Tensions are high as the last play of the game begins. The center snaps the ball, and Jake Angelucci ’24 springs into action. Lined up against the opposing team’s defensive tackle, Angelucci lunges up and mounts a hit that sends him sprawling onto the turf, giving the quarterback just enough time to lob the ball into the end zone. A flawless touchdown, giving the win to the Tigers!
At a young age, Angelucci was first introduced to football by his dad and his three older brothers, who were all passionate about the sport.
“[I] looked up to my father playing football,” Angelucci said. “As a kid, [football] just always felt natural.” 
His first time playing football was in middle school, when Angelucci joined the Princeton Junior Football League Then, after gaining football experience in his middle school years, Angelucci joined the PHS football team. While playing, head football coach Charles Gallagher was immediately able to take notice of Angelucci’s skills from the rest of his teammates.
“Jake has done a great job [as a captain]” said Gallagher. “He understands the game... and all the positions, even like tailbacks and quarterbacks.” 
Every year since he started playing, Angelucci has continued to improve, piling on experience from the previous seasons. For Angelucci, his massive strides can be credited in large part to his strength training.
“The way I improved over the years was starting off in the weight room, getting my strength up... coming in [to highschool] as a freshman I wasn’t nearly as strong as I am now. Football is a very physical sport that you need strength for,” Angelucci said.
It hasn’t always been an easy path for him though, as the team has dealt with a few struggles in previous years. 
“I believe that one of the biggest problems was our practice mindset... we would go into our games, almost expecting to lose,” said Angelucci. “And this year, we're going to games expecting [good outcomes] and trying so during practice. We're getting good energy and we're getting practice [to help] us set us up for a win at the end of the week.”
A key factor in the success of the team this year is that Angelucci strives to be a positive influence for his teammates. In the off season, the football team hosts practice games to organize the team and build connections. Most important for the team is reaching out to rising 9th graders who will participate in the fall.
“It all starts off with the first contact, getting them to come out to practice,” said Angelucci. “Once they’re there, its a matter of teaching them and making them feel like a part of the team to get better.”
Along with encouraging the new players, Angelucci’s forward and positive mindset has changed the way the whole team looks at games.
“You can never be down no matter what the score or whats happening,” said Angelucci. “You have to be constantly positive, encouraging everyone to play better and put 100% out on the field.”
Along with inspiring team talks, Angelucci is a mentor to his teammates. His fellow offensive lineman Leo Sarett ’25 has learned a few things from him. 
“Over the offseason, he was one of the main reasons I got into the weight room,” Sarett said. “He's always inspiring me... and he's always making me work harder... [it’s] a nice high, positive reinforcement... [that helps me] learn from [mistakes].”
Angelucci stepped into the role of captain rather seamlessly. He has been playing on the varsity level ever since his sophomore year, and he’s always been devoted to the team. The impact Angelucci left on his teammates was the reason he was voted co-captain of the team. As an outspoken player who shares advice with his teammates, Angelucci has become part of the stepping stone towards the team’s progress. 
"Jake has done a great job [and] he's probably one of our more avid guys in the offseason,” said Gallagher. “[The team] was just really focused on winning that first game... [and] took that to heart. I think Jake was a big part of that.”
With the strong bonds he’s forged with the team, Angelucci has strived to become a better team player and captain for all. The Little Tigers have taken last year's progress and added on to it, finishing the season with a record of 5 - 4.
“Football teaches you a lot about life –– [it’s] a lot more than people might think,” said Angelucci. “It’s a thing where you build connections with your friends and [become] a family.”

Jake Angelucci ’24: Football

A roar of excitement rumbles through the New Gym as the annual Princeton High School pep rally gets underway. Under the lead of Ella Bardzilowski ’23, the PHS cheer team begins an impressive synchronized routine. Bardzilowski leads the chants, and the routine ends with a difficult pyramid formation, raising all of the flyers high into the air. The crowd cheers and claps in standing ovation. 
At five years old, Bardzilowski knew she was destined to cheer from the first time she tried it. While her family encouraged her to try a large variety of sports, cheerleading was the one that truly stood out. 
 “I knew from the second I tried cheerleading that it would become my thing,” said Bardzilowski. “It was such a great hobby to have growing up and I’m so glad it’s still a part of my life today.”
After three years of being part of PHS’ cheer team, all of Bardzilowski’s hard work and talent was recognized through her promotion of becoming captain her junior and senior years. Now, the hefty responsibility of leading underclassmen cheerleaders falls onto her shoulders. 
“I think she’s very good at the job,” said head coach Veronica Foreman. “The underclassmen look up to her, but they’re still friendly which is an important dynamic. She’s very hardworking, and knows when to take things seriously.”
Now a senior, Bardzilowski is set to participate in her last season of cheer this fall. Through her years on the team, though, she has always stood out as a hardworking and dedicated member of the team. Quick to learn and eager to perform, Bardzilowski has grown throughout the years and matured not only as an athlete, but a person too.
“She's always been very dedicated to the team since the start when she joined, which is admirable,” said Foreman. “She’s very good at what she does, always doing the hardest parts of the routine and very good at it. She picks up things quickly.”
While Bardzilowski has grown throughout the years, the cheer team has been improving along with her, seeing a larger number of participants join the team last year in comparison to recent years. 
 “I am so grateful that we got such a surprise last year with the amount of people who joined the cheer team, so we got to train a lot of people who had never cheered before and got to grow together as a team throughout the season,”  Bardzilowski said.
Becoming a cheerleader is a commitment — Bardzilowski often finds herself putting cheer before friends, work, and other extracurricular activities. For her, this can become hard to manage since she has a full schedule loaded with AP and accelerated classes. However, despite outside academic pressure, Bardzilowski’s love for the cheer team makes it a part of her schedule she looks forward to. 
 “It can get challenging to stay on top of homework and studying while having practices every day and while planning for practices, games, and competition outside of normal practice time,” said Bardzilowski. “I get to be with all my best friends there doing something I love, so that makes going home and doing work so much easier. It can be tempting to opt out of practice to study or work on college applications, but I remind myself of my commitment to the team and what I get out of this team every day.”
Through their daily practices and weekend games, the cheerleaders quickly became a family given all the time they spent together. 
 “Our team has such a tight bond. Since we barely have time to hang out with anyone else, we are all each other's best friends,” said Bardzilowski. “We have certain traditions — like team lunches every Friday and getting together to make banners for game days — that keep us close even outside of practice.”  
As the team works to form a stronger connection on the sidelines as well, Bardzilowski aims to maintain a strong and healthy team relationship while also communicating during their routines.  
“She… is a good captain because she knows cheerleading better than anyone else… [since] she's been doing it for a while,” said Kate Mazzoni ’26, a PHS cheerleader who has been with the team for two years. “She's also really nice when she is correcting us and isn't bossy at all. I think she definitely does her best to make the team as good as possible.”
For aspiring cheerleaders eager to take part in the team’s activities and routines, Bardzilowski shares some encouraging advice. 
“Be confident! I always tell the team that cheerleading is 50 percent skill and 50 percent confidence,” said Bardzilowski.“Unlike other sports, cheerleading is all about putting on a performance, so ‘fake it till you make it’ is the key. … But of course, discipline and hard work come above all.”

Ella Bardzilowski ’23: Cheer

As Delaney Keegan ’24 steps onto the field, she quickly scans her surroundings, the buzzing crowd, and the arriving opposing team. With a deep breath, she tightly grips her field hockey stick. Game on.
When Keegan began playing sports, she didn’t know that field hockey would end up being her main focus. Her dad was a Division I swimmer, and from a young age, he made sure that Keegan tried a wide variety of sports.
“My parents let me choose in the sense that they threw me into sports and they said, ‘If you enjoy it, you enjoy it,’” Keegan said.
Looking back on her early years, Keegan remembers the unconditional support that she would get from her family, and is very grateful for it.
“My dad was my biggest supporter,” said Keegan. “He was someone who was always there for me to help me through all of it, because he understood what I was going through [as an athlete].”
Keegan first tried field hockey in sixth grade, when one of her friends encouraged her to try out for her school's field hockey team. Initially she didn’t think that anything would come of it, as she had been playing on a travel softball team for the past ten years, but as she played more, her passion for the sport only grew stronger.
“I realized that I loved playing field hockey more than softball, so I started taking field hockey more seriously, and it became my path,” Keegan said. 
Fast forward to present day, and Keegan has become one of the most important figures on the PHS Varsity field hockey team, being trusted with the captain title, along with three others. Head Coach Heather Serverson acknowledges the importance of her presence.
“[Keegan] does a great job demonstrating how to always play in a game,” said Serverson. “I think the players really look up to her, they know how good she is, and that she's been playing for a long time.”                             
Outside of hockey, the team likes to spend lots of time off the field  together, such as pasta dinners on Sundays, Halloween parties in October, and a banquet at the end of the year. These traditions are in place to make sure that they keep that special bond for when it matters most on the pitch. 
“We’re all a really tight group,” said Keegan. “We all love each other no matter what, we’re kind of like a cult. It makes me so happy, because even outside of field hockey, we’re so close.”
For Keegan, this year has been a significant one, as she recently announced her verbal commitment to Cornell University, where she will continue playing field hockey.
“I was shocked, and it still hasn’t hit me yet,” said Keegan. “I feel like once I get that acceptance letter, it will actually feel real, but it's crazy to me that I’m going to a school that’s so academically competitive.”
Some of Keegan’s goals while at Cornell is to make friendships and continue to build connections. One of Keegan’s goals has always been to build relationships, as she looks to meet new faces in her last year of high school as well. 
For anyone interested in playing field hockey in the future, Keegan displays the same supportive attitude as her father. 
“Don't give up,” said Keegan. “There's always another path, there's always another way to go. Just keep trying.”

Athlete of the Month: Delaney Keegan

The clock is ticking down, and with the game tied, Nick Matese ’24 eyes the ball flying towards him. Seeing a chance, he turns to kick a ball, scoring a goal. 
Matese has been an important player for PHS Varsity Soccer ever since he joined the team in his freshman year. Playing at center back, Matese not only is a great asset to defense, but can score as well. 
Growing up, Matese was inspired by his mother playing sports and found an interest in various sports at an early age.
“I tried a few other sports [other than soccer] growing up, like basketball, but never really continued to play them as I got older,” said Matese. “My mom played a bunch of sports... but I picked the only sport she didn’t play.”
At PHS and club level, Nick’s talent for the sport was quickly picked up by his coaches, who took him under their wing, and helped him grow as a player and as a person. For Nick, he couldn’t be more grateful for their help.
“I’ve been really lucky to have great coaches throughout all my time playing soccer. The coaches I’ve been with... have all noticed parts of our team's game that need work, and [they’ve helped] us improve,” said Matese. “Beyond that, our coaches create a team environment that inspires hard work and allows teammates to support each other.”
Matese has had many accomplishments in his time playing high school soccer. Last season, he was able to score 3 goals even as a center back, an accomplishment that he takes pride in. Along with a successful season for the High school, Matese and his club team became under-16 national champions, winning the presidents cup.
As Matese prepares to leave high school, he also leaves a lot of positive impressions from the people that he's trained and played with. 
“I'll always enjoy spending time with Nick because he is the most dedicated guy I know and a great guy to joke around with,” said Chao. “Therefore it’s a pleasure being able to practice alongside a talented player like him.” 
Matese’s leadership has allowed him to bring the whole team together. He is able to show leadership skills on and off the field and is someone who leads by example.    
“His leadership is often a calming presence for many, especially during intense games,” said Chao. “Overall, he’s just a great guy and a great leader whom we can rely on. ''
As team captain, Nick was the eyes and ears for his coaches on the field. Ryan Walsh, the head coach of the PHS Boys Varsity Soccer, also reflects appreciation for Matese’s leadership.
Although Matese’s high school soccer career is coming to an end, he has made many memories with his teammates that he can cherish. One of his most memorable things he remembers is scoring a goal against Notre Dame.
During his junior year, he had to sit out for half of the season due to an injury on his medial collateral ligament, a section of his inner knee..
“It was rough for the team because I felt like I was a strong part of our success early in the season,” Matese said. “I tried to be as supportive of the team as possible while I was unable to play.”
Recently, Matese announced that he committed to the Swarthmore College men’s soccer team. While the commitment process was difficult for him at first, he’s glad about the end result     “Honestly [playing for Swarthmore College is] a dream come true, to be able to play soccer at a great school,” said Matese. “I’m looking forward to the challenge of playing at the next level.”
For anyone thinking of playing soccer in the future, Nick has some inspiring words about continuing to improve yourself.
“Find friends to train with, and play as much as possible with people better than you. Find your weaknesses and make them your strengths,” said Matese.

Nick Matese ’23: Soccer

   Andrew Kenny ’23 lines up at the starting line alongside the other racers, scrambling to their positions before the shot of the starting pistol. For a brief moment, silence falls upon the track. Everyone’s hearts stop. Bang! The race is on. 
   Kenny’s track career so far has been extremely successful, including his qualification for the states tournament last year, captaincy of the team which led them to a Mercer County Tournament title, and commitment to Northeastern University for track. However, Kenny’s commitment to track almost halted early in his life when he was at a crossroads between two sports.
   “We always ran the mile at Cranbury . . . and I would always do pretty well, but I didn’t really enjoy it,” said Kenny. “I wanted to play soccer, but my mom . . . convinced me to do cross country, and I’ve just gotten good at it.”
   Kenny’s commitment to track is evident not only in his results, but also in the eyes of his teammates and coaches. PHS track team Co-Captain Marty Brophy ’23 witnesses Kenny’s dedication, commitment, and personality every day at practice. 
   “He sets a great example. He’s always warming up correctly, doing everything right, and he pushes people to be better than . . . they are,” said Brophy. “He’s been a great leader no matter what the circumstances were.”
   Kenny’s journey to reach where he is now has been a long one, and accompanying him through it is longtime teammate and friend Akshay Patel ’23, who used to train and compete with Kenny on the same team in middle school. Patel has seen Kenny grow as both an athlete and a person and has seen the important role he plays in keeping the team together and organized. 
   “He is very vocal . . . usually, I would say, of the three [captains], probably the loudest voice,” said Patel. “If the group isn’t in line or something, he will sort of yell out and get them.”
   Despite encountering setbacks due to a hip injury last summer, Kenny’s drive to recover and keep racing has allowed him to be in top shape towards the end of the spring track season, maintaining his consistently successful career. 
   “He had a little difficulty over the summer . . .  so we made the deliberate choice to extend his recovery,” said PHS track team Coach James Smirk. “That’s not an easy place to be in, but he’s handled it with grace and focus. And really, if you look back at someone who has really given themselves the greatest opportunity to be as successful as they can be, he’s done it.”
   Kenny’s hard work has allowed him to excel in his sport, and the dedication and perseverance has allowed him to pursue track at a collegiate level. He has committed to Northeastern University’s Division I track and field program for his freshman year. 
   “I was gonna go to a school that was also a good academic school,” said Kenny. “I wouldn’t say I was keen on going to Northeastern or Boston or anything from the start, but it’s kind of just how I ended up and I’m happy.”
   While Kenny’s role as captain enforces a strong work ethic and hard work, he also keeps practices lighthearted and fun. 
    “He has this really easy demeanor when it comes to balancing having a good time, but also being focused and deliberate,” said Smirk. “Sometimes we take ourselves a little too seriously in track and field, and having him be able to lighten the mood while also showing an elite level of performance is something that has really kind of catalyzed our performances over the years.”
   Kenny’s journey up to this point, fueled by his never-ending determination and hard work, has also made him an inspiration to those younger than him who aspire to pursue the same path.
   “I’d say the biggest thing is just staying consistent,” said Kenny. “Running’s a lot different than a lot of other sports, so you’re not going to see results day in and day out. The best thing you can do is just stay consistent.”


Andrew Kenny '23: track

   Clare Johnson ’23 waits in anticipation as she watches the ball flying towards her, ready to jump into action. Within a split second, Johnson crouches into position and catches the ball, prompting a roar of applause from the crowd.
   Beginning at the age of five, Johnson has dedicated an exceptional amount of time honing her skills as a catcher. Although she has run into some setbacks along the way, Johnson’s passion towards the sport has driven her forward.
   “I just really enjoy the team aspect of the game,” said Johnson. “Sometimes it gets hard, especially when you make a bad play, but you just have to let yourself learn from the mistake and improve the next time.”
   Johnson’s first year at highschool got off to a rocky start after the season was canceled due to COVID-19. Even during this time of isolation, though, she was able to showcase her skills and impress the coach. 
   “We only had two weeks of practice in person before we had to quarantine,” said Head Coach Marissa Soprano, who also teaches Johnson in her social studies class. “From the beginning, it was apparent that she was talented and hard working. When the team went to remote workouts, she was always there and worked hard.”
   This year, Johnson has stepped up and embraced the role of co-captain, working hard to create a supportive environment for the team. 
   “We really focused a lot on team bonding this year,” said Johnson. “Breakfast after Saturday morning practices and pasta dinners were a great way to hang out and bond as a team.”
   Growing into the role of a leader, Johnson has learned to take the initiative and to step out of her shell in order to guide the team efficiently, with much confidence and dedication. 
   “Clare is an exceptional catcher and she only improved as she moved through high school,” said Soprano. “She grew more confident in her abilities behind the plate and more vocal about calling plays for her teammates. She served as an excellent leader for the underclassmen both last season and this season.”
    Beyond organizing team building exercises, Johnson has made it a priority to boost team morale and encourage open communication among players. She has forged an incredible connection with her teammates while developing a cohesive dynamic among the team. 
   “Clare was an absolutely amazing leader and her knowledge of the game was also awesome,” said Simryn Patel ’26, one of Johnson’s teammates. “She was a powerful voice on and off the field, and she always knew where to go, even if the play didn’t have anything to do with her.”
   Although this has been Johnson’s final year on the team, it has been a season full of remarkable achievements. Through their collective determination and hard work, the team has accomplished qualifying for the state tournament—one achievement that has not been reached in years prior. 
   “Clare made multiple tag plates at the plate to get runners out which was phenomenal,” said Soprano. “Clare also performed well in the state game, keeping us in it with her pitch calling. It was a great performance to end her high school career.”
    As her high-school softball career comes to a close, Johnson is looking forward to leveling up her game in college, where she will continue to play club softball. For anyone looking to step up to the plate, Johnson has some words of encouragement.
    “Practice makes perfect and one mistake doesn’t dictate how the rest of your game will go, so shake it off and learn from it for next time,” Johnson said.


Clare Johnson '23: softball

At full speed, Reece Gallagher ’23 charges down the field, weaving through a crowd
of defenders. She grips onto her stick, zoning in onto the goal ahead. With one swift
motion, she unleashes the ball at the net, slamming it into the goal. The crowd erupts
into a roar as Gallagher makes her way towards her teammates, victorious. For
Gallagher, this feeling of exhilaration and adrenaline is part of the thrill that comes
with playing the sport she loves.
 There are four positions in lacrosse: offense, defense, midfield, and goalie. Each
position has their own crucial role, so Gallagher makes sure she executes her own
position of offense well. In the 2022-2023 season, Gallagher has already made a total
of six goals and two assists, contributing to the team’s 3–0 record. Besides helping her
teammates with her technical abilities, she also helps coordinate the team dynamic as
one of the co-captains.
 “I’m a very big team player; I like to get everyone involved … we want all of our
voices to be heard, so we just work together. We don’t ever go against each other,”
Gallagher said.
 Gallagher has developed these skills since she began playing lacrosse at six years old.
Injuries such as her sprained Achilles tendon set her
back, but did not stop Gallagher from loving the
sport just the same.
 “It just gets better...[even though] shin splints
have been a bit of an injury
throughout my four years,” Gallagher said.
 A long term-injury would discourage any
athlete, but not Gallagher. In
junior year, she moved from
junior varsity to varsity and
now is one of the captains in
her senior year. She uses her
experience as both a teammate and
captain to play her best during games.
 “I am near the goal usually, and when plays are
going on, or if someone’s making a cut through,
I will pass it to them and they can have an easy
shot,” Gallagher said.
 Part of Gallagher’s responsibilities is to make
everyone feel included. She ensures that every
individual is given the opportunity to
showcase their unique talents, especially
for the freshmen players. She takes it upon
herself to improve the team, both on and off
the field with a system she created.
 “So green [means] you can shoot, red
[means] you can’t. So we’ll go, ‘Green,
Leah!’ or ‘Green, Quinn!’ if they want to,”
Gallagher said.
 With these efficient signals, the team
is able to make split-second decisions
together, score goals, and win games.
Communication is, of course, key, and
Gallagher has honed these skills to lead
the team
effectively. “Reece really stepped up
in the off-season to help organize the
team for winter league and organized
lifting sessions in the weight room... She leads in
a calm and positive manner,” said girls lacrosse Coach Katherine Federico.
With her unparalleled level of experience and devotion to the team, Gallagher has
become a pillar of strength for her teammates when they need it most.
 “Reece is always super supportive and always there to give me advice. She’s always
really organized, both on and off the field,” said Theona Hsu ’24, one of Gallagher’s
teammates on the varsity team.
 As Gallagher continues to grow in her role as captain, she hopes that she is able to use
her leadership skills as she transitions from high school to college.
 “She leads in a calm and positive manner,” said Federico. “I expect her to continue
to play a large role in helping lead the attack and set a positive example to the
underclassmen.”

Reece Gallagher ’23: lacrosse

Silence falls across the green as Madeleine Zang ’23 lines up a putt to finish her
round. A step back from the ball, a deep breath, and a smooth stroke. Fi!een feet,
ten feet, five feet, and in. It’s a new course record at Rossmoor Golf Course.
 Zang was introduced to golf early in her life, when her dad took both her and
her sister out to their local country club. There, Zang found a passion for the game.
 “I started playing golf when I was six years old,” said Zang. “From there, afer
playing the weekends, it started to become a more serious extracurricular, that [I]
kind of just chose to continue with it.”
 Despite Zang’s full commitment to golf, she was originally on the fence with what
sport she most wanted to pursue. However, Zang’s decision ultimately came down
to the difference in the nature of golf that set it apart from the others.
 “I’ve tried soccer and I played tennis for a while, and then it was just kind of
choosing between tennis and golf,” said Zang. “I just really liked the individual,
patient nature of golf. Basically, the only person I’m competing
against is myself on the golf course, so I just really like that aspect
of it.”
 Following Zang’s final decision to pursue golf was an
unmatchable focus and determination that got her to where she
is today. Despite getting off to a slow start, she eventually caught
on and hasn’t looked back since.
“Before freshman year . . . I wasn’t that great
at golf. But I worked really hard . . . to just
kind of get to where I am now,” said Zang.
 Zang’s game speaks for itself, and certainly
leaves lasting impressions. Coach Patrick
Noone of the PHS Golf Team noticed her
commitment, talent, and personality first hand
the first time he saw her on the course.
 “I mean, obviously the first impression would be how good of a
golfer [she] was, but it’s more than that,” said Noone. “It’s how good
of a kid she was, and how friendly and how enjoyable she was to
be around, and how she was with all the other teammates on the
team. She’s a great golfer, but an even better person.”
 Zang’s career in golf took a turn in the summer of 2022 when
she committed to the University of Pennsylvania for golf, a
huge step further into her career not only as an athlete, but as a
person as well.
 “It was just really cool [to] be able to talk with coaches [and]
talk with my coach about how to go about pursuing coaches
[and] seeing what schools even want me on their team,”
Zang said. “It was kind of stressful at times, but you
know, [it was] super fun ... I’m really excited.”
While Zang’s high school career in golf may
seem completed, there’s one thing that she has been
chasing since her first season: starting a girls golf
team at PHS. When she joined the golf team her
junior year, she noticed that the school team for golf was
co-ed, and since then, she’s been pushing hard to start up
an individual girls team.
“She’s been the spearhead, me and her have
been a spearhead for getting a girls program
here, and this would be the first year for it,” said
Noone. “So from her hard work [and] by sticking together, [we’ve] been able to get
a girls program her senior year.”
 Starting a golf team is no small feat, but Zang is properly equipped with both the
experience and skills necessary to captain the team.
 “I just definitely think she’s a good leader. She’s very organized, she knows what
she’s doing. She’s also really wanted to start a [girl’s] golf golf team, since we haven’t
had one yet,” said Jacqueline Zang ’25, Zang’s sister and teammate. “She’s definitely
been very proactive in getting everything organized, and having matches, getting
uniforms, [and] making sure it could actually work, because it’s been a work in
progress for a couple of years.”
 With the start of a new season, Zang is hopeful in creating a fun yet competitive
team that can build bonds that last.
 “It’s just a really good opportunity for them to come into the sport,” Zang said. “I
mean, as long as you’re interested and you’re willing to try. I think that’s honestly the
best thing that could happen.” 

Madeleine Zang ’23: golf

Taking a deep breath, Katherine Monroe ’23 positions herself on the block. As the pistol fires, she pushes off with force, gaining momentum with every stride she takes. Her eyes are centered on the finish line.
Having been with the track team since sophomore year, Monroe has had time to get settled in, and become a main contributor of the team. While many people think that track and field is an individual sport, Monroe believes that team bonding and group races are just as important as individual ones. Monroe takes to heart that a positive and supportive team environment is crucial to their success. 
	“We all like to listen to music together on the bus [to the New York City Armory Stadium],” said Monroe. “In the past, we liked to get off at rest stops and get food. Everyone's super supportive of each other, taking videos of other peoples races and getting pictures together.”
This continued hard work has also rewarded Monroe on a personal level. A couple of weeks ago, she recorded a 55 meter hurdle in 8.81 seconds, a new school record. To beat the school record, Katherine practiced extensively with Thomas Harrington, an accomplished coach who has won 31 championships. Track is a game measured in milliseconds, so every aspect of her game had to be analyzed, everything from her push off the starting block to her stride length. 
“Breaking the school record was such an exciting achievement and I’m really proud to see my work pay off,” said Monroe. “My coaches deserve so much credit for their help and support too.”
Head Track Coach Benjamin Samara, has been coach since 2012 and seen many great players come through the high school track team. For him, Monroe is up there with the best.
	“Kathrine is not only an amazing leader, but an amazing athlete, and one of the hardest working people we have on our team,” Samara said. “You know that if you give Katherine something [to do], she's gonna do it to the best of her ability.”
Looking forward to the high school track nationals in the spring, Monroe has remained focused on doing well at the meet. The highest competitions require the highest levels of concentration, and with this being her second time at Nationals, Coach Samara feels she knows what she needs to do.
“You have to go confident, and not be scared at Nationals, because it's the best of the best,” said Samara. “It's really just about focusing on your lane and not worrying about the people around you.”
For this year's National qualifications for relay racing, Monroe and the team were able to beat the time by 2 whole seconds, with everyone on the team running record times. With this time, the relay team was able to qualify for the track and field national competition. 
Ishaq Inayat ‘25, who specializes in long jumping, recognizes the impact that Monroe has had on the squad.
 “Katherine is a great captain,” said Inayat. “[she] leads by example through her running.”
Monroe feels blessed to have spent 3 years working with her teammates and coaches. With Nationals on the horizon, Monroe knows there are still more records to be broken.
“I’m really glad that I get to cap off my senior year with such a great group of people,” Monroe said. “Hopefully there will be more personal records and memorable times to come!”


Katherine Monroe ’23: track and field

As soon as the referee drops the puck onto the ice, the players' concentration levels rise. Star forward Cooper Zullo ‘23 takes a deep breath, calming himself. An environment of nervous excitement fills the rink, but it all goes away as soon as the referee blows the whistle. Game on.
   Zullo is used to the atmosphere of a chilly ice rink. Growing up, he fell in love with the sport when he watched field hockey on TV during the 2008 Summer Olympics. Encaptured by the fast paced rhythm of the game, Zullo soon began to enjoy its winter equivalent, ice hockey.
   “I thought it was kind of fun, especially at that age,” said Zullo. “Hockey is [a] super fast [paced sport], and I wanted to try it out, and I’ve loved it ever since.”
   However, Zullo’s family wasn't able to bring Zullo to ice rinks as often, as the family was balancing their time on different sports as well. Zullo had to motivate himself to work hard at the sport, finding ways to practice even when he couldn't train on ice.
   “Hockey forces players who are serious about it, to say, ‘What am I going to do today to try and create an environment for me so I can get better?’” Zullo said. 
   For him, this included playing floor hockey with his net in his backyard as well as roller hockey which uses wheels instead of skates, to help his balance. 	
   While Zullo didn't have much help playing the sport, he did have many people to look up to in his childhood. One of his biggest inspirations growing up was his brother, who played basketball. 
   “It was very easy for me to model myself after him because he was such a hard worker,” Zullo said.
   At Princeton High School, Zullo is trying to become a role model himself for the underclassmen hockey players who are trying to settle in. 
   “I want to create an environment that is inclusive for all teammates while still having fun,” Zullo said. 
   Princeton High School has always been a competitive scene for ice hockey. The school has a long history of winning the Mercer County Tournaments. This year, the boys ice hockey team is currently second in the Colonial Valley Conference, on a three-game winning streak. Zullo’s contributions have been critical to the team, scoring a team high of 27 points, which he hopes to add to this season.
   One of Zullo's biggest attributes is how integral he is to the spirit of the team. Julian Drezner ’23, a forward and key player to the squad, admires the qualities that the team has. Having been with the team since his freshman year, Drezner has seen Zullo’s progress and the influence that he’s had on the team.
   “He's had some ups and downs, some great and some slow, but he’s usually given key points for the team,” Drezner said.
   Rik Johnson, the head coach of the boys hockey team, has also seen the impact of Zullo’s attitude on the team. He recalled the story of how surprised Zullo was to be picked as captain his junior year over other contenders for the position. 
   “When Cooper was named captain, he quickly re-evaluated himself... it put him in the [position] to where he was like, alright, I'm going to have to step up,” Johnson said. 
   Winning the Mercer County Tournament was Zullos main goal to finish the season, and to finish his high school career. Leading the line, Zullo was able to earn his team a place in the final against Hopewell Valley, where an overtime goal from Ethan Garlock clinched the title in a 3-2 victory.
   “It was one of the best feelings in the world and I still can't believe it,” said Zullo, recalling the moment. “For us seniors ending our career in the best possible way really was just so amazing.”
   While capturing the Mercer County tournament has been one of the highlights of the season, Zullo sees this trophy as having a much stronger purpose. He hopes it serves to encourage anybody remotely interested in ice hockey to join the team.   
     “It’s really a no-pressure environment. Our goalie who never played hockey before, plays every game, and enjoys it. All the guys come to have fun for two hours [at practice]. It's a really awesome environment.” Zullo said.


Cooper Zullo ’23: ice hockey

Ball in hand, pitcher Jonathan Tao ’23 steps up to the mound. He heaves a slider, the
famous pitch of his favorite player, Los Angeles Angels’ Shohei Ohtani. The ball spins
and dips abruptly as it reaches home plate, leaving no time for the batter to get a swing
off. The umpire announces, “Strike three, you’re out!”
 Tao’s grandfather inspired him to begin playing baseball, and talking to him inspired
Tao to keep playing over the years. From Little League games to varsity baseball, Tao’s
grandfather has had a major impact on his
baseball career.
 “My grandpa was a catcher,” said Tao. “I visited him every year... [and he’d] ask, ‘How
are you doing [with baseball]?’’’
 As a pitcher, Tao is the face of the defense. Every play begins with his pitch, so it is
important that he throws a good one. He has a few types of pitches
to choose from, including the fastball and several off-speed
pitches. The speed he gets on his fastball makes it difficult
for batters to hit it, as his aim is to confuse batters as to
where the ball is headed.
 Tao tries to have pitches such as the curveball and slider
come off with more spin and variability, which adds to
Tao’s extensive toolbox while on the mound.
 One of Tao’s biggest assets is his
communication and leadership role on the
team. It’s common to see Tao shouting out instructions
and relaying information from the coach to the
rest of his teammates. Dominic Capuano, head
baseball coach, talked about his admiration for
Tao’s
leadership.
 “Jon has done a good job of being a voice for the
coaches,” said Capuano. “He [gets] the message
across that we are delivering and keeping the
team in line. Being a captain is an extension of
the coaching staff and he has done a good job
with that.”
 Through his supportive words, Tao’s leadership has
carried the team to greater heights and provided a
sense of empowerment for all of his teammates.
Jai Justice ’25, the third base player and pitcher for the
boys varsity team, expressed his admiration for Tao
as well.
 “Jonathan is a great captain for the team. He keeps the
team motivated and is an excellent communicator,”
Justice said.
 Tao’s path to his current spot on the varsity roster
wasn’t without difficulties. A series of shoulder
dislocations early on in his high school career set Tao
back, including one in eighth grade and another in
his sophomore year. But no matter how many times
he got injured, he would always come back to playing
baseball as a result of his dedication and love for the
sport.
 “[Jonathan] has done a good job of putting the
injury out of his mind and just playing free,” said
Capuano. “He’s been a mainstay at the top of our line
up and he could be most vulnerable to reinjury, and
it hasn’t affected him at all.”
 While Tao has always bounced back from his low
points, his baseball career almost came to an early
end.
 “Around ninth grade I was really hard on myself. I even considered quitting
[baseball],” said Tao. “I didn’t quit because I knew that failure was always a part of it,
and so if I wanted to keep playing I had to deal with it.”
 So far, this year’s baseball season has been going well, with Tao and Wes Price ’23
as the co-captains of the PHS boys varsity baseball team. They won their first game
against West Windsor Plainsboro North with authority; the final score was 14–4.
 “Our win against West Windsor North shows that when we put the pieces together,
we play really well,” Tao said.

Jonathan Tao ’23: baseball

Grace Rebak ’22 sprints up the field, her white jersey shining and her lacrosse stick glinting in the sunlight. With astounding athleticism, she catches up to the opposing team's offense and blocks their shot, passing it to the forward on her team. The crowd watches intently as the ball flies straight into the net.
   Rebak started playing lacrosse for the first time in fourth grade for the Princeton Girls Lacrosse Club. Later, with the same girls on the PGLC, she started playing field hockey at Princeton Middle School. In middle school, she also joined the Princeton Field Hockey Club and the Ultimate Lacrosse Club, further enhancing her skills in both sports.  
   “I started playing then with a lot of the girls that I still play with today. So we kind of build that strong chemistry early on,” Rebak said. 
   In high school, Rebak also joined the PHS Girls Ice Hockey team, further shaping her well-rounded athletic abilities. In addition, her technique and commitment to all sports grew as her training schedule became increasingly rigorous. Varsity Girls Lacrosse and Field Hockey Coach Katie Federico has noticed her growth over the years. 
  “She's really grown a lot. She was a little more timid on the field before and as she got older and more experienced, she became much more aggressive. And she just made that presence,” said Federico. “She also grew as a leader. I find that Grace has a very calm demeanor, but has a way of getting her point across to the point where all the girls on the team look up to her, including her fellow seniors.”
  In all three sports, Rebak feels that both the footwork and defense techniques apply similarly. For an easier transition between seasons, Rebak is diligent with practicing her footwork between seasons. To stay fit outside of sports, Rebak has a set cross-training workout. 
   “I usually lift six days [each week] and then have a rest day. We don’t have [designated lifting] for our teams, but I think we definitely should. It definitely builds up strength in different areas where you don’t have the opportunity to playing on the field. And then I’ll do other things like swimming for rest and recovery,” Rebak said.
  Her athletic achievements have not gone unnoticed, as Rebak has earned numerous accolades during her career. She made the 2018 and 2019 All-County First Team for field hockey and earned the Unsung Player award in 2019. Furthermore, her field hockey teammates awarded her the Most Coachable Player Award in her freshman year. 
   “She is always putting 110 percent into everything she does. This year, she even had a severely sprained ankle, and could barely walk coming off the field, but put in that effort [regardless],” Federico said. 
   Varsity Girls Lacrosse and Varsity Field Hockey player Kayla Christopher ’23 has been on both teams with Rebak. She sees her work ethic also manifest in her leadership style. 
   “I would say Grace is a great leader. She pushes everyone to improve through her own skill and her determination. She is also an effective communicator and makes everyone on the field feel welcome,” Christopher said. 
   In addition to being successful in sports, Grace is also involved in numerous extracurricular activities.  She is a Peer Group Leader, the president of the PHS Lunch with Friends Club, and a participant in the 101: Fund, a PHS college scholarship program. In order to balance three sports, schoolwork, and extracurriculars, Rebak has found that her activities create a concrete schedule for herself, 
   “Ice hockey was before school, so it’s pretty hard to get up. But after school, I like that it left me time to do my work,” said Rebak. “And then with lacrosse and field hockey, it gave me more structure because I would go to school, then go to practice, and then do my homework after. So in that way, it actually helped grades and [extracurriculars].”
   All her hard work paid off in high school as Rebak is committed to Division III lacrosse and field hockey at Williams College. Looking forward to her time at Williams, she wants to forge lasting relationships with her new teammates and improve her skills in both sports. . 
  “I actually don't have a preference [between all three], which is part of the reason I actually chose to play both [field hockey and lacrosse] in college. I would obviously play hockey if I could, but I can't play [all] three. So I chose the two and I'm super happy that I chose to do it because I don't think I would be able to play only one,” Rebak said.


Grace Rebak: field hockey and lacrosse


 It’s 5:00 a.m. on a Thursday, and the sun has not yet risen in Princeton. While everyone else is still asleep, an alarm wakes Josh Snyder ’22 up. After a quick bite to eat, he’s down by the field practicing soccer. He gets home just as the sun’s glow touches the sky, and he’s ready to start the day. Snyder knows that to have success, he must be committed. 
   At a young age, Snyder began playing soccer due to the sport’s influence in his family. His dad, a former youth national player who almost went professional, nurtured his interest in the sport by creating a healthy environment. 
   “He always told me it didn’t matter what I would do, just as long [as] I was the best at it, and it just so happened that I also loved soccer,” Snyder said. 
   Snyder said that he took a while to take the sport seriously, which caused him to lag behind. However, it spurred him to work harder than he had before. 
   Currently, Snyder is a goalkeeper for the Princeton Development Academy. To get the primary spot, he had to prove himself as their best shot-stopper. Since there is only one primary goalkeeper on every team and they are not substituted like outfield players during a game, it is one of the hardest positions to get regular game-time. Although Snyder is his team’s primary goalkeeper, he also has other goalkeepers teammates. Despite the competition, Snyder tries to maintain a good relationship with them. 
   “We all understand we’re battling for a spot, but at the same time we are a family,” said Snyder. “At the end of the day, we want to be the best that we can.”
   To keep his spot on the team, Snyder trains especially hard on his own time, in order to get an edge over his competition.
   “I still feel like I'm a little bit behind because I [developed] so late,” said Snyder. “But the only way to catch up is to work harder than everyone else.” 
While Josh’s dad, Michael Johnson, is his trainer, he doesn’t go easy on him. In fact, Mr. Johnson says that he goes even tougher than he would on other players.
“Hes trained with other professionals, so he knows what it takes to go pro,” said Mr. Johnson. “I train Josh harder, because he is a reflection of myself.”
   Not only does Snyder play the game well, but he’s also well versed in it. One of his biggest inspirations in the sport right now is goalkeeper Édouard Mendy, who as recently as 2014 was playing non-league soccer. However he persisted and managed to get to the top division in soccer, where he won the UEFA Champions League, the most prestigious trophy in Europe. 
   “His story inspires me,” said Snyder. “He never gave up, even at [21] years old, which is old for a non-professional. Now he’s playing for his national team.”
   Snyder’s maturity and fun-loving personality has been missed by his teammates and his teachers. Outside of soccer Snyder sees Chemistry and Racial Literacy Teacher Joy Barnes-Johnson as a mentor that he can go to for help about anything. Over the years, Barnes-Johnson has seen Snyder develop his leadership and communication skills.
  “Snyder shined because he was able to apply his collaboration and leadership skills in my class,” said Barnes-Johnson. “Josh is a leader, but he doesn’t usurp authority. He taught me the power of collaboration.”
 Echoing Barnes-Johnson about Snyder’s leadership skills, long-time teammate Breno Azevedo ’22 feels that Snyder effectively balances his own work ethic with his motivation to lead others.
“Josh is an extraordinarily hard worker whose inclination to elevate every last detail of his game helps him grow as a player. He also holds his teammates to a high standard because he wants his team to succeed. Josh’s work ethic will ultimately help him realize his ambition of continuing to grow in soccer,” Azevedo said.
   For student athletes all over the country, the span of junior and senior year is arguably the most important time in their careers. For athletes wanting to take the next step, the transition to college sports is imperative. For Snyder, he made sure that he put himself out there for colleges to see his capabilities.
   “I’ve probably emailed over one hundred different coaches,” said Snyder. “I was desperate for an opportunity, so all I needed was for someone to give me a chance.”
   Snyder’s hard work eventually paid off, after being accepted into the University of Hartford to play Division I soccer. While Snyder is excited for what lies in his future, he understands that the hard work is not over and won’t get carried away.
  “The same way you treat soccer on the field should be how you treat [other things] off the field,'’ said Snyder. “If you’re a hard worker, you’re going to get results. It’s the same in school, if you do your homework, you’re going to go to the school you want to. On days where you want to quit, don’t, because it builds character.”


Josh Snyder ’22: soccer


With a bat in his hand, Jensen Bergman ’22 strikes the ball far out into the field. While the opposing team chases after the ball, Bergman quickly runs past several bases. Seconds before the defenders are able to secure the last base, he scores a home run.

    Bergman was introduced to baseball by his family at the age of four. Coming from a family of baseball superfans, he had much exposure to the sport during his childhood. Coached by his  dad when he was younger, they developed a strong relationship through the sport. Along with being his coach, Bergman’s dad is also his role model.

  “My dad always supported me in my practices but he never put too much pressure on me. Every time I wanted to go out to throw, he would throw with me. But when I [decided] I was done, he supported my decision. Like he was always my coach growing up. Yeah. Like, obviously, special players, but my main role models for baseball is my dad,” said Bergman.3

 After experience playing on the local little league and club teams, Bergman joined the PHS team his freshman year. Early on, Head Boys Baseball Coach Dominick Capuano noticed his talent and commitment to the sport. 

   “My first impression was that he was a little guy. But he definitely grew with a lot of work on his body, and he’s now one of the stronger kids on the team. As a freshman, I thought he could make an impact down the road, which he is now,” Capuano said.

   Although he is not team captain, Bergman is a great leader and team player. 

“He controls an important position for us in center field, and he really does a good job of leading, even the little things that improve the team,” Capuano said.

Bergman  has won the favor of many teammates through his hard work ande dedication as well as his,    outstanding plays and his character.

“Jensen is truly amazing. He’ll surprise you in every way imaginable, he has no weakness. You’d think, ‘oh he just has power and will crush the ball 400 feet,’ but then casually steals 15 bases in a season. Then you’d say, ‘okay, so he can hit and run, that’s it though, right?’ No. Defensively, he’s also the best center fielder in the CVC, and has been since last year,” s

Even though he has the stats to prove he’s the best, that’s not the biggest reason why he’s the best. Jensen is a remarkable teammate. He carries an uplifting attitude and a heartwarming spirit that really helps him get along with the team. He is the heart, soul, and muscle, of the team.” said teammate Carl Birge ’22.

Baseball is a very frustrating sport because, most of the time, the duration of the games are long and require physical and mental stamina. However, through his training as a track athlete, Bergman  was able to adapt to this environment and prove to be an asset, as his speed has allowed him to effectively steal bases. Along with being a committed baseball athlete, he also excelled in track, making New Balance Indoor   nationals this past winter track season. 

     “if you had told me as a freshman that I was going to go into nationals, like I wouldn’t believe it. worked really hard this year. And in the last week of the season, we qualified for like the group events early on. And, like, I was, like, really ecstatic. I couldn’t believe it.” said Bergman

Being a multisport athlete made Bergman a greater asset to the team, as track gave him the proper base needed to be a hitter.  He noticed the difference that track made on his fitness over the years during the baseball season.He hopes to still run in college. Besides being a multi-sport athlete, Jensen has also maintained a healthy mindset throughout the years, 

“Baseball is a game of failure. Even the best players will get out seven times out of ten and that’s Hall of Fame numbers for the major leagues. This has helped me learn how to deal with failure better. You can’t be perfect 100 percent of the time so it has helped me accept that failure is a part of life and you just have to keep going,” Jensen said. 

Bergman himself, had times in which he had trouble with staying motivated, especially during his injury. 

“I actually did want to quit. At the end of my junior fall. I completely hurt my arm. I wasn’t really having fun. But I stopped playing for the winter. And then I really missed it. So I came back in the spring and had like one of the most fun seasons of my life. So I knew I wasn’t gonna quit, I couldn’t, I love the sport too much”

Bergman has committed toVassar University, his dream school,  after meeting with the Vassar baseball coach during a summer training-camp. He plans to play Division III baseball  there in the fall. Although baseball is his mainsport, he hopes that in the off season, he can also run track. 

“I met the Vassar coach, and he’s so cool. He is one of the best coaches I’ve ever met. He is super nice, and cares about the team. So when I like, he offered me a spot. I knew I was gonna take it” Bergman said. 

Jensen Bergman: baseball

As sunlight glimmers upon the smooth surface of the deep, blue water, Eugenia Rodriguez-Vazquez ’22 uses every last bit of her strength to keep rowing, using swing and connection with her teammates to propel the boat towards the finish line.

   Rodriguez-Vazquez first started rowing in freshman year, a couple months after she moved to Princeton from Spain. She always wanted to be an elite athlete, so when her brother began rowing for the Princeton National Rowing Association at Mercer Lake, a perfect opportunity presented itself. 

   Since trying rowing, she’s rowed for the Spanish National Team, competed in the Head of the Charles Regatta, and has been recruited to Brown University.  

   “Eugenia is a great asset to the team; she's one of the strongest women in Mercer County,” said Taylor Jones ’24, a fellow Mercer rower.

   It hasn’t always been smooth sailing, as rowing is one of the most difficult sports. Losing is an integral part of any sport, especially rowing, so continuing to have a healthy mindset after a loss is imperative in being a great athlete. This is something Eugenia has come to learn over the years. An essential part of being a student-athlete is also time management. Rodriguez-Vazquez lives by the belief that one has to have a set routine. 

   “It’s definitely hard and it takes a couple of years to get down to it, but having a set routine is very important. And like there’s obviously small sacrifices, like a lot of free time activities that you just can’t fit in, but yeah, I would say lots of sleep. I’m still figuring it out,” Rodriguez-Vazquez said. 

    A large part is making sure she has the best chance of winning is race preparation, which requires mental readiness. Rodriguez-Vazquez’s routine to ensure she is mentally focused involves eating sushi, meditating with a crystal, and discussing race plans with teammates the night before a race. Most significantly, she gets between eight and a half to nine hours of sleep ahead of a race without fail. Rodriguez-Vazquez is also a clear leader on the Mercer team. 

   In addition to being one of the best rowers in the state, her knowledge and experience gained from both her seniority and work ethic gives her a clear advantage as a leader. Eugenia is a welcoming and motivating teammate.

   “She’s very kind … and is friends with the whole team,” Jones said. 

   Rodriguez-Vazquez feels that the biggest accomplishment, even more than race results, is a team’s culture. She believes that she’s helped foster a winning culture in the Mercer team, which she thinks is a better indicator of success as a club.

   Committed to Brown University for Division I rowing, Rodriguez-Vazquez’s biggest goal is to win a college-level crew race. As a freshman, she hopes to make it into the top two boats. In the far future, she hopes to make the U.S. National team and row as an adult. 

   “If they don’t put me [in the top two boats], that’s how it goes… but the goal is just to get through four years of college,” Rodriguez-Vazquez said.

   Rodriguez-Vazquez emphasizes that rowing is a sport that is both grueling and rewarding. Through hardwork and dedication, she believes anyone can become a top athlete. 

   “No matter how [bad] you are at first, there’s always a way up. There’s always something you can be doing,” Rodriguez-Vazquez said.

Eugenia Rodriguez-Vazquez: rowing

In 1972, wrestling, a traditionally male-dominated sport, became open to U.S. high school girls. While only a few schools hosted their first ever girls wrestling meet back then, today, girls wrestling has become one of the fastest-growing sports in U.S. high school. Nonetheless, many girls are discouraged to join due to the male-dominated stigma that still plagues the sport. In New Jersey, PHS girls wrestler Ava Rose ’23 is currently one of the most promising high school wrestling talents. In her five years of wrestling, Rose has shown great resilience and talent for the sport. Last month, she proved to everyone that hard work and grit can amount to success by winning the New Jersey Wrestling State Championships for the third time.



How long have you been wrestling for and what encouraged you to start wrestling?

“I’ve been wrestling for five years. My older brother didn’t like it, but I used to come and watch his practices, so I started in 7th grade. My two [younger] brothers Cole and Forest wrestle too.”



What have been your biggest accomplishments in wrestling so far?



“My biggest accomplishment has to be winning the State [Championship] because that was my biggest goal, what I most wanted to achieve. I trained really hard for that, so I’m definitely most proud of that. The very first match of the tournament was on the same mat that I was pinned on last year, kind of deja vu. I didn’t want it to end the same way. During [the match], I almost got stuck on my back during a cradle, but I told myself that it wouldn’t end like last year, and I won the game.”


Why do you think that girls should try wrestling?

“I think that everybody should do wrestling. It’s a really great sport because it teaches you responsibility while also meeting new people and making friends. The effort you put in is the results you put out. Girls wrestling is a growing sport, and soon there will be teams in college, so it’s important that girls join to keep the sport growing.”



Do you feel that girls may feel pressured not to play in high-contact sports, and if so, why?

“I definitely think there’s a weird stigma around it. I personally like playing co-ed with boys, but I think a lot of girls may find wrestling against boys as weird. Some people think that wrestling is too tough for girls, which I dont think is true at all. It’s a male-dominated sport, so a lot of people won’t think that they fit in, but wrestling is accepting of anyone.”



Do you think that girls wrestling is being promoted enough? And if not, how can it be?

“On a public level, I think it’s being promoted enough. What I think matters though is that on [an administrative] level it’s not talked about as much and it’s not seen as urgent. I believe that girls wrestling is important to include in college, but [the administration] making decisions [about sports] don’t really care.”



What are your hopes for the future of girls wrestling?

“For me, I hope that next year a lot of college girl teams will open up because I want to wrestle division I in college. There [are] only a few girls teams that wrestle division one but they are at [competitive] schools, so I want it to be more of a [collegiate] sport. Most colleges mainly have clubs right now [for girls wrestling], so I hope [collegiate girls wrestling] opens up so I can have a good college to go to.”

Girls Wrestling State Champion Ava Rose ’23 on why girls should join wrestling

With poise and confidence, Kendall Williamson ’22 steps onto the starting line of the 55-meter girls sprint. Ready, set, go! Pushing off the starting block with all her strength, Kendall Williamson ’22 swiftly flies into first place. With five years of running experience, Williamson has become one of the best girls sprinters in PHS track history.

   Growing up, Williamson was an avid gymnast in pursuit of becoming a collegiate gymnast. However, after multiple injuries during her eight year career, including fracturing her back, she decided to quit the sport. Looking for a sport to replace gymnastics, she started running track in the spring of eighth grade. During her first season, she noticed that her experience with the vault in gymnastics aided her transition to sprinting, both of which require the ability to initiate a strong start. 

   Joining track at PHS in her freshman year, PHS short-distance track coach Ben Samara was impressed by both her natural talent and perseverance. Williamson’s track career quickly began picking up pace and in her sophomore year, she won two county titles, one for the 55-meter dash and another for the 200. In her junior year, she was named a co-captain of the track team.

   “She’s a very talented athlete, like one of the best ever at PHS. I think she even scored a record on one of the relay teams when she was a freshman or a sophomore, which is definitely a huge accomplishment. At every meet she's always placing very high in the rankings, and we're all super proud of what she's accomplished,” said teammate Katherine Monroe ’23. 

   While Williamson likes to joke around with her teammates beforehand, her focus sharpens as soon as she puts one foot on the block. Over the years, her commitment and tenacity have led her to win many competitive titles, break a PHS record in the 4x100 relay, and qualify for prestigious national meets. At the 2022 New Balance Indoor Nationals, her 55-meter dash time was 7.39 seconds, achieving a personal record and missing the school record by two hundredths of a second.

   “[She’s] improved her mental focus. We work on new stuff every single day, and she's done a great job improving on those points.” Samara said.

   Of course, Williamson’s success didn’t come overnight. Long hours of training her timings on the block, practicing her strides, and improving her mentality, are what allowed her to build sufficient stamina and mental resistance.

   “It gets hard sometimes, but quitting has never crossed my mind. I love running and I want to continue to do it,” Williamson said.

   COVID-19 was one of the biggest challenges Williamson had to face. During the track season in 2020, her favorite feeling of flying across the finish line was temporarily put on hold as many meets were canceled. To keep training, the team transitioned onto the PHS track. 

   “We are very used to being able to practice twice a week at Jadwin gym at Princeton University in the winter and for two seasons now we haven't been able to do that. Having to adjust to doing workouts outside is something that we're still working on, but we're trying to make the best of every moment,” Samara said.

   Looking towards the spring season, Williamson hopes to break the school record for the 100-meter and 200-meter dash and place in the top ten in the state for the same events. 

   “It's looking like she's right there,” said Samara. “Right now she’s one of the top three or four we've had and is close to breaking a bunch of school records this year.”

   Williamson plans to continue her track career as a DI commit to Wake Forest University. Becoming a collegiate track athlete was a dream turned reality for Williamson, and she hopes to inspire others to work towards their goals.

   “Work hard. Stay positive. It's really important to have a good mindset because if you're negative that really affects your performance. Just keep working hard because it really does pay off in the end,” Williamson said.

Kendall Williamson ’22: track and field

John Reardon ’22 looks at the clock with only five seconds left, signals for a teammate to pass the ball, and aims it at the net. Swish! Just as the buzzer sounds, he scores a three-pointer. 

   While Reardon has experience in many other sports, including playing soccer during his freshman year and being on the varsity lacrosse team all four years, basketball has always been his favorite. As starting point guard on varsity, the position usually reserved for the best ball handler and passer, Reardon specializes in making corner three-pointers. 

   Reardon has been playing club basketball since he was in seventh grade. While no one in his family was a big fan of basketball, his mom’s house was close to the Princeton YMCA, where he often played pickup games. Wherever there was a hoop and a court, that was where you would find Reardon. While the high school team is not a full year commitment, Reardon plays basketball year-round, either at pickup games or on a club team. 

    “I practice everywhere. I have a lot of friends that don’t go to PHS that will invite me to pick up games and stuff. So it’s kind of just whenever I get a call, I just go wherever the gym is that people are at,” Reardon said. 

   Reardon is influenced a lot by his teammates, most of whom are his close friends. When he was younger, he looked up to older teammates. Now, as a senior, Reardon hopes his younger teammates similarly look up to him.

   “He is a floor general and will get the ball to an open man. He is crafty and can finish from any spot on the court. He is able to [do this] because he works hard,” said teammate Henri Maman ’22.

   Besides his teammates, Reardon is heavily influenced by past and present basketball stars such as Allen Iverson and the late Kobe Bryant. Although there are no official captains on the varsity basketball team, John has stepped into the role by organizing extra practices, open runs, and even a fall league. Patrick Noone, the head varsity coach, praises him for connecting the team. 

   “He has a true love for the game, [and] you can always count on him to be there. He has strong relationships that he’s built with his teammates because of his leadership. He plays in different leagues and knows everybody around the area playing a lot of travel basketball,” Noone said.

   Although Reardon was at a disadvantage with his height, he put in the work to get ahead of those who had an advantage, and it paid off.

   “He’s grown a lot. He’s gotten bigger and physically stronger. He puts in more time than anybody. [His] shots, ability to drive to the basket, and defense [have all] gotten better,” Noone said.

   Like all accomplished athletes, Reardon has dealt with setbacks. Even when times get tough, he stays committed to his childhood aspirations and his teammates every time he steps onto the court. While it is not set in stone, Reardon plans to continue his basketball career in college. 

   “There have definitely been moments, even this season, where things [weren’t] going the way I anticipated them. … It felt like all the work wasn’t paying off. But I thought about how much time I put in and about the kid that started this whole thing and how I couldn’t give up on him,” said Reardon. “I think there’s definitely been times I wanted to quit, but I told myself [that] if I quit, my seventh-grade self would be heartbroken.”

John Reardon ’22: Basketball

   On the rink, Emma Traylor ’22 is not afraid to be bold. With the goal of hitting the puck into the net on her mind, she accelerates across the ice. Swiftly intercepting the puck, she shoots it toward the goal with no hesitation. Narrowly missing the goalie, it slides straight into the back corner. In high spirits, the crowd erupts in cheers.

   Traylor’s ice hockey career started when she joined the cheerleading team during her freshman year. While coaching fall tennis, girls ice hockey Coach Christian Herzog noticed her cheering on the adjacent field.

   “She was one of the girls in a leadership position on the cheerleading team. I was looking for players that had an interest in going outside of their own comfort zone. It took some coaxing for [Traylor] to try ice hockey, but once she started, I think she developed a passion for the sport,” Herzog said. 

   While Traylor was new to the sport, she was willing to do whatever it took to excel. Although early 5 a.m. practices could be draining, she always dedicated 100 percent of her energy to improve her skills. During her first season, after mastering the basics of skating and maneuvering the stick, she scored two goals. After making significant progress in her technique through continuous practice in her second year, she was voted “most improved player” by her teammates.

   “She is constantly one that wholeheartedly exerts every ounce of energy she has on the ice. Wherever the chips fall at the end of the game, that’s where the chips fall, but she always knows that she put in her best effort. I think it is something that other players really look up to,” Herzog said. 

   Now, as a senior and starting center on the first line, Traylor demonstrates her passion for the sport through the aggression and tenacity she brings to the ice. 

    “Sometimes we’ll get athletes who you have to get into an aggressive mode. It's not always the easiest skill or attribute to teach. But some student athletes have the ability to turn it on and off and [Traylor] is one of those,” Herzog said.

   In addition to demonstrating her own love for the sport, Traylor extends her love to all her teammates. Her favorite moments on the team were their annual overnight trips to compete in Maryland at the Women’s Interscholastic Hockey League of the Mid-Atlantic competition. The quality bonding time Traylor had with her teammates translated well to their chemistry on the ice.

   “Out on the ice, Emma is a pro when it comes to communication skills. [This] has greatly benefitted the general team dynamic,” said teammate Tessa Solvibile ’22. 

   During quarantine, Traylor and her team only had the chance to play three games and had to wear masks under their helmets per the COVID-19 guidelines. Since many rinks were closed, the team only practiced basic skills off the ice. Although these setbacks were discouraging, Emma stayed focused by recognizing her improvements and maintaining her work ethic.

   Although she does not want to pursue varsity hockey in college, Traylor plans to continue playing ice hockey on a club team. 

   “I like to pick something and stick to it. I don’t like to quit. I feel like I need to constantly keep that mindset to improve,” Traylor said.

Emma Traylor ’22: Ice Hockey



“En garde … ready … fence!” Lunge forward, step back, spring forward again. Eleni Staikos ’22 performs a complicated footwork sequence as she sizes up her opponent. She takes a deep breath, steadying her hand and her nerves. Using a combination of dynamic technique and quick thinking, Staikos conducts an extremely methodicical attack. Her strategy is to always strike first, forcing her opponent to defend. While watching her, it is easy to see her love and dedication to the sport.

Staikos began fencing when she was 12 after watching her cousins compete in matches. Her initial interest in fencing was also sparked by her imagination as a young child of what fencers were like. Books and movies depicted fencers as strong and powerful people. As a self-described introvert, that is exactly who she wanted to be.

“I read a lot. Every time I think of fencing, I just have this image of a warrior princess in my head,” Staikos said. Although she competes and is successful in several other sports, she admits fencing was her first love.

“I horseback ride and do [modern] pentathlons, which include fencing, swimming, running, and other events. I also ran cross country. But fencing was the first sport I tried,” Staikos said.

This multi-sport background has definitely helped with her fencing. From riding, Staikos gained a better center of gravity and awareness. Through running, she attained the cardiovascular strength needed for long fencing bouts. Staikos is very accomplished in the sport. She has competed at regional meets with the PHS Fencing Team and placed first in individual foil events at high school district meets.

“She’s had great successes and huge goals, like placing at the elite Cetrulo-Santelli event … one of New Jersey’s biggest fencing events. She’s been a leader since she came on the team and her ability to win for the team really supports that,” said PHS Head Fencing Coach Sam Blanchard. In the future, Staikos plans on accomplishing more with the fencing team.

“We have our eyes on at least taking regionals as a team. Placing as an individual in my event would also be nice, but I’d really like to make it out as a team this year. We have the capacity to improve because now the foil girls team is mostly upperclassmen,” Staikos said.

Now, she looks forward to leading the fencing team as girls foil captain this year and making connections with underclassmen. Although official practice has not started, the team has already begun to form friendships through bonding events.

“Eleni is positive and always communicates with everyone on the team. She’s made me very excited about the upcoming season,” said teammate Wendy Jin ’25.

Looking forward to fencing for a college team or club, Eleni knows she wants to continue competing at the next level.

Athletes of the Month: Eleni Staikos ’22: fencing




As the siren buzzes, Joshua Kim ’22 springs off the board, propelling himself into the water. He swiftly glides underwater and rises to the surface to begin his breaststroke. “Go, go, go, Josh!” The PHS swim team watches and cheers as Kim moves his legs and arms in sync, racing towards the end of the lane.

Kim began swimming when he was in seventh grade. His mother originally pushed him to try the sport to stay active, but he gradually found his passion for swimming and decided to join the team in high school for opportunities to go to competitions.

Swimming competitively while being a busy high school student has trained Kim to be efficient with his time management skills. The process of developing a productive schedule has become especially difficult during seasons that require intense and long practices, but throughout his four years, Kim has learned to do this.

“I swim in the morning before school, so I do all my homework as fast as I can [the night before], so I can sleep early,” Kim said.

When racing competitively, it is normal to feel pressured, which can affect an athlete’s performance. Since swimmers race next to competitors in adjacent lanes, the proximity and constant comparison to those next to you can cause anxiety. Kim mentioned that his movements used to be stiff because of his nervousness, but throughout his years on the team, he has learned to overcome those emotions and swim freely. Part of this was from the help of his father, who has supported him throughout his swimming career.

“He helps me with my mindset and my workouts,” said Kim. “He likes to remind me to just focus on myself and really try my best. It’s made me understand that it is okay if I lose, as long as I am able to bounce back strong and reflect on what went wrong. I really appreciate him.”

In swimming, having a calm and confident mindset is especially important for success because of its extremely competitive nature, and it can be easy to get sidetracked. With his outgoing characteristics, Kim has been able to bond closely with other athletes on the team. Head Swim Coach Carly Misiewicz believes these characteristics contribute to Kim’s leadership abilities.

“People look up to him. He is definitely a big leader for us,” said Misiewicz. “He came in a little quieter as a freshman, but now that he’s a senior, [and he is] growing and getting to know everybody.”

Like Misiewicz, Daniel Baytin ’23, a member of the swim team, is also impressed by Kim’s leadership skills.

“He always leads the lane, [and] every day, he makes sure that everyone’s in the water on time and tries their hardest. If there was a ... team captain, it would be Josh Kim,” Baytin said.

Taking inspiration from his father and encouragement from his teammates, Kim plans on furthering his skills. He looks forward to potentially swimming for a college or club team, but whatever happens, he is certain swimming will be a part of his life for a long time.

Athletes of the Month: Joshua Kim ’22: swimming


Standing in complete silence, he pauses as he toes the line. To his left and right is a cacophony of sound as athletes slap their limbs, improving blood circulation. Ignoring distractions that surround him, Kento Nakaya ’22 composes himself, knowing he has done everything he can to prepare for this moment. But self-assurance has not always come naturally for Nakaya. Returning from long summers spent in Japan where he was unable to run and living with a life-threatening heart condition, he has worked long and hard to ensure his success for this season.

Growing up, Nakaya played soccer. Although he spent seven years playing soccer, he never felt it suited him best, and he decided to make the transition to track in the eighth grade. In order to stay motivated, he often watches track videos, especially those of professional runners, to improve his running technique. Nakaya focuses a lot on the mental aspect of his sport.

“Cross country is all about mentality. I think it has a lot to do with physicality, but mentality plays a lot of roles in a race. So definitely visualization is something that I [do] before I race,” Nakaya said. He often takes a minute or two before a race to center himself.

Nakaya is not the only one in his family who runs; Nakaya’s mother also ran in middle school and high school. This drove Nakaya towards the sport. However, like all athletes, Nakaya sometimes struggles to stay motivated. To get him through mental blocks, he often looks to his teammates for inspiration.

“Addison Motto [’22] you know, he’s definitely my motivation to run. And he’s been improving. I mean, he did really well in the last spring season,” Nakaya said.

Managing school and a sport can be especially tough, but Nakaya managed to keep up his grades by waking up early to study or complete homework. Freshman year, Nakaya made the decision not to do spring track to focus on other responsibilities.

“During that period … I wasn’t the best in cross country. So I was thinking about quitting. But then this spring, it was really fun. And I did pretty well, ” Nakaya said.

However, during that spring season, Nakaya faced a roadblock. Due to a negative reaction from his vaccine, he developed a condition called pericarditis, which in simple terms is an inflammation of the tissue around the heart. During this time he was unable to run, and after recovering, he got a knee injury. Despite his setbacks, he has made every effort to be a leader to his teammates.

“Kento is everything you would want to see in a teammate: hard-working, supportive, and positive. Even when runs get tough, he doesn’t give up and is always very encouraging to the team and myself, ” said teammate Zachary Deng ’23.

As Nakaya recovered, James Smirk, Head Track and Field Coach, was impressed by his perseverance throughout his recovery. “He was able to push himself after recovery but also knew his limits, which is very important for an athlete.”

Coach Smirk also admired his ability to support the team through his injury. While Nakaya was not able to physically run with them, he was able to help in other ways.

“Most kids would not go to practice when they’re injured to support their teammates, but he did. He’s a great kid. He is really focused, and his ability to communicate with his teammates and help them mentally and emotionally is admirable,” Smirk said.

One of Smirk’s favorite memories of Nakaya is when Princeton went head-to-head with their rivals, Robbinsville High School.

“They had beaten us [in] meets all season, but that last one Kento really stepped up and passed a few guys who had beaten him all season. That was a major success for him.”

Kento is planning on attending college in Japan, where there are no collegiate running teams. However, he is determined to finish out his final year of competitive running strong, leading his team to success at county meets, state meets, and beyond.

Athletes of the Month: Kento Nakaya ’22: cross country



Zachary Deng ’23 “

I really like chess boxing. It’s a very interesting mix because it involves two very different skill sets. It’s also pretty funny because you have players just playing a game of chess and then going to beat each other up. A couple minutes of chess and then a round of boxing. The skillset it takes is so impressive.”

















Sylvie Lebouef ’24



Speed-walking is definitely a favorite of mine because it looks really funny. It’s so weird how fast people can walk and how competitive it is when anyone can do it. The way they swing their hips is also really weird.
















photo courtesy: [credit name="Maeve Motto"]
Maeve Motto ’25

Frisbee golf is my favorite. I saw someone playing it at Thompson Park where I run, and I really respect the grind they put in being outside at eight in the morning. They were trying to throw two at once, and even though every time the frisbees hit each other in the air and fell, they kept trying and I admire that perseverance.







Akshay Patel ’23



Chess is a really cool un- conventional sport. A lot of people don’t consider it a sport, but I think it is be- cause the mental pressure is almost as much as the physical pressure on your body from other sports like running. You have to predict a few moves ahead but also think on the fly. I don’t play but it’s still really fun to try.

What is your favorite unconventional sport?


Watching her siblings’ soccer games in her childhood contributed to Sophia Lis ‘22’s growing interest to play on the field and prompted her to continue her soccer career in high school. Lis’s talent, consistency, and knowledge of the game lead to her skillful performance on the field: Lis quickly moved up to the varsity team in her freshman year and is now captain of the girls varsity soccer team. Head Coach David Kosa, who has been coaching the Princeton High School girls soccer team over the four years of Lis’s engagement, commented on Lis’s ability and growth.

“She’s very intelligent out on the field [and] unselfish, too,”

“Her improvement throughout the years has been very noticeable. Her skill level is at such a high point right now,” said Kosa.

Lis is consistently a top scorer for both her Princeton High School and club teams. She is committed to play Division I soccer for Lehigh University starting next fall.

After an injury her sophomore year and a long rehabilitation process, Lis was uncertain of her career in soccer. However, she recognized her desire to continue her soccer career and was inspired by others that recovered from ACL injuries. With perseverance, Lis has not only resumed her role playing on the PHS soccer team but also on the Players Development Academy (PDA), where she trains with athletes from different schools in a competitive environment.

“Just observing my teammates and the people around me, I learnt a lot about myself that year and made me realize I wanted to continue playing soccer and reach my goals of playing my junior year,” Lis said.

“PDA has taught me how to persevere and handle the pressure of the coach always watching or wanting to perform at the top level.”

Although she was in the rehabilitation process during her sophomore year, Lis was dedicated to improving her soccer skills and learning from her coaches and peers. As she took on a leadership role as an upperclassman, Lis consistently challenged herself to be more assertive on the field.

“Freshman year, she was very timid, even though she was the best forward and the top scorer she didn’t really talk that much. And now watching her as a captain, facilitating all the drills and incorporating the underclassmen she’s grown so much as a person and a player,” co-captain Megan Rougas ’22 said.

Lis is not only a hardworking athlete who always seeks to improve herself, but she has also shown strong abilities in leading and helping her teammates. As one of the captains of the PHS girls soccer team this year, Lis has become more of a team player, giving her teammates more scoring opportunities.

“For captains, it is always important to discuss with your team and ensure everyone is included and knows the value they bring to the team,” Lis said.

As an athlete who has gained many experiences from games and leadership, Lis gave some advice to the incoming and current underclassman athletes on the PHS soccer team.

“When there are any obstacles in the road, there is always a way around it,” Lis said. “You just have to keep pushing through and working hard to better yourself and the people around you.“

Athletes of the Month:  Sophia Lis ’22: soccer

Upon first glance, the golf course seems like a peaceful place. Rolling green hills surround a series of flags, the gentle arc of iron clubs striking golf balls and sending them far into the air. However, Adam Macmillan ’21 knows better. He is acutely aware of the many distractions from eager parents and friends to the watchful eyes of competition from other schools. Turning his head to focus, he suddenly hears a sound blares from the megaphone. 

“First on the tee from Cranbury, New Jersey is Adam Macmillan!”

Taking a deep breath, he steps up to the tee and takes his stance. Taking a few deep breaths he tries to block out any external distractions until it is just him, the ball and the course. Thwack! Iron club meets a small rubber ball and sends it flying through the air. 

Getting to the point where Adam can compete without outside distractions has taken countless hours of practice. During the high-school season, Adam practices with the PHS team during the school week and most weekends. During the rest of the year, he competes in independent tournaments and spends countless hours in the weight room working on improving his strength.  Macmillan attributes much of his success to not only his dedication to the sport but the golf role models he had growing up. One especially influential role model was his father who is not only his coach but also played golf in college. Another influential role model is Rick Yrosh, a veteran and someone Adam used to play golf with.

“He was badly hurt in Iraq in 2008, and his story and quest for his life purpose and being able to accomplish [despite] the hardships he went through inspired me a lot. It really applies to golf. Like if I have a bad setback and feel down and out of it, I think about him. He persevered and now has a family and is living a great life. His story is very inspirational for me,” Macmillan said.

Macmillan also spends his free time teaching a new generation of golfers. Since they are so young, ranging from elementary to middle school, his teaching focuses on getting the kids to learn the beauty of the sport, before heavily focusing on rules and technique. While some see having kids who are new to the sport as a weakness, Macmillan sees it as an opportunity to get people who love the sport into healthy competition. As captain of the team this year, Macmillan does recognize that they are at a disadvantage against more experienced teams but at the end of the day he is very confident in his team's ability. 

As captain, Adam takes a primary role in managing the team, assisting with managing the games themselves and teaching others about course management. Adam also maintains a good relationship with his assistant coach Noone. Having led the team during such unprecedented times, Noone praises him for his diligence. 

“He's got a great mind for the game. And most importantly, he's a really, really good person. I enjoyed being around him. So easy to coach. He's a great leader, you know, helps out our younger guys, always encouraging, you know, just a very class act,” said Noone. “He's competitive, I'm competitive, and you know, talking golf that's been the most fun and seeing him interact with some of the younger guys like our freshmen, we have a lot of freshmen and so engaging and welcoming to them.”

Macmillan, while assuming his role as captain, has maintained his work ethic and good attitude during his practices and tournaments. He was able to make state championships his first two years of golfing at PHS, unfortunately due to COVID-19 he wasn’t able to last year. Still he and his team continue to put in the work to help others understand the sport as well as improve their ability as a team. His coaches and teammates believe he will go far in his upcoming season at West Chester University in the fall.

Athlete of the Month: Adam Macmillan

Pivoting towards her opponent, Chloe Ayres ’21 stretches her arms away from her body. Staying light on her toes, she contemplates which technique to use to score the next critical point. Filled with anticipation, she awaits the whistle. Although she may be nervous, Ayres knows that she’s wrestling for much more than herself. She is fighting for all of women’s wrestling.

Despite beginning to wrestle at a late age, Ayres’ experience with wrestling goes back to when she was a little girl. Her father, Chris Ayres, is the head wrestling coach at Princeton University. Watching matches and videos of elite college wrestlers and seeing them succeed firsthand from a young age, Ayres learned what it took to succeed as an elite wrestler. Not only does her father help her refine her wrestling skills, but he also takes on the job of helping her balance her wrestling life and school activities. Through their relationship, Ayres learned the values of self-accountability and leadership.

Ayres has taken the values she learned from wrestling professionals and applied them to her own high school team. Taking on the role of captain this year, she has made sure to guide her team so that they can improve as a group.

“I think that there's a lot of extra responsibility that goes into being a captain, and I try to lead by example. … But I'm really proud of my team this year; they’ve done a lot of great things. We’ve grown a lot together,” Ayres said. 

Although trying to be inclusive in her role as captain, Ayres herself was initially nervous about fitting in in such a male-dominated sport. Women’s wrestling has trailed behind men’s wrestling ever since its founding. Even now, there are few options on a middle school or high school level for women to get involved with the sport. Despite this, women’s wrestling has gained popularity in the past few years, and because of wrestlers like Ayres, women wrestlers are able to show what they are capable of. For Ayres specifically, credit must be given to Princeton High School Head Wrestling Coach Jess Monzo, who has been instrumental in supporting her journey as a female in wrestling. 

“We try to keep it fun in practice. [I] let them know that it’s a safe place for them to talk. If something’s bothering them, they come to me with what it is because at the end of the day, we'll figure it out. And we’ll get to put it behind us and move forward,” Monzo said. 

Not only does he take the time to check in on wrestlers, Ayres believes Monzo also creates a protective community for wrestlers to share any struggles. Creating a safe environment is something unique to Princeton High School wrestling that Ayres believes is not easily achieved anywhere else. 

“I think that as a woman in a male dominated sport, at times, it can be hard to feel accepted into a room... He’s done a great job at creating a line of communication with me to make sure that all my needs are met. And I think that that is something that I’m really grateful for,” Ayres said.

Despite previous years of success, this year has been especially challenging for Ayres. Unfortunately, due to COVID-19, the wrestling season has been shortened, and announcements of continuation were made surprisingly late. 

“Usually, I have about a two-month transition period… but with COVID, I wasn't sure if we were having a season. … By the time that they announced that we would be wrestling, I only had two weeks to transition. So that was definitely difficult,” Ayres said. 

Facing numerous pressures outside of wrestling, Ayres has learned to be strong both on and off the mat. Sometimes this even meant compromising academic, social, and leisure time for training. Although some may see this as too much of a sacrifice, her willingness to put wrestling first only displays her commitment for the sport she loves. 

“When you love something you make time for it and it's something that I enjoy. So it's not really a chore. It’s something that I look forward to each day. But [by] just giving a positive attitude to the sport and embracing the fact that I'm doing it because I love to wrestle has helped me mentally devote more time to it,” Ayres said.

More than loving the sport, Ayres’ hard work has earned her numerous accomplishments in the world of women’s wrestling. Going back to 2018, some of Ayres’ accomplishments include winning the NJSIAA Girls State Championship three years consecutively, becoming an All-American at Fargo (National Freestyle Tournament), triumphing at the Super 32 tournament, and placing in many more out of school tournaments. 

Planning on wrestling for Princeton University in the fall, Ayres is filled with immense appreciation for the sport that she has admired for so long. Remembering her initial apprehension to try out women’s wrestling, she encourages others to see the beauty of the sport and the wrestling community.

“Wrestling has a lot to offer, whether you’re new to the sport or you’ve been around it before. It’s a very positive community of people that are going to be there to lift you up and help you grow to your full potential. It’s definitely worth a try,” Ayres said. 

Athlete of The Month: Chloe Ayres


Before the race, Yana Medvedeva ’21 is all jokes as she runs a pre-race mile jog. She laughs about the unicorn socks she is wearing, mentions the lucky recorder she’s brought to all her meets since sophomore year, and details her last adventure thrifting at Plato’s closet. But as she approaches the starting line, she’s all business. Eyes forward, Medvedeva remembers her race plan and gauges the competitors around her. She knows she has to go fast, but it’s a long distance race so she also has to pace herself. “On your mark... Get set... BOOM!” Medvedeva smashes her silver spikes against the tartan track at the sound of the gun. Leaning forward from her drive, she makes sure to stay calm while simultaneously moving up to the front of the pack. She swings her arms back and forth to increase momentum and steadies her breath. She sets her eyes on the back of the girl in front of her to straighten her posture. From the outside, she is graceful, but her mind is already strategizing.

Medvedeva first began distance running in seventh grade, and within two years, she was qualifying for sectionals. While she found winning enjoyable, Medvedeva’s passion for running stems from being able to form close relationships with her teammates and the unique team dynamic.


Photo courtesy of [credit name="Katherine Monroe"]
“I really liked the team environment and I really loved the team,” said Medvedeva. “I most enjoyed that it's both an individual sport but also a team sport. When you race, you're doing it for the team, but also for yourself.”

Though she was interested in the sport, Medvedeva was still unsure about which distance she wanted to race at. While experimenting, she was able to become adept in middle distance and long distance running, two very different categories. While proving herself a versatile athlete, Medvedeva demonstrated her exceptional talent by qualifying for sectionals as a young member of the team.

“It was super cool, because we qualified out to sectionals and I was a freshman. Big meets were cool; we got medals and it was super fun to race with the big dogs [or] the seniors on the team, Medvedeva said.

Even though she has already achieved great success, Medvedeva consistently continues to improve her game. Eventually, her skills as a runner complemented her love for the team, earning her the spot as co-captain of the girls track team. Head Coach James Smirk attests to Medvedeva’s aptitude for leadership.

“She’s a co-captain this year and there are a lot of responsibilities associated with that. Being a role model is one of them and she’s also there to have those individual conversations with me which makes her unique. Building that one on one relationship, she’s a master at that,” Smirk said.

Despite earning praise for her skills, Medvedeva stays modest and admits to looking up to all of her teammates for their ability to work off each other’s skills. She accredits her teammates for her strategies and success in her high school running career.

“The day before a race on the run, we'll talk about what our goals are and what strategies we might use. And the day after the race we do race debriefs to go over what we did good and bad and how we can improve for the next race,” Medvedeva said.

Along with her teammates, Medvedeva admires Head Coach Smirk for helping her stay motivated.

“I don't know if I've ever had a feeling that I wanted to quit the team because Coach Smirk is always super accommodating with that. If you're just stressed out, and you talk to him about it, he'll be totally understanding and he'll give you that time so you can be back to enjoying running,” Medvedeva said.

Medvedeva’s modesty is a result of her bright personality, immediately making an impression on teammate and co-captain Charlotte Gilmore ’21.

“Yana absolutely encapsulates the personality of the team. She always manages to make people feel welcome and hypes them up for their races. I can’t imagine the team without her level headed and cheery leadership,” Gilmore said.

But even the most optimistic athletes have times when they lack motivation. Returning back to the team this winter, Medvedva admits to struggling with maintaining the drive from the fall. During the competition season, the team would meet outside most Fridays after practice to hang out, fuel up on pasta before weekend races, and watch the bachelor. However, due to lack of competition and the cold weather preventing safe outside meetings during COVID, Yana and the team found themselves missing running and each other. Medvedeva is now working on reinstilling that motivation and camaraderie in her teammates.

“Right now, I think we're working on implementing the kind of motivation that we had in the fall, back in the spring because that's something we've been struggling with in the winter,” said Medvedeva. “We're working on seeing each other more often and getting everyone excited to come to practice again.”

With the lessons that she’s learned from her time as a competitive runner, Medvedeva reflects on her freshman self and offers advice to the incoming freshman.

“[I advise] not to be so nervous all the time about racing because when you're not nervous, you think of it as more of a fun opportunity. Just give it your best. It's so much more fun,” Medvedeva said.

Athlete of the Month: Yana Medvedeva


At 6 a.m. every morning, Colm Trainor ’21 laces up his skates and takes a lap around the ice rink. Feeling the cold air on his skin, he shivers a little and takes a deep breath. To warm up, he begins to juggle the puck in front of him. He pulls back his stick to slap the puck to his older brother Aidan Trainor ’20, with whom he has been practicing everyday.


Photo courtesy of [credit name="John Zammit"]
Trainor started skating at the age of three; he has been on the ice for more than four-fifths of his life. Trainor’s passion for hockey, which started to grow at the age of five, was heavily influenced by his family. His grandfather, a huge hockey fan, convinced Trainor’s parents to sign Trainor up. His three older brothers, who are also hockey players, have greatly influenced Trainor’s passion for the sport. Specifically, Trainor claims to have turned towards his role model Aidan for guidance.

“Growing up, my brothers have always helped me through and I've always had them here to help. They've always been supportive no matter what happens. Usually like Aidan, my older brother, he's always with me. So no matter what happens, we're experiencing it together. And we play on different teams, but even if someone doesn't understand the sport, I could always talk to Aidan about it. I would say he's my role model,” Trainor said.

Coming from an athletic family, hockey isn’t the only sport he has played, but it is the one he has stuck with most passionately. Since being introduced to the sport, Trainor’s love of playing hockey has continued to grow. With this motivation complementing his athletic ability and experience, Trainor eventually earned a spot as the captain of the boys hockey team.

Assuming responsibility as a captain, Trainor shares strategies, holds practices, and keeps the team motivated. Along with these roles, Trainor also maintains a good relationship with his coaches, both of whom are new this year. Assistant Head Coach Charles Gallagher praises Trainor for helping him get accustomed to the new environment.

“He has keen insight on hockey and the dynamics of hockey, and you can always see him either talking to myself or to our new head coach,” said Gallagher. “Both of us, me coming on the team for the first time and the head coach being brand new, needed to kind of get the lay of the land, to understand what's going on here in school. There are assistant captains who are helpful, but really he's the man.”

While putting the team first, Trainor still consistently works to improve his own game. Playing on a travel team, Trainor had to manage his time well. With the new virtual schedule due to COVID-19, Trainor took the opportunity to skate on the ice all day.

“I basically do my classes from the rink, and then I will, if I have a free period, put my skates on and I'll hop on the ice or I'll do a workout. I'm usually leaving at six in the morning and getting back at five or six at night. It's a big lifestyle,” Trainor said.

Trainor’s dedication as an athlete and ability to maintain strong relationships complemented his strong leadership when he led his team to success at the Mercer County Finals last year. Trainor accredits the firm relationship between him and his teammates for the win.

“I think we're brothers. We've been through it all. Like we're all there for each other like, you see each other in the hallway. You say hi. It's not like a group of guys that are just there for the hockey season,” Trainor said.

After all of the time and effort he has put towards growing the boys hockey team, Trainor plans to take a gap year next year and attend a few junior camps over the summer to see where hockey takes him. But for now, he is hopeful about this season. “My season's still going for travel so I have that to look forward to and districts and hopefully nationals if they work it out,” Trainor said.

Athlete of the Month: Colm Trainor

Small, pitted dents litter the end cap of Gautam Chawla ’20’s bat, numbering the times it has hit the packed infield dirt. From a foam bat to a Louisville composite, Chawla has turned his childhood pastime into a decade-long journey.
“I started because my dad had some foam bats and balls lying around the house. … My parents are supportive in pretty much everything I do, [but] it was mostly my coaches who encouraged me to start practicing on my own and taking lessons,” Chawla said. 
Even with the support of his parents and coaches, Chawla had to work hard to rise to the top. Smaller and weaker than most of his teammates, Chawla’s stature proved an inherent disadvantage, yet set the stage for a career defined by perseverance and hard work. By pushing himself to lift weights and practice his sprints, Chawla increased his strength and built endurance to improve his on-field performance. 
“I realized that although talent can take you far, unless you’re some naturally born Olympic athlete, … if you want to continue to be a competitive player, you’re going to have to put in some work,” Chawla said.
With hard work came success, and with success came increased pressure. Chawla’s increased responsibility prompted an increased focus on the scores, leading to disappointment when not every game ended with a victory. This unhealthy mindset led him to get distracted from the present, but Chawla has been able to mature and reflect upon himself to stay grounded in the moment. 
“I used to be very emotional playing baseball, mainly because you have very few opportunities to contribute, at least on offense, and it is important to make the most of them. But over the years I realized that I focused too much on what couldn’t be changed, and I try to focus on the current play,” Chawla said.
Applying what he learned from playing competitive baseball to PHS, Chawla proved to be a valuable player, and was the only underclassman to make the varsity team during his sophomore year. Being one of the younger players on the team, Chawla initially wasn’t given many opportunities to play, but over time Head Coach Dominic Capuano has seen him develop his leadership skills as one of the team’s co-captains.
“Right away, you saw a kid who was just special. … He's always had the talent. He was always very passionate and committed and I think it's only grown since his freshman year now,” said Capuano. “Last year he really evolved into an important role player on the team, … and then this year, he took the captain's lead.”
Organizing summer workouts and offseason training, Chawla emphasizes the importance of conditioning and dedication to consistent self-improvement. On the flip side, Chawla also recognizes the importance of team bonding as baseball requires close coordination between all positions and roles. By holding team activities, like the traditional dinner at Buffalo Wild Wings, Chawla hopes to instill the importance of teamwork and being a team player.
“It's really fun [having] him [as] the captain — [he] likes to make sure we're doing what we need to do so [we] can be a better team,” said teammate Aiden Castillo ’22. “Not just skills-wise a better team, but also being together [and] having those bonds and relationships with each other.”
After all of the time and effort he has dedicated toward growing PHS’s baseball team, Chawla plans to continue his baseball career in the fall at the California Institute of Technology, where he can enjoy and improve at the sport he started at such a young age.
“Ultimately, if you don’t enjoy what you do, is there a point in doing it?” said Chawla. “I think the biggest thing with baseball is just enjoying the game.”

AoM: Gautam Chawla

“I wanted to do everything she did,” said Jordan Guidi ’20. 
At five years old, Guidi had already found her ambitious side. Following in the footsteps of her sister, Bianca Guidi ’18, Guidi started softball as a form of sibling rivalry. Now, as she nears the end of her senior year, Guidi’s dedication has left its mark on PHS’s softball program. 
Given Cranbury’s small team, Guidi was confronted with few opportunities to pursue her interest in softball. Unfazed by such limitations, Guidi turned her focus from the performance of the team to her own self-improvement.
	“I just think about myself, as weird as it is. I think about [how] no matter how else anyone is playing, I'm going to play my best and do my best,” Guidi said.
	By appreciating the individual aspect of the game, Guidi is able to excel and establish herself as a powerhouse on the field.
	“She's a very good hitter,” said Head Coach Marissa Soprano. “She's had multiple home runs which is not something all the girls are strong enough to do. … You can also see her competitiveness come out when she's at bat. She really likes to hit, and just wants to do well and drive her teammates in to score a few runs.”
Guidi has also filled numerous other roles on the team. During her freshman year, she split her time between both the JV and varsity programs, proving her dedication and versatility.
	“She has been someone that has been able to perform at all levels,” said Soprano. “Her first position is not pitching. She doesn't love it, but she knows that it's one of the necessary parts of the game. So over the course of her career at PHS, I've asked her to pitch in different games and she has done it really without complaining. She has been there for the team when I know she probably preferred to play somewhere else.”
	Guidi attributes her success and team spirit to the guidance of her sister. Having played together for 12 years until her sister’s graduation in 2018, Guidi was able to have a two-year overlap with her sister where she saw the way her sister built the team up.
	“When we were on the team together, she always talked to me when I was having problems or when I was upset about something and she would always handle things really well. … So I guess I always looked up to her [for] how she handled things,” Guidi said.
	Even as Guidi has shown her skill as a player, she recalls certain memories and games that have taught her the importance of teamwork over individual success.
	“[My sister and I] played a game and we [were] on the same team, but the whole time, … we would just push each other over and fight to get the ball instead of working together to get it,” Guidi said.
	Participating in team workouts over Zoom and leading small group discussions in order to encourage bonding as a team, Guidi still looks for opportunities despite the team’s softball season being suspended due to school closure. Although her actions are voluntary, Guidi’s contributions don’t go unnoticed.
	“We are both pitchers, so we kind of have to lean on each other. If I can’t pitch a game, I can count on Jordan to be ready to get there in the game, she makes me feel more secure,” said teammate Kylee Tucholski ’21.
After spending so many years in the sport, Guidi reflects back on what made her stay for so long.
“I'm just here because I like playing the sport. … Have fun. Make friends. Don't let it be a bad memory. Make it a good memory,” Guidi said.

AoM: Jordan Guidi

On your mark. Get set. BOOM.
Matt Perello ’20 launches himself off the starting block. Setting his eyes on the finish line, it doesn’t take Perello long to finish the race. In less than seven seconds on February 3, Perello had covered 55 meters and set his senior record at the Morris County Coaches Invitational — the current New Jersey state record for the 55-meter is 6.26 seconds. 
	Perello first took up running as a game among friends. Perello would hold small races with his friends during gym warm ups in middle school. As he grew older, his teachers noticed his innate running ability and encouraged him to join the track team.
	 “[My middle school gym teacher] would always have us run around the gym or outside on the field, and one day I was just like ‘I’ll try to go as fast as I can,’ She noticed and said ‘You should do track,’” Perello said.
	Following his gym teacher’s advice, Perello started track in the spring of sixth grade and has continued since. Perello enjoyed success early, further fueling his passion for the sport. Although Perello admits that he has some natural talent, he attributes his success and dedication to the friends that he has made along the way and the lessons he has learned from them.
“I really took after [the] work ethics [of my previous track teammates]. … They were always putting in 110 percent, never backing out, never quitting,” said Perello. “Nils Wildberg [’19], he was a senior last year, is an amazing athlete, … and is one of the most hardworking people I know [and] Jack Henry Whetstone [’19] … is one of the most dedicated people I know … and they are just two of the people that I really really look up to,”
Wanting to help others improve and enjoy the sport like he does, Perello has been the sprinting team’s captain the last two years. He also leads the team in both the 55-meter and 200-meter races.
“I like to lead by example as much as I can. I want to help the younger athletes as much as I can and I want to see the kids that I grew up with become much better athletes. Even within one season, … it’s great to see them becoming much better athletes,” Perello said.
Despite this being his last season at PHS, Perello is excited about what is in store for the track team in the future. He notices that some of the younger kids on the track team this year are dedicated and competitive, and he looks forward to seeing the team improve.
Looking back on his high school track career and his growth, Perello notes the importance of hardwork and persistence.
 “Hard work beats talent. … If you put more work in, over time you’ll see much bigger growth and you’ll see yourself become faster and stronger. So I think that even if they’re younger and they don’t have as much talent, I think they should just go for it,” Perello said.

Athletes of Month: Matt Perello

Her three millimeter blades carve grooves into the ice as she deftly dribbles the puck down the rink. Readjusting her grip, she locks her eyes on the puck as she drives it into the net. This is Victoria Zammit ’20’s third and final goal against Holton Arms on February 16, sealing a victory for PHS in the third period.
	Zammit started to skate when she was four; she has been on the ice for more than three quarters of her life. Zammit’s passion for hockey, which she started playing ten years ago, finds its roots in her family. Her father played ice hockey during his high school and college years; her sister, Alexa Zammit ’18, was one of PHS’s previous ice hockey captains; and her brother, John Zammit ’23, plays alongside his sister on the varsity boys ice hockey team.
	Although hockey isn’t Zammit’s only sport, it is the one that she has stuck with the longest and taken the most seriously. Since being introduced to the game a decade ago, she has worked consistently to improve her game, all while putting the team and winning first.  Eventually, her skill on the ice, along with her assertive nature, earned her the spot as captain of the girls ice hockey team. 
With many members of the team being newcomers, Zammit has assumed the responsibility of teaching her teammates how to skate. Through early practices and the many falls that come with learning to skate, Zammit and her team have  gotten to become much closer.
“We wake up at 5:00 a.m. to practice, … we shower together, … [and] before school we get breakfast. ... [All] these little things help make that bond,” Zammit said. 
Along with teaching her teammates the basics of ice hockey, Zammit has also helped her team gather equipment. Zammit turned towards her role model for inspiration and help with equipping 11 members with full sets of gear. Her solution: dumpster diving.
“The person that inspired my dumpster diving journey was Lars Eighner. … In his book, he had [a] specific chapter called ‘On Dumpster Diving’ and it’s really funny. It’s about how he turns trash into treasure and finds value in things that people don’t place value for. … And that is exactly what I did with equipment and with the teammates. I saw something, I saw potential and I was able to create the team based on that and that’s something that I’m really happy that I did,” Zammit said.
Zammit’s skills as a player compliment her strong leadership, as she became the first female ice hockey player at PHS to score over 100 career goals and was named one of New Jersey’s top 15 female high school ice hockey players in the past decade. Ready for more and needing a method to prepare for her club hockey team’s play-offs for nationals after the high school season, Zammit became the first girl to play on PHS’s boys varsity ice hockey team. Despite being new to the team, Zammit’s natural affinity for leadership shone through.
“When we drew up a practice drill [and] people were struggling with it, … she would point them in the right direction and [I] didn’t have to go up to her and [ask], ‘Can you help the freshman?’ She just did it by herself which was really admirable. … She’s [a] leader,” said Head Coach Joe Bensky.
Willing to face the challenge of playing on both teams during the same season, Zammit had to manage her time well. With some games on the same day, Zammit had to drive from rink to rink in order to play in both games.
“I [had] a boys game after school and a girls game at 6:00 p.m., so I would go to the boy’s game, play that game, down a Red Bull in the car and then drive to the girl’s game speed[ing], get on the ice, and play the whole girls game. … So much piled up,” Zammit said. 
But even with the new environment and high stress, Zammit immediately felt like a part of the team with the help of her welcoming new teammates.
“I think the guys did a really good job of making me feel included. … Having a brother on the team helped and being friends with the seniors [also] helped,” Zammit said.
This fall Zammit will start a new chapter of her life at the University of Pennsylvania and has decided to prioritize her academics as she heads off to college. Although Zammit doesn’t plan on playing Division I hockey, she will continue her passion for hockey through a club. Looking back on her last season, Zammit is glad that she took the initiative to join the boys team.
“I definitely don’t regret any of it because both teams gave me so much value and such a completely different experience that I’m really lucky for.” Zammit said.

Athletes of Month: Victoria Zammit

	From varsity track athlete to injured on the bench to powerlifting national champion, the success story of Ananya Lahiri ’20 is made for the movies. But her accomplishments did not come without their fair share of obstacles. As Lahiri repeatedly overcomes the hurdles presented along her athletic career, dedication becomes a hallmark of her journey.
	Lahiri first started her athletic career in India through running competitions held by her school. Always coming out first, Lahiri continued to focus her training on track when she moved back to the US in 8th grade. Inspired by the high level of athletics that she saw in America, Lahiri picked up personal training with her current coach, Shawn Nixon, at the end of 8th grade to help with the explosive power necessary for the long and triple jump. Lahiri continued her passion for track into highschool until junior year where she sustained an injury to her Achilles tendon. While recovering from her injury, Lahiri discovered the thrill of lifting heavier weights. This newfound passion pushed her to shift her training towards powerlifting. 
	“Initially my parents didn’t quite understand why I wanted to lift heavy, and there was also the stigma that it stunted growth. But after continual convincing, they eventually came around. ... Now they know that I love it and are super supportive,” Lahiri said.
	But in the midst of recovering from her Achilles injury, Lahiri also developed back issues  stemming from bad posture. This new setback would eventually become her greatest asset. With her back weakened, Lahiri focused her training on restrengthening. These targeted workouts would prove to be useful in stabilizing her for the squatting and deadlifting aspects of powerlifting. Recovering from numerous injuries takes dedication and perseverance, and Lahiri does just that.
	“Her mentality of being a good person, and a hard worker [with] work ethic, transfers to just about anything you want. ... She knows what makes her happy and what she’s great at. ... She's really good at blocking out the noise of social media nonsense and peer pressure, and just being a good person and working really hard. She always brings that really really mature and emotionally tough outlook to stuff,” Nixon said.
	Last September, Lahiri competed in her first powerlifting meet with the World Natural Powerlifting Federation, beating four state records in her weight and age division. Lahiri competed in her second powerlifting meet this past Sunday on February 23, 2020 and once again bested the state records that she had previously set. This past weekend crowns Lahiri as the state and national champion in her weight and age division in the WNPF.
Aside from her mentality, another aspect which makes Lahiri so successful when it comes to powerlifting is the community which has found within the sport. Unlike a traditional school sport where your fellow athletes are the same age, powerlifting has allowed Lahiri to interact with athletes older than her. With these interactions comes wisdom and information from reaches of life beyond highschool.
“Powerlifting is amazing and everyone is there to cheer you on and they only want you to improve. … There’s no toxic competition and I’ve made some of my greatest friends, like Savannah who’s 29 [and lifts with me],” Lahiri said.
Having a passion for her craft and a strong mentality is important in a male dominated sport. Lahiri has had some interesting run ins with people judging her weight lifting abilities based on her gender
“At the gym at PHS someone asked me if I needed help and they took the weight off the bar to make it lighter for me instead of putting them back on. So I said thanks and put them back on. That's happened a few times,” Lahiri said.
Instead of letting these stereotypes put her down, she uses them to further fuel her desire to do well.
“I don’t care about it as long as I know my lifts are going well, I’m happy, and injury free, that’s all that really matters to me,” Lahiri said. “[Also, don’t be afraid to go to the gym. It can be intimidating, … but just do it. Powerlifting is about breaking personal records. No judgement. Everyone is just there to cheer you on.”

Athletes of the Month: Ananya Lahiri

Gefen Bar-Cohen ’20 powers his way past two defenders and plants the ball into the basket. The buzzer sounds. It’s a victory for PHS. From trailing Montgomery 17-25 at halftime, the Little Tigers fought their way back in the third and fourth quarters with Bar-Cohen’s 16 points and five rebounds. His quick work helped the team triumph  47-45 in a key match, carrying momentum through their 4 game winning streak.
Bar-Cohen’s success through his senior season comes from his early beginnings and passion for the game of basketball. Watching the Boston Celtics with his older brother and father from a very young age, Bar-Cohen knew for sure it was exactly what he wanted to pursue. As an avid fan, Bar-Cohen cites the Celtics’s 2008 championship run led by Paul Pierce, Rajon Rondo, and Kevin Garnett as key inspirations for his play style and work ethic. His passion for playing basketball carried on through middle and high school, earning him spots on varsity teams throughout the years.
However, Bar-Cohen’s journey to being the captain of the varsity team wasn’t without its hurdles. Met with the transition from the junior varsity to the varsity team during his sophomore year, Bar-Cohen found that he needed to make adjustments to his playing style inorder to keep up with the faster and more physical nature of his new team.
“It’s the difference between boys versus men. You’re playing kids that are a lot stronger and more physical than you,” Bar-Cohen said. 
The team struggled during Bar-Cohen’s first year on the varsity team, finishing 4-20 for the season. But despite the rough finish, the challenging season further catalyzed Bar-Cohen’s striving towards the top.
“I’ve always known it was part of the process, [a] part of the game. I just knew that if I set my mind better, then everything would work out,” said Bar-Cohen. “I’ve always been motivated by the need for success. I want to go out there every day and try my hardest. I love looking up at the scoreboard at the end of every game … [to see] Princeton out scoring the other team [with] a feeling of success for my teammates, coaches, and myself,” 
With his role as a member expanding alongside his experience and skill, the team also saw improvements the next year, ending the season with a 12-13 record as well as making the state tournament.
“I consider myself to be a good teammate. I want to make the people around me better, [so I] give up a couple shots to give my teammates [opportunities to score]. … I [also] consider myself a good shooter. I grew a lot in the last couple years, so I’ve added a lot of depth to my game,” said Bar-Cohen. 
Head Coach Noone shares similar sentiments after having Gefen as a part of the team for the past few years. Attributing Bar-Cohen’s success to his unwavering dedication, Noone attests to Bar-Cohen’s skill on the court.
“His versatility, his ability to shoot, [and] his ability to score in the post. … Last year against North Brunswick, [Bar-Cohen] broke his nose. Unfortunately … we didn’t win, but that day he really showcased everything he had that day. If he didn’t break his nose in the last two minutes we probably would’ve won that game,” Noone said.
As the captain of the team, Bar-Cohen embraces his role as a leader, building team chemistry while keeping the team focused. 
“We’re a really tight group of kids and I really enjoy playing with them. … [Although] we started off a little slow, [having] some issues executing down the stretch of games, we learned from our mistakes in the past, eliminating those silly turnovers [and] making sure that we make those open shots. And as of late, we’ve been playing a lot better down the stretch,” said Bar-Cohen. “I really want to keep on rolling with that, riding the momentum,”
With his graduation coming up this summer, Bar-Cohen plans on taking his passion to the next chapter of his life at the Kenyon College basketball team, bringing the same level of dedication and work-ethic from high school. 
“I just really want to work hard for my playing time and add whatever I can for the team because I know it’s going to be a great experience and I’m looking forward to it,” said Bar- Cohen. “As Vince Lombardi once said, the only place where success comes before work is in the dictionary.”

Athletes of the Month: Gefen Bar- Cohen '20

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

Hands down — quiet people, speak up

Community service is no foreign concept for many students around the nation. Many school districts, including Princeton High School, require their students to fulfill a certain number of community service hours during their time in high school, ticking off the graduation requirement prior to leaving their senior years. While this requirement can be extremely beneficial and helpful for communities and students alike, it also raises many questions pertaining to the ethical aspect of mandating community service hours: Does requiring community service in schools undermine the intrinsic nature of what community service is? Does it instead build a strong foundation for the students while opening new pathways for students to explore their interests? While there is no definite answer, mandating community service for students infringes upon the intrinsic nature of what community service is supposed to be, despite still posing as a pathway for students to explore their interest and give back to their communities.

Community service at its core has been defined and recognized as an act of voluntary help for one’s community. The essence of community service is based on the foundation of volunteering, rather than a mandated requirement. By setting requirements for students to accomplish for the sole purpose of graduating, schools directly infringe upon the very nature of what volunteer work is, thus damaging and reducing the noble act of giving back to your community from the selflessness of your heart, to yet another “assignment” that needs to completed before the end of high school.

Reduction of such sorts can also prove to be harmful to not only students, but communities alike. By mandating community service, students may start to draw parallels by comparing it to schoolwork for classes, assigned homework, or class credits that need to be fulfilled in order to graduate. Such activities that usually carry negative connotations, due to their mundane and stressful natures, may in turn inflict a similar message upon community service. By requiring community service for graduation, students may start to shy away from taking part in any form of community service after they fulfill their hours or even after high school due to the weak first impressions they experienced as it being a requirement. As such, mandating community service may end up damaging the future of community service, rather than fostering one.

However, despite the concerns raised pertaining to ethics of mandated community service, the system can actually be beneficial for some students. The required hours for community service have created many opportunities, both in the school and within the community. Students are exposed to various forms of community service around their towns, and can pursue different passions or interests that they might have, while at the same time fulfilling their hours for graduation. With more than 20 community service clubs in the school and many more outside in the community, students are given a plethora of options to choose from when deciding how they want to complete their hours, and as part of that process, students may find a passion for a service project. They might continue pursuing that passion for the rest of high school, and maybe even carry that passion beyond, building a strong foundation for students to carry with them into the real world.

While the premise of mandated community service infringes upon the intrinsic nature of what community service is meant to be, its positive impacts can be seen reflected upon the school and community. Students can find boxes of canned goods filled to the brim, elementary children refining their musicality after school, and empowering posters to spread awareness on issues in the PHS hallways. These actions of the student body come as a result of a simple graduation requirement, and while the main intention is to tick that box, the process of reaching that point often leaves a positive mark on our school community, expanding our worldview and making new connections.

College apps or kind hearts: the truth behind community service

“It almost looks,” wrote Sigmund Freud in “Analysis Terminable and Interminable,” his dark, sobering final paper, “as if analysis were the third of those impossible professions in which one can be sure beforehand of achieving unsatisfying results. The other two, which have been known much longer, are education and government.” It’s a strange claim for the man credited with founding psychoanalysis — a field which defines what Freud called “neuroses” as results of unchecked unconscious desires — to make: imagine a teacher ending the school year with a lecture about how their class had been predestined to disappoint. And yet the impossibility of fully satisfying the psychoanalytic patient was at the center of Freud’s theories. To understand why — and to understand whether Freud’s ideas, and the discipline that arose from them, matter at PHS — we have to talk about transference.

Don’t let its academic aura fool you: the theory of transference is, quite simply, a theory of love. In his “Observations on a Transference-Love,” Freud proposed that the “layman’s” conceptualization of love as a pure, quasi-spiritual force was shortsighted. This conclusion, characteristically, comes from a deep personal failure: in the early days of his practice, Freud pushed away a string of patients (most notably the pseudonymous Dora) who had become inexplicably attracted to him. His attempt to understand the roots of the pattern, despite being tainted by sexist misconceptions and unscientific assumptions, ended up producing t h e seminally important idea of transference: Freud posited that we bring the emotional expectations and desires of our childhood with us wherever we go — including, of course, to the analyst’s couch.

Today, analysts agree almost unanimously (a rare thing, in the fraught world of psychoanalytic institutes) that doctors can allow nothing to arise from a patient’s love. But this is not because the patient’s love isn’t real — it has the same transferential roots as any other of their romantic attractions. The rule exists simply because an analyst’s office is an inappropriate and manipulative context for genuine romantic intimacy.

Perhaps I’ve failed to explain how lonely and terrifying Freud’s theory is. Janet Malcolm, in “The Impossible Profession,” does it more justice: “even… romantic love is fundamentally solitary, and has at its core a profound impersonality. The concept of transference… destroys faith in personal relations.” Or, more succinctly: “we cannot know each other.” And yet the idea is vital to the psychoanalytic encounter, in which the analyst is often tasked with “knowing” their patient. As it turns out, only by recognizing and “harnessing” countertransference — feelings from the doctor towards the patient which arise from what Malcolm calls “early blueprints” — can an analyst ensure that their patient’s unconscious urges (and the analyst’s own) don’t destroy the possibility for a productive and genuinely helpful process. Some psychoanalysts would object to my language here. Thankfully, I’m not a psychoanalyst, and I have no institutional reputation to uphold. What I am is a high schooler — one who thinks that the classroom, too, should be productive and genuinely helpful, and that student teacher relationships form (of course) an inappropriate context for romance.

Don’t get me wrong: focusing on the erotics of a high school classroom is unhelpful and weird. And Freud — sexist, self-centered, pseudoscientific Freud — hardly seems like a figure you’d want helping teachers at PHS to relate with their students. But a general understanding of transference, as I see it, should help rectify (or at least explain) some of the expectations we form (consciously or otherwise) of the classroom.

As the analyst Leo Stone explained in 1967, rather than casting teachers as lovers, we recognize in them the “caretaking functions of the original parents.” Deadlines at school and curfews at home are subject to the same set of tangled emotional push-backs. But the same time, students crave the teacher’s parental love: we want to be cared for. Of course, openly addressing transference in the classroom would be, as Merve Emre puts it in “Are you my Mother?,” “its own variety of pedagogical failure.” Classes have neither the time nor the moral obligation to become therapy sessions. Still, students would do well to remember that a teacher is not obligated to love them — or even care about them on an individual level — in the same way a parent might. Often, instead of wanting to be taught, we yearn for the teacher to seek out our own knowledge: in a class with 30 other students, though, an educator failing to do so is a practical choice rather than a personal slight.

I’ve also come to believe (with significantly less authority, never having been a teacher myself) that PHS teachers can learn from the way an analyst deals with the urge to reciprocate their patient’s “transference love.” Caring for students is, of course, important, but replacing constructive rigor and challenge with either a doting, carefree environment or one where the teacher feels as though they must make the class wildly, unhelpfully difficult in order to reaffirm their own authority, is harmful for everybody involved. It’s hard, as someone who finds a perhaps embarrassing amount of joy in the classes I take here at PHS, to agree with Freud that education is an impossible profession. But it seems that students who want to please or defy their educators at all costs and teachers who seek to become surrogate parents or all-knowing kings each fall prey to the same misguided assumption: that the high school classroom could ever be truly satisfying.

Teachers and transference: does Freud matter in high schools?

   On October 7, 2023, Hamas, the Muslim authority of the Gaza Strip, invaded the state of Israel. In response, the Israeli cabinet vowed “to wipe… Hamas off the face of the Earth.” In the following weeks, the world watched the attack become the bloodiest war in Israel’s history. According to the New York Times, as of November 7, there have been over 1,400 Israeli and 10,000 Palestinian civilian and militant casualties, as well as 422 Israeli hostages and 1.5 million internally displaced Gazans. 

  The war has also come with inflammatory speech and calls for violent protest. The Anti-Defamation League has recorded a 388 percent rise in antisemitic incidents in the U.S. between October 7 and October 25, compared to the same period last year. Similarly, according to the Council on American-Islamic Relations, reports of Islamophobia were up 182 percent in the U.S. between October 7 and October 24, compared to the average 16-day period last year. Educational institutions have been particularly rife with confrontation. For instance, at UMass Amherst, a student was recently arrested for assaulting a fellow Jewish student at a vigil. Stanford has also been investigating possible hate crimes committed against a Muslim student. And at Harvard, a group of pro-Palestinian students received widespread condemnation after “holding the Israeli regime entirely responsible for all ongoing violence.” 

   Other, less extreme responses have also contributed to the deafening noise. One such reaction is performative activism on social media, and the rush to take sides; this is often caused by the widespread lack of empathy for others and a general lack of understanding of this nuanced situation. You have probably seen it online; a binary stance, or lack thereof, becomes a part of one’s character. This pressures people to hop on social media to share a quick something about the war and get it over with. A global conflict becomes a box they can check off, a guilty feeling they think they can dispose of with a simple click. This leads to a common sentiment — when people lack compassion and time and space for reflection, the results are horrendous. In October 2022, AP News conducted a poll that found that around 75 percent of adults in the U.S. agree that misinformation leads to violent views and behaviors.

   Incorrect, radical, and often conflicting messaging related to the Israel-Hamas war can make it difficult to discern the truth and process our reaction to it. However, instead of trying to easily address the situation with a simplistic perspective or opinion, the most effective solution is to take time to develop a complete understanding and keep empathy at the center of thought.

   While not all responses to the war have been peaceful, we are fortunate that at PHS, we have had thoughtful and constructive opportunities for reflection. On October 17, PHS invited Rabbi Merow from The Jewish Center to help students process their reactions. On October 20, PHS hosted a Gathering for Peace and Hope, in which the Muslim Student Union, the Jewish Club, and the Middle Eastern Students Association came together to recite Amanda Gorman’s poem “The Hill We Climb.” 

   Rather than making rash and violent decisions or participating in performative acts without a true understanding of the issue at hand, we should continue to encourage each other, and ourselves, to take time in making decisions and keep an open mind. It’s not an easy topic. That’s not to say that one may not have an opinion on the subject; individual opinions are encouraged and valued, but it is essential to maintain an anti-violent and open-minded approach when developing them. This war, and our reactions to it, are anything but a justification for hatred. If we want true unity, true resolution, and true peace, the best reaction is a thoughtful and empathetic one. 

Embracing empathy amidst the conflict in Israel and Palestine

  In the past, celebrities were shining stars: singers, dancers and politicians only seen by fans on the black screens of television. Now, in the age of unrestrained usage of social media, the distance between celebrities and fans is stripped. From convincing fans to purchase a product they endorse to imposing their views on important world events and issues, celebrities and public figures now hold the power to influence an impressionable audience with the click of a button. 

  After the senseless killings of George Floyd and Breonna Taylor in 2020, the Black Lives Matter movement saw a massive influx of attention on various media. From trending Twitter “blacklivesmatter” hashtags to the 28 million Instagram users who participated in “Blackout Tuesday,” publicly proclaiming support on social media for BLM was deemed the right thing to do, and keeping silent was perceived as immoral and almost racist. Brands and celebrities rode on this social media wave, blacking out their social media profile pictures and professing their support to the movement in posts. While these popular gestures were intended to show solidarity with the movement, it set a larger precedent that activism simply meant announcing one’s alignment with a cause without the intention of further support. 

  Mass distribution of misguided statements is the central cause for the spread of misinformation, an all too common consequence of celebrity “activism.” A study conducted by researchers at Reuters Institution in 2022 found that 20 percent of posts containing misinformation about COVID-19 were created by influencer profiles. Even more damaging, because of their large monopoly on social media, celebrity posts on important issues often overshadow expert opinions and helpful resources posted by lesser known accounts, devaluing the function of professional journalism. The often performative nature of celebrity activism becomes clear upon nuanced situations such as the Israeli-Palestinian war, which saw much less celebrity engagement. Given the extreme nuance of the conflict, there was no longer a clear-cut, “politically-correct” side to side with or to jump on the bandwagon for. Many fans blasted their idols upon observing their “silence,” questioning why they weren’t using their platform to weigh in on the situation. However, celebrities shouldn’t be pressured to “speak up” on political issues that they have no background in when expert opinions hold more importance in informing the public. 

   The influence celebrities have on impressionable fans regarding social issues often unfolds on an emotional level rather than from factual evidence, resulting in unacceptable behaviors by hot-tempered fans that attack individuals who speak out against the misguided ideologies spread by biased public figures. For example, in April 2020, the actor Woody Harrelson shared his claim regarding the 5G network being the cause of the COVID-19 pandemic to his two million followers on Instagram. The time frame of his claims correlated with at least 20 cell tower polls being burned to the ground in the UK. Telecom employees were also harassed on the streets while attempting to set up 5G fiber optic cables. Kanye West, also known for his anti-vaccination stance, told Forbes that he believed COVID-19 vaccinations would “put chips inside of us” during the pandemic. This proven-false conspiracy theory snowballed and soon became a popular statement spread by anti-vaccine groups. Furthermore, the misinformed statements of celebrities are often regurgitated in popular media in order to generate more clicks, consequently exacerbating the spread of their falsified claims.

   As teenagers, the demographic most susceptible to celebrity influence, PHS students should be mindful of avoiding valuing their favorite celebrities' opinions over expert opinions in order to make informed decisions. In a time where rampant false information is spread online, it’s important to realize that the power of reliable research to uncover truths is longstanding and undeniable. 


Stop relying on celebrity activism

First dreaming about becoming a history teacher in the first grade, this fall marks Social Studies Teacher Elizabeth Taylor’s 13th year teaching at PHS. Growing up in Wichita, Kansas, Taylor debated between journalism and teaching history in high school, but the difficulty of attending a journalism college and the lack of a newspaper at her high school compelled her to choose education as a more secure option. 
After receiving her bachelor’s and master’s degrees from Boston University, Taylor taught United States and World History at Westford Academy in Massachusetts for nine years before she and her husband moved to South Jersey, where it was closer to family. Budget cuts caused by the 2008 Recession led to fewer available teaching positions, with the only one being PHS at the time. She took the offer to work at PHS knowing the challenge and reputation of the district.

“I chose education over journalism [because] I thought that I had a more secure job as a teacher. I shadowed a reporter at a local newspaper for a day during my senior year and remember them telling me that to get a job as a reporter, … you had to have worked on your high school newspaper. My school didn’t even have a newspaper, so I figured I didn’t really have a chance,” said Taylor. “I liked history; I was good at it, and I had several great history teachers. My mom was also a teacher, as was an aunt and a cousin, so I could easily picture myself as a teacher.”

Taylor strives to create a learning environment that is both intellectually engaging and inspires students to consider different perspectives. In order to keep students engaged, as well as make each year different for herself, Taylor adjusts her curriculum each year to incorporate current events and new resources that fit the needs of the new class. 

“Current events definitely help to make each year unique; this has especially been true over the last several years. Also, getting a new group of students, with their own interests and personalities; realizing that students in one period aren’t as engaged by a topic as students in an earlier period were, and moving on more quickly,” Taylor said.

In addition to social studies, Taylor also teaches Sociology Accelerated at PHS. Because of her limited knowledge on sociology and the time she had to allocate to her baby at home, Taylor was initially reluctant to adopt the new course. However, after five weeks of teaching the subject, Taylor fell in love with the creativity it allowed as well its applicability to students’ lives.

“Professionally, it is the best thing that has happened to me. … I love that it’s a rigorous course without the pressure of an AP exam,” Taylor said.

Having been regarded as a tough but fair teacher by previous and current students, Taylor finds that both of her courses teach students study skills and time management habits, which they can continue to apply in high school and throughout college.

“‘Tough but fair’ sounds about right. I hope to create an environment that is intellectually engaging and where students feel supported as they try new things and perspectives,” Taylor said.

Through her teaching, Taylor hopes to develop students’ desires to keep up with current events and become active members of society. Emma Liu ’26, a student in Taylor’s AP U.S. History class, appreciates her commitment to helping her students.

“She provides a lot of support for her students and really tries to help them succeed whether [that’s] in the classroom or for the AP Exam,” Liu said.

Outside of the classroom, Taylor strives to find a balance between work obligations and spending time with family.

“The demands on teachers are simply too great, and it definitely got much harder once I had kids,” said Taylor. “The best I have done is to ignore anything PHS-related during the summer, and to instead focus on the rest of my life as much as possible, … but during the school year, teaching takes up the majority of my time and attention.”

In her limited free time, Taylor enjoys gardening, dancing, and reading. Having been a dancer her whole life, she finds that her weekly tap dance classes give her the opportunity to unwind from the stresses of teaching.
“I take an adult tap class now that is probably the best hour of the week for me, because I’m just focusing on something that I need and not what my students need, or my kids need, or my husband needs,” Taylor said.
As her two children grow up, Taylor notes how she’s been able to relate much more to her students and their ambitious high school classes and extracurriculars as she learns to deal with her own children’s ambitions.
“I see high school students who are just trying to do it all. … They want to take five AP classes, be president of this club, etc. … and as a teacher, there’s just not enough hours in the day to do all of this, right?” Taylor said. “Now as a parent, I’m struggling to make those same types of decisions because it’s not like we’re pushing them into these things … and it’s really hard as a parent to say no when it’s something that they’re passionate about, because you want to encourage their passions, but you also don’t want them to burn out. … So, I definitely have more sympathy for my students as I watch my children navigate this themselves.”
For incoming and current APUSH students, Taylor hopes that they recognize that the class is much more than just learning history. She stresses how all of the challenges that come with taking APUSH are what makes a student’s journey in her class so special.

“A lot of it is about the journey that they go through over the course of the year. APUSH is a really hard class, but at the end of the year, students overwhelmingly tell me how worth it it was and how they learned so much more than just US history, and even more than just how to be a historian,” said Taylor. “I like seeing the journey from how they first approach the class, and what they think their goals are, what they think they’re going to get out of it, and then seeing at the end of the year, how much that has evolved.”

PHS Profile: Elizabeth Taylor

   This year, Princeton High School welcomed the first cohort of Princeton Middle School students who took part in the Community Park Elementary School’s Dual Language Immersion program. Having been recognized as a model program for Spanish Dual Language Immersion by the New Jersey Department of Education, CP’s full DLI program engages students in the Spanish culture and language from a young age with half of the core instruction taught in English and the other half taught in Spanish. While this program has gained much praise since its inception in 2015, it has also been met with some criticism, as it provokes the more general issue of overcrowding in the other elementary schools in the school district.
   With over 1,000 new housing units projected to be completed in Princeton by 2026 resulting in consistent growth in enrollment, expansion has always been a discussed topic in the community. In recent years, concerns have been raised by many parents, especially those whose children must be rerouted around the unfilled CP elementary school that is currently exclusively for students in the DLI program. 
   “DLI has become an issue [as] … it's not popular enough to consistently fill a whole school. If you don't want to do DLI, you have to go to another school. So we’re busing kids all over the place. kids that would walk to CP, we're busing them to Johnson Park,” Bouldin said.
   Sharing the same view as Bouldin is District Supervisor of World Languages Priscilla Russell, who explains that while CP is indeed experiencing a lack of students in the DLI program, the district’s other elementary schools are not overcrowded, but full. 
   “We need to be careful — [the other schools] are full, but they're not overcrowded,” said Russell. “[CP] does have some empty classrooms … but our goal had always been to create a dual language immersion school, which we were doing pretty well until the pandemic hit and changed just a whole lot of things.”
   CP Principal Dineen Gruchacz further describes the hindering factors brought by the pandemic, detailing how they have contributed to a lower-than-expected number of students in the DLI program.
   “[During the pandemic], lots of people shied away from anything different than a very basic education program,” said Gruchacz. “The recovery time to build back the numbers in the [classrooms] … is definitely something that needs to be addressed.”
   A DLI program at CP was first proposed in 2013 with the hopes of strengthening bilingual and multicultural learning in the district by taking advantage of Princeton’s extensive diversity. Rather than supplementing English classes with a single world language class, the DLI’s aim was to create a more holistic approach to language and culture, immersing students by teaching half of their subjects in Spanish instead of English. 
   DLI programs have become increasingly popular across the country in recent years due to the cognitive benefits associated with learning more than one language from a younger age and in response to the undervaluation of foreign languages in English-speaking countries. In fact, according to the American Academy of Arts and Sciences, the universality of English is one of the main reasons why English is the most commonly taught language worldwide by a factor of 20, a discrepancy that DLI programs hope to address.
   “Princeton is not a huge town, but it's a town [made up] of really diverse community members and perspectives … [and] a large international community,” said Kimberley Tew, Assistant Superintendent of Curriculum and Instruction. “We want to make sure that we're honoring that being bilingual and biliterate is a superpower … in an increasingly globalized world. [That] is the goal of the program, not just to develop [linguistic] skills, but to develop cultural competency.”
   Along with welcoming DLI program alums at PHS for the first time, the district has extended the DLI program past the elementary and middle school levels by introducing a new horticulture class tailored to teach basic biology principles in Spanish, taught by science and research teacher Mark Eastburn. Eastburn, who is fluent in both Spanish and English, reflects on the tremendous positive impacts that learning a new language can have on a child’s cognitive abilities and consequently believes that many more people should be signing up for the program.
   “I remember, many years ago, the evidence being overwhelmingly strong that dual language immersion programs are a way of supercharging childrens’ brains,” said Eastburn. “The evidence has only gotten better over time, and why we can’t get more people to sign up in a community which truly cares about education is baffling to me.”
   While the district does offer Spanish classes in the traditional route in all the other elementary schools, many parents believe that language education in the traditional method of language learning is not sufficient for students to gain fluency, leading them to choose DLI. Nicole Pezold, a current CP parent, believes that foreign language education is not prioritized in the traditional curriculum. 
   “I think it’s kind of an American approach to learning foreign languages to just not prioritize them at all. And I think that our schools in Princeton are trying to prioritize it way more than schools elsewhere in the nation, but we still are approaching it from an old perspective of language learning. I think immersion is the future, or one potential road for the future of language learning for people who really think that that's an important part of a rounded education,” Pezold said.
   Some parents who compare the immersive education of their children to their own experiences with the traditional method point out the effectiveness of DLI over the traditional method. Georgette Stern, who currently has three kids enrolled in the DLI program, shares her satisfaction with her kids’ improvement in the language. 
   “My husband and I both took Spanish throughout middle and high school, but you don't get the same level. I often speak to [my kids] in broken Spanish and … it’s great to see the level of comprehension,” said Stern. “It’s an amazing opportunity to be able to have your kids hear another language for half of their day, and also get core instruction in those languages.”
   In addition to offering enhanced opportunities for students who may not speak a second language at home to become bilingual, the DLI program intends to aid the large Spanish-speaking population in Princeton by helping them strengthen their bilingual skills and learn about their heritage more deeply.
   “One of the original goals of the program was to close the opportunity gap,” said Tew. “A lot of times when students move to the school district or move to America, they lose some of the foundational skills and pieces in their heritage languages … so we [are] targeting our [Spanish speaking] multilingual learners so that they can strengthen their knowledge base in both languages.”
   Olu Ogunyankin, a CP parent and a native of Guatemala, shared that the main reason her family chose to move to Princeton from South Brunswick was for the DLI program.
   “[Before starting at CP], even though we speak Spanish at home, [my son] would reply in English because he was in a Pre-K where they just spoke English. And [although] it’s been two months since the classes started in kindergarten, I see a huge difference in the amount of Spanish that he uses at home. He’s giving me sentences in Spanish, he’s replying in Spanish, and soon he’s gonna write in that language too,” Ogunyankin said.
The program is intended to help both native Spanish speakers and the already multicultural and multilingual families in Princeton who may not speak Spanish but want their children to continue learning in different languages.
   “We're targeting any family or child who believes in multiculturalism, biliteracy, and bilingualism. We have a lot of families who don't speak Spanish at home, but they might already be a trilingual or bilingual family, and they want their child to have that experience in school as well,” Tew said.
   PHS freshmen who took part in the first cohort of the DLI program highly recommend it for incoming elementary students at CP, finding that in addition to learning a new language from a younger age, the cultural immersion provided by the program has given them a different perspective of the world around them.
   “I feel like you're connected to a different culture. You're more immersed [and] you have a better ability to understand things around the world because you get to know people who were specifically part of that culture,” said Charles Baglio ’27, a member of the first DLI cohort. “[CP] did it really well … and it'’ an experience that you’ll take with you for the rest of your life.”
   For the parents who aren’t considering the DLI program, Milania Kapoor ’27, another freshman who participated in the DLI program, recommends that parents try the program for their children before they make a decision, expressing that the program will provide profound benefits.
   “I would say try it because you can always switch out of it … and ask to go to a different school,” said Kapoor. “It was an incredible experience for me. Not only are you learning a language but it's just a different experience … because you learn math in Spanish, you learn science in Spanish, … and you [become] so smart as a young kid.”
   With a growing Spanish-speaking population in the United States and an increasingly globalized world, learning a second language will become an important skill for future generations. How Princeton schools will balance an immersion program and potential overcrowding issues, however, may require compromise. 
   “It's a matter of everyone getting along and understanding each other better, and then building those bridges to actually move everyone forward as a society, which Princeton has the opportunity to do,” said Eastburn. “We really need to hammer that home to the public, because [an immersion program is] such a unique and important thing that we can offer as a district.”

Eight years on, PPS’s DLI program continues to bridge language gaps

   On November 16, Princeton Public Schools’ English Language Learner and Title 1 families gathered in Princeton Middle School for the third annual Parent Community Night. The Night included Interactive workshops on family financial planning, technology assistance, and K-12 academic support that hoped to provide a way for attendees to connect and learn about available resources.

   “[Trinidad] Rodriguez and I decided to create this event after noticing many of our ESL families requesting outreach to help understand and know of all the offerings within the school system in the United States,” said Vanessa Bernal, a co-organizer of PPS’s Parent Community Night along with Rodriguez. “Both of us [grew] up with families who immigrated from other countries, [so we] felt this was so important and necessary to do.” 

   At the event, student volunteer translators from PHS were available to assist non-English speaking parents in registering their children for school athletics, the Dual Language Immersion program, and specific school counseling. Several local Princeton organizations — including the Princeton Public Library, Community House, YMCA, the Princeton Health Department, HiTOPS, and Corner House — were also invited to share out-of-school resources with attendees. From providing free academic tutoring for low-income students to helping attendees schedule flu and COVID-19 vaccinations, the variety of community offerings all work towards ensuring that families can have their needs addressed. 

   As an effort to build a sense of community among families, a free shared dinner was hosted at the event with the help of a $1000 Princeton Regional Educational Support Staff Association grant. Following the meal, attendees listened to a keynote speaker, Levi Geurrero, share tips on how to support their childrens’ education, as well as his experience in K-12 and higher education as an immigrant student. 

   “I [want] to be a voice for people that don’t have a voice,” said Guerrero. “I feel like if [people] see someone that looks like them, speaks their language, and comes from the same background, [then] they can relate to them. It’s great to have families engaged in [their] kids’ educational future.”

  Growing up speaking English as a second language in PPS, Guerrero understands the importance of creating a school environment that fosters cultural inclusion and enrichment. As a multicultural school district, PPS’s English Language Learners Program plays an integral role in bridging connections between students who are learning English and their peers. Having at least one ESL teacher in each school, the growing program develops student English proficiency in four fundamental skills: reading, listening, speaking, and writing. 
	
   “[School] districts are required to provide programs taught by ESL certificated teachers if there are ten or more [ESL] students,” said Priscilla Russel, the District Supervisor of World Languages, ESL/Bilingual, and Dual Immersion Programs since 2004. “Our ESL students contribute to the demographic and cultural diversity that characterizes our schools.”

   Individualized classes for ESL students are based on their English screening performances, a language proficiency assessment required for non-native English speakers upon registration in the school district. At PHS, students with limited English proficiency can enroll in Welcome Center I, II, or III, ESL English, History, Science, or Math, where they develop English vocabulary through specialized instruction.

   With the goal of eventually integrating ESL students into mainstream classes, students are taught and expected to complete grade-level history, science, literature, and math assignments in English, allowing them to strengthen their English proficiency while progressing alongside the school curriculum. While classes are primarily taught in English, ESL instructors put emphasis on creating an environment that promotes bilingualism and respects linguistic diversity. 

   “We always emphasize the importance of home languages,” said Ted Holsten, an ESL teacher at Littlebrook Elementary School. “All studies show that students who continue speaking and learning in their home languages have an easier time learning English.”

    At PPS’s elementary schools, ESL lessons combine grade school activities with formal English instruction, with students playing games, singing songs, and writing Halloween stories. 
 
  “I like to let students shape their learning when possible. Some beginners want to start trying to speak right away; some are quieter and are not comfortable trying to speak,” said Holsten. “I try to be sensitive to each student’s personality and interests. I enjoy seeing the way that students are motivated by wanting to communicate with each other and help each other.”

   Opportunities for enrolling in adult ESL classes, or English Conversation Groups, at Princeton Public Library were also offered at the Parent Community Night. 

   “What helps the families the most this evening is just being able to connect, to see themselves in the speaker and the teachers, and to see their children be in the school building and connecting with other students,” said Bernal. “That sense of community is really important.”

Families gather for annual ELL Parent Community Night

On October 22, the PHS community received an email from the Board of Education stating that Dr. Carol Kelley would be resigning from her role as PPS Superintendent following a nine-month leave of absence. In a later email to parents and guardians, Kelley offered her own words of explanation.

“This week, after much consideration, I made the difficult decision to resign as Superintendent of Princeton Public Schools. For personal and professional reasons, I must take some time to reset and recenter myself so I can later return to public education and continue to positively impact students,” Kelley wrote in an email.

Following Kelley’s announcement, Rebecca Gold stepped in to serve as Acting Superintendent and Dr. Kathleen Foster was appointed as Interim Superintendent ten days later.

Gold and Foster are both long-time administrators, in Princeton and elsewhere. Gold served for more than 25 years in Lawrence Township, serving in various leadership positions, such as the Director of Personnel. She currently serves as the Interim Assistant Superintendent for Human Resources in PPS. The temporary role of Acting Superintendent added to her current responsibilities.

When asked to describe the role of Gold and the Interim Superintendent, Dafna Kendal, President of the Board of Education, said that it was important to have someone to “sign the checks,” or in other words, act as a formal authority in the district decisions made by the administrative team.

“The board wants someone in charge; even though we have a really strong administrative team, we just want that one person,” Kendal said.

Deeply familiar with Princeton’s educational landscape, Foster most recently served as the Interim Principal for Princeton High School following the dismissal of Frank Chmiel. Prior to that, she held a longstanding administrative position in Robbinsville before joining the PPS district in December 2021 as the Interim Assistant Superintendent of Curriculum and Instruction. On November 13, the board approved her appointment as Interim Superintendent, which is expected to last for the rest of Kelley’s contractual term. 

According to Foster’s contract, the Board wants to “enhance administrative stability, financial security, and continuity within the schools while the Superintendent is on a leave of absence.”

Rashone Johnson, the assistant principal at PHS, believes that PHS is used to these types of changes and can adapt well to them.

“[The] high school administration is still going to do everything in our power to make sure that things still run smoothly for all of our students and staff,” Johnson said.

As PPS changes administrators, students and staff have found ways to continue to achieve the goals of the district, namely quality education. Kendal agreed that students and staff are at the core of the district.

“I think what makes our district great is our teaching staff. And, I know there have been a lot of administrative changes … [but] our teachers just continue doing their jobs and focus on teaching and learning. So while I think it’s important who we have as a leader of the district, I think we’re led by … [what is happening] in our buildings,” Kendal said.

Student Athletes

The Tower