The Tiger Print — February 2021 by The Tiger Print

THE TIGER PRINT

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Contents FEATURE

Similarities in Siblings Seniors Ben and Nate Knops and juniors Ella and Ava Quigley explain their experiences as twins.

ON THE COVER

School-Induced Stress Blue Valley students face numerous pressures to perform to a high degree in their academics. Read on to discover individual experiences.

FEATURE

Facing Homophobia & Transphobia Students Charlie Klepper and Olyver Bradwell relate their moments of discrimination as members of the LGBTQ+ community.

OPINION

Time for Self Reflection Staff writer Claire Stein discusses the dangers of underlying analysis of those around you.

| DESIGN BY CHARLIE TRENT

THE

TIGER PRINT editor-in-chief Claire Powell

story editors Chloe Browning Olivia Sherlock

assistant editor Charlie Trent adviser Michelle Huss web editors Stephanie Kontopanos Tymber Moody

staff members Rylee Bergmann Brynn Friesen Kaitlin Green Isaac Hudson Ayesha Khan Erika Kolseth Ani Kreegar Frannie Lamberti Harrison Melton

Claire Middleton Liya Patel Mia Rice Claire Stein Charley Thomas Isabella Vaz Mena Walker Eleanor Warren

“The Tiger Print” is an official publication of Blue Valley High School, an open forum distributed to all students six times a year. This publication may contain controversial material. Kansas law prohibits the suppression of a student publication solely because it may contain controversial matter. Blue Valley Unified School District No. 229 and its board members, officers and employees may disclaim any responsibility for the content of this publication; it is not an expression of school policy. Student authors and editors are solely responsible for the content of this publication. Letters to the editor are encouraged for publication. “The Tiger Print” reserves the right to edit all submissions for both language and content. Letters should be submitted to Room 450, emailed to thetigerprint@gmail.com or mailed to: The Tiger Print Blue Valley High School 6001 W. 159th St. Overland Park, KS 66085

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claire powell editor in chief

During my junior year, now assistant editor Charlie Trent approached me and said “I have an idea for an issue — burnbook.” Though we could never find the right timing last year to turn an entire Tiger Print issue into a “Mean Girls”-inspired book, we never stopped talking about it. Now being Editor in Chief, I’ve made the call to make the burnbook, but there was one problem — we didn’t have a clue what it would be about. For two months, we thought of subjects surrounding the 2004 high school movie — bullying, cliques and even the infamous cancel culture, but eventually we came to a conclusion. What is an experience everyone shares, regardless of age or background? An experience that varies from person to person, but we have felt one way or another? Insecurities. According to our poll, 90 percent of students have suffered from some type of an insecurity. When we reached out in December for sources, more than 50 students responded within the first day. You see, while we think we are alone, we’re not

| DESIGN BY CLAIRE POWELL

— all of us struggle with self-doubt. The student who excels in math may be terrified if they were on a stage. The girl everyone thinks is beautiful may feel ugly on the inside. The teacher who sometimes grades your papers too hard may wish they were the “fun” teacher. While some may show it more than others, everyone lacks confidence every now and then. We wanted this issue to show that. We wanted students, parents, staff and others to understand that all of us can have insecurities, despite how we act in public. Looking through the pages, you will read about some people you know and some people you don’t — but nonetheless, they’ve lived with their own personal insecurities and experiences. You will see more than what your classmates are like while walking through the halls. You will see how they live, think and hope for the better.

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Students share struggles of accepting their bodies tymber moody web editor One day, in fourth grade, senior Zoe Cott went to school dressed in a semi-tight fitting shirt and had the confidence to stand up at her table and say, “Everybody look at my six-pack!” — a seemingly harmless comment, that was followed by some giggles and a comment from a boy in the class. “More like a six-pack of jumbo marshmallows,” the boy said. This was the moment Cott’s insecurities about her body began to take shape. “After that, I would go home and check in the mirror,” Cott said. “I was like ‘Oh my God, this isn’t normal — I’m obese,’ when in reality I was tiny. I wasn’t even 100 pounds.” These thoughts ran through Cott’s mind from then on. They were always there in the back of her mind as she grew up. “Even when I started to grow and stretch out so I wasn’t stubby, it was still there,” she said. “I still felt like I was big.” Just like Cott, sophomore Hayes Courtney experienced insecurities about her body starting in middle school. However, while Cott’s body insecurities started abruptly with a comment from her peers, Courtney’s started through the unachievable standards portrayed in social media. “Honestly, the only person that’s ever said something negative about my weight is myself,” Courtney said. “I’ve always been told I was so beautiful, but I think when I was allowed to have social media, I compared myself so much to other people. It just made me hate myself, I guess.” After continuously comparing herself to others and fighting with accepting her body, Courtney decided enough was enough and began to work on loving herself. About two years ago, she began to eat more and more of what she wanted and began to see that she’s not alone in this battle. “It wasn’t just a switch — it definitely takes a lot of time,” Courtney said. “I felt like when I was growing up, I was always surrounded by these very skinny, perfect girls, and then I met more curvy girls. It made me realize I’m not the only one who suffers with this.” Just as Courtney surrounded herself with this positivity while overcoming her insecurities, Cott did the same. Cott’s self-doubt became more prominent during the beginning of quarantine,

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Advice fo r

Body Po sitivity

so she used body positivity articles and apps to help boost her confidence. “I was on TikTok a lot [during quarantine] and there was this one that really stuck out to me. They said, ‘Show some love to the body that’s literally getting you through a pandemic,’” Cott said. “I gained weight throughout that time because I wasn’t really working out a lot or getting a lot of steps in. That really taught me that I’m going through a pandemic — my body’s doing what it needs to do to help me survive and be healthy through it, and that’s completely fine.” While surrounding themselves with positivity, both Courtney and Cott found assistance and support through the people around them. For instance, Cott’s friends and family have supported one another by eating meals and shopping together. While in quarantine, Cott even had the opportunity to reconnect and bond with her sister over these insecurities. “[My sister’s] the one that’s helped me realize I’m not the only one going through this — it’s completely normal,” Cott said. “Also going shopping with someone else, like my mom, helps a lot. No matter what I’m wearing, she hypes me up, so [I have] someone there to be supportive.” Although Cott had her friends and family there to share her insecurities with, Courtney took a less public approach. “I was very open about mental health, but I never brought up my body or anything,” Courtney said. “I was kind of embarrassed about it. When I met other people who were suffering from the same thing and had the same image as me, that definitely helped.” Even with the bad days, Courtney eventually reached a point where she felt happy with who she is and what she looks like. “It was definitely a relief,” Courtney said. “I found my little outlet, and I just stayed there because that’s where I’m happy.” Both Courtney and Cott still occasionally struggle with these insecurities, but they’ve found ways to fight off the thoughts, embrace their bodies and love themselves. “I realize I deserve food in the first place,” Cott said. “I’m not saying it’s something that I don’t still struggle with, but just keeping that in the back of my mind really helps, especially on my bad days.” | DESIGN BY TYMBER MOODY

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Students open up about challenges in performing erika kolseth staff writer According to the National Institute of Mental Health, about 73% of the population is affected by stage fright. Along with other students at Blue Valley, junior Nathan Ismert has always struggled with performing but never acknowledged it until his sophomore year of high school. “I remember [taking] off my costume from ‘Guys and Dolls,’ and it was completely soaked through like three layers and a prescription antiperspirant,” he said. “It was super embarrassing.”

| DESIGN BY ERIKA KOLSETH

Ismert describes his fear of stage fright as being “just below paralyzing” but perseveres and forces himself to get on stage. Through a lot of self-reflection, Ismert realized his fear stems from the possibility of disappointing his parents. “Everything was a performance to me in my early childhood,” Ismert said. “I think insecurity is brought up whenever I perform onstage.” Other students, however, had discovered their fear at an early age. Senior Emily Brixey-Thatcher knew she had stage fright since fourth grade. “I sang in front of people for the first time in the talent show,” she said. “I ended the song in tears.” Having more experience in acting, Brixey-Thatcher finds it difficult to perform when singing. “Junior year we all sang our audition songs for everyone [for the musical ‘13’],” she said. “I was so shaky.” Described as a very closeted person, Ismert finds it hard to express how he thinks men are held to a standard to where they shouldn’t show their emotions. “When people say it’s easier for boys

[to get up on stage], it belittles the effort that men do put themselves out there,” Ismert said. The journey of overcoming stage fright has come as a bit of an obstacle for these students. When faced with the challenge of performing on stage, both have many strategies on how to conquer their fear. “If I don’t force myself to go first [for auditions], I feel like I’d quit or my heart will give out,” Ismert said. Though his fear progresses more as he walks on stage, Ismert has to act like he isn’t scared. “In that moment, I’m someone else,” he said. “I’m no longer Nathan Ismert. I become another person entirely.” Brixey-Thatcher pushes through her fear by performing on stage as much as she can. “I think the theater atmosphere helped me realize that I was in a safe space,” she said. “Everyone was so welcoming and warm.” Although dealing with stage fright can be difficult, Brixey-Thatcher keeps a positive mindset. “Every person has some form of [stage fright],” she said. “It’s nothing to be ashamed of. I believe the best way to battle it is through confidence, work and experience.”

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Junior explains effects of ‘Zoom etiquette’ olivia sherlock story editor March 12, 2020, was the last day the students of Blue Valley went to school all together in person. While the switch from in-person learning to online and hybrid learning modes has proven to look out for the physical health of students, many people believe it to be harmful to another type of health — mental. Junior Sofia Ortiz was able to go up to the school to do her online classes in a classroom. Ortiz is grateful to have the opportunity to go to the school and learn there but still faces the challenges of online learning, including many teachers requiring cameras being on during class. “My peers in my Zoom classes see me wearing a mask, which is kind of awkward,” Ortiz said. “I do get a little worried they are judging me or making assumptions about me being at school — like I am in trouble or I am a struggling student.” Sticking out is not the only stressful distraction for Ortiz; speaking in class also poses a challenge that is based deeper than public speaking. “I get uncomfortable sometimes [talking in a Zoom] because there are students around me who are also learning,” Ortiz said. “I get nervous people will hear me talking to my computer or I will disrupt someone else’s learning.” Mental health studies have sparked around the world on the effects of the prolonged use of electronic devices. Students, including Ortiz, must learn new ways to juggle time management while also pushing themselves to succeed. “Some major problems my friends and I have been experiencing is the lack of motivation and the exhaustion from looking at a computer screen all day,” Ortiz said. “Every day is very similar — we wake up, we open our laptops and we work all day. Then we continue on our laptops in the evening to work on homework.”

| DESIGN BY OLIVIA SHERLOCK

Mental health is not the only thing affected by online education; physical health has been impacted, too. “It is harder to get physical activity,” Ortiz said. “It’s easy to resort to low-energy-requiring things, such as scrolling on social media or eating comfort foods, which are both unhealthy for the mind and body.” This is an unprecedented time for students and teachers alike. Many instructors try hard to make class interesting, informative and nonstressful. Despite the staffs’ best efforts, the conditions in which students learn can be taxing. “It’s hard to do the same thing over and over and have to make sure you look happy and OK on camera because sometimes teachers will call you out and ask if you’re OK in front of everyone,” Ortiz said. “It’s kind of embarrassing.” Though the circumstances are not ideal, Ortiz tries to make the most of it by building rapport with teachers and classmates through Zoom. “It’s honestly so heartwarming to see the joy teachers get when you turn your camera on, say hi, thank you or have a nice day,” Ortiz said. “It’s the little things, especially in difficult times like these.”

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**The Tiger Print staff acknowledges there is sensitive information about eating disorders. The content in this article may elicit unwanted reactions from those struggling with similar matters. Please read at your own discretion.

fter learning about it from a

source that glamorized it, junior Liz McIntrye began a five-year battle with self-harm. “[I started in] sixth grade,” McIntrye said. “I stopped in eighth grade, but then I picked it back up in ninth grade.” McIntrye has mixed feelings about the scars on her arms and upper thighs. On one hand, they show her strength. On the other hand, they sometimes evoke negative emotions. “It symbolizes that I’m a fighter and a survivor,” McIntyre said. “I’d say I’m ashamed because I did it to myself and not a lot of people go through that.” McIntryre hides her scars depending on the situation she’s in. “If I’m going to something more professional, I’ll probably wear long sleeves,” McIntyre said. “If I’m going to something like a friend’s house, then I’ll wear something [short-sleeved]. When people see McIntrye’s scars and hear of the history behind them, they’re typically worried. “They were scared and confused because they don’t understand what I’m going through,” McIntyre said. McIntyre believes society in general has a misconception about people who self-harm and their reasons for hurting themselves. “Society is a big mess in general, but they treat it as being selfish, which it’s not,” McIntyre said. “We don’t see how we affect other people when we

do this, so they call it selfish. We’re so caught up in our own emotions.” On the internet especially, many people make jokes about self-harms, such as comparing self-harm scars to barcodes. “If [the joke] was directed toward me, I’d probably get angry,” McIntrye said. “[They] have no right to assume anything about me. People make self-harm jokes for different reasons. “The people that self harm do it to cope,” McIntyre said. “The people that don’t [are] just trying to be funny. They’re ignorant.” McIntyre advises those who aren’t sympathetic to the topic to be more informed. “Educate yourself on things you don’t know about or things you’re scared of because that’ll make things easier for everyone else,” she said. She believes that showing self-harm from a negative perspective and hiding sharp objects can help stop it from happening. “Knowledge is key, so I wouldn’t want [children] figuring out about [self-harm] by themselves,” McIntyre said. “It is dangerous, but if they hear from the right person, they might not do it.” To those who struggle with the same issue, McIntyre said to look at their scars optimistically. “[Don’t] flaunt them, but embrace them,” McIntyre said. “Self harm is not a sign of weakness. You’re a survivor because you’re still here. That makes you strong, so don’t hate yourself.”

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students share history behind marks on their skin

fter multiple minor surgeries, junior Sofia Hughes was left with scars. “I was born with club feet, which basically means my feet were inverted inward,” Hughes said. The condition, which affects fewer than 200,000 people in the U.S. each year, is genetic. “It was passed down to me on both sides of my family,” Hughes said. “My dad has it. My second cousin twice removed or something has it.” Hughes had the surgical procedures in elementary and middle school, which resulted in two sets of scars on her feet. “When I was a baby, I had all of these corrective casts and surgeries just to put my feet back into the right position so I can walk,” Hughes said. “That worked for a long time, and then in second grade one of my feet started turning inward, so I had to have what was called a tendon transfer to make my foot pull outward again. They took a tendon that was pulling my foot inward and they moved it further to the outside of my foot. I had that done on my left foot in second grade and my right foot in sixth grade.“ Hughes used to place more value on her scars. “I used to be more proud of it,” Hughes said. “There was a time in second or sixth grade when that was one of the worst things that I had to go through because surgery is scary. Now it’s so far in the past that it’s not much of a testament to who I am now.”

People usually react to Hughes’ scars with worry and wonder. “[They’re] like, ‘Oh, what’s that? Are you OK?’” Hughes said. “They’re either concerned or curious. Sometimes [they’re] sympathetic.” Hughes has become unfazed by most reactions to her scars. “I don’t really care what other people’s reactions are,” Hughes said. “If it’s anything out of the ordinary, I’ll just be amused.” Although the last surgery was five years ago, there are lingering effects of Hughes’ surgeries. “My feet and ankles get messed up pretty easily,” Hughes said. “There was a point during quarantine where I stepped wrong, and I used crutches for a week just so I wouldn’t mess up my feet further. I have to be really careful. I wear inserts in my shoes just cause I need the support. I can’t wear high heels, which sucks cause I’m so short that I need it.” Although Hughes now feels comfortable with her scars, she recognizes others may reasonably have differing opinions about their own scars. “However you feel about your scars is OK and valid,” Hughes said. “You’re allowed to be proud of them because it means you survived something that wasn’t easy. Don’t let anyone tell you how you’re supposed to feel about it because it’s your body. It’s your experience.”

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Students share experiences with acne, ideas to overcome it ayesha khan staff writer

0 olittle, 1

Do Caroline

Despite acne’s bothersome nature, it is a normalcy faced by many teenagers. Society, however, often tends to advertise false standards of perfect skin that are unrealistic and hard to achieve. Sophomore Caroline Doolittle has felt the pressure to have clear skin since the age of 8 when she first started struggling with acne. “I started getting blackheads on my nose, and it was really obvious that I was already getting acne at such a young age,” Doolittle said. “I just felt really insecure about how I looked and how my face looked compared to other people in my grade. Everyone had a clear face, and I was just that one kid that started so early.” In an age of comparison, especially among teens, acne is no exception. Junior Emma Schellhase is not the only one who faces this struggle, especially when it comes to the media. “I think it all goes back to comparing myself to others,” Schellhase said. “[Acne] does make me very self conscious so it’s kind of hard going on social media and seeing people’s perfect skin and comparing myself to that.” Even with consultation from a dermatologist, it is difficult to find permanent solutions to acne. Senior Alex Johnson believes one of the biggest misconceptions about having acne is, “once it’s gone, it’s gone.” “It comes back,” he said. “Even when you have a clear face, it’ll come back.” Doolittle experimented with an assortment of skincare products in search for one that might clear her skin but had little success before consulting a professional. “The hardest part about it for me would have to be trying all these different ointments I would purchase from Target every single week,” she said. “I would try something new and try and see if it would last and fix my acne. Nothing ended up working from a regular Target or Walmart, so I had to go to the dermatologist.”

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After trying several topical ointments but not seeing her desired results, she made the decision to start on an oral prescription called isotretinoin, more commonly known as Accutane. Accutane is usually taken as a last resort due to its severe side effects. Schellhase, in a similar position, also decided to start on Accutane after trial and error with many different pills and creams to clear her skin. “A month before you start, you have to be on birth control, which has been a big adjustment my body has definitely been getting used to,” Schellhase said. “You [also] have to get your blood drawn quite a bit to make sure your levels are OK. The main symptom I’ve had so far is really dry lips. I cannot leave my house without chapstick — otherwise it’ll be brutal.” Johnson, though not on Accutane, has taken similar prescriptions of lesser strength to aid his acne. However, Johnson views acne as more of a “small workaround.” “People don’t notice acne as much as people think they do,” he said. “Around this grade level, you see so Alex Joh many people with it.” nson, 12 “A lot of girls think it’s unnatural to have acne,” Doolittle added, “but it’s really just part of hormones, going through puberty and growing up.” Regardless of the severity, anyone can feel insecure about their acne. “It’s a lot more common for people to be insecure about it,” Schellhase said. “Even with people who only break out like once a month, you’d still be surprised by how insecure they get about it.” Having acne often teaches the lesson that beauty isn’t skin-deep, and confidence and acceptance comes from within. “How I make myself feel confident honestly sounds really cringy,” Doolittle said. “I take selfies of myself, and I leave them unedited because when I had acne and I had really bad scarring, I used to take pictures with people or take pictures of myself feeling good and then realize, ‘Oh I have all these bumps on my face, I need to go to this editing app, and I need to totally edit them out.’ Now, I just feel so self confident about myself to where I’m just done with the whole insecurity part.” Allowing yourself to love and accept yourself for who you are, acne or not, is what allowed many people like Schellhase to feel confident. “Everyone has something they’re insecure about,” Schellhase said. “Just because beautiful skin isn’t my strength, I have other things that make me beautiful.”

Emma Schellhase, 11 | DESIGN BY AYESHA KHAN

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Junior discusses experience with unhealthy friendships kaitlin green staff writer Throughout life, it is not uncommon for a person to experience an unhealthy relationship with a friend that causes more harm than good. Junior Rebecca Tonkin has faced one such friendship in the past. “This friend made some comments regarding my personal interests and physical appearance,” Tonkin said. “I found myself feeling really disgruntled and unhappy with the friend’s behavior.” Tonkin is aware that her friend may not have meant for their comments to be rude, but they nonetheless caused harm. “I could tell they were just making them as a joke, but I personally didn’t find them funny,” she said. “I found them to be incredibly hurtful and degrading.” Along with humiliating comments, Tonkin believes she was unhappy in her friendship because of the lack of dedication shown by the other person in maintaining a healthy relationship. “I would say it was a little bit toxic in ways,” Tonkin said. “There was an imbalance of effort in the friendship.” Tonkin recognizes staying in the situation fostered insecurities. “I didn’t like who I was around this friend,” she said. “It became clear I needed to take a step back for the friendship and just for myself in general.” Tonkin decided to distance herself from her friend because of its harmful effects on her mental health. Currently, she does not have a close relationship with her friend. “Every once in a while, I will catch up with this friend,” Tonkin said. “But my motivation to keep the friendship has really decreased because of repeated behavior.” Despite the difficulties her friend caused her, the experience has helped Tonkin discover the type of people she wants to surround herself with. | DESIGN BY KAITLIN GREEN

“As long as they’re a genuine, nice person who’s able to show empathy and respect, I’d be interested in being their friend,” she said. Tonkin has also learned about the characteristics she aims to bring to a friendship. “I want to be able to show empathy,” she said. “But I also want to be self-aware of my actions and how I’m playing a role in their life.” In hindsight, Tonkin is grateful for having gone through the friendship. It allowed her to learn valuable life lessons she can carry into future relationships. “I learned that not everyone is going to like me, and that’s OK,” Tonkin said. “I shouldn’t have to change myself to satisfy them.” Tonkin believes the best way to avoid negative friendships is to focus on the quality of the relationship and veer away from negativity. “You’re a reflection of your top five friends,” Tonkin said. “If a friend is making you feel [uncomfortable], look to find new people.”

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Seniors look back on their past relationship

tarting their freshman year of spring break, seniors Noah Clayman and Simon Moncke began their relationship. Mentally, Clayman described herself as pretty average. “I was as good as a freshman girl is going to be at the beginning of the relationship,” she said. “I also was as good as a freshman girl could be,” Moncke said. Physical appearance played a part in their attraction toward each other; however, so did other qualities. “She could drive,” Moncke said. “She had a really good aux system.” “It was almost like having a child,” Clayman said. “No, I’m kidding. That was a joke.” On a more honest note, Clayman commented on her and Moncke’s original relationship. “It was like having a friend that you’re dating,” she said. “I felt like we had more of a friendship relationship and we had good conversations.” A little more than a year since the beginning of their relationship, a week after their 10th grade, Moncke and Clayman called it quits. “I was moving my house and he came over and helped me move,” Clayman said. “We went on a drive and broke up.”

“I know we played Minecraft after,” Moncke said. Although they can’t remember why they split, the two seniors still believe it was the right decision to make. “I think it’s good that we broke up,” Clayman said. “[I learned] stuff about myself and what I want to seek in a romantic partner.” Looking back, she notices some insecurities she had during the relationship. “I have anxiety and that affecting Simon was something I was insecure about,” Clayman said. Moncke said he had no insecurities during the relationship but instead reflected on his favorite memories during the experiences they shared. “[One of my favorite moments was] when we sat on a hill one time,” he told Clayman. “[Another good memory was when] you took David Dobrik[‘s disposable app] photos of me playing guitar, and that was also nice.” Despite the break-up, they still consider each other friends. When asked if they still love each other, Moncke responded with shock. “This is an insane person thing to ask,” he said. “I don’t know if you’re like Jigsaw or something, but it seems like you’re going to take out some torture devices.” Clayman said she still loves Moncke as a friend and feels like their past together has helped her in the present. “You helped me be more confident,” she told him. “I look back on our relationship in a fond way.”

| WORDS & DESIGN BY CLAIRE POWELL | PHOTOS COURTESY OF NOAH CLAYMAN

- Noah Clayman,

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Student describes impact of pressure from different angles

liya patel staff writer The term “pressure” is defined as the use of persuasion, influence or intimidation to make someone do something. From parents to peers, students face external influence of all kinds that change, persuade and impact behavior and self-reflection. This is especially true in circumstances regarding home-life issues with negative peer reactions and parental interference in school, personal and future issues. Pressure comes from everywhere and in many forms, especially from those closest to senior Jenna Logwood who has had to deal with this since the start of high school. “My parents have been divorced for a long time — it’s something I’ve gotten used to, but it’s always weird when my friends start talking about family vacations and holidays,” Logwood said. Dealing with divorce is a common theme amongst many high schoolers. Learning how to juggle time and keep a sense of normalcy when things are constantly changing can be hard to do, especially when peers are in a different situation. “Some things between [my peers and I] just aren’t the same,” she said. “For example, I have a smaller house than most of them because we had to downsize. It’s not something I am embarrassed about, but it definitely makes me feel a bit left out.” Judgment and pressure from peers to live up to a certain standard has been a prevalent theme that Logwood has been exposed to since her parents’ divorce. “We run on the approval of others, so when you feel like your friends and peers don’t like or accept you, that impacts how you view yourself,” she said.

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Along with peer pressure, the feeling of having to do better or push yourself to reach a certain standard can come from family members as well. From school to extracurriculars to college, parents and other members of the family can add stress like no other. “The biggest pressure I’ve felt from my parents has been about school work and college,” she said. “My mom wants the best for me, but she definitely has put pressure on me about the ACTs and other tests. It’s been stressful.” On top of that, the demand to meet high expectations is another prevalent factor many students have had to manage. “I see a lot of kids applying to really competitive schools,” Logwood said. “It’s made me second guess myself.” From peer judgment regarding home life, to parents and family members expecting the absolute best, it can be difficult to remember the true motive behind these actions. Preparing to embark on the next journey after high school, Logwood has had to take many moments to self-reflect and remember her own values. “With everything I’ve experienced, I’ve had to learn and remember that, in the end, I am doing this for me,” she said.

| DESIGN BY LIYA PATEL

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Two sets of twins explain

eniors Ben Knops and Nate Knops are twins but, despite common misconceptions, do not have a lot in common. Regardless of the stereotype, they both enjoy being twins. “It’s nice to have a sibling when they are the same age as you,” Nate said. “You can always hang out with somebody and not be bored. I think it’s pretty fun.” The Knops twins see themselves as normal siblings, but they still get compared by their peers. “[We] definitely [are compared] because they see us together more,” Nate said. Growing up, Nate and Ben were interested in different activities and didn’t feel like they had to do similar hobbies. “When you’re little, you start to do different things on purpose and then you start to become more of an individual,” Ben said. “That just keeps going on and on until you’re completely different people — like me and Nate.”

Nate had a similar outlook to the idea of growing up as twins. “We were always together growing up — [then] we started doing different things and started liking different things,” Nate said. “As a kid, you’re kind of the same person basically. Then you grow up [and] start becoming your own person.”

Despite having different interests, Nate and Ben have kept similar friends and personality traits as they continue to grow up. “Something we have in common [is our] friend group,” Nate said. “We’re actually not that different personality wise — most of the time.” Although twins often are compared, the Knops enjoy being able to go through the phases of life together. “Being a twin has made it a lot easier to go into situations that are new and maybe scary, because I know Nate’s going through that same situation,” Ben said. “It’s helped me become more confident doing new things like socializing.” Nate and Ben want others to know that having a twin isn’t that different than having another sibling. “It’s basically just like having a brother,” Nate said.

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n pressures of individualism

uniors Ava Quigley and Ella Quigley are also twins but unlike the Knops, they are identical and enjoy a lot of the same hobbies. “In middle school and still even now, we have the same friend group and a lot of same interests,” Ava said. “As we’ve grown older, we’ve definitely matured and realize we can be our own person because [we] grew up with our older sisters being twins, too.” Similar to the Knops, the Quigleys enjoy being twins. “Even when we were younger, she always had my back,” Ella said. “You always have someone with you during tough times — like the first day of kindergarten.” A unique trait about the Quigley family is they have two sets of twins. This allowed for the pair to look up to their older sisters and learn from them. While growing up, they were often compared due to their similarities. “When we were little, it was kind of the opposite of Ben and Nate because my parents actually always wanted us to do the same stuff,” Ava said. “As we’ve grown up, we’ve kind of done our own thing. Instead of being more like the sister

relationship, we’ve developed more of a friend relationship, which is really nice.” The pressure of competing against one another was prevalent in their childhood and now in high school. “We’re obviously the same age, we’re in the same grade, [and] going to Blue Valley, we take similar classes — we have the same exact schedule [with the] same teachers,” Ella said. “I wouldn’t say it’s like a competition but sometimes it’s hard because we’re just trying to, especially through sports, do our best.” Individuality was difficult for the twins to overcome due to peers; however, they have continued to be their authentic selves. “We do different activities in the school,” Ella said. “We definitely have different interests, and I think we’ve realized that through the different experiences we’ve experienced.” While the twins may appear similar, that doesn’t mean they are the same person. “We have our own interests [and] our own personality,” Ava said. “Just because we’re sisters doesn’t mean we need to be correlated with everything and always be paired together. We’re our own people.”

| DESIGN & WORDS BY RYLEE BERGMANN

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Junior acknowledges benefits of seeking help

eleanor warren staff writer

A certain stigma exists around therapy, leading many high schoolers who are in need of help to worry about the judgment they will face if they seek assistance. Having been in therapy herself, junior Grace Billman has faced some of this discrimination in her own life. “People who haven’t experienced [therapy,] don’t know the positive effects — [they] think of going to therapy as negative because you’re admitting that you have a problem,” Billman said. “I think it’s a strength because you’re admitting you need help, and you’re seeking that help to make yourself feel better.” However, Billman hasn’t always viewed her therapy in such a positive light. “At first, I kind of thought of it as a weakness,” Billman said. “I would tell my therapist ‘I don’t want people to say I’m weak for not being able to handle this on my own.’” Eventually, Billman realized she was not wrong for seeking help but rather strong for admitting when help was needed. “If you suffer quietly, it’s just going to go downhill from there,” Billman said. “I didn’t get help for a long time, and it just kept getting worse and worse.” After persevering through comments and criticisms, Billman’s next step was to become more comfortable opening up to her therapist. “There have been some things I didn’t mention to my therapist because I was embarrassed — I didn’t want her to judge me,” Billman said. “But that’s what she’s there for is to help me and not judge me. That was something I had to try and learn.” Regardless of how other people view therapy, it has had a very positive impact on Billman’s life and even allowed her to conquer problems she never knew she had. “I started going because I was having really bad anxiety for a while,” Billman said. “I actually got diagnosed with | DESIGN BY ELEANOR WARREN

Generalized Anxiety Disorder.” Billman describes Generalized Anxiety Disorder as “having anxiety all the time” and having “different triggers for your anxiety.” “It comes with different effects, too,” Billman said. “I went through a period of time of having panic attacks about once a week.” Billman even felt as if she was “controlled by her own mind” due to relentless stress and anxiety. “I would spend a lot of time in my head worrying constantly and not being able to get out of that,” Billman said. Once she accepted her therapy and courageously moved past feelings of weakness or shame, Billman began to make significant progress toward a happier and better life. “From when I started to now, the growth I’ve had in therapy has changed me a lot,” she said. “I definitely know how to handle my anxiety better and how to take care of myself.” Therapy has also taught Billman countless life lessons and made her an overall better person. “My therapist showed me how to stand up for myself and how to prioritize myself and my needs first, which has definitely helped me,” Billman said. Therapy has had an immensely positive impact on Billman’s life, and she would recommend it to anyone feeling helpless. “Now that I’m in therapy, I feel like I’m in control — I can live my life without constantly worrying,” Billman said. “I can calm myself down when I need to. I am a lot happier and more confident in myself.”

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It’s no surprise to most that many students these days feel a nearly paralyzing pressure to succeed in the classroom as well as an unhealthy amount of academic stress. This excessive level of anxiety brought about by schools across America has become the norm, leaving many students with the pointless direction to “just deal with it” and the daunting assertion that “this is what the real world is like.” High school students of nearly every overgeneralized, Breakfast Clubesque stereotype, from the brain to the athlete to the princess, find themselves struggling to meet not only their own academic expectations but also those of everyone else in their current and future lives. Even those who have managed to excel scholastically by the world’s standards must deal with their own versions of one of the most common areas of self-doubt today — academic insecurity. | DESIGN BY CHARLIE TRENT | 144 STUDENTS SURVEYED FOR STATS

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ultiple schools and districts have students who seek or need higher education, and the gifted program was developed to help them receive the learning they

need. Sophomore Audrey Che has been a part of the gifted program since second grade and has continued with it in high school. “It’s a special education program — if you’ve been identified for it, it’s because they think you’ve demonstrated higher levels of learning,” Che said. “It’s also because they think you could use an IEP, which is an Individual Education Plan.” Being gifted isn’t only a classification in school; there is also a course available to gifted students. “There’s a separate class you can take, but it’s optional in high school,” Che said. “I don’t personally take it, but I know you can do different things in that class, too.” According to Che, being in gifted has been a safe setting for her during her years in school. “It’s always been a fun place for me, like when I took the class in middle and elementary school,” Che said. “It was really fun because a lot of my friends are in it. We got to do the things we wanted to do and explore different topics we were interested in.” Being smart isn’t always considered ‘cool’ among some high schoolers, however. Che said she experienced a few negative remarks on her participation in gifted. “There’s always annoying kids who’ll call you a try hard or a nerd,” Che said. “It’s never bothered me; it’s just mildly annoying.” With the various academic demands of the gifted program, Che explained stress was a natural occurrence. “The expectations I place on myself [are very high],” Che said. “My parents and teachers are all very supportive, and my parents especially stress that I just need to try my best. I put a lot of pressure on myself to do better, and sometimes it can be pretty stressful.” Even with the negatives, Che has always enjoyed being in the gifted program. It has been something for her to grow in knowledge and learning. “It’s an opportunity to challenge myself,” Che said. “When I was younger, I would get to do harder things in class. That was a great way for me to learn more things.”

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igh school is a place full of standardized testing, a multitude of classes and some very stressed students. As an AVID teacher, Madi Plankers speaks with students on a daily basis about the pressure that grades, GPA and test scores can create. “I always try and remember that you are humans as well as students,” Plankers said. “I’m always trying to look out for your mental and emotional well-being, as well as your academic achievements.” High school is challenging because students may not thrive in each subject. “As you grow up and enter the real world, you get to specialize,” she said. “High school is one of those times where you’re still being exposed to all the different subjects. That can lead kids to feel discouraged or insecure because it’s hard to be good at everything.” Many students use their scores and grades as a way to compare themselves to classmates. Every teen’s scores will differ, so comparing can be detrimental to people’s self-esteem. “You need to look at your performance only because no one is like you,” she said. “GPA holds some importance and

value in the world, but it is not everything. It’s not your full story.” Scores can be a large cause of educational insecurity in many, so Plankers suggests to students to keep quiet about their results. “Don’t compare your number to other people’s numbers because their personal best is different from your personal best,” Plankers said. “High school is the time when you are going through a lot of insecurities in general, and I truly think comparison is the root cause of a lot of that.” Navigating their way through high school, many will struggle at some point in time. During difficulties, students sometimes forget about the many learning resources Blue Valley provides, such as extra help with teachers and the math, reading and science labs. If students don’t feel comfortable reaching out for extra help, Plankers advises students to communicate with their teachers to find a better route to help them succeed. “I always try to encourage students to realize that we’re not as scary as you think,” Plankers said. “When you let people in and communicate clearly, there’s almost always a solution.”

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ith the concerns regarding COVID-19 on top of the continuing push of AP and advanced curriculum, students have experienced increasing levels of stress. Assistant Principal Mark Dalton has seen how the inconsistent schedule and remote learning has influenced students at Blue Valley. “Not knowing our learning mode all the time and doing distance learning, in general, makes it harder for students,” Dalton said. “You have to motivate yourself to do the homework. [If] you’re not doing that, [it creates] all kinds of stress because now you’re behind.” The lack of a consistent schedule for everyone in BV affects a vast majority of students, developing a sense of optionality when it comes to remote learning. “When things start to pile up on you, it’s so easy to grab [your phone] and [stop paying attention],” Dalton said. ”One thing [students] could do [to help stay focused] is to talk to their teachers and seek out help or set a schedule you can make yourself.” AP and other high-level education courses show a concrete correlation to success in college; however, the sheer difficulty

of the classes, as well as the pressures from outside sources, create a responsibility to uphold those expectations. “It’s an external stress [students] are feeling because the class before had many different achievements,” Dalton said. “AP courses are hard, so you have to keep up. If students focus on a few courses rather than a whole schedule of them, it would stop them from becoming so stressed.” BV has taken steps in the past to directly combat the uprising of student stress in regards to high-level classes, but the pressure is still evident in students all around the school. “We took away [class] ranking for the district due to the stress people were feeling to get in the top 10 — they’d take every AP class they could take,” Dalton said. “We’re trying to eliminate the stress students feel when trying to become the best.”

earning is different for everyone and junior Reagan Nowak shares her experience of having an IEP. Growing up Nowak said she always needed an extra push when it came to reading and math. “If I didn’t understand something in elementary and middle school, I’d get so frustrated,” Nowak said. This year was Nowak’s first time testing into the program, and she works with a caseworker. “A caseworker is someone that you meet with every day, and they get on you if you have missing assignments,” Nowak

said. “She checks our grades weekly, and she can help with any subject that you need.” Nowak said there are other adults to help with specific subjects like social studies, science and math. “It’s almost like a study hall,” Nowak said. “You get more help.” Describing her learning style as different from a normal student, Nowak tends to learn slower and needs more time. “In math, if we’re taking a test, I go into a different room, and I have someone there reading me the questions,” Nowak said. “It’s a part of my accommodations that I have for my IEP.” Nowak has felt judged for being in the program and for having a different learning style.

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“I used to be embarrassed to walk out of the classroom to go take a test or grab a textbook,” Nowak said. “I don’t think people understand what it’s really like to have an IEP or learning disability.” Nowak said having a learning disability has made her mentally confident in school. “It [has] made me more headstrong — if people ask me about it, I won’t break down and be nervous about it, I’ll

here are 1,561 students at BV, and they are all very different people. With a variation of students comes a variation of learning styles. Eli Kanarek, an 18-year Blue Valley teacher, has seen first hand the struggles that come with having such a wide range of personalities. “Education is set up for the most common people — you’re going to get kids that are at either end of the average,” Kanarek said. “The kids at the ends tend to be the ones that are not included. They feel like they’re not learning how they need to learn.” Kanarek has worked with students who have learning disabilities and other types of education setbacks. His students all have IEPs. “What an IEP does is it allows the curriculum to be more individualized,” Kanarek said, “For the student, something as simple as extending the time on a test can allow them to process information better.” While an IEP is set up to help students who learn differently, it can also come with its own challenges. “[The students] are worried about how other kids perceive because they’re on an IEP,” Kanarek said. “It hurts them in a sense instead of helping them. They’re like, ‘Oh no, I’m different,’ which can take precedence over their grades.” Several students struggle with insecurities, many of

just straight up tell them,” she said. “It has put me through emotional stages.” Nowak said being on an IEP isn’t a bad thing because it’s there to improve your grades and make you a better student. “You have to put in the work and self-advocate,” Nowak said. “Don’t be ashamed of who you are, and don’t let your learning disability have an effect on how you look at yourself.”

which are brought on by school and all that comes with it. “Unfortunately, high school kids worry about what other people think of them,” Kanarek said. “They’re worried about the teacher calling on them. They’re stressed — and that takes mental energy — then school becomes overwhelming.” While Kanarek said grades are an important factor that can open or close doors in the future, it shouldn’t sacrifice a student’s mental health. “You can strive for the A’s if that’s what you should be capable of doing but only if it was not a sacrifice of your other aspects of your life,” Kanarek said. “There are very successful people who did not do well in high school.”

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s a hybrid student, freshman Sam Dunton has adapted well to all of the unexpected changes this school year. “I like learning from videos at home, like flip learning,” Dunton said. “It’s just a different type of learning, but overall it’s easier.” Online schooling has given Dunton the freedom to work independently. “Some students like learning from a teacher and then they can ask questions,” he said. “I like learning from videos and then just doing my own work.” Despite the rocky transition from middle school due to COVID, Dunton is enjoying his freshman year and the independence it offers. “I like high school even though the work is harder and [there is] a lot more of it,” Dunton said. “You get more freedom overall, and you’re just older. I think it’s better.” Dunton considers himself to be an average student who does all his work and generally maintains a high GPA.

etween sports, clubs, work and other activities, high school students have more than enough on their schedules and their minds to balance with all things school and academics-related. This constant revolving door of expectations set by parents, teachers, colleges, coaches and even the students themselves causes many teenagers across America, such as senior Maddie Gessler, to occasionally feel bombarded with assignments or with scholastic anxiety and insecurity. “I think being in school for eight hours a day and having to go home and do extra work can cause you to be really stressed and overwhelmed,” she said.

“I’d say [an average student] has B’s and A’s,” Dunton said. “[What makes you a good student is] trying your hardest and doing all of your work — even if you don’t get good grades.” In preparation for finals, Dunton studied by testing his knowledge and tracking his progression. “If I don’t get something, I try to quiz myself and see what I know and then study what I don’t know and quiz myself again so I get it all,” he said. Beyond academics, Dunton enjoys involving himself in other aspects of BV. “I play soccer for the school,” he said. “I kind of want to join the Student Council but maybe next year.” Although Dunton has been able to find positives in the changes this school year required, he also acknowledges there’s a lot he’s missed out on. “I don’t think I’m getting the full high school experience yet,” Dunton said. “But it’ll come.”

Gessler, like many other driven students in the BV district, points out that she goes the extra mile in academics in order to achieve the grades she desires. “I don’t really consider myself an average student because I do put in a lot of work,” she said. “I think I have really applied myself and tried my hardest in every class.” In addition to managing the final grades that will affect her high school GPA, Gessler went through the college applications process this year. Although she moved through steps to admission swiftly, that’s certainly not the case for everybody else applying to colleges in the midst of a pandemic. “It was a lot easier [for me] because I knew where I was

on the cover going really early,” she said. “I know my best friend has had a lot of stress and anxious feelings toward it because she’s unsure about where she’s going.” Before Gessler can focus on her future grades or activities while attending the University of Arkansas, she feels an obligation to conclude her high school career with a strong academic performance. “I definitely feel pressured by my parents to get certain test scores,” she said. “At this point, it’s needed for college.” This academic stress, Gessler explains, also bleeds into and is affected by other areas of her life, like cheer, dive, NHS and work. “There’s a definite correlation between [school and activities],” she said. “Whenever I have more homework, I’m more stressed in activities, and whenever I have more going on in my activities, I’m more stressed with school, so they play off each other.” Though she knows no other way, Gessler described what she feels to be the pros and cons of attending school in such an academically competitive district. “I think we have more pressure on us to perform better,” Gessler said. “I also think [going to school in the BV district] gives us more opportunities and lets us learn in a good environment — it helps us thrive.”

ur experience with school has looked different for many students the past several months. However, senior Emily Cummings’ stress levels and relationship with her classes has not. Throughout high school, Cummings expressed her workload has caused her to become increasingly unmotivated and has overall affected her energy levels outside of school. “Being burnt out has made me exert more energy on school work,” Cummings said. “This has left me a lot more tired at the end of the day.” With school being hybrid or fully online, she shared how this year especially all students feel a sense of exhaustion. “I think everyone, no matter what they say, is majorly burnt out from high school and this past year in general,” she said. Although Cummings is a senior this year, she empathizes with the underclassmen. “Freshman year was the hardest year for me because the environment was so different from middle school,” Cummings said. “I can’t imagine how difficult it must be

adjusting to high school and its workload from an online perspective.” With this being Cummings’ last semester of high school, motivation is something she is struggling to maintain during her three classes. “I am definitely finding it hard to stick to my studies rather than focusing on other things such as work and time with friends,” she said. “All I want to do is get on Zoom for the attendance and then dip. It’s hard to keep motivation high when I know in the grand scheme of things this last semester is meaningless when it comes to college.” Senioritis has kicked in for Cummings, and as many others would agree, she never thought school would ever look the way it does now. If she knew then what she knows now regarding school and its workload, Cummings admits she would have taken a much easier route to graduation. “I would tell myself that it’s OK to not go full blown on the AP and honors classes,” Cummings said. “There is so much more to life and high school than the actual school part. You also need to enjoy the company of friends and soak up the memories while you can.”

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Student shares experience with rumors brynn friesen staff writer School is filled with ups and downs, varying from the academic to the social aspect. One of the biggest ‘downs’ is the presence of rumors. Senior Sarah Kang has encountered the difficulties that gossip can bring students. “[In middle school] my mom always packed me Korean food — Korean food has a different smell, and not everyone is used to that smell,” Kang said. “People used to say that I brought rotten food because I was ‘poor,’ and that hurt my feelings.” Even though it bothered her, Kang didn’t feel the gossip truly affected her life. “Personally, the rumors that were spread about me weren’t very major — they were all really petty and dumb, and I didn’t really care much for them,” Kang said. “I feel like rumors to others, depending on the situation, can be really harmful.” At the time, Kang was very offended by the ongoing rumors about her home life and the kind of food she would bring to her school. “When I was in middle school, I was a lot more sensitive, so it hurt me a little more than it would now,” Kang said. “It hurt my feelings when they said the food smelled. I feel like racism was a bigger thing back then.” According to Kang, the rumors had a short-term effect on her diet at school. | DESIGN BY BRYNN FRIESEN

“I went home and I remember complaining to my mom to pack me different kinds of foods,” she said. “But after a week, I got over it, and it only happened twice.” School isn’t the only place where rumors can spread, and Kang said sometimes, they can affect a person’s everyday life. “There are a bunch of platforms — especially TikTok — where things can go viral. Anything can become widely known among a bunch of states,” Kang said. “If a rumor really blew up or there were false accusations against a person, they would feel affected wherever they go.” The gossip Kang experienced allowed her to realize she didn’t need to focus on what her classmates were spreading about her. “No one cares that much about you if they’re not a close friend,” Kang said. “If they’re just there to hate you, I feel like you should just brush it off. It’ll be hurtful at first, but in the end it won’t matter at all.” Knowing she didn’t want to hang on to the negative feeling that the rumors inflicted, Kang decided not to let it dictate her future. “Don’t let it affect you too much,” Kang said. “Soon, you’re never going to see any of these people again, you’re going to move on, you’re going to have a new life elsewhere. Don’t take any of it to heart and just remember — life goes on.”

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Senior ta ke a look at s the influenc e of platform s

claire middleton staff writer “Why don’t I look more like them?” “Why can’t my life look like that?” These are some typical questions social media users might ask themselves while scrolling through their multiple feeds — constant thoughts regarding comparison, jealousy and insecurity. Although social media has served as a platform for communication and education, the negatives of social media tend to outweigh these positives for users such as senior Jillian Doebbeling. “I’ve always felt an unnecessary pressure to be someone I am not,” Doebbeling said. “I can’t help but want to conform to society when it is telling me what to do, what to wear and what to look like all day.” She expressed the more time she was on social media, the less self-confidence she had. “I feel like a lot of people, girls especially, find themselves wishing they had everything they don’t have already,” Doebbeling said. “It can really impact their mental health. Personally, I’ve struggled severely with body dysmorphia and other self image issues, and social media does not help.” Not only is self-esteem impacted through seeing other people’s feeds and stories, it can also be by monitoring the number of followers a user has. Doebbeling openly admitted that the number of followers she has on Instagram has affected her mood in a negative way some days. She noticed tracking the number of followers she | DESIGN BY CLAIRE MIDDLETON

gained and lost sometimes was intimidating. “It’s cool to see people who want to see what is going on in my life, but it also comes with some anxiety,” she said. “I honestly have no idea how big time influencers can handle that amount of pressure with the number of followers they have.” Without a doubt, social media is a love-hate relationship for most users, including Doebbeling. “I’ve had social media for years now, and I’ve benefited from it in so many ways,” she said. “I have personally taken the time to educate myself on a variety of positives and can definitely see how people would argue it is more necessary than not.” Information that is useful undeniably flows from all platforms and connects people to current events and information they find interesting. “I have to give social media some credit for helping me discover where my beliefs lie and how I can improve our society by speaking out on the things that matter,” she said. With people only sharing the highlights of their life, it can cause people to hold themselves to the same standard. “It’s so easy to look at influencers and their seemingly perfect lives,” she said. “I have to remind myself that behind every screen is a human being who is fighting their own battle.” Doebbeling believes there are many benefits to all platforms, but it is so easy to get caught up in trying to please others and forget to be yourself. “Insecurity coming from social media is completely normal in our culture,” she said. “I hope people will normalize imperfections and realize we are all different in our own beautiful ways.”

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Students open up about experiencing culture differences

eacefully walking, junior Sarah Hallock and her mother were enjoying their day at the mall until a sudden outburst changed that. “Go back to your country,” they heard from an angry man. His comments hurt Hallock especially when in reality both herself and her mother were born in the United States. “Ever since I was a child I have always had experiences of people commenting on my culture,” Hallock said. Hallock refers to these experiences to raise awareness to the aggressions toward non-white cultures and the harm that can be caused when approached with the wrong intent. There’s a heavy weight of pinning cultures against each other instead of educating and embracing them. “My dad is Scottish and my mother is Indian,” Hallock said. “My mom was shamed by some people because she was marrying a white man” added Hallock, in reference to those with the blocked-off mindset. This mindset is set out to devalue the connections made outside of your own culture. Growing up with this mindset’s ideals can make people tend to lack open-mindedness, especially in a bubbled environment like our own. Within our community alone, Kansas has a mainly white population, taking up 38.4% of the population according to DataUSA, thus impacting cultural awareness as a whole. “These experiences and growing up in a mostly white community, I have always felt the need to ‘fit in,’” she said. “When people asked what my ethnicity was, I would always feel like I needed to hide it because I was embarrassed.” Growing up around the standards expected from a white community can present an instinct to hide

|WORDS BY MIA RICE | DESIGN & BYDESIGN YOUR NAME

cultures. Negative gazes or words can be an outwardly harmful cause to an internal destruction. “I think most of the negative attention stems from ignorance,” senior Emily Warren said. Seeing mainly westernized portrayals of beauty and acceptance as a whole discouraged Warren from feeling seen. “When I was young, the lack of representation in the media heavily altered my perception of beauty and made me feel less than.” While being mixed Filipina and white, the feeling of acceptance has been nothing short of a challenge in Warren’s lifestyle. The influence from not only her community, but everything surrounding her online increased pressure. But while stigmas cut deep, culture appreciation can try to mend the damage. “I love the food and dancing the most,” Hallock said when referring to her culture. “Whenever my grandma cooks an authentic dish I am always ecstatic to eat it,” she added. Warren is attatched to her cultures’ cuisine as well, “my cultures food and traditions have been a constant happy piece of my life I can look forward to” Warren adds. These pieces make up Hallock and Warren’s cultural puzzle of identity, if they take pieces away it becomes incomplete.

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Freshman resolves resentment toward herself, thoughts of meeting high standards harrison melton staff writer Holding oneself to the standard of being “perfect” and without failure or flaws can heavily impact the ability to stay positive and truly enjoy activities. Freshman Josselyn Bui’s constant expectations put on her has caused her to become more hesitant due to the fear of failing the people around her. “I was always compared to people, which gave me the impression that I had to become “perfect,” she said. “Throughout my life, I have met many people who depended on me and my strength — many of which were suicidal, had depression or complicated situations. After not being able to improve their situations, I started to become more afraid of helping others and failure.” At a young age, Bui participated in various activities from Tae Kwon Do to piano, which put a lot of pressure on her to repeat the task until it’s flawless. This eventually caused a decline in interest due to the fear of failure. “I did a lot of activities when I was younger,” Bui said. “Whenever I couldn’t complete tasks both my parents and myself would become frus-

trated, and I would have to repeat the processes until I got it right.” This consistent pressure and comparisons were inevitably draining on Bui. “My emotions become affected,” she said. “I fall into a state of self-hatred and self-deprecation over my lack of ability.” However, she has begun to break from this cycle of criticism and started being present in the relationships she cherishes in hopes of creating overall positivity. “I no longer hold that ideal of becoming “perfect” and started to focus more on myself and the people around me,” Bui said. “I realized there are many people who go throughout a single person’s life, and I try to make sure my interactions with others won’t negatively impact them.” Like Bui, nobody’s perfect, but by surrounding yourself with people you love, they can aid in accepting the fears which cause hesitatation and feeling flawed. “I still get frustrated when I cannot accomplish something,” Bui said. “Thanks to all the caring and cheerful people I have around me in my life I am able to get back up quickly and carry on. I am very grateful for the people who have made me into the person I am today.” | DESIGN BY HARRISON MELTON

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Students discuss topics regarding sexuality, gender identity claire stein staff writer Within the last century, especially in the last 20 years, the queer community has blossomed. Although people who don’t identify as straight men or straight women have always been around, many of these people were — and still are — alone in their battle with acceptance and identity from others and themselves. Sexuality is described by what or who you are attracted to, and gender identity is an individual’s personal sense of having a particular gender or no gender at all. Senior Charlie Klepper came out as homosexual when he was 13 years old and uses he/him pronouns. “I was nervous to come out to family members even though they have been fairly supportive,” Klepper said. “The stress of coming out is way worse than the actual experience. After, it’s such a relief because you no longer feel like you are hiding parts of yourself.” Sophomore Olyver Bradwell is non-binary and uses they/ them pronouns. They have struggled with their gender identity for five years. “It’s all been about looking too feminine and feeling extremely uncomfortable when I hear ‘she’ or ‘her’ when being referred to,” Bradwell said. “I’ve been told that even if I was trans, I could never pass in public for my very femi-

nine features.” Perception and beliefs can be formed as a result of where people are raised. Same-sex activity is legal in Kansas, and the state has prohibited discrimination on the basis of sexual orientation and gender identity in employment, housing and public accommodations since 2020. Following the United States Supreme Court decision in Obergefell v. Hodges, same-sex marriage became legal in Kansas June 26, 2015. “I don’t think Kansas City has a very big problem with being particularly homophobic, but there are other parts of Kansas and Missouri — once you get into the more rural, small towns — that I definitely try to make myself act ‘straighter’ because I’m not always sure that everyone is going to be accepting,” Klepper said. “It can be very scary to not know if someone could instantly just hate you.” Regardless of the location, many people still experience discrimination, homophobia or transphobia because of their sexuality and/or gender identity. “I’ve been told I’m schizophrenic or mentally ill for thinking I’m ‘more than one person’ when using they/them pronouns,” Bradwell said. “ I’ve been threatened, received death threats and bullied for what I want to be — comfortable.” Klepper faces judgments and criticism for his sexual preference as well. “I wouldn’t say I experience very blatant homophobia like hate speech and slurs,” Klepper said. “But I’d say I deal with homophobic micro-aggressions almost daily, which could

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range from people making assumptions about me based on preconceived stereotypes or hearing the word gay used as a derogatory term.” At school, more and more teachers and students are recognizing gender cannot be assumed and doesn’t necessarily fall under just male or female, but it is still a learning process. “I feel staff members could be more accepting by asking for pronouns on the first day of school when they’re getting to know everyone, like their preferred pronouns and preferred names,” Bradwell said. “[People’s] minds will always go to the she/ her and he/him pronouns, or anything other than they/them because they/them is always seen as plural.” Klepper feels staff members

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should take a stronger stand against homophobia, especially in the classroom. “Teachers have never really punished kids for calling me gay or being homophobic even before I was out,” he said. “[It’s] something I’ve had to learn how to manage because no one is going to be there 100% of the time to defend me. I can only hope people realize how they look when they are homophobic and how wrong they are for ever thinking it is right.” These harsh statements make the acceptance process even more difficult. “I shouldn’t have to deal with something like that,” Bradwell said. “No one who deals with gender identity or who are a part of the LGBTQ+ community should.”

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Student describes competition between athletics, other activities charley thomas staff writer

egardless of personal opinion, it’s pretty safe to say that in general, high school students place athletic activities on a pedestal, leaving little — or at least less — room for those who prefer to spend their time participating in the arts or academic clubs. Think about it — how often does your group of friends meet up to go to this week’s orchestra concert, improv show or debate? Junior Emma Niederhauser describes the subtle judgment and other caveats that sometimes come with being involved in activities that often land in second place when competing against sports for student attention and appreciation. “I’ve had some weird looks as far as performing, like when you’re on stage singing or when you’re dancing [in show choir] especially when it’s the forced performances by the school during assemblies,” she said. Although Niederhauser doesn’t place blame on anybody for wanting to attend football or basketball games over concerts, she believes the main cause for the smaller number of student spectators

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at musical or theatrical performances doesn’t have to do with the event itself. “I feel like half of the reason why fewer people go to the arts side of events in school is because they just don’t know

what’s happening,” she said. In addition to participating in choir, Niederhauser is a member of one of BV’s publication staffs, which she describes as taking much more work than meets the eye. “As far as yearbook goes, no one really knows what goes on behind the scenes,” she said. “They just get the book at the end of the year, but they don’t realize it’s a year-long class. We’re working, [and] we have deadlines. We’re creating this whole book for them, and it doesn’t really get recognition.” Niederhauser also pointed out that the key difference between athletic and nonathletic activities is not the

amount of work put in, nor the positive attributes required for success, but rather the amount of spotlight received. “It takes effort, it takes talent, it takes time and dedication,” she said. “It’s just fewer people seeing the result of all of that work because most of the attention goes to sports.” Furthermore, Niederhauser reiterates the similarities between sports and academic, musical and theatrical clubs, once again stressing the idea that both categories demand great cooperation skills. “Everybody is a part of a team, whether you’re in choir, yearbook, newspaper, the play or whatever you’re doing,” she said. “There’s a team there.” Niederhauser believes it would prove beneficial to the BV community for people of various interests and talents to go out and see each other compete or perform, and that by doing this, we might all be able to gain a little more appreciation for our fellow Tigers. “Everyone in the school should go to each other’s events, no matter what it is,” she said. “Whether it’s a sport, a play, a choir concert or something else going on, we should support each other, go to all different sides of things and experience it for ourselves instead of just saying, ‘Oh that’s inferior.’”

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Senior chooses to continue education at local community college chloe browning story editor As seniors are deciding where they want to go in the fall many students won’t go very far, in fact some will stay local to attend Johnson County Community College (JCCC). JCCC is ranked as the 37th best community college in America according to Niche and has many opportunities for students to continue their education under 45 programs of study with 99 degree and certificate options. The campus consists of 24 buildings ready to prepare its students for their futures. Senior Sophia DeSimone plans to attend JCCC in the fall to begin her journey into real estate. DeSimone plans to major in marketing or advertising to prepare her for real estate school, which will take three to six months to complete. “I made the decision to do two years at [junior college] and then either go straight into real estate school or finish two years up at a university,” DeSimone said. “I soon realized four years was not going to be the right path for me.” For many seniors, deciding what to do after high school graduation can be a very stressful time. Many people see a stigma around going to a community college due | DESIGN BY CHLOE BROWNING

to fear of others thinking less of them. Community colleges have been seen as a place for poor students or students with bad grades, but this is not the case. “I’ve always wanted to be a real estate agent,” DeSimone said. “When I did more research on that career, I actually found out that a four-year university was not necessary to be a successful real estate agent, so I made the decision to do two years at JCCC instead.” One thing she looks forward to is being able to focus on her education and not having many of the typical distractions college comes with, such as partying and Greek life. “I really feel like I’m going to be more prepared than some other people,” she said. “I feel like going to Johnson County Community College is such a centered thing where it’s just school and that’s what you do. It’s more focused on just you learning rather than other stuff.” Although the assumptions people make about students at two-year schools are not true, many high school students push them aside in fear of others thinking negatively about them. “I can see the difference in [people’s] reactions [when I tell them where I am going],” DeSimone said. “I see no difference in going to university or two years of Johnson County. It’s still a really good education, and it prepares you for real life.”

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Juniors overcome negative perceptions, embrace hair types frannie lamberti staff writer

orrying about appearance is normal for most high schoolers — being unique can be difficult, but learning to embrace your features is even harder. Junior Darya Moiny shares her experience with her insecurities about her hair. Having a different hair type than others, Moiny grew up trying to change her hair. “Throughout middle school I constantly kept straightening it and damaging it,” Moiny said. “[I would try] to make it not curly because I did not enjoy [my hair], and I didn’t like how different it made me look.” Junior Parker Neal also struggled with accepting her natural red hair. Growing up, Neal said she was picked on for her hair color. “People had said things to me like ‘I don’t like redheads’ or ‘Redheads don’t have souls,’” Neal said. “It started with small jokes, then progressively got worse as I got older.” Moiny said her thoughts about her hair while growing up influenced her general appearance. “It made me more insecure about other things like how I looked and how I dress,” Moiny said. “It kind of began to diffuse into other aspects of my appearance.” Neal shared her experience with bullying in eighth grade. “There [was] this one kid who would make comments on my appearance and jokes about it in class with other people,” Neal said. “I remember I hated that class, and it was always one of the worst parts of my day.” Neal said that made her look differently at herself and wondered what other people thought about her. “I will never forget what was said about me,” Neal said. “Why do [people] have to make fun of someone for having red hair? I just never really understood.” Now, Moiny has learned to love her hair.

“It was just taking a step back and trying to figure out why it bothered me so much,” Moiny said. “The access to social media and seeing there were others who had hair like me slowly made me realize that it’s OK to stray from the norm.” Neal likes that her hair is unique and has natural highlights. “I’ve never dyed my hair, and I don’t think I ever will — I also don’t edit any of my photos or try and make it look like I don’t have red hair,” Neal said. “I’ve grown to love my hair.” Moiny’s confidence has inspired her to help others. “I chose to donate it so others could feel and gain some confidence from the hair,” Moiny said. “That helped me become more confident, too.” Moiny thinks people develop insecurities because of their environment and who they are surrounded by. “We tend to like to associate [the things around us] as being the only good thing,” Moiny said. “We need diversity in our lives — we don’t learn without diversity.” Neal agrees with Moiny that insecurities form from outside factors. “A lot of times, negative comments about your appearance will stay with you.” Neal said. “It builds up in my head and makes it worse.” Moiny wants people to embrace their differences and be positive. “You only have what you were born with,” Moiny said. “You can spend your life trying to change it, but at the end of the day, there’s more to you than just what you look like on the outside.” Neal wants other people struggling with the same thing to not worry about what others think. “This is your life, your journey — focus on yourself,” Neal said. “If you’re feeling insecure about something, it is perfectly normal and OK, but you shouldn’t let it completely affect you.”

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| DESIGN BY FRANNIE LAMBERTI

letter

To the Staff of The Tiger Print: impression that you have to be I really loved how skinny to have an eating [The Tiger Print] disorder. Also, anorexia decided to talk about is not the most common eating disorders, and eating disorder that people I think it opens a door suffer from. for some great conver3.5 percent of women sations. and 2 percent of men will However, I was develop binge eating disor| Meidel disappointed because it der in their lifetime. was heavily focused on 1.5 percent of women anorexia. Anorexia is a “stereoand 0.5 percent of men will detypical” eating disorder per se. velop bulimia in their lifetime. When eating disorders are A few studies have estimated talked about, it is likely they solely that orthorexia affects 1 to 7 refer to anorexia, but there are so percent of the population, but many other eating disorders. this eating disorder has minimal I would love to see you guys research. In contrast, anorexia break the stigma around that affects 0.9 percent of women and because many are under the 0.3 percent of men.

1 in 5

american women suffer from an eating disorder

In conclusion, I love how the newspaper talked about eating disorders but I would love to see a follow-up issue speaking more in depth on various types and breaking the stigma around eating disorders. Sincerely, Sage Meidel, Class of 2022 Letters to the editor are encouraged for publication. “The Tiger Print” reserves the right to edit all submissions for both language and content. Letters should be submitted to Room 450, emailed to thetigerprint@gmail.com or mailed to: The Tiger Print Blue Valley High School 6001 W. 159th St. Overland Park, KS 66085

million men

will develop an eating disorder in their lifetime

BINGE EATING most eating disorders develop between the ages of 18 and 25

DISORDER

is the most common eating disorder in america

6.2 million

ORTHOREXIA:

people in the United States have experienced bulimia in their lifetime *approximately

a medical condition in which the sufferer systematically avoids specific foods in the belief that they are harmful

| STATS FROM JOHN HOPKINS MEDICAL, AMERICAN ADDICTION CENTER, & PSYCHIATRY ASSOCIATES OF BATON ROUGE | DESIGN BY CHARLIE TRENT

opinion

cosmetics aren’t worn to hide perceived flaws stephanie kontopanos web editor

I was one of those people who did their makeup often during quarantine. Whether it was for a confidence boost before my AP Test, a pre-zoom-call-ritual, or a way to satisfy the boredom, I was almost always wearing at least one makeup product. So, naturally, when one of my guy friends boldly assumed that women only wear makeup because they’re insecure, it sparked a fierce debate. Throughout my makeup routine, from the first stroke of the brow pencil to the last spritz of setting spray, there was no one I thought of besides myself. Many makeup artists are in agreement, as they believe that the purpose of makeup should never be to change someone’s features, only to enhance what is already there. Makeup artist Bobbi Brown said “makeunders are all about making subtle changes and drawing out each girl’s own natural beauty.” The emergence of this makeup mindset is growing more popular. The “no-makeup” makeup trend had that exact purpose of showing natural beauty. Brands such as e.l.f, Glossier and Milk Makeup are growing in popularity. One thing they all have in common is that they all put makeup on their models in a way that doesn’t take away from the models’ raw beauty by letting freckles, moles, untamed eyebrows, and under-eye bags remain visible. For the first time in a while, the makeup industry is urging its consumers to use makeup for positive reasons.

The same thing goes for makeup that is more extravagant. For some, makeup isn’t just part of a routine. It’s a colorful art form. Wearing a full face of makeup is how they present that art. That’s why many have continued doing their makeup throughout quarantine or put on lipstick under their mask, despite the fact that no one will see it. For others, makeup is just fun. For school dances and parties, many students get dressed up and do their makeup with their friends just because it’s exciting and traditional. Others do makeup simply because it’s part of their routine every morning to get ready for the day. Although the purpose of makeup isn’t to cover insecurities, it’s inevitable that many use it for that purpose. While that isn’t ideal, it certainly is understandable. Especially in high school, it’s typical to want to hide imperfections in the easiest way possible- a dab of color-corrector on a zit, a face of foundation when acne flares up, a swipe of concealer after an all-nighter. However, the goal should be to reach a point in life where we feel confident regardless of whether we’ve spent one hour or one second fixing up our appearance. Whatever the reason may be, people don’t always wear makeup because they’re insecure or because they want attention from someone else. Congresswoman Alexandria Ocasio-Cortez, who frequently wears a bold, red lipstick, is an example of this. In a Vogue video, Ocasio-Cortez said, “If I’m going to spend an hour in the morning doing my glam, it’s not going to be because I’m afraid of what some...photo is going to look like. If I’m going to do an hour doing my glam, it’s because I feel like it.”

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opinion

ani kreegar staff writer

When speaking of topics like privilege, it’s mutually agreed upon that a privilege is an advantage given to someone for no other reason than that’s what they were born with. The privilege I’m referring to in this story is an advantage you’d inherit genetically — more specifically, the privilege of being attractive. Attractiveness is unearned. It’s something you were born with. Now, let me preface this by saying I understand things considered attractive now may not be attractive in the future and may not have been attractive in the past. So for the sake of clarity, I’m going to be only referring to American beauty norms in the 21st century. There is a specific beauty standard ingrained in all of our minds, and the basic things that help define this beauty standard boil down to a couple of categories — youthfulness, facial features, body shape and weight. To a point, all of these things are something someone is born with. Children look like their parents, so many of these traits will be inherited to a certain degree. Even if someone doesn’t possess all of these traits, the amount they do becomes heir to giving them just that much of a headstart in life. A person who’s across the board averagely attractive can spend time on their beauty, perfecting how they look in the eyes of others and will generally succeed in life, whereas a person with low attractiveness can spend just the same | DESIGN BY ANI KREEGAR

amount of time and will most likely fail to achieve the same things. Yes, diligence does help a small amount in this case, but some people are just lucky enough to be born pretty. How does being attractive give you an advantage? According to a Sage Journals study, attractive people are perceived as smarter and more trustworthy, receive higher ratings for social skills and dominance, paid more attention, often understood more, and even obtain better wages and jobs. In the workplace, if someone is considered to hold above-average attractiveness, they’re in luck — they’re more likely to have a 10% to 15% higher wage than someone of below-average attractiveness. Even in the criminal world, if you’re enticing, you’re actually more likely to get away with a crime. This is supported by what’s called the halo effect — an unconscious tendency to assign beautiful people with positive attributes, such as kindness, generosity or honesty. This phenomenon has unfortunately been highlighted on the popular video app TikTok, where thousands of people have proclaimed their affection toward the notorious serial killer Ted Bundy, who used his good looks to lure victims. The effect of physical attractiveness to jurors and judges is so incredibly bad that unattractive criminals were fined 304.88% more often than attractive criminals, according to a study by The Law Project. These fields are prevalent in today’s society, and a good way to represent these issues is modern entertainment. In most classic Disney movies, the characters who were evil were characters who didn’t fit the beauty standard. Characters who were portrayed as lazy, mean or stupid were characters who didn’t fit the beauty standard. In several modern sitcoms, directors

would — and still do — use the plus size character to be the comedic relief. An outstanding example of this would be the advertisement for the film “Red Shoes and The 7 Dwarfs.” On several billboards displayed all throughout South Korea was an image of two girls, one tall and skinny and the other was short and bigger. Next to the shorter girl were the words “What if Snow White was no longer beautiful and the 7 dwarfs not so short?” This ad alone is insinuating that just because a girl was short and plus-sized, she was immediately deemed ugly. This disgusting behavior puts mountains of insecurities onto young, impressionable girls. Time and time again, individuals who are considered attractive get along much easier than they think they do. Only recently has society begun to scratch the surface of fixing this issue, yet there’s so much further to go. Plus size models are finally being introduced and making it to front covers, and transgender/non-binary models are also being recognized for their beauty. But at the same time, they receive a lot of negative backlash for simply existing in their own skin. Lizzo, a well known singer and songwriter, is a body-positive individual who’s openly proud of herself and has a well-known song named “Boys,” in which she states that she loves all men, no matter how they look. Unsurprisingly, she still receives backlash daily and is being made of constantly for the size she is. Although new and inclusive models are milestones to be celebrated, this is the bare minimum, and we as a collective need to do better. We need to realize this unconscious bias we hold toward those who are enticingly attractive and start treating each other as equals.

opinion

Celebrities need to be held to same high standards as other members of society brynn friesen staff writer

When I was younger, I would hear about celebrities who had been accused or convicted of crimes. For me, it sounded like such an insane idea, that a star could actually be a criminal. Now, I take this topic much more seriously because I realize the privilege that many celebrities who have committed crimes seem to have. A perfect example of this privilege is Full House star Lori Loughlin. She and her husband pleaded guilty to bribing Rick Singer, a mastermind behind multiple college admissions schemes, to get their daughters into the University of South Carolina. Since Loughlin is a famous and very wealthy celebrity, she was able to buy her two kids into a college whereas other students work hard to be given scholarships and approvals. Her fame leads to connections, as well. Had Loughlin not been a celebrity, she wouldn’t have had the access to such affiliations. The blatant privilege shown through this incident should show us we need to hold celebrities as accountable for their actions as we would other people. On another spectrum of fame, there have been a few scandals involving TikTok stars, such as Tony Lopez. Lopez was accused of grooming minors by building trust with an underage person in order to gain time alone with them. | DESIGN BY BRYNN FRIESEN

He also still has multiple followers and supporters, even after various accusations. I know there are people who think it’s OK to spread false accusations; however, there has been evidence that could prove that he was not innocent. Lopez has been accused of sending inappropriate messages and pictures to minors over Instagram and Snapchat. TikTok user @groooovybaby posted a video sharing the explicit messages she received from Lopez. This kind of thing can definitely be faked, but this was not the first time Lopez was accused of such actions. He also sent out a public apology over Twitter, and in one line he said, “I know these actions are not taken lightly and were extremely irresponsible of me.” Many people — including myself — are wondering why there isn’t much legal action being taken against Lopez. While we still aren’t sure if Lopez actually did send these messages, it still reflects his privilege as a celebrity. If it were a person who wasn’t famous, there would be more investigations going on. As of now, there isn’t much being done that we know of. Many celebrities are growing in privilege because most of society chooses to ignore the crimes that their idols commit. If we don’t recognize that they are people like us and can make mistakes just as any other person, their privilege will continue to affect the lives of others.

opinion

charlie trent assistant editor

I’m not sure at what age I realized people began to associate negative aspects of themselves with those same traits in others, but after I recognized this behavior, it’s been difficult to shake the acute awareness that it’s far too common. Perhaps prompted by comments on TikTok such as “I love the confidence!” and “I wish I could post things like this,” I have recently become even further tuned into these acts of projection. I haven’t received one of these comments, but seeing them doled out to others brought me to reflection. Why should the beauty of one person — especially one who is embracing qualities others see as unfit in themselves — prompt a comment that applies their insecurity to the unassuming receiver? Especially in an age where each person has unlimited access to sharing themselves and their life online, I’ve found what was once perceived as a “beauty standard” is more of a blurred line. Sure, magazines and fashion designers, as well as the fashion industry as a whole, is far behind

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the realities of societal standards — but even these ancient media superpowers are beginning to fall in line with changing acceptance protocols. Granted, there are still ridiculous standards of beauty which are toxic in general, but I have noticed many different versions of beauty are becoming normalized and celebrated. This is a much needed shift in the perception of beauty in the media, but the one viewpoint trailing behind this acceleration in acceptance is the acceptance of oneself. While it is becoming ever more common to celebrate our differences, the notice of conceived “faults” in ourselves — or simply put, insecurities — lead to the projection of these onto unassuming individuals who share what one may dislike about themselves. To be blunt, no one cares if you are not comfortable with yourself, especially if your means of coping involve bringing down others who remain confident with these similar features. Life is not a confidence or appearance competition, and if any person is confident in themselves and decides they want to celebrate their existence, there is no place for unwanted comments that no doubt try to force the receiver into seclusion.

| DESIGN BY CHARLIE TRENT

opinion

claire stein staff writer

One of the most relevant topics that has gained popularity in the media is implicit bias. Many of us are familiar with bias but are unaware of the different forms. According to the Stanford Encyclopedia of Philosophy, explicit bias is the conscious attitudes and beliefs we have about a certain person or group, whereas implicit biases are these same judgments that are formed and expressed unconsciously. With the events of 2020 and the Black Lives Matter movement gaining momentum after the death of George Floyd on May 25, many companies and organizations have instilled mandatory training on bias, especially in the workplace. However, these training programs often focus on fixing explicit biases rather than implicit. We need to be aware of and improve the unconscious biases we express in daily life. However, first we need to understand them. Implicit biases can be positive or negative, and it is different from thoughts we suppress or conceal to keep peace. The human brain automatically and uncontrollably makes associations between concepts, this can be referred to as chunking. In 1956, George A. Miller, a professor of psychology at Princeton, developed the idea that people process information in chunks. This process can instill unconscious biases in all of us by associating things, people and groups together every day. However, this biological mechanism does not excuse the use of judgmental behavior. Many conversations regarding implicit bias refer to racial or homophobic issues — which are valid and all too common — but, these ideas go beyond the realm of just race and/or gender and can be seen in all aspects of our lives, including at school, which is why it is so important that we all acknowledge these behaviors. Yale’s Poorvu Center for Teaching and Learning, edu| DESIGN BY CLAIRE STEIN

cates those in the program that both instructors and other students can hold assumptions about students’ abilities, behaviors and capability for academic success on a basis of factors that are irrelevant — and we should do the same. These assumptions can impede student growth and performance, according to the Kirwan Institute for the Study of Race and Ethnicity’s Implicit Bias Review 2017. For example, Yale explains that teachers often assume students will best relate to the historical, contemporary or fictional characters that resemble them demographically rather than emotionally, mentally or spiritually. Students who are affiliated with a particular identity group may also be treated as experts on related issues. So, how can we all improve our implicit biases? The solution is based in the difficult process of selfreflection. Defined by Merriam-Webster as a reflective examination of one’s beliefs or motives, self-reflection allows us to consider why we think in a particular way. Taking the time to review our decisions and actions and evaluating them against each of our core values is critical to acting with integrity and annihilating personal biases. Once we recognize our bias we can work to eliminate it by thinking about how it effects our peers. However, this process is not linear. Not only does reflection need to be practiced often, but the person must want to make a change. In school, instructors can reflect on their own biases and consider their own pedagogical habits by providing anonymous student surveys, getting feedback from an outside observer and working to cultivate inclusivity. Students can reflect on who they surround themselves with as well as how and why they treat others the way they do. By promoting a world in which people reflect on their own actions and examine the way they view others, inclusivity becomes a priority, not just a requirement. Students and teachers alike will feel more comfortable at school, home or in society in general. While implicit bias is an issue that can be seen every day, people should make an effort to resolve it by understanding why the bias is there and working to eliminate it.

on the cover

| CARTOON BY ANI KREEGAR

Blue Valley needs to stop pressuring students Ever since eighth grade, the Blue Valley school district has advised us to seize the opportunities of high school by taking AP and honor classes, playing sports, participating in various clubs and even signing up for college courses over the summer. While to some students this seems feasible, to others it can be overwhelming. However, when the expectation is to go above and beyond at school, teenagers can become insecure — feeling as though what they are capable of is not enough. According to our poll, half of BV students felt pressured into taking AP/ honors classes yet almost 60 percent answered that everyone shouldn’t have to take those more academically challenging courses. To create a more “well-rounded” student, parents and BV highly urged us to join extracurricular activities — the more the merrier, especially when students can put it on a college application.

While it’s important for teenagers to explore different interests, the pressure of grades and extracurriculars can become too demanding. While some of our peers can balance it all — 56 percent described themselves as above average — they are not representative of each individual student. Some can only focus on their academics, while others attend more to their extracurriculars, and that’s OK. Nevertheless, we can’t help but compare ourselves to our fellow tigers — 80 percent of students compare themselves to others’ academic achievements — even feeling insecure if their friend scores higher than them on a test. But why is this? Where does this insecurity stem from? With the exception of this year’s freshmen, almost every BV student can remember their first PAC welcome meeting with principal Scott Bacon. While the talk was full of plenty of “Grrrs,” it also consisted of multiple

juxtapositions of past graduated class’ ACT scores. The Blue Valley school district’s composite ACT score is almost 4 points higher than the state average, which is 20.4. There’s no point in refuting that this should be celebrated by administrators, but during our first week of freshman year, we are indirectly told we have to meet those standards, or better yet, exceed them. When students receive a BV “below average” ACT score, it’s embarrassing when it really shouldn’t be. Not everyone is academically gifted, just as not everyone can sing, dance or write fantasy short stories. Each student is unique with different talents along with struggles. While we’d all love to be great at everything, it’s not always that simple. Blue Valley needs to stop pressuring its students that the average is above average and instead encourage us to trust our own capabilities..

This staff editorial is the representation of the opinion of The Tiger Print staff.