PHS’ competitive and goal-oriented student culture is undeniable. Rigorous classes and mountain-high piles of homework not only create stress, but also often dig into sleeping hours. As a result, a majority of the student body files into the hallways plagued with foggy brains from sleep deprivation and simply being overworked. 
In order to make up for this sleep deprivation and maintain their busy lifestyles, many students choose to turn towards sugar and caffeine. The high school vending machines offer a couple of options, but since the beginning of this year, one predominant candidate has entered itself into the pool — Celsius energy drinks. Containing 200 mg of caffeine (the equivalent of two cups of black coffee), the drink has quickly gained immense popularity amongst students. However, Celsius’ focusing abilities come with dangerous side effects. In 2020, the CDC found that drinking highly caffeinated beverages such as Celsius can lead to long-term effects like increased blood pressure, and heart complications. Even in the short term, the effects are damaging; research done by WebMD in 2018 found that relying on artificial high doses of caffeine causes numerous negative symptoms to the drinker, including anxiety, irregular heartbeats, and insomnia, highlighting how this temporary fix for fatigue often leads to a more permanent, detrimental problem to long-term health. 
Instead of drinking energy drinks, students should consider tea for their pick-me-up beverage of choice. Tea delivers a moderate amount of caffeine that doesn’t disrupt the nervous system. Matcha, for one, contains l-theanine, which slows the effect of caffeine, creating a more stable energy boost. While caffeine from coffee or energy drinks takes mere minutes to be absorbed into the bloodstream, it takes around three to six hours for the caffeine in matcha to be fully absorbed. This gradual absorption cushions the blow to the nervous system, prolonging the body’s energy and preventing sudden crashes and withdrawals from occurring. Furthermore, tea boasts a much higher nutritional value to the body compared to caffeinated drinks, as it’s packed with antioxidants and vitamins that help regulate blood sugar, heart health, nervous systems, metabolism, and many other bodily functions. 
All of these factors demonstrate tea’s nutritional value over caffeinated drinks, being able to regulate students’ sleep schedules and stress levels much better compared to less healthy alternatives. The options for tea are vast, providing options for any palate. So next time you feel tired, avoid that celsius drink and reach for tea instead.

Pouring Positivi-tea: tea's positive impact on your health

The deep sea is one of the most mysterious places on Earth, less accurately mapped than even Mars. Many robots and remotely operated vehicles have been sent down to explore the deepest known parts of the ocean, the Mariana Trench and Challenger Deep. However, previous deep ocean robots were too big and bulky, making maneuvering through unknown territory nearly impossible. This changed in 2021; a Chinese robotics team, led by Guorui Li of Zhejiang University in Hangzhou, sought to apply soft robotics to deep sea exploration. The team’s soft robot was based on the Mariana hadal snailfish, a creature native to the Mariana Trench. The team mimicked the snailfish by creating a more flexible “skull,” able to withstand crushing pressures and by incorporating fins so that the robot could move more freely. After preliminary testing, the robot was sent to explore the Mariana Trench while attached to a deep sea lander, a mission it returned from with great success. Although the soft robot was slow and weak against currents, its navigability, small size, and deep diving prowess were a big step forward in biologically inspired robotics and deep sea exploration.

Deep Ocean Tech

The ocean is quite a poetic oxymoron. For hundreds of thousands of years, it has separated cultures with vast seas and treacherous storms, and yet it has also unified them in contemplating the same majestic waters. As they gazed, they thought of stories. What does the ocean hold, hidden beneath its seemingly endless waves? 
One story in particular has transcended both cultural boundaries and time: the lost city of Atlantis. This myth originated some two thousand years ago when the Greek philosopher Plato wrote the “Timaeus” and the “Critias,” in which a fictional character, Solon, tells Critias a story about a land that sank beneath the waves some nine thousand years before his time. According to Plato, Solon heard of Atlantis from some Egyptian priests while journeying in Africa. In reality, Plato probably made it up.
In his tale, Atlantis was at first a utopian kingdom, built on a mountainous island and filled with virtuous people. However, the inhabitants gradually grew corrupt and too proud of themselves. In a blind lust for power, they tried to invade Athens, which did not exactly please the Greek gods. Divine judgment rained down from the heavens, floods and earthquakes ensued, and Atlantis fell into the murky depths of the ocean. Plato likely intended this as a cautionary tale on the dangers of excessive pride and – of course – messing with Athens, but that intention has not prevented a myriad of later scholars, writers, and conspiracy theorists from searching for this “lost land.”
Many have tried their hand at finding where Atlantis once stood. Plato stated that Atlantis lay in the Atlantic Ocean, near the Pillars of Hercules (mountains flanking the Strait of Gibraltar). And while the numerous claims of finding the actual submerged island are generally considered pseudoscience, the story of Atlantis might not be entirely fictional. Some have speculated that Plato drew inspiration for the destruction of Atlantis from a real-world event, such as the Minoan eruption that devastated the island of Thera (modern Santorini), or the tsunami that destroyed the city-state Helike.
Our fascination with Atlantis has even spilled over into our literature and media. After Plato, the first source referring to Atlantis is from the Roman historian Plutarch. In the second century, he wrote a biography of Solon (the actual Athenian statesman), in which Plutarch described Solon’s supposed travels and recounted the Atlantis tale as if it were fact. From there, Atlantis made its way into science fiction with “20,000 Leagues Under The Sea,” in which French author Jules Verne wrote about voyagers walking around the underwater ruins of the city. Atlantis has further been referenced in television shows like “Futurama” and “Phineas and Ferb,” and has served as a motif in countless movies, animes, and operas. There are far more examples than I could name in this short article; the Wikipedia page for “Atlantis in popular culture” has over two hundred items (yes, I counted).
As we gaze upon the ocean, we think of stories. Stories that grow and change like the crawling roots of a mangrove tree, that entrench themselves deep in the shifting waters of society, that weather the ebb and flow of time. Perhaps the true legacies of these myths lie not beneath the waves, but in the influence they have had on humanity.

Diving Into Myth: the Legacy of Atlantis

It's mind blowing to grasp that the vast expanse of dark blue water we watch while relaxing on the Jersey Shore makes up less than a fraction of the entire ocean, which in turn  occupies almost 71 percent of the Earth’s surface. The ocean creates a habitat occupied by over 276,878 known species of marine animals that have thrived for millions of years. As with all mysteries, questions arise and studies accompany them: marine biology, the study of marine life and human impact on the marine ecosystems, places a focus on the miracle that is our oceans. As pollution and climate change become a recurring topic in current times, the need for environmental awareness has surged, and a general environmental science class may not meet the demands for in-depth study of marine science. 
Due to the diversified nature of the PHS science curriculum and courses, students are able to take a deep dive into specialized science topics, including organic chemistry, planetary science, environmental science, anatomy, forensics, and more. Yet for some reason, Marine Biology is absent. On a hot summer day, the common thought process of a New Jersey resident would be to spend a day at the beach and swim in the ocean. Being exposed to the East Coast staple that is the Jersey Shore, many New Jersey students develop a love for the ocean, and in turn the marine sciences. 
“We are a coastal state. New Jersey is famous for its beaches. There's so many opportunities in the state that I think we should take advantage of… we should absolutely be integrating more into our curriculum” said biology and Research teacher Mark Eastburn.
Unfortunately, a day trip to the shore might be slightly out of reach for the average student. Including a marine biology course at PHS, however, could make learning about the ocean just that bit more accessible, fueling the curiosity of students who don’t have the resources to go down to the shore.
Aside from fostering greater curiosity about the ocean among students, a marine biology class could also help point students toward a prospective major. More and more, students have been undecided about their majors when entering college. Fortunately, providing more specialized courses that properly direct students could remedy this disorientation. In essence, a marine biology class may just be the specialized science classes PHS students need. 
Though even without a course of direction, Eastburn mentions that still he has and had students who were particularly interested in marine biology. 
“I have multiple students who want to pursue marine biology. And I have students, even outside of the research program, who come to me with an interest in doing a project associated with marine biology,” Eastburn said. 
The sheer amount of undiscovered and understudied marine could have a plethora of uses – explaining the unknown, discovering alternate biofuels to save the planet, and even curing diseases. PHS’ resources and university-collaboration opportunities can play a role in new developing scientific interests, which may result in future discoveries. 
“This is a very unique place where you can make amazing things happen. You can't do this anywhere else. One town over, Westminster, they can't do this; Montgomery, they can't do this. We can do this. And we're the only ones, so let's leverage that. Let's not be West Windsor. Let's not be Ewing, let's not be Montgomery. Let's be frickin Princeton.”

Why Marine Biology Class

   Due to the ravaging effects of climate change, coral reefs globally are on the decline. United against the same problem, both scientific and local communities in the Coral Triangle are working to protect their reefs. At Chulalongkorn University in Bangkok A team led by Dr. Suchana Chavanich is focusing on coral spore cryopreservation, a technique by which scientists preserve coral sperm for future generations. Additionally, native divers of Tidung Island, Indonesia, concerned about damage caused by pollution and overfishing, are transplanting coral all around the island to encourage growth. Thankfully, these efforts have been working. On the island, coral growth rates are 10-15 centimeters annually, and projected to increase even more. This island’s success story really goes to show that every community can make a difference, and that the ocean can be saved. 
The destruction of coral has been one of the worst repercussions of climate change and overfishing in the ocean. As one of the places most affected by these issues, Southeast Asia is working towards reversing these damages. United against the same problem, both scientific and local communities are working together to protect their reefs. A team led by Dr. Suchana Chavanich is focusing on coral spore cryopreservation, a technique used by preserving coral sperm for future propagation. Native divers of Tidung Island, Indonesia, concerned about pollution and destruction created by ports and fishing, are transporting coral all around the island to encourage growth. The growth rate on the island is currently 10-15 cm a year. By setting up concrete cube frames for both coral to grow on and fish to live in, sea life has a better  chance of survival. 

How South-East Asia is Fighting Back to Save Corals – Photo Essay

Our society as a whole is becoming increasingly sedentary, but nowhere more than at school. PHS students go to school and sit for six hours or more, before going home to sit for another six hours to study and fulfil various responsibilities, most of which are completed from a desk. Sitting for such a large fraction of the day is unhealthy. Sedentary behavior is linked to many chronic diseases and conditions as well as decreased creativity and intelligence. The human body responds badly to extended sitting because maintaining the same position all day is unnatural, and	
graphic: Jennifer Ren 		         inevitably leads to an imbalance. Slumping back in 	         an uncomfortable metal chair all day accelerates spinal disk degeneration, among other problems which lead to pain and injury later in life. 
One might think that exercise fixes the problems of sitting too much, but it doesn’t. According to an article in Harvard Health Publishing from 2015, an analysis of 47 studies showed that sitting for extended periods of time is associated with adverse health effects regardless of physical activity. If you sit all day, you are more likely to die young, even if you work out with perfect consistency. This isn’t to say that exercise is unimportant; it has a variety of health benefits both physically and mentally, but it doesn’t fix this particular problem.
Though standing desks might reduce time spent sitting, they create problems of their own. Standing still for extended periods of time puts strain on the legs that can lead to swelling or even injury. The problem here is the same; staying in the same position for a long period of time is bad. The best way forward is a lifestyle change; we should all regularly vary our position throughout the day.
The nature of high school is what causes a lot of kids to adopt sedentary lifestyles. High schools need to allow kids to get up and move around in class if they feel tired or unable to concentrate. If a student wants to stand or sit on the floor for part of class, they should be allowed to as long as they are still paying attention and not disturbing their classmates. Opportunities for kids to get up and move around as part of the lessons could also improve class participation, as well as giving the kids the chance to change their position. Of course, as teens, we ourselves also have a responsibility to make sure we move around and reposition ourselves and if we absolutely must sit for a long uninterrupted interval of time, sit up straight. The part of the brain that processes movement also processes learning, so learning will actually be easier for us if we move around more.
To achieve a state of optimal health, we should combine traditional exercise with smaller changes in movement and good positioning throughout the day. Exercise is for strength, cardiovascular health, and weight maintenance, while microactivity and position changes are to promote spine health and avoid imbalance. It is essential to remember that physical self-care isn’t limited to time spent in the gym or training for sports. During your entire day, you should be thinking about how to make healthy choices in movement and positioning. We don’t have to allow ourselves to become a sedentary society.

A Sedentary Society

As we transition to the new decade, one thing hasn’t changed: New Year’s resolutions. Every year, people across the world make promises to better themselves the coming year, whether it be by performing one act of kindness each day, spending more time with family, or quitting an unhealthy habit. According to a 2019 article published by Statista, eating healthy and being more active were amongst the top three resolutions for the new year, and with good reason: exercise has more benefits than one might think.
We may hit the bench press to get ripped, the treadmill to enhance our endurance, or the yoga mat to improve our flexibility, but all of these activities yield the same beneficial result: they leave us feeling uplifted and rejuvenated afterwards. This is because physical health and mental health are oftentimes directly correlated. Unfortunately for me, I learned this the hard way. 
I’ve consistently made promises to start exercising this year, but have always been unable to bring myself to start. I used to dance, and after graduating from my studio, the amount of physical exercise I got each week dropped drastically. Without practice and rehearsals to keep me busy, I spent most of my time afterschool each day at home in bed. Further, I had always received exercise plans from my instructors, who never taught me how to create my own.
 And as my physical health declined, so did my emotional wellbeing. My mental health was suddenly deteriorating, yet I never considered exercise to be a solution. Regardless, I desperately craved a more productive way to spend my time, to replace the long hours spent scrolling through social media that were only exacerbating my daily struggles with my mental health.
	Luckily I was able to look to my sister, an avid exerciser who improved her life by committing herself to working out. She had always promoted the benefits of exercising, describing how it helped boost her confidence when she was feeling insecure and calm herself down when she was anxious. With her back home, I discovered that her perspective on exercise holds a lot of truth: the more I worked out, the better I felt. After only a few workouts, I felt like I could suddenly tackle the world. I understood how it had improved my sister’s life.
	We see the physical benefits of working out — larger biceps, six packs, slimmer waists — but rarely recognize how workouts make us feel emotionally. By improving our physical health, we advance our mental health as well. So the next time you feel stressed, try getting off your phone and doing ten jumping jacks or taking a five minute walk — it might just brighten your day.

Mind and Body

	I spent the first few exciting afternoons of my freshman year standing in a freezing trash can. At one point or another, I was joined by almost every other girl on the freshman cross country team. Whether it was for twisted ankles, battered knees, or strained hip muscles, we would all hobble down to the PAC basement after a grueling practice to spend 30 minutes squirming in icy water. And while many of my injured teammates would return to the starting line soon enough, I never did. I spent the next eight months numbing fractured shins in a frigid bin, occasionally glancing up from the Milesplit content crowding my Instagram feed to seek comfort in a quote stapled to the hallway bulletin board: “Pain is nothing compared to what it feels like to quit.” 
The no-quit mentality is what first attracted me to distance running, and for seven years long runs were the most enjoyable and rewarding part of my day. The greater the distance, the more brutal the weather, the steeper the incline, the more fulfilled I felt when I tapped my mailbox to finish. I ran for the wonderful sensation I felt after pushing myself to my limit, for the satisfaction that came with seeing my work ethic displayed on a stopwatch. I ran for my own personal enjoyment and betterment. Competitive cross country changed that.	
Come preseason, I happily joined the group of eager, impressionable young runners fascinated by the thrilling new world of high-tech running watches, glossy medals, and neon spikes. I was enthralled by posters capturing decorated mud-covered athletes crying out as they charged through treacherous terrain, inspirational videos of Olympic sprinters with torn hamstrings dragging themselves over the finish line to the cheers of a roaring crowd, and articles celebrating collegiate runners who sprained their ankles mid-race but toughed it out for the remaining few miles. My gratifying hobby became corrupted by the mindset championed through vibrant banners at Nike stores: “No Pain, No Gain,” “Taking it easy won’t take you anywhere,” “Train Insane or Stay The Same.” I trained through agonizing shin splints because a proper athlete would tough it out and race the pivotal championship meet. I justified each excruciating step towards the starting line with “Pain is temporary, but victory is eternal.” 
	The self-destructive mindset I adopted as a student athlete is tragically common, and disturbingly endorsed. I’ve seen it manifest in teammates on the floor of musty locker rooms, desperately tugging at knee socks to hide the ankle braces beneath their shin guards; friends in the cages beneath the bleachers, icing swollen knees behind stacks of broken hurdles so coaches won’t see; older siblings in the darkness of our garage, holding flashlights to gruesome bruises and a finger to their lips begging, “Don’t tell mom, I need to play tomorrow.” I see it now in my little sister, a state-ranked swimmer with a fractured spine who I constantly scold for sneaking in push ups when she thinks no one’s looking. I recognize it in my freshman self, who dodged her coach in the hallways for weeks and choked on tears when she finally admitted to him that she was too weak to run on broken bones. It’s the cruel paradox plaguing sports: the commendation of athletes willing to compromise their physical wellbeing for the sake of pursuing success. 
	I haven’t jogged up to the starting line in three years. But every Saturday morning I walk to the base of my driveway, lace up my running shoes, and head off on a quiet run. I still subscribe to the no-quit mentality, still sprint up the steep hill at the edge of my neighborhood and refuse to walk no matter how exhausted I feel. But there’s a difference between pushing yourself to be better and driving yourself into the ground. Exercise for your own betterment, compete for the satisfaction it brings.

Taking Long Runs Too Far

How has exercise and fitness helped you in your life?
With all the nerves and anxiety that's been going around with the coronavirus for the last two weeks, [exercise has helped me] more so than ever before. I've made it a point to do my personal fitness, which is lifting three times a week and running. Each and every time I've done it, I felt myself get calmer. It's great to have that ability in moments like this.

In your experience as a gym teacher have you seen the positive impacts of sports and activities on students' lives, specifically their stress levels?
What I've seen more is the impact on their social gratitude and behaviors when they are around someone. Even if they're not good at an activity, but they share either conversation, or they do something that surprises themselves, you can see the joy in their face. So maybe overall, they're not coming out more fit, if you will, but they're getting certain aspects that are making them better.

Do you think PHS puts as much emphasis and value on physical health as it does with mental health?
No. My daughter's a senior and this place is an absolute pressure cooker, both mentally and physically. So the simple answer is I don't think they can do enough. And are they getting close to it? I mean, we had that wellness push and this and that, but I think it's a goal that always needs to be chased. Especially for [PHS].

When you ask so much of a student population academically, they themselves put so much pressure on themselves and they lose sight of what's the [big] picture for wellness. So they'll want to leave physical education in order to get a chemistry lab done. [It’s] great that they're so conscientious about their academics, but they tend to forget that [how their minds and their bodies feel] go hand in hand. And when [their physical health] is at its peak, their academics will be at their peak. 

What do you think is the biggest challenge teens face in regards to fitness?
Princeton High School students are incredibly intelligent. So with that, I put a lot of faith in them figuring it out. But that also being said, they're in a period of their life where they're learning and, like anybody else, they get pulled in different directions. So I think the two things that are their biggest challenges are one, the academic stress, and two, when they do have downtime, what does that represent? And for too many of them, it's getting lost into the cell phone, which isn't doing anything really positive. So I think a lot of them need to step up their game on both their mind and their body.

Do you think that the media on the internet sends dangerous messages to teens about fitness?
Yes. For instance, I used to have a shirt that said “Short is Normal.” because I'm told that I'm not normal, because I'm five feet tall. Too many times, the media portrays what is desirable. And that's just somebody's opinion. Sometimes students are made to feel bad about themselves when there's absolutely no reason they should ever feel bad about themselves. [No matter if] they’re short, they're skinny, they're whatever they are, [it doesn’t matter] so long as they're doing what they're able to do to make themselves feel good and healthy. You be you. Be yourself. I think the media does send some harmful messages.

Do you have any tips or tricks for teens for incorporating physical activity into their day, especially for students who often sit at desks for long periods of time?
Yes. Here's one thing. It's kind of like when you're a little kid and you [usually] walked everywhere. … [Then], you've learned how to ride a bike and your world exponentially explodes with adventure and excitement. Fitness is the same way. Once you get into it [and] it becomes habitual, … it's addictive and … you crave it. So my message to them is to push through that period where your mind's telling you [that] you don't want to do this because once you get through that, then you crave [exercise].

PHS Fitness with Mr. Wilkinson

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

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

Ellie Naggar ’25: lacrosse

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

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

Ways to stay active after school ends

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

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

PHS Odyssey of the Mind team competes at Worlds

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

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

Euro Challenge wins fourth place at Nationals

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

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

PHS seniors not attending traditional academic institutions this fall

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

PHS Profile: Martha Hayden

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

 PILOT agreement passed admist larger debates on housing developments in Princeton

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

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

Spring recap

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


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

Shaan Zaveri '25: tennis

2025 FIFA Club World Cup

Millions of soccer fans across the globe look forward to the FIFA Club World Cup every 4 years. This year, the United States will be hosting the tournament, with the final taking place at the MetLife Stadium in East Rutherford, New Jersey. This tournament brings all the action of the well-known FIFA World Cup, which features national teams, but is played by 32 of the strongest club teams in the world; all 63 matches will be mainly broadcasted on DAZN. Follow along with the tournament this summer from June 14 to July 13. “It provides all the fans in America a chance to see some of their favorite clubs,” said Ryan Litvinsky ’27. 

2025 UEFA Women’s Euro

16 European nations will send out their women’s soccer teams to compete in Switzerland this summer in hopes of winning the 2025 UEFA Women’s Euro, a continent-wide soccer event that takes place every four years. The first tournament took place in 1983 and has continued up until present day, Germany winning the most with 8 trophies. The most recent winner in 2021 was England. These countries along with many others spread across Europe look to compete for the trophy this year in hopes of bringing home glory and victory to their country. The tournament will take place from July 2 to July 27, and will mainly be broadcasted on FOX Sports network. “I thought the men’s tournament last year was pretty great so I’m excited to see the women’s tournament this year,” said Charissa Hu ’28

2025 Tennis U.S. Open

A yearly tennis event taking place in New York City is an event many look forward to, especially for fans who live in the area. The U.S. Open is the fourth and final grand slam championship of the tennis season and it is not only known for its phenomenal tennis matches, but also is played at the largest tennis complex in the world, the USTA Billie Jean King National Tennis Center. The area features the two largest stadiums in the world: Arthur Ashe Stadium and Louis Armstrong Stadium. “Tennis is a really cool sport and it’s nice to see a big tournament that's fairly local,” said Alex LeBouef ’27.  


Sports events to watch over the summer

On May 13, the PHS girls golf team made history by winning this year’s NJSIAA Girls Golf State Championship. This is the team’s first state title ever since its founding in 2023 by player Madeline Zang ’23. Behind this success was a roster of veterans who managed to shine both as a team and individually, with each member hitting under 100 strokes, a display of their consistency.

“They stayed committed to the process, supported one another, and consistently held themselves to a higher standard,” said Head Coach Jess Monzo. “That belief and mindset shift became a turning point that propelled them toward the state championship.”

For the team, this title is more than a trophy; it is proof of the effort and endurance from the team throughout the grueling season. Kyuyoung Chung ’26, one of the five players in the state-winning team, explains that this title was crucial for the team’s confidence — serving as redemption for the team after not doing as well in previous years.

“[The title] definitely adds to our confidence and it’s an accomplishment that we’ve worked towards collectively; so I think that really adds to the bonds between the girls as well,” said Chung. 

Monzo echoes this sentiment, emphasizing that the title means more to the players, who saw themselves overcome various obstacles to achieve this feat, than it might to a spectator.

“For the team, it’s more than just a title — it’s validation that every practice, every tough round, and every challenge they faced was worth it,” said Monzo. “It’s a shared achievement that reflects their growth not just as athletes, but as a unified group.” 

Despite facing numerous challenges, the team managed to not only pull through but also come out stronger than before. Throughout the season, Monzo has seen this team develop into the standout athletes they are now.

“This team has matured tremendously — not just in skill but in leadership, resilience, and their understanding of the game,” said Monzo. “Over the year, they've learned how to handle pressure, support each other, and bounce back from setbacks.”

Monzo cites consistency under pressure as one of the biggest challenges this team faced going into the state championship.
 
“High-stakes rounds can get into your head, especially at a state-level competition,” said Monzo. “Learning how to play one shot at a time and not let a bad hole spiral was something we worked hard on. Staying mentally tough was key — and they rose to that challenge beautifully.”

Individually, Yasna Shahriariana ’27 faced challenges on her way to the title, such as her dissatisfaction with her own playing. 

“In golf it is easy to get caught up on the bad shots that you have hit previously,” said Shahriarian. “But the most important shot is always the next and I often find the need to remind myself of that.” 

According to Monzo, the team showed signs of their capability and skill even before their state championship triumph. Prior to their victory at the state competition, the team also won the Red Devil Invitational and the CVC tournament.

“There was a defining moment mid-season during a tough invitational played in less-than-ideal weather conditions,” said Monzo. “Despite the challenges, the team rose to the occasion and played exceptionally well, taking home the team title against some of the top programs in the state. [Jacqueline Zang ’25] won the tournament individually, and Kyuyoung finished fourth — both incredible performances. That day, the team realized what they were truly capable of.”

Regardless of what happens next year, Monzo has an optimistic outlook for the team and the players individually.

“Every practice, every match, and every moment of support helped push this team forward,” said Monzo. “Their sportsmanship, camaraderie, and relentless work ethic made this journey truly special. This championship is a milestone, but it’s also just the beginning of what this program is capable of achieving.”


Girls golf team wins state championship for the first time

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

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

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