronts. 

The show not only hooked me because of its resemblance to “The Office,” but as a writer myself, I was intrigued by how Hollywood would portray journalism. The characters know they live in a pretty ordinary place, but in everyday events, they find the story and make those events interesting to their readers. A great example is how two of the main characters, Ned and Mare, go mattress shopping and uncover the layers of deception involved in unfair pricing. Pulling together a cohesive story from only bits and pieces is a skill that, like them, I hope to master. Overall, the realities of journalism shown in this series is something I deeply appreciate and admire. 

However, what doesn’t need refining is the comedy. For me, one of the funniest characters on the show is Esmeralda Grand, a wacky Italian woman played by Sabrina Impacciatore. Her accent on certain words and the drama that she brings to every situation is hilarious. Whether it’s the sarcastic comments, the pranks, or the cringe-worthy moments, “The Paper” never fails to make me laugh. Often I find myself looking forward to the time in my day where I can relax on my couch and watch an episode or two and decompress.

“The Paper:” a successful spinoff 

# **Harmony Project**

The Harmony Project is a testament
to the transformative power of music,
fostering artistic skills of students while
simultaneously spreading joy to elders
at senior care centers. The project is also
part of the community service program,
allowing students to earn hours while
enjoying music.

“We’re all really passionate about music
and performing. It’s really nice to see
the people who live at the senior centers
and [how] their faces light up,” said co-
president Sarah Chen ’26.

The project is mainly student-operated,
with orchestra director Robert Loughran
being the advisor. The students reach out
to the care centers and set times for their
performances.

“[The club] is mainly led by myself, my
co-leader Sarah Chen, and our officer Ash
Nieman, though the club itself is supervised
by the orchestra teacher ... we often invite
other PHS musicians groups, such as
acapella groups to perform as well,” said
co-president Daniel Haiduc ’26.

Through the project, the students are
able to make connections not only with
each other but the people at the center.

“Last year, in the spring, we hosted Cat’s
Meow as well as Cloud Nine, which the
seniors at the senior center really enjoyed,”
said Haiduc.

The project currently consists of 10
people, including a guitarist, singers,
pianists, a violinist, a cellist, and flawtists.

“We are trying to incorporate some
chamber music, which is where you play
with people of different instruments and
you play pieces together,” said Chen. “So if
we were to do something like that, we would
probably want to hear people’s musical
levels, to be able to pair them together.”

The goal of the project is to share their
passion for music and give back to their
community in a fun and joyful way.

They meet each Friday to discuss their
plans for the performance that takes place
on Sunday. All students are encouraged to
join, and anyone interested should contact
Chen or Haiduc.

**Music Mentoring**

If you’ve ever seen a group of elementary
schoolers with instruments filing into the
PAC after school, they’re probably a part of
the Music Mentoring program. This long-
standing community service club connects
fourth and fifth grade students from PPS
elementary schools who are beginners at
an instrument with high school mentors.
Each mentor works with a small group of
kids who all play the same instrument.
A typical lesson is 40 to 45 minutes long
and consists of each mentor instructing
the kids, helping them with musical
assignments from school, and, ideally,
getting to work with each kid one on one.

“I like whenever you can actually help
one of the kids and you notice a difference
that you can tell comes from your teaching.
It’s a really cool experience. You help
someone and you know that,” said co-
leader Julian Suozzo ’26.

Both Suozzo and co-leader Seigo Iwata
’26 joined Music Mentoring as elementary
school students and became mentors
themselves once they reached high school.
The leaders agree that the program has
stayed true to its original purpose.

“It’s been providing an opportunity to
both students and also, sophomores and
juniors at the high school,” said Iwata. “It
gives high schoolers a teaching opportunity
— learning how to coach kids, to deal with
younger kids. And then the kids learn from
older and more experienced people.”

This year, Iwata and Suozzo hope to
expand the program by getting more
high school mentors invovled. As more
elementary schoolers have joined the
program in recent years, finding enough
qualified mentors has become an issue.

“There was one point where I was alone
with, like, eight kids. It was terrible. I could
not get to each one individually,” said Iwata.

Music Mentoring is open to all students
who play an instrument and would like to
help elementary schoolers develop their
musical skills. Interested students should
contact Joe Bongiovi, one of the band
directors as well as the club’s staff advisor,
or either Suozzo or Iwata.

photo courtesy: Daniel Haiduc

Sarah Chen ’26 plays the piano at the Carnegie Post Acute Care Center for the senior citizens.

Two clubs using music to serve their community

The start of the new school year has brought many 
changes to Princeton High School: new teachers, new 
schedules, new facilities, and — most noticeably — new 
school-issued MacBooks. On paper, the laptops are a 
clear upgrade: faster, sleeker, and 
more powerful. But beneath that 
polish, many students have run 
into something less exciting: a 
wall of restrictions.

Last year’s devices allowed 
students a degree of flexibility 
across multiple apps. Students 
once had access to Adobe Creative Cloud — tools like 
Photoshop, Illustrator, Premiere Pro, and InDesign — 
which were heavily used by visual arts elective classes, as 
well as various clubs like Yearbook. 

When access to key academic or creative tools is blocked, 
not every student has a clear or immediate path forward 
— especially those who may not know how to navigate the 
tech support process. That gap points to a deeper equity 
issue of technological fluency — an issue that our tech 
department should work to solve, potentially by hosting 
assemblies to instruct students. Still, Dean Diana Lygas 
believes that the district is moving in the right direction. 

“There is certainly a balance that comes into play. 
[Unfortunately], that sometimes means blocking access to 
certain content that might be non-educational, disruptive, 
or inappropriate,” said Lygas. “But I love that our students 
have the benefit of receiving a school-issued computer as 
nice as a MacBook. It offers so much power and creativity 
in what students can use it for.”

However, students such as Adam Kaplan ’27 argue 
that the benefits of the investment by the school are 
significantly cut short through device restrictions.

“If you’re giving us computers this good, we should 
be doing something with them, considering [the 
district] just spent hundreds of dollars per student 
getting us these crazy computers,” said Kaplan. 

The abruptness of the technology changes have 
wreaked havoc on the workflow of not just students but also 
teachers as they have lost access to classroom technology. 
Printers, document cameras, and DVD players — each 
pieces of technology that had previously been integral parts 
of the way some teachers have conducted classes — have 
disappeared without explanation or forewarning. 
 
“Our old dock cameras [and] DVD players are gone 
... they’ve just ceased to exist ... they [are] no longer here 
in any of the rooms. [The] new technology sounds great. 
However, it doesn’t allow us to teach the same materials 
that we used to,” said English teacher Anna Soriano.

Restrictions on technology, while well-intentioned, are 
detrimental largely for the same reasons that helicopter 
parenting creates ineffective adults — people need to 
learn from failure. We implore administration to keep 
our school’s motto at the top of their mind: learn to live. 
It means — in today’s day and age — learning to live not 
just with technology but also using it appropriately as a 
tool. This requires being exposed to the technology of 
tomorrow in an environment where students can learn to 
use it effectively and to their benefit, while continuing to 
maintain an environment of genuine learning. And this 
is difficult to accomplish through the sudden removal 
of integral websites, apps, and classroom tools. PPS 
administration should strive to be transparent with teachers 
and students — the people who are most affected by such 
changes — and take their feedback when making changes.

Photo: Charley Hu

A restricted message from Mosyle appears when 
students attempt to access certain websites.

Technology restrictions hinder learning

Princeton is no stranger to unopposed elections. On the ballot this coming November, there will be two unopposed positions for the Princeton Council, and three unopposed seats on the PPS Board of Education. During PHS’s own 
election for student body council earlier this month, the 
seats for both student body vice president and secretary were 
unopposed. This is hardly a new phenomenon. 

For the past five years, numerous 
Princeton municipal 
leaders have won primary 
and general elections 
uncontested. The same 
can be said of many PHS 
student council positions 
for upperclassmen: every 
single student council 
candidate for the class 
of 2026 ran unopposed. 
This concerning trend 
of candidates being elected 
through no-contest undermines the 
health of democracy. 

Recent changes in student council policies only 
exacerbate these concerns: starting from the 2026–27 
school year, only students who have previously served on 
student council may run for student body positions and as 
school board liaison. The result? A reduction of an already 
shrinking field of candidates. 

When voters lose the opportunity to choose between 
candidates, they often become apathetic, causing the trend 
to continue into future elections. According to data gathered 
by Survey and Ballot Systems in 2024, there is a 39 percent 
decrease in voter turnout in non-competitive elections. 
This is reflected in PHS Student Council elections, where 
voter turnout averaged 62.4 percent in campaigns where 
all races have more than two candidates but dropped to 
24.6 percent in years with only one candidate. 

In Princeton municipality elections, voter turnout was 
57.66 percent, placing it second to last place among Mercer 
county municipalities — and voter turnout has been on 
the decline since 2016. Officials have placed emphasis on 
measures to increase voter turnout, yet the fundamental 
root cause of voter hesitancy remains the same: a lack of 
choices at the ballot box. 

Indeed, this disillusionment in the electoral process can 
be seen at the school level, too. Freshman year student 
council races often feature a wide range of hopefuls, each 
vying for a position they see as prestigious and meaningful 
in the school community. Yet just one year later, the number 
of candidates running in sophomore year races drops 61 
percent, going from about 4.16 candidates per race freshman 
year to just 1.75. When students realize that these positions 
can’t truly bring change, they may no longer be eager to 
spend time, energy, and effort to run for them. 

Participation in school elections has been found to predict 
civic engagement in adulthood, with students who vote or 
run feeling more prepared to engage 
in the same processes as adults. 
This means that disengagement 
from elections at a student level 
can lead to decreased political 
engagement through both 
running and voting in future 
democratic processes. 

Breaking the cycle of apathy, 
beginning at the local level, is 
critical. The municipality 
makes decisions daily on 
many of the most important 
policies that directly impact 
our lives. As just one instance, approving new highdensity housing projects is not a decision handed down 
from Washington, but rather taken on 400 Witherspoon St.

To address these challenges, it is time we revitalize what 
it means to win one of these positions. Whether it be at the 
school or municipal level, these positions can hold real value 
and change-making power. The real question is, of course, 
why has the ambition to serve in these roles vanished? The 
answer lies in the idea that these roles are perceived as 
lacking any real agency: student council positions simply 
serve to plan prom and town council members just rubber 
stamp predetermined policies.

So to the community, we say this: come together and 
unite behind new ideas: rally for fresh faces that break the 
status quo. Pool your minds — and funds — together, and 
perhaps you will see someone on the town council that truly 
represents you and advances the values that you care about.

To be clear, the current candidates don’t present any 
inherent flaws. But the mere fact that they have run 
unopposed for several election cycles sets the scene for 
deep-seated voter apathy.

When local governing bodies seldom have to step out of 
their comfort zone and truly connect with the community, 
the quality of our candidates falls short of what this town 
deserves. Without facing pressure to compete against 
opponents, winning candidates have the privilege of 
assuming positions with subpar effort, without the need 
to bring concrete policies to the table. 

Democracy works. But it’s not a passive form of 
government — it works only when people are active in it. 
From the forums in Ancient Greece to the record electoral 
participation in India in its recent elections, it is up to 
us — we the people — to fulfill our duty to create a more 
perfect union by demanding a choice worth voting for, 
and ceasing support for a coronation of the unopposed.

The perils of unopposed elections

Lilly Ludewig ’26: “Clearly when they were designing the ad it might seem like a cool thing on the drawing board, but … you can kind of interpret it in a very controversial way. They should’ve been a little more sensitive." 

Aarav Upadhyay ’27: “the Sydney Sweeney ad perpetuated this idea [that] some people have better genes than others. And I feel like the KATSEYE [ad] was a good response … it just showed that … we’re all people in America who should be represented."

Anaya sinha ’28: “I think that the Sydney Sweeney ad ... showed how the creative choice by the people made there be a bigger debate about the ad. I think the focus on one beauty ideal ... didn’t really help the ad.”

Rebecca Zhang ’26: “I think on a surface level, it’s just a really fun … back and forth kind of competition between two companies, and I think it’s really fun to see how two big fashion companies … use different creative ways to advertise themselves."

PHS Speaks Out: What is your opinion on the online discourse about  Sydney Sweeney’s American Eagle Jeans ad and KATSEYE’s GAP jeans ad?

Some of the most important subjects in life are those that cannot be learned in solitude or taught in school. Whether those are skills learned through experience or lessons realized 
through failure, as students, we ought to have a place to explore these ideas. Instead of relying on a home or school setting to facilitate this growth, we should seek a “third 
space” — a public area where individuals can interact and build a sense of community. The way to cultivate such a space is to ensure that everyone is welcome there and that there are no serious responsibilities. Busy PHS students often neglect to venture into environments besides home and school, but seeking out third spaces is highly beneficial for their own well-being and overall social health.

PHS’s academic culture is very competitive, and third spaces may feel like a waste of time unless it’s for meeting up to do work. However, these places act as buffers against burnout and isolation. Many libraries now incorporate creative “stress-buster” zones — think therapy dogs, board games, and “Secrets Walls” where anxious students can share confessions anonymously and connect through shared vulnerability.

Indeed, studies have shown that attendance at third spaces provide academic benefits too. For example, a study in 2011 by Anton Havnes, a professor specialized in education, found that 
the likelihood of college enrollment increased by 7% when students took advantage of these spaces. He reasoned that this increase was due to more people being taught about the importance of college having spoken to people they otherwise would not have. A survey from the NIH conducted shortly after the rise of Covid found that people reported levels of reduced 
well-being because they could not access their third spaces, proving that these spaces are essential for success.

But even without these benefits, students should value and protect third spaces. School often forces students to be constantly productive without room for breaks, and this stress carries over into late-night studying sessions at home. Third spaces allow for us to slow down and have fun; it is just an 
added benefit that enjoying ourselves is academically beneficial.

Given all of these upsides, where are these places? Established third spaces have a few characteristics: it should be welcoming to all and easily accessible, it shouldn’t require work 
or commitment to participate in, and finally, it should be focused on human connection. They outline the key social functions these spaces serve — not just physically, but 
emotionally and culturally. His framework helps us understand why these spaces matter so deeply in building community, well-being, and belonging. Though the internet wasn’t prevalent when third spaces were first devised, these places can be online too. Consider using these places to take a break and take comfort in knowing that work is still being done; learning is most efficient when it is wanted.

One of Princeton’s most attractive third spaces for students is the Princeton Public Library. Whether you’re meeting with friends to study or just to have fun, it serves as a 
place for socialization and connection. The Teen Center frequently offers Take & Make crafts to help destress, and the third floor has a collection of different games to play with 
friends. In addition to serving as just a free-form space, the library often hosts events open to the public. Princeton also offers many cafés and boba shops with space that students can 
take advantage of, such as Small World Coffee and Junbi. No matter how busy life seems to get, we should always carve out time to find a third space and experience connection

Photo: Yeseong Na

The Hinds Plaza provides an accessible third space.

In search of third spaces

Cheers and Jeers

According to a 2024 survey from the Bank of America, only 
one in five members of Gen Z deposit funds to a retirement 
account. 

This phenomenon isn’t ungrounded. After all, retirement 
appears a lifetime away for most teenagers. However, starting 
to think about long-term uses for your money now can mean 
gaining hundreds of thousands of dollars in interest later on. 
Additionally, building good saving habits can also help with 
more short term milestones, like your first downpayment 
for a house or car. Although saving for retirement seems 
intimidating at first, more of PHS’s employed students should 
begin. 

To get started, the Roth IRA is a well-suited account to the 
interests of students. Roth IRAs are individual retirement 
accounts allowing for monthly contributions of up to $7,000 
a year. This account’s advantage is that contributions can be 
withdrawn at any time with no tax or penalties, creating a 
compromise between saving and spending.

If you are interested in setting up a Youth Roth IRA, here 
are the steps you and your parent/guardian can take:

1. To have a Roth IRA account, you must earn taxable 
income. For your income to qualify as taxable, it needs to 
come from formal employment via a W2 part-time job or 
self-employment that is registered at the IRS. 

2. Work with your parent/guardian to open an account at a 
bank or a brokerage firm. The account should be a custodial 
IRA in your name, with your parent as the custodian. 

3. Decide how much of your paycheck you want to contribute each year, and which stocks you’d like to invest in. 
Parents can also deposit money as long as it doesn’t exceed 
your income and stays below the $7,000 yearly limit.

Of course, Roth IRAs are just one of the many options available 
for students to think about! Please remember to do your own research and talk to an adult about what may be suitable for your particular needs. Regardless of the method you choose, starting to save some of your hard-earned money now can help boost you toward financial stability later in life.

Graphic: Charley Hu

Retirement accounts use compound interest, which accumulate much 
faster than simple interest. This is extremely beneficial for savers.

Save now, spend later

It’s the first period of the day, and you sit in the classroom, 
waiting for your teacher to arrive. The door swings open, 
and a substitute teacher enters instead. Some students turn 
to each other and start whispering, while others outright 
disregard the substitute’s attempts to regain control of the 
classroom. 

Although it might seem like just another class, the way 
students treat substitutes and TAs matters. These staff 
members take their time to keep the class flowing and 
support students when they need help, often with little 
recognition. Respecting substitutes and TAs keeps the 
classroom organized, helps everyone stay focused, and 
ensures that learning runs smoothly.

The roles of substitutes, teacher assistants, and student 
teachers are to serve as support, whether by assisting the 
lead teacher with a lesson or being an additional source 
of guidance for students. Albert Arwas, a veteran PHS 
substitute teacher, is familiar with the importance of this 
position.

“A substitute teacher, in my opinion, ought to be the 
alter ego. In other words, an extension of the teacher,” said 
Arwas. “I have my way of interpreting exactly what the 
teacher wants me to do, and I carry it out. I walk around 
and make sure that people work and so on. If someone is 
not doing any work, I sort of say, well, is there a problem? 
Basically, to make sure that the class runs smoothly in the 
absence of the teacher.”

While substitutes focus on keeping order in the 
classroom, TAs and student teachers take their role a step 
further. Besides passing out papers and taking attendance, 
they work and learn under the guidance of a more 
experienced teacher to complete their secondary education 
training. Eric Soltys, a new student teacher at PHS, assists 
with a genetics elective as well as two accelerated and AP 
biology courses. As a senior at The College of New Jersey, 
he continues to train to become a full-time teacher while 
already taking on classroom duties. 

“A lot of students expect [a] substitute to come in and 
know all the answers and be perfectly confident and secure, 
but they might still be confused about … classroom routines. 
It’s perfectly okay for a [student teacher] or a substitute to 
come in and learn to adapt to a classroom experience,” 
said Soltys. 

These jobs that substitutes and TAs hold may seem 
simple. Still, they face a variety of challenges daily that 
make their job much tougher than students might realize. 
Specifically, Farzana Ahmad, a substitute teacher at PHS, 
has experienced a variety of issues during her time in the 
classroom.

“Sometimes if students don’t have anything to do, or if 
they don’t want to complete their work ... then they would 
just ... not listen.” said Ahmad. “They’d be throwing papers 
and talking out loud ... sometimes I’ve seen that they would 
video record what other students are doing.” 
Substitutes and TAs may not be present every day, but they 
play a vital role in facilitating our education. We as students 
must work to treat these individuals with the appreciation 
they deserve, and in doing so, make the classroom a better 
learning environment for everyone.

Substitutes deserve our respect

Last year, the PHS boys football team made its first playoff appearance since the 2014–2015 season, defying expectations and starting a new trend. The team now has had back-to-back winning seasons for the first time since the 2008–2009 and 2009–2010 seasons, while starting with wins over Lawrence and Allentown this year. 
A big part of the team’s achievements stems from the leadership of Head Coach Charles Gallagher. When he first started with the team 13 years ago, the Tigers were 0 and10, but they bounced back the next year with a winning 8 and 2 season. According to Gallagher, the biggest strength this team has compared to earlier years is greater participation and quality of athletes. 
“You’re going to be a strong football team if you have numbers. It just so happens that we’ve had some really great athletes over the past couple of years — not to say that we haven’t had really good athletes prior — but I think we just have more of them,” said Gallagher. 
The squad has 75 players consistently coming to practice, which is significantly more than in prior years, where the average has been around 50 players. 
“Nobody’s taking off, which is awesome. No one has quit. Everybody’s sticking in. Everybody’s having fun. Everybody’s getting an opportunity to play,” said Gallagher.
While a strong senior class is key for any high school football team, this year’s group of players draws its strength from all grades. Under the leadership of captains Ellington Hinds ’26 and Carmine Carusone ’26, the team is working together to maximize their potential.  
“Once we make the playoffs, we have a goal to make the playoffs again, so that overall just focuses the team even more,” said Hinds. “Even though we made the playoffs last year, it’s a new team, so there’s struggles that we have to go through.”
As the starting quarterback, Quinton deFaria ’28 understands the amount of hard work that is necessary to achieve their goal. 
“[Our goal is] just to be 1–0 at the end of every week. That’s our saying. And to achieve [this], we just [have] to continue to work hard. We’ve been doing great in the summer. We’ve been lifting, we’ve been practicing, and [staying] humble,” said deFaria.”
As the Tigers prepare for the Homecoming game and the rest of the season, they aren’t showing any signs of stopping. 
“[We have to] just continue what we’ve been doing,” said deFaria. “It’s obviously working out well for us, but we can’t take our foot off the gas just because we [started] 2 and  0. [We have to] just keep going.” 


Photo: Rohan Viswanathan

The PHS football team celebrates after their first win of the season. 

PHS football team success continues

The sound of the starting horn reverberates throughout the pool as Jaiden Xu ’25 dives off the block, precisely cutting his way through the water. His rivals struggle to keep up, as he glides through the water in a rhythm and pace that has been meticulously cultivated throughout his years of experience. In an effortless display of his underwater prowess, Xu scores the key points for his team

Xu was introduced to swimming at an early age, with his father kickstarting what would eventually blossom into an 11-year career. His father became one of his inspirations along with 23 time Olympic gold medal winner Michael Phelps.

“My father taught [my brother and I] at a young age ... I really looked up to my father,” said Xu.

Xu explained that his father and Phelps share key traits: dedication, perseverance, and resilience, which played a key role in his decision to stay in the sport, despite facing many challenges.

“There was a period in time where injuries plagued me, and it genuinely made me [think about] quitting,” said Xu. “But I thought about the fact that I’ve put so much effort into this sport I might as well continue and see how far it’ll take me. It’s not like it’s going to be the end of the world if I don’t perform well.”

His commitment and dedication to his team paid off, as Xu’s efforts aided the PHS boys swim team in clinching the Colonial Valley Conference championship this past January, going undefeated in the regular season and individually placing in the top three. Boys swim coach Carly Misiewicz has noticed Xu’s capability ever since his freshman year.

“From his first year he was somebody who was very talented [and] very skilled,” said Misiewicz. “He was a top contributor as a freshman ... but he’s really grown into being able to swim almost any event.”

In between his commitment to the sport, Xu finds time for other aspects of his life, especially his family and his education.

“With my family, I try to spend as much time as I can, especially on the weekends,” said Xu. “[For] school work, I try to finish in school so I don’t have to do it at home. [But], sometimes I do have to miss practice in order to finish work.”

His dedication to excellence is also shown in his leadership. David Xu ’25 has been on the team with Xu for all four years, witness- ing the behind-the-scenes effort he puts into the sport.

“He’s definitely one of the hardest workers out there that I know of,” said Xu. “He’s always there ... helping and pushing teammates to do their best and go their fastest.

Xu’s leadership has been critical to the team’s success this year, especially in an important swim meet against West Windsor High School South when it came down to the final relay where the boys needed first and second place to win the meet. That’s when Jaiden came up with a strategy.

“[He suggested to] split up our best swimmers into both these relays so we could secure these positions, and it ended up helping us win the meet,” said David Xu.

Xu plans to carry his swimming career into the next four years at Hamilton University, where he will continue to compete at a high level in a sport that he has loved since his childhood.

Jaiden Xu ’25: swimming

A form of exercise, calisthenics, has begun to gain more attention through social media. Online fitness celebrities such as David Laid and Simeon Panda showcase their strength by doing bodyweight movements that seem to defy gravity like the planche or handstand pushups. 

“I think there are a lot of pretty popular influencers that do calisthenics, especially in terms of short-form content.
For me personally, [that content] is what also inspired me to get started with calisthenics,” said Ronald Qiu ’26. 

Though calisthenics may seem like a new fad, Angelo Andriotis, owner of the International Calisthenics Academy in Greece, says its roots can be traced back to 600 B.C: “calis” comes from the Ancient Greek word “kallos,” meaning beauty, and “thenics” comes from “sthenos,” or strength. Under Spartan rule, leaders relied on calisthenics to train soldiers. The reason why it continues to be widespread mainly ties back its benefits and the overall nature of the exercise. 

The main function of calisthenics, as concluded by Thomas Rosmond et al., is to build functional strength, because these exercises target multiple muscle groups in the body while enhancing flexibility, coordination, and posture. Performing daily tasks in life would become much easier because a lot of calisthenic exercises mirror daily movements like pushing, pulling, and squatting. Furthermore, with increased mobility, one would be at a lower risk of injuries and have increased joint health. 

“I think that one of the best benefits of calisthenics is its [convenience]. You can do it anywhere, anytime, [and] you don’t need fancy equipment to do [it],” said Qiu. 

Calisthenics is beginner friendly; many basic bodyweight exercises like squats and pushups are relatively easy for people to master without major risk of injury, so people can improve their form and build confidence in their balance and strength. This enables the transition into weight training, but it’s important to keep in mind that lifting and calisthenics are separate exercises for different intentions.

“[When] lifting weights ... you’re pretty stationary because you’re the one pushing the [weight]. With
calisthenics, you’re using your body as the weight, so it’s a lot more mobile, and also, you get better control of your body,” said Qiu.

Like Qiu, Jake Winn ’26 started calisthenics two years ago and continues to improve his routine. 

“A good [calisthenics plan spans] anywhere from like six days a week, and you probably only need half [an] hour a day to get results,” said Jake Winn ’26.

According to Pat Chadwick, a certified calisthenics coach, a plan should start off with the easier moves such as lunges and planks. As the workouts get more advanced, equipment like gymnastic rings, pull up bars, parallel bars, and resistance bands are often used but aren’t necessary. 

“You could have a pull up bar at home, but you don’t need a lot of materials because you could go to any playground or gym and do pull ups, muscle ups, [and] dips,” said Winn.

Though the end result may seem unattainable, it is important to remember that everyone starts somewhere, and the only way to progress is through consistent effort.

“If you’re thinking about starting calisthenics, you should, because progression comes fast at first, and it’s actually very rewarding to see,” said Qiu. 

Student Athletes