IN-DEPTH
Students increasingly select classes, extracurricular activities and summer internships to strengthen resumes rather than pursue personal interests. As competition for college admission intensifies, that pressure begins earlier, prompting questions about whether students are driven by genuine passion or by expectations to stand out. PG. 16 Episcopal
CAPITAL JOURNAL
The U.S. and Israel kill supreme leader Ayatollah Ali Khamenei in late February, 47 years after the theocratic regime took control following the 1979 revolution.
STUDENT-BUILT CAR Harrison Adams' and Michael Peralta's car heads to competition after months of engineering preparation.
PAGE TO PICTURE
Exploring the recent surge in film studios adapting renowned classics into profitable productions.
WHAT'S COOKIN?
Join staff writer McCall Moore as she tries three Dubai Chocolate treats from Big Dash.
BARSTOOL BACKLASH Discussion surrounding the ethics of school Barstool accounts draws public criticism.
As award shows and sporting events become platforms for protest, celebrities are reshaping the national political conversation
By Reese Rawson | Co-Editor-in-Chief
During the most recent Grammy Awards on Feb. 1, multiple artists used their acceptance speeches to criticize the government's recent immigration enforcement policies. Just a week later, on Feb. 8, the 2026 Super Bowl, long considered America’s biggest night in sports, became a political flashpoint when halftime performer Bad Bunny faced criticism from Conservative leaders who argued against his Spanish-language performance. Football games have evolved into stages for political expression, and award shows increasingly spotlight the actions of political figures. Celebrities also use their platforms to voice opinions on certain policies. The line between the entertainment industry and American politics has become increasingly blurred, particularly amid recent political controversies, prompting many to question the industry’s role in political discourse.
“I think everything is becoming more blurred and interconnected with politics. There used to be a separation, but I think that’s not realistic in the world we live in now,” senior Arden Bowen, who follows politics closely, said. “Art has always been a way for people to express opinions and comment on what’s happening during their time, so it’s not like this is something new; it’s been a trend for a while, and we’re seeing a resurgence of it.”
Because celebrities have significant influence on supporters, they are often the voices that push people to take political action. Especially with the influx of social media users, younger demographics are most likely to be mobilized during elections. Data from the Pew Research Center found that more than 40 percent of Americans aged 18 to 29 say their primary source of news comes from social media. Whether endorsing certain candidates or encouraging supporters to register to vote, influential figures like celebrities impact an individual’s political ideologies and sense of political efficacy. After Taylor Swift posted on Instagram a link to vote.gov encouraging people to vote, 337,826 people visited the URL, according to NBC News.
This public engagement, according to history teacher Claire Mroizek, started in the late 1960s and early 1970s.
“[The] Vietnam [War] is when
we started to see musicians engaging in public speech and public opposition to the war. [Celebrities like] Joan Baez and so forth got pretty active at a time when there was really considerable opposition to prevailing events,” Mrozek said. “I don't think it was anywhere as common as it is today, and I would say that's probably because there are so many more opportunities for these people to engage in public political speech.”
"ART HAS ALWAYS BEEN A WAY FOR PEOPLE TO EXPRESS OPINIONS AND COMMENT ON WHAT’S HAPPENING DURING THEIR TIME, SO IT’S NOT LIKE THIS IS SOMETHING NEW; IT’S BEEN A TREND FOR A WHILE, AND WE’RE SEEING A RESURGENCE OF IT."
Arden Bowen Senior
At the 2026 Grammy Awards hosted by Trevor Noah, a comedian and political commentator, several celebrities used the event to criticize the U.S. Immigration and Customs Enforcement. Some wore “ICE Out” pins and expressed their opinions on President Donald Trump and ICE.
After accepting her Grammy for Song of the Year, singer Billie Eilish said in her speech, “No one is illegal on stolen land.” The remark sparked debate in the media. According to The Washington Post, while the first half of the statement was interpreted as criticism of Trump and immigration enforcement policies, the second half referenced land acknowledgment movements that highlight Indigenous land rights.
Mrozek believes that her premise was that, “Given the fact that those of us who are in a position of some authority did not start here, it wasn't our land to start with, and so by
definition, that means we took it from somebody else.” Similarly, she thinks that undermines the public's ability to say, “It's ours, and it's not yours.”
“It's really always going to be hard to determine whose land something should be,” Mrozek said. “If it's the first person [in America], it's clearly Native Americans, and that's obviously not the way things have turned out. There are competing narratives about whose land it should be: is it first-come, firstserved, or is it might makes right?”
Additionally, Noah made several comments directed at Trump throughout the show. According to CNN, he said, referring to the Song of the Year Award, “That is a Grammy that every artist wants almost as much as Trump wants Greenland, which makes sense … because Epstein’s island is gone, he needs a new one to hang out with Bill Clinton.”
Jeffrey Epstein’s private island was reportedly used as a base for criminal activity, and several high-profile individuals have been linked to him. However, both Trump and former President Bill Clinton have denied wrongdoing in connection with their association with Epstein, the late financier and child sex offender. In response, Trump later criticized Noah’s remarks on social media and suggested he might pursue legal action.
“I think any event can be constituted as a time to share political messages,” Bowen said. “The founding tenet of freedom of speech enables anybody to share any belief they have at any point in time, and there’s not really such a thing as a bad situation if they want to share their views.”
The NFL faced backlash on Feb. 8 when Puerto Rican artist Bad Bunny performed during the halftime show. Some Republican figures, including Trump, criticized the performance because many of his songs were performed primarily in Spanish. In their opinion, the performance did not reflect what they consider to be traditional American representation.
“The Super Bowl Halftime Show is absolutely terrible, one of the worst, EVER! It makes no sense, is an affront to the Greatness of America and doesn’t represent our standards of Success, Creativity or Excellence,” Trump wrote in a post on Truth Social that same night. “This ‘Show’ is just a ‘slap in the face’ to our Country, which is
setting new standards and records every single day.”
In response, Conservative organization Turning Point USA hosted its own “All-American Halftime Show,” featuring performers such as Kid Rock, Brantley Gilbert, Lee Brice and Gabby Barrett. In upper school student Penelope Flownder’s* household, her family chose to watch that performance instead.
“My dad turned on the Turning Point USA halftime show because he didn’t feel like the Bad Bunny halftime show was ‘American enough,’” Flownder said. “I thought he was being kind of ridiculous, and I would have rather watched the actual halftime show. I ended up watching Bad Bunny’s performance on YouTube later that night.”
Bad Bunny incorporated symbols of Puerto Rican history and culture into his performance, including imagery of sugar cane fields, which represent the legacy of slavery and colonialism; light blue coloring associated with Puerto Rican independence; and references to El Morro, the historic fort in San Juan. He concluded with a display reading, “The only thing more powerful than hate is love.” Overall, the performance celebrated Latin heritage, promoted unity and addressed anti-immigrant sentiment, according to upper school Spanish teacher and Diversity Assistant Marcela Garcini.
“In every single concert, [Bad Bunny] represents La Casita because our home for Latinos is extremely important,” Garcini said. “When you connect to that, you don’t have to be Puerto Rican or from Mexico. I think you connect with all those roots you have through good [music].”
Supporters like Bowen believe that celebrities can use their platforms to share factual information and advocate for what they see as the greater good. At the same time, critics question whether entertainment spaces should serve as political stages at all.
“It’s important [that] our country isn’t one-dimensional, and it’s not [represented by] a singular person,” Bowen said. “It contains a lot of different people and nationalities, and that’s just the facts of the country. And so our sports and [national events] should represent that multinationalism.”
*Names have been changed to keep the anonymity of students
Tnews that the United States and Israel had sent airstrikes to major cities across Iran, ultimately killing Supreme Leader Ayatollah Ali Khamenei.
The conflict escalated dramatically, as Iran responded by attacking not only Israel but also countries all along the Persian Gulf Coast, including Bahrain, Kuwait, Qatar and the United Arab Emirates, among other countries. A conflict that began with three countries quickly escalated, raising fears of fullscale war across the Middle East.
Maryam Rafiee, mother of sophomore Kiana Fatahiyar, fled Iran when she was 11 years old during the Iran-Iraq war that followed the Islamic Revolution. The news of Khamenei’s death personally resonated with her.
“Everybody rejoiced; people in Iran rejoiced. People everywhere,” Rafiee said. “Last time it was war on people, [but] this is war on the regime. We are hoping that it will be the downfall of the regime, so the country can go back to the way it used to be.”
However, on March 2, a drone strike struck a command center in Kuwait, resulting in the loss of six American soldiers' lives. They were returned to the U.S. on March 7. Following the deaths, President Trump responded, stating that there will likely be more casualties as the conflict progresses. On March 9, the Pentagon reported that a seventh American soldier was killed in an airstrike that hit the Prince Sultan Air Base in Saudi Arabia.
“We are not for war, we don’t want more than any Americans do,” Rafiee said. “We don’t want any soldiers to be lost, and we’ve already lost six; we just want them to destroy their ability to kill people and to hurt more people around the world.”
Like Rafiee, people all around the world are rejoicing about the death of Khamenei, but many still hold reservations about the conflict, including a majority of Americans. In an SRSS poll, from Feb. 28 to March 1, 59 percent of Americans disapprove of the conflict. Among them is upper school history teacher and junior dean Claire Mrozek.
strategy, and this is my concern,” Mrozek said. “It’s obvious there are some really atrocious leadership and really problematic ideas [in Iran], but I have seen scenarios where removing and engaging in regime change led to long, unfulfilling, confused and ineffective [result], and [the] scenario ended up worse than it was when it started.”
The last time the U.S. government was involved in a regime change was in Iraq in 2003, when Saddam Hussein was removed from power, reinstating a new government in the region. However, the U.S. was still involved in 8 years of warfare with Iraq through 2011. This is one experience that fuels controversy on whether American intervention will destabilize or stabilize Iran.
“I think that the way the president and the secretary of defense, who was a soldier but was a Fox News personality before this, has no credibility,” Mrozek said. “I don’t believe there is the kind of circumspect leadership at the top levels to make decisions that use logic and evidence, [when] they clearly don’t know anything about American history.”
But, for many Iranian families who have immigrated out of the country, the current state of the Iranian republic is distant from the Iran they knew before the regime took over.
“We had a democracy where we were able to dress and go to school, where we could go to restaurants comfortably,” Rafiee said. “In Iran right now with this regime, boys and girls can’t be seen together unless they’re married, and so they can’t even coexist without being punished, and I’m hoping that changes.”
Khamenei's rise cemented a shift from a once diverse social and religious landscape to a region governed by strict religious law. For many, this regime change not only posed political consequences, but also altered freedoms, educational opportunities and reshaped family dynamics.
“In 1979, I was barely five years old when the revolution happened,” Rafiee said.
were separated. I was separated from my siblings.”
"IRAN
IS SO BEAUTIFUL; WE HAVE FOUR SEASONS, WE HAVE DESERTS, WE HAVE MOUNTAINS, WE HAVE JUNGLES, [AND] IT’S JUST A BEAUTIFUL COUNTRY. BEFORE THIS REVOLUTION HAPPENED WE HAD THE OLDEST CHURCH IN THE WORLD, EVERYBODY WAS ALLOWED TO HAVE THEIR OWN RELIGIOUS BELIEFS, AND WE CO-EXISTED BEAUTIFULLY."
years old, she freaked out every time the fireworks would go off.”
Though Iran’s political situation is uncertain, the New York Times, among other news stations, say Iran is close to naming a new supreme leader. However, the position remains vacant after the strikes that killed Khamenei also killed 30 to 40 other senior Iranian officials.
“He was old, and he would have died sooner or later, but he passed on that torch, and it needs to be stopped at the root,” Rafiee said. “Iranians are protesting very peacefully, and they are rejoicing and hopeful. When people of Iran started to protest, the regime started killing those people by the thousands.”
As conflict and destruction claim headlines, the history and beauty of Iran are often forgotten amongst the rubble, but Iran is a country that has a long history and is home to 29 UNESCO World Heritage Sites, some of which have been destroyed by years of conflict.
Maryam Rafiee ESD P'28 47 3.7 7 59
YEARS SINCE THE ISLAMIC Republic of Iran took control of Iran. The 1979 Iranian Revolution marked the beginning of theocratic control.
BILLION SPENT BY THE United States in the first 100 hours of the Iran War.
The Islamic revolution prompted a mass exit among the Iranian people, with around 5 million Iranians claiming refugee status abroad and millions more immigrating legally, according to Iran International. Rafiee and her family were among them, leaving the place that she once called home for a future filled with unknowns.
“Two years after my brother left [for America], my dad told my younger sister and me that we’re going to go on vacation,” Rafiee said. “I was 11, I didn’t know any better, and we went on vacation, and we never came back.”
Still, the revolution and the conflicts in Iran had lasting effects on many of the Iranian families, even after they left the country, including Rafiee and her family.
“My younger sister was three years old when we left the country, but because of the
“Iran is so beautiful; we have four seasons, we have deserts, we have mountains, we have jungles, [and] it’s just a beautiful country,” Rafiee said. “Before this revolution happened, we had the oldest church in the world, everybody was allowed to have their own religious beliefs and we co-existed beautifully.”
The recent events offer some hope for Rafiee and Iranians across the world. Though Rafiee is unable to communicate with her family in Iran, with fears of government retaliation if her family were found to be communicating with America, the recent events have disrupted almost half a century of oppressive religious theocracy.
“I want everybody to know that we weren’t always like this, we were forced, and for 47 years we have endured it, and we are hoping that that is not going to be the case anymore,” Rafiee said. “When people rise up, and they want change, they kill them, and without any kind of weapons, they can’t defend themselves. That’s why they need the help, and hopefully this will be the help; this will be the answer to their prayers.”
Death of Iran's Supreme Leader sparks hope for change and fear of escalating war
By Sheridan Bailey | Communications Manager
AMERICAN SOLDIERS killed due to the war in Iran as of March 9. All the soldiers killed in the war have died due to airstrikes.
PERCENT OF AMERICANS disapprove of the Iran war, as of March 1.
By Noelle Stovall | Staff Writer
Arequired new upper school freshman course will be added to the 2026-2027 school year to help prepare incoming ninth graders for the changes upper school brings. Eagles 101 is designed to support incoming freshmen, both academically and socially.
Upper school English teacher
Kelli Tomlinson will be teaching the 2026-27 Eagles 101 course.
“Essentially, Eagles 101 is replacing the health requirement for students, and it's going to be an introduction to life in upper school,” Tomlinson said. “It's going to teach how to be an upper school student, finding out what kind of learner you are, how to advocate for yourself and how to reach out to teachers.”
Unlike most traditional academic courses, Eagles 101 will focus on skills to prepare freshmen for upper school that are not always directly taught in subject-based classes, such as time management and study strategies.
“I just want my goal as a teacher to be able to get students to enjoy going to school, to learn and also [to be] a good human and contribute to our world,” Tomlinson said. “I think high school kids are the greatest hope we have in this world, and so I think it is encouraging to find what they're passionate about, find what they love and help them start to find their purpose, which is a part of our mission statement.”
Even though the health requirement is being removed in upper school, Eagles 101 aims to continue teaching students aspects of what the health class taught, such as mental health, wellness and taking care of one’s body, not purely focusing on the skills it takes to transition into upper school. However, Tomlinson said the course is still in the works, and the complete curriculum has not yet been decided for the upcoming school year
“I think we'll still keep a health and wellness aspect of the class, such as teaching to take care of yourself, take care of your body [and] hopefully partner with our strength and conditioning coaches a little bit, [as well as] with our counselors for the social emotional piece,” Tomlinson said. “[The] curriculum is very much in the works, but my main goal is to partner with different pockets of people on campus, and in the summer, we'll work on really building the curriculum.”
Clark Family Head of Upper School Matt Peal came up with the idea of this course, which he hopes to aim to help freshmen better prepare for the high school
curriculum through guidance and skill building in note taking and studying, while also focusing on the social and emotional aspects of the transition from middle school to high school.
“When I look at the landscape of freshman courses, I know they would benefit from tips and tricks on how to take certain types of notes, how to study for certain types of quizzes, how to prepare best for a high school level assessment with a guided study hall,” Peal said. “I also know that we need a place where we can deliver a social emotional curriculum and talk about identity and health related things that are age appropriate [as well as] healthy decision making.”
Eagles 101 is a year-long course that will consist of a proctored study hall every other day with instructional teaching on the other days, giving new upper school students a balance in the course between independent study time and structured educational guidance.
“I think every freshman should have a study hall so in the class, every other day will be a proctored study hall and then they'll have kind of a traditional class period with a teacher doing programming on the other days,” Peal said. “I hope this [will help them become] better prepared to be serious students in the future, and I hope that they have enough information that when they are outside of this campus, they're able to evaluate their decision making with more information.”
For incoming freshmen, the introduction of the new course has left them curious and optimistic for next year to learn how they will prepare and navigate a new high school environment.
“When I first heard about the class, I thought it was about skills and learning new things about being a freshman,” eighth grader Georgia Elliston said. “Then the teachers told us it was about going into freshman year and high school in general and about how it teaches us to manage our time.”
Elliston finds herself most nervous about balancing her way through the challenges she might face in high school as she adjusts to more rigorous courses than before; however, she is eager to see how Eagles 101 can help her with the transition.
“I'm scared to start high school because I've heard that it is a lot harder than middle school, especially freshman year,” Elliston said. “But I think the new Eagles 101 class will make my transition easier because it will help me feel better prepared for a new environment, and I'm excited to learn how to keep my stuff organized and get help with my studying skills.”
Ecuadorean and U.S. forces have carried out joint operations in South America in an effort to target persistent drug trafficking. The U.S. embassy in Quinto announced that U.S. forces, working with their Ecuadorean peers and European international police agency, Europol, had dismantled a large-scale drug-trafficking network linked to the Los Lobos gang. In early March, Ecuador’s President Daniel Noboa reported that nearly 70 percent of the world’s cocaine now flows through Ecuador's huge ports. Ecuador's location, between Colombia and Peru, the world’s two largest producers of cocaine, makes it a profitable location for drugtrafficking gangs. During the investigation, which began in January, police confiscated nearly 3.7 tons of cocaine in the Netherlands, more than three tons in Belgium and more than a ton in Ecuador. Ecuadorian drug smugglers belonging to the Los Lobos gang were working with Albanian trafficking organizations to ensure that once the cocaine shipments had reached ports in Europe, they were divided and transported inland across multiple countries. As a result of this joint operation, the U.S. has carried out more than 40 lethal strikes on alleged drug boats in the Caribbean Sea and Pacific Ocean since September.
Los Angeles Major Karen Bass is facing criticism after signing a law to gradually increase wages for hotel workers, as a new industry report claims that policy has already affected employment and operations across the city. This new ordinance raises the minimum wage for hotel workers in Los Angeles in preparation for upcoming international events like the 2026 FIFA World Cup and the 2028 Summer Olympics. The law sets an initial wage floor of $22.50 per hour, which will gradually increase to $30 per hour by 2028. The Hotel Association of Los Angeles found that around 650 hotel workers have lost their jobs since September, when the new wage increase took effect. Additionally, hotel restaurants have closed or reduced operating hours as businesses adjust to higher labor costs. Since the policy was implemented during a period of weaker travel demand, it has been more difficult for hotels to rebound after the new waging policy. However, labor advocates argue that this new policy is solely intended to improve pay and working conditions for hospitality workers.
GEARING UP FOR EAGLES 101
Freshman English teacher Kelly Tomlinson teaches her class in early October. She will be teaching the new Eagles 101 next year. "[We] had a faculty meeting in November where [Mr. Peal] talked about [the Eagles 101 class] again and if you might be interested in teaching it to reach out to him," Tomlinson said. "So not even three minutes after our meeting ended, I emailed Mr. Peal."
Photo By Nahla Whittier
Trump removed Kristi Noem as U.S. Secretary of Homeland Security on March 5, marking the first cabinet-level removal of his second presidential term. The White House announced that Markwayne Mullin, a Republican senator from Oklahoma, would replace Noem and assume leadership of the Department of Homeland Security at the end of March. Lawmakers from both parties raised concerns during congressional hearings about Noem’s handling of fatalities in Minneapolis involving ICE federal agents, as well as the use of hundreds of millions of dollars on her department’s advertising campaigns. According to the New York Times, after her dismissal, Noem was reassigned to a newly created diplomatic role as the “special envoy for the Shield of Americans,” a U.S. led initiative focused on regional security and cooperation in Latin America. This leadership change marks a significant shift within the Trump administration.
Texas Attorney General, and U.S. Senate candidate, Ken Paxton waves to supporters during a primary election night watch party on Tuesday, March 3, 2026, in Dallas. (Smiley N. Pool/The Dallas Morning News/TNS)
RECORD SPENDING IN TEXAS PRIMARIES
The Texas Senate primary has become the most expensive in U.S. history, with over $125 million spent on advertising, according to New York Times. On the Republican side, incumbent Senator John Cornyn has vastly outspend challenger Ken Paxton, yet Cornyn continues to trail in polls. Major GOP donors, alarmed by Paxton’s momentum, have bankrolled one of the most aggressive incumbent defense campaigns in recent memory. With a third candidate, Representative Wesley Hunt, splitting the vote, the race is headed toward a runoff on May 3. Coryn’s backers privately acknowledged he may be finished without a Trump endorsement, which has yet to come. Democrats are fighting for their own expensive battle. State Rep. James Talarico has outspent Rep. Jasmine Crockett nearly five to one, drawing support from major donors including billionaire Reid Hoffman. Both races were heavily shaped by dark money from undisclosed donors, underscoring how anonymous spending has become a defining fissure of modern American politics.
It was an ideal day on Feb. 16 for seniors Michael Peralta and Harrison Adams to testrun their racecar. The sun was shining, little to no wind and a very comfortable 70 degrees Fahrenheit. After some tests and a few failed attempts, Peralta finally took the car around the sophomore parking lot, completing 40 loops.
Peralta and Adams have been working on designing and building a racecar since early August as their engineering senior capstone project. They will race their car on March 27 during the Electrathon America competition, where they will race against seven other teams from schools in the Dallas area. The winner will be the car that can complete the most loops on the track.
“I will be the one driving the car,” Peralta said. “We will be racing at the Dallas Police Academy on their training course, which is a big oval. It was originally going to be at Texas Motor Speedway, but that did not work out.”
Peralta had been wanting to build a racecar since his sophomore year as his main project for the mechanical engineering course; however, the project has not fit the curriculum until now. Not only is the racecar the largest project they have ever taken on, but it is also the most timeconsuming. The duo has spent most evenings after school working on the car.
“The biggest obstacle while building the car would, oddly enough, be getting the brakes to work and come together,” Adams said. “While relatively simple in how the brake calipers work and attach to the wheels, ensuring both proper cable management and attachment to the handles of the car were imperative at the
start, while preventing the steel cabling from fraying proved incredibly difficult. This was to the point where specialized cable cutters were introduced to make a clean cut.”
The Electrathon America competition features two divisions, beginner and experienced, each with a range of categories, from solar cars to the battery-powered cars that Peralta and Adams have built. The main difference between beginner and experienced racers, aside from racing experience, is that beginner cars use lead-acid batteries while experienced cars contain lithium batteries. Some schools also have different grades racing with multiple vehicles entered.
“The class we will be in is the beginner class because we are using just normal lead-acid batteries. Some of the teams use lithium batteries, which allow the cars to have more power,” Peralta said. “But we are going to be racing with a bunch of rookie teams. I know Keller has five vehicles with freshmen, sophomores, juniors and seniors racing.”
Throughout the course of building a racecar, Peralta and Adams have hit many road bumps from safety to mechanical success. While building the car, Peralta has electrocuted himself twice, and now emphasizes safety when building with electricity. Another issue has been keeping all of the moving parts intact and staying positive and determined when setbacks occur.
“[The biggest problem is] that electricity is scary,” Peralta said. “The other biggest problem is that there are a lot of different parts, so getting everything to stay in one piece is difficult.”
Upper school engineering and capstone teacher Donald Snook
has taught Peralta for the past four years and Adams for the first time this year. Snook’s job is to guide students participating in a capstone project, helping when needed and pushing them to work on their passions. Snook watched over as Peralta and Adams did six weeks of work on electric cars and how they work before beginning the building process, and now only steps in if needed for safety reasons.
“[The] capstone project is for a student to explore areas of interest that they want to know. I'm not the expert like in most classes where the teacher is the expert of knowledge, but that's not the case here,” Snook said. “After they did all the research, we got the kit, and they started to build. As a capstone teacher, I'm not supposed to intervene unless it comes to a point where their safety is involved.”
Multiple students in past years have taken part in capstone projects. These students are assigned a period to work on their year-long project that reflects what they have learned over their four years in high school or what they are passionate about.
“This is the first race car, but I've been doing capstone for
three years now. [Senior Tatum Reynolds] is building a STEM building [and] working with architects, and she's pretty much printed a model of the STEM building,” Snook said. “There are posters out there on the wall that are from a couple of years ago where [Slayton Strey ‘24] did research on solar panels [and] how to make them better. We even have an automated dog feeder as one of the projects.” By working on the racecar all year in an unorthodox classroom setting, Peralta and Adams have grown in their intellectual and problem-solving abilities. Snook said that both students gained skills that they would not have been able to learn in a traditional classroom.
“Putting all different kinds of systems together and making one thing work is kind of new, and that's not something that we normally teach,” Snook said. “So, I’ve gotten to watch when they fix one thing, another thing changes, and watch them change that until the whole thing just works all together and comes to fruition. Hopefully, at the end of March, when we race, it all comes together again.”
By Emmy Moss | Co Editor-in-Chief
Parents get their groove on at annual ESD Auction
On Saturday, March 7, the Parents’ Association hosted the 2026 ESD Auction event, a beloved annual tradition in which attendees bid on donated items to raise money for the school. All proceeds from the event go directly toward supporting each students’ educational experience.
This years’ auction was hosted at The Rustic, a charming, ranch-inspired venue. The theme was ESD Fest, inviting parents to dress in Coachella-inspired attire for a fun night of live music and festival foods, as well as hor d'oeuvres and craft cocktails. For Brandy Morrison P’26, P’27, the theme was the highlight of the night.
“My favorite part was the theme,” Morrison said. “It was unlike any other auction. [I] loved the vibe of the event.”
To embody the festival theme, the Parents’ Association invited Bandolero, a local Dallas band, to perform laid back Grateful Dead tunes. According to Morrison, the group was a huge hit.
Spring break trips in jeopardy
As spring break approaches, ESD students are rethinking their travel plans to the previous spring break hotspot, Mexico. Several families have decided to cancel previously planned vacations due to growing concerns about safety and travel advisories following the killing of cartel leader El Mencho.
Typically, the senior class at ESD goes to Cancun, Mexico, to enjoy a fun and relaxing spring break for their last year of high school. So, for many students, the cancellations have been disappointing. However, safety has become the priority for some families.
Senior Chambers Jones said her family recently made the decision to cancel their Mexico spring break trip despite their excitement for the vacation.
“We have had this trip planned for a while, so it was very disappointing to cancel,” Jones said. “But after seeing
By Griffin Green | Staff Writer and Gracie Nealon | Opinion Editor
“The band was awesome,“ Morrison said. “A lot of people were dancing. Overall, [it] was a very fun night.”
After enjoying the music and food, parents headed to the Big Board and Live Auction to bid on donated items and experiences, such as a Mahjong luncheon hosted at Park House, or Morrison’s favorite, a puppy dog.
“The most memorable item was the puppy,” Morrison said. “It was so cute.”
Aside from a night of fun and festivities, the annual ESD Auction is a way for the community to give back to the school in a substantial fashion. Every dollar spent on reserving seats, obtaining raffle tickets and purchasing items in the auction goes toward making the ESD experience even better, through programs such as Tuition Assistance.
“The auction is a way for parents to support the school that our kids love so much,” Morrison said.
the news and hearing my parents talk about it, we decided it was probably smarter not to go this year.”
Jones explained that while she understands the rationale behind making cancellations, it is still frustrating to give up the trip.
“I was definitely disappointed,” Jones said. “Spring break is something I always look forward to, and going somewhere like Mexico with all my friends sounded like a lot of fun.”
However, some seniors are still going on their Mexico trips as planned. Senior Alex Eastin is still very excited for her trip.
“I’m not worried about going to Mexico for spring break because I think that the issues are very far away from where I am going,” Eastin said. “I think it is going to be a lot of fun.”
Beau McKnight scores 100th career lacrosse goal
On Saturday, March 7, the ESD varsity girls lacrosse team cruised to a dominant win over Prosper in a game that ended in the middle of the third quarter due to heavy rain and storms, but not before senior captain and midfielder, Beau McKnight achieved a major milestone.
Before the weather conditions cut the game short, ESD had already built a very large lead in what was shaping up to be a certain win. The Eagles dominated throughout the game, finishing with a 16-4 victory. The highlight of the game, however, came when McKnight netted the 100th lacrosse goal of her high school career.
“It felt really special, like this goal was the culmination of many years of hard work,” McKnight said. “I couldn’t have done it without my amazing teammates helping me out.”
Although McKnight was extremely enthused about her achievement, she is keeping her mindset focused on an even bigger goal: a state and SPC championship.
“Our team has a lot of great chemistry this year, and I feel like we have the potential to do something really special,” McKnight said. “So, I am staying focused on that goal”.
Junior teammate Mali Kate Venable said the team was excited to see McKnight reach the milestone.
“Beau works so hard every day in practice, so it was awesome to watch her score her 100th goal,” Venable said. “She’s a fantastic leader, so everyone on the team was extremely happy for her.”
Fans also celebrated the moment. Senior Ruby Cuccia, who attended the game, said the team’s performance made the rainy conditions worthwhile.
“Even with the weather, it was a really fun game to watch,” Cuccia said. “Everyone was cheering when Beau scored her 100th goal. The team was playing really well.”
Beau
during the
though
Unknown ingredients in popular protein snacks raise concerns
By Craighton Jefferies | Podcast Co-Editor and Subscriptions Manager
Extravagant colors and large letter line the Eagle's Nest shelves as junior Will Morrison scans through the selection of protein bars, all marketing their protein content and nutrition values.
Protein has been a focus of research and interest for the past few years. This is because of protein’s role in weight management, muscle maintenance and often revolving around fitness trends. It is incorporated in many foods, including snacks, drinks and meals. However, many people still wonder if these protein snacks are truly beneficial.
“Protein is sort of the building block of muscle,” Director of Sports Performance Phil Mosley said. “When you strength train, you create micro tears in your muscle fibers, and then the protein that you eat is what's used to repair those and grow.”
PROTEIN POWER
Junior Will Morrison surveys the snack aisles within the Eagle’s Nest. “I usually get the one with the most protein,” Morrison said. “I don’t really look at all of the other ingredients besides calories and protein.”
While protein helps build muscle, people are often concerned about what other ingredients can be found in what they consume, specifically in protein shakes and bars. Often, ingredients such as sugar alcohols, artificial
sweeteners, thickeners and highly refined oils are added to protein snacks to mimic sugary foods while keeping calories lower.
“I think a lot of the added protein to most processed food is not the best protein for you,” Mosley said. “I would still always choose whole foods over processed protein.”
Heavily relying on protein bars and shakes can have negative effects, including digestive issues and unintended weight gain. However, negative side effects are rare when consuming protein snacks in moderation. Junior Madison Stiles sometimes orders Starbucks protein drinks, like an iced sugar-free vanilla protein matcha. Stiles prefers them compared to regular matchas because of the added protein and consistency.
“The added protein doesn't make it taste different, but it has a thicker consistency to it, which I enjoy more because I prefer to know that I am fueling my body with more protein than I would be with just a regular milk matcha,” Stiles said. “This protein matcha allows me to enjoy a sweet treat while still giving my body good nutritional aspects with the added protein.”
As long as the majority of protein comes from whole food meals, with around three a day, an occasional bar or shake is unlikely to have a negative effect, especially after a workout, according to Mosley. As an athlete, junior Michael Goglia consumes more protein to gain weight and muscle mass.
“I eat a lot of whole foods like chicken and rice, and sometimes drink protein shakes, [but] I check the label,” Goglia said. “Some drinks' packages are designed to mislead a person, and in the end, you have to know that a company wants to make money, so some corners will be cut most times.”
According to a GoodRx article by Kelsey Costa, a registered
dietitian nutritionist, while protein snacks are high in protein content, they often contain ingredients that are not good for the body.
One unhealthy ingredient commonly in these snacks is added sugar. Some protein bars, like certain Clif Bars, PowerBars and ProBars, have around 25 grams of added sugar. The American Heart Association recommends consuming 25 grams of added sugar daily for women and 36 grams for men. This means that one bar could fill, or almost fill, the recommended daily consumption.
“Many protein bars contain similar ingredients to candy bars and other processed sweets, with large amounts of added sugar,” Costa said in his article. “Excess added sugar is linked to an increased risk of heart disease, type 2 diabetes and weight gain.”
Another ingredient found in most protein bars and snacks is an artificial sweetener. It is often found in items labeled “low sugar,” which replace the missing sugars. However, these are not a healthier alternative.
“Ultra-processed foods are meant to taste really good, and people chose to eat them more often due to this, these foods are often full of fillers, seed oils and artificial sweeteners,” registered dietitian Kelly Gubert said. “Eating foods such as some protein bars and ultraprocessed foods can lead to obesity, diabetes, and other health issues.”
According to Gubert, foods with fillers, sugars, artificial sweeteners, seed oils and ultraprocessed foods, like protein bars, can disrupt sleep, contribute to acne, poor growth, hormone disruption and depression. This is another reason to limit protein snack consumption: many of them can be more harmful to teens trying to accomplish their goals. This is critical, especially to athletes trying to build muscle mass.
While not an absolute
substitute, protein shakes can be much better than bars. This is due to having the authority of what to put in the shakes, if homemade.
“Some [protein shakes] are ready-to-drink, like Core Power or Muscle Milk, which are convenient but still processed,” Gubert said. “Others are homemade — made with protein powder plus milk or water, and sometimes blended with real fruit. These tend to have a much better nutrient profile because you can control what goes in them and avoid a lot of added sugars and fillers.”
One factor regarding protein is the risk of overconsumption. Coming from Bettina Mittendorfer, PhD, a senior associate dean for research at the University of Missouri School of Medicine, she believes that too much protein causes blockages and buildup of plaque within the bloodstream. This can result in atherosclerosis, or hardening of the arteries, and is a major risk factor for heart attacks and strokes.
“Not getting enough dietary protein is bad for health, but too much might also carry adverse health effects due to this macrophage signaling mechanism,” said Mittendorfer. “Our hope is to eventually find the Goldilocks approach for maximizing the health benefits of dietary protein, such as building lean muscle, while avoiding the health drawbacks from overconsumption.”
Mosley urges everyone to try to avoid highly processed foods and rely more on whole foods that provide all the necessary nutrients.
“Prior planning [meals] prevents poor performance,” Mosley said. “Making some food at home the night before, whether it's peanut butter and jelly or a pre-cooked meal, is good, and we can always bring that stuff to school.”
After 25 years of using Naviance, a college guidance platform that provides information about universities, ESD is transitioning to Scoir. Like Naviance, Scoir offers essential details about colleges, including financial aid and acceptance rates. However, its platform is designed to be more user-friendly and accessible to students and college guidance counselors.
Scoir stood out to the college counseling office because, according to Assistant Director of College Guidance Katherine Montgomery, it had all the amenities that they wanted and what they liked about Naviance.
“It was significantly cheaper than Naviance,” Montgomery said. “And it allowed us to do more things when it came to reporting, access for parents and students, the ability to put information and have it auto-populate within a student's profile and overall, the user friendliness of the platform was a big selling point to us.”
During the transition from Naviance, other college platforms were considered, including MaiaLearning. Part of the decision to choose Scoir was that some of ESD’s peer schools had transitioned to the platform and had success with it.
Montgomery said that the consideration was staying with Naviance or moving to either Scoir or Maia.
“[We have a] chat with counselors in the DFW areas for private schools,” Montgomery said. “The peer schools that we have a lot of overlap with have moved to Scoir and have much more positive things to say about the platform than the other programs.”
In the past, students have used Naviance’s platform to discover and learn about colleges that interest them. However, according
to seniors, the website had problems.
“[The website] felt clunky, and it's just a less intuitive user interface,” senior and Rice University commit Harrison Adams said. “The searching feature was a little awkward to get to whatever college you wanted. There’s just a little long bar that you have to [search for]. They [also] don't use the same name for a college. So like, for Rice, [it appeared as] Virani Rice Business School.”
From a counselor’s perspective, Naviance was extremely outdated and hard to use. The company could not communicate properly and quickly with ESD counselors.
“The decision came down to [the fact that] we had been really frustrated with some of the changes or lack of changes that Naviance had made,” Montgomery said. “Especially when it came to their support team and some of the delays that it took for them to modernize their platform. A couple of different companies bought them out over the last few years, and that has really changed what we're seeing in terms of the ability to report easily, to get someone from the support team to even respond to us and some issues with rep visit sign-ups.”
One of the most popular and valuable features on both Naviance and Scoir is the scattergram tool. Both websites provide data on ESD students from the past five years who applied to a university and their decisions. Unlike Naviance, Scoir makes finding what past students' ACT and SAT scores were when they applied to a college easier. As well as whether they applied test-optional. These features help students to evaluate whether they have the standard testing scores and GPA that a certain university may expect.
“The scattergram feature in both Naviance and Scoir is probably the best way to kind of figure out [that] if I apply today
with this GPA and this test score, what is my likelihood of being admitted, just based on actual ESD information,” Montgomery said. “Sometimes the national data and the ESD data are different.
For both platforms, Naviance and Scoir, seniors resubmit their documents, counselors submit students’ transcripts, school documents and letters of recommendation. Specifically for Scoir, students can dive deeper into what majors [universities] offer.”
As helpful as Scoir is, college guidance websites can only provide so much information about a college that a student may be interested in. Once a student loves a university, it’s important to do more research on that specific school and what it desires in an applicant.
“I think Scoir is just better, and I also like it more [than Naviance],” junior Jeffrey Fu said.
“I always consider these college websites as the base. If I really want to know more, then after, I go to the actual website [to discover more information].”
A college website can only do so much in the application process. There are many factors that no college website can fully capture when it comes to presenting a student as a unique individual who brings distinct value to an institution.
“It's more important to have good counselors and good advice from other people to help you put together the best essays you can and figure out what you should most like to focus on most in your resume,” Adams said. “That’s the top item to sell yourself. As useful as it is to know what your college is all about, how much they cost and where you fall against your peers, it’ll be the [unique] traits that make you more than just numbers and will really sell [you to colleges].”
By Veda Bodhanampati | Staff Writer
STARTING WITH SCOIR
Assistant Director of Admissions Katherine Montgomery walks through the Scoir's platform and tools. "I'm excited for students to use Scoir because it lets them discover colleges, explore careers and request required application documents," Montgomery said.
After a long wait following President Donald Trump’s signing of the Epstein Files Transparency Act on Nov. 19, 2025, the Department of Justice released a new batch of files on Jan. 30. A treasure trove of Jeffrey Epstein’s emails, pictures and data has now been made public.
Jeffrey Epstein, a multi billionaire and powerful financier, was charged with sex trafficking of minors in 2019 and died later that year while in federal custody. His death was officially ruled a suicide; however, due to suspicious circumstances, such as the cameras in his cell malfunctioning at the time of his death, many theories and conspiracies question whether his death was truly self-inflicted.
But now, after the release of these new files, the Epstein case is stirring up drama in Congress, on social media and in the media. This case has gained an immense amount of traction in these outlets partly because more details about the alleged atrocities were revealed, and partly due to Epstein’s highprofile connections, which raised questions about whether these powerful people had anything to do with the crimes committed.
“It’s hard for me to believe that you can be close friends with someone and never realize that they run a large-scale sex
trafficking ring,” junior Noble Provost said. “So I believe that some of these celebrities that we may love could be guilty and need to be investigated.”
When the files were released, many were disappointed to see a surplus of redactions. Although some critical information was gleaned from the new files, most of the names of potential Epstein co-conspirators were blocked out.
“It doesn’t make any sense to release these files to the public and just completely hide the information of people who committed heinous crimes,” junior Mason Perry said. “In my opinion, they should unredact everything except for the identities of victims.”
U.S. Representatives,. Dem. Ro Khanna and Rep. Thomas Massie, from California and Kentucky, respectively, have agreed with this statement and have fought to unredact the names of potential perpetrators. This week, the Department of Justice granted congressional members access to the unredacted files, and these lawmakers are pushing to get them released to the public.
This has sparked significant controversy in Congress, with hearings regarding these files turning explosive and allegations flying in all directions. This has proved to be a sensitive topic in Congress, as Epstein had many friends in high positions of power
worldwide, leading to accusations against many government officials, most notably former President Bill Clinton and current President Donald Trump.
Outside of the U.S., many men, such as former Prince Andrew, former British Ambassador to the U.S. Peter Mandelson, and former Norwegian Prime Minister, have been forced to resign from their positions of power following accusations regarding their relations with Epstein.
The drama has not stopped at the government level, though. Talk about the release of the files has begun to trend on social media platforms like
TikTok and Instagram, with a focus on conspiracy theories. One well-known conspiracy theory is “Pizzagate.” It has been a long-standing conspiracy theory online that celebrities would secretly refer to children as “pizza.” In the release of the Epstein files, the word pizza is referenced 817 times, and some of its uses are quite ominous and vague.
“Before the release of the files, I always thought that this pizza theory was kind of stupid,” Perry said. “The release of the files has given it some validity, however, and I do agree that the use of the word this frequently is pretty odd.”
New files spark fights in Congress, anger over redactions and new questions about powerful people tied to the case
Griffin Green | Staff Writer
RECORDS FOR REVIEW
Taken in Le-Perreux-sur-Marne, outside Paris on Feb. 9, 2026, the photographs document undated pictures released by the US Department of Justice on Jan. 30, 2026, as part of the Jeffrey Epstein files, which contain multiple references to high-profile individuals.
Photo by Martin Bureau/AFP via Getty Images/TNS
A recent surge in adaptations of classic literature make it to the big screen
By Stella Bartley | Web Co-Editor
From beloved bedtime stories to renowned classical literature, a rising number of books have leapt from their pages onto the big screen in recent years.
Whether it's an ancient epic poem like Homer’s “Odyssey” or a gothic novel such as Emily Brontë’s “Wuthering Heights,” Hollywood continues to sweep the bookshelves for inspiration, molding stories into cinematic spectacles for modern audiences.
With this recent surge in film adaptations, viewers have been left to question whether or not these movies capture the depth and complexity of their original texts. Upper school English teacher Erin Keller has found herself reflecting on her own experiences with movie adaptations, recalling the first time she noticed a major difference between a classic story and its newer version on screen.
“When I was little, I read [‘The Little Mermaid’], and then I went and saw the movie in theaters when it first came out. It wasn’t how I imagined it at all,” Keller said. “To me, I think it’s a good idea to read the book first before you watch the movie. If you watch the movie first and then read the book, you’ll only picture what you saw on screen. It takes away from your own imagination, and I’m not really for that.”
As an English teacher herself, Keller has found that Guillermo Del Toro’s recent adaptation of Mary Shelley’s novel “Frankenstein” demonstrates this concern.
“I taught [‘Frankenstein’] for the first time this past semester when the new movie version came out,” Keller said. “I was entertained watching it; visually, it was very interesting, and the cinematography was great. But they changed some important things. For example, in the new movie, Victor Frankenstein is portrayed as older and less isolated. In the book, he is very young and completely alone while conducting his experiments. I don’t necessarily think it’s bad for movies to change things; I worry about students substituting the film for the book. You have to keep them separate.”
On the other hand, junior film
student Mackenzie Capp believes that adaptations can serve as a creative opportunity for directors to express themselves and their interpretations of literature.
“In my personal opinion, a filmmaker should stay [somewhat] faithful to the premise of the story, but they should also have creative freedom to augment the film with additional characters, scenes or storylines,” Capp said. “These changes may be [necessary] to keep the film interesting, as a movie may require more action or drama than the book. At the end of the day, the movie is a product of the director's personal interpretation.”
Similar to Capp, upper school film teacher Bobby Weiss argues that if a director chooses to change an aspect of a book in its film adaptation, it should be done respectfully and with a purpose.
“While film and literature are different media, an adaptation should respect the integrity of the original work,” Weiss said. “If a director chooses to significantly depart from the book, those decisions should be thoughtful and intentional and ideally discussed with the author if they are alive.”
While Keller appreciates film directors sharing their creative visions, she believes that students, in particular, should approach adaptations as complements to the book rather than replacements for it, to preserve their own creativity.
“My biggest concern is that watching the movie first can limit a student’s imagination and creativity,” Keller said. “Movies are inherently interpretive. They present one director’s vision. For example, if someone watches the Disney version of ‘The Little Mermaid’ first, even if they later read the [original] story, they’ll picture Ariel with red hair, even though the original text doesn’t describe her that way; the visual sticks. I want students to imagine characters on their own before seeing a director’s interpretation. Otherwise, you’re going to be picturing the actor on the screen instead of creating your own version in your mind.”
Capp argues that directors should prioritize balancing accuracy and conciseness in their films, making the final product
mirror the original text’s central message while changing some minor details along the way.
“A change that keeps the film to a reasonable length of time will always be acceptable,” Capp said. “For instance, it would be nearly impossible to include [every] scene in ‘Moby Dick’ in the span of a two-hour film. If a filmmaker is creating an adaptation of a specific book, it should be a non-negotiable to keep the characters, storyline and settings as true to the book as possible while also cutting out unneeded information.”
Middle school English teacher Adina Richman agrees with this sentiment, reasoning that while some parts of the book can be altered in the film version, essential elements of the original text should be represented on screen.
“I really disliked the film version of ‘The Giver’ because they added a plotline that wasn't in the book at all, and I feel like it detracted from what was important in the story,” Richman said. “Another example of this can be seen in ‘Animal Farm’ [where it is] reduced to a formulaic family-friendly blockbuster in most adaptations, but that is not at all in the spirit of the allegory; it's a much more important piece of literature than that.”
Richman believes that when film studios adapt a book for a broader audience, they often lose some of the unique themes present in the original print version of the story.
“When the ideas in a film are watered down to please a mass audience or as a vehicle for a particular celebrity or character, I am always disappointed,” Richman said. “A book like ‘Fahrenheit 451’ is so layered and complex that it is almost impossible to adapt to film.”
Capp believes that the massive revenue these productions generate is one of the main motivators behind adapting classic novels into films instead of creating original stories.
According to the Publishers Association, film adaptations of books gross 53 percent more worldwide than films with original screenplays.
“Studios continue to create adaptations of famous novels
primarily because they are proven money-makers,” Capp said. “People can relate to the stories; they are familiar with the characters, and generally, people who are fans of a particular book are more likely to see the movie based on it. Books provide a universal connection among people. Films do the same. When working in collaboration with each other, [financial success is almost always guaranteed].”
After watching the most recent movie adaptation of “Wuthering Heights,” Capp found herself comparing the film’s content with the book itself, noticing some major differences between the two media pieces.
“After I watched [‘Wuthering Heights’], I fell down a rabbit hole on TikTok where people were debating the accuracy of the film to the book,” Capp said. “To my understanding, it seems that the novel is pretty different from the film. However, I took the time to watch an interview with the director of the film, Emerald Fenell, where she spoke about her interpretation of the book. Turns out, yes, the film is based on the book, but specifically, her fourteen-year-old self's interpretation. I found this particularly striking, especially as a filmmaker and student, and I have to say I totally understand her creative decision.”
Weiss emphasized that although books and films are distinct artistic forms, film adaptations can deepen storytelling by using powerful sensory elements appealing to a wide range of people.
“Film is an immediate and immersive art form. Through visual imagery, sound design, music, performance and editing, it can create an instantaneous emotional impact,” Weiss said. “For younger audiences, especially, film can serve as an accessible entry point into storytelling, engaging viewers who may not yet have the patience or skills to read a full novel. Ideally, a powerful film adaptation can spark curiosity and inspire viewers to return to the original book for a deeper understanding of the story. It’s our personalities, intellects and abilities that make us who we are, which is [both] unifying and leveling.”
Nestled on the lovely Katy Trail, Rose Café is more than just a coffee stop: it’s a destination. An oasis for joggers and cyclists fresh off the trail, this hideaway offers a cultivated array of light bites, hearty meals and restorative coffees from morning to night. Upon arrival, the café envelopes you in its serenity. The interior exudes careful curation, with soft wood counters, cozy lighting and gold and jade accents. Greenery and oversized windows give the illusion that the café is one with the trail. When the windows are open in nice weather, you can enjoy a creamy latte in an open-air atmosphere humming with Uptown vibrancy and café charm. The place to be is the patio, which offers booth seating for a covered, sit-down experience. When at Rose Café, you must try the Tofu Summer Rolls. Stuffed with vegetables and vermicelli noodles, the rolls are fresh and bright, pairing perfectly with the sweet peanut sauce. I’d also recommend the Granola Yogurt Bowl topped with fresh berries for a light breakfast that leaves room for one of the café’s chocolate croissants. But my overall favorite is the Rose Chicken Wrap; featuring spinach, avocado, chicken, fried shallots and aioli snug in a whole wheat tortilla, the wrap is packed with flavor and sophistication that rival the café’s atmosphere itself. When at the Katy Trail Terminal Station, you can’t leave without a stop at Rose Café.
4205 Buena Vista St. Suite 160
Each issue, a staff member highlights local gems in the DFW area. This time, Opinion Editor Gracie Nealon spends a day getting acquainted with the Knox-Henderson area and all its charm.
5:30 P.M.
6:15 P.M.
I’m a huge proponent of holistic wellness, especially practices like yoga and meditation that encourage mindfulness and support health. Located at Katy Trail Terminal Station, O2 dedicates its beautiful space to just that, offering variations of pilates, heated yoga and meditation classes. In a spacious studio with floor-to-ceiling windows and pristine equipment, the incredible staff at O2 leads each participant toward both physical strength and inner peace. After my stop at the Read Shop, I attended my first sound bath at O2. The experience involves being “bathed” in sound waves produced by instruments, such as singing bowls and chimes. As the deep hum produced by the crystal singing bowl reverberated around the studio, I noticed my thoughts quieted, and the remaining tension in my body eased. It was refreshing to spend part of my evening with no particular aim or objective, a much-needed change of pace amidst junior year. I appreciated the gentle guidance of our instructor, Katy, as she encouraged us to let go of stress and future obligations. This particular class was dedicated to the Chinese New Year, and I learned that as we leave the Year of the Wood Snake—a year for shedding that which is unneeded—and enter the Year of the Fire Horse—a year for living boldly and embracing change—it’s important to take time to ground ourselves. Classes such as these leave one clear-headed and able to tackle life’s challenges with restored optimism, so I urge everyone to head over to O2 and make the Year of the Fire Horse their best year yet.
By 2 p.m., I was looking for a quiet spot to drink coffee and be productive, so I headed to The Read Shop. This bookstore provides you with everything you need for the coziest day of studying: lots of natural light and a quiet atmosphere. And when you need a little something extra to get you through your calculus homework, enjoy a selection of coffee drinks featuring Stumptown Coffee Roasters, as well as pastries from La Casita Bakeshop. The Read Shop is a free-standing, two-story building, with the first floor being home to the coffee counter, merchandise tables selling small novelties and, of course, books. The shop specializes in high-end non-fiction, including books about art, home decor
4205 Buena Vista St. Suite 100
And the Blackened Fish Taco…to die for: tangy coleslaw, guacamole, tomatoes and cilantro heaped on a charred white fish fillet, drizzled with aioli and served in a soft tortilla. If that isn’t for you, the regulars love the carnitas taco; its presentation is humble, but the flavor is a standout. The restaurant’s interior matches the exterior in personality, with a vibrant ceiling collage and catchy Spanish sayings decorating the walls. When you’re craving tacos, be sure to check out Taquería La Ventana— it might just become your new favorite. 3012 N. Henderson Ave.
A new sense of competitive fire: Debate team embarks to secure their biggest win yet
By Annabel Brown | Video Editor
The debate team, under the guidance of upper school government teacher and Leadership, Government and Public Policy Network Coordinator Adam Walsh, has seen an increase in popularity over the past year, driven by its success in local and national competitions.
As more students hear about the team’s accomplishments and the opportunities it offers, interest in joining the program has grown.
This year, the team competed in Harvard University's national debate competition, which brought together thousands of high school students from across the country, eager to engage in spirited discussions and showcase their skills. For many ESD students, just being accepted into such a prestigious tournament felt like a major milestone. The tournament, held from Feb. 13 to 15, brought a new feeling of competitive fire that members of the debate team had never experienced before, pushing them to prepare more intensely and perform at their highest level.
“I have known about the [Harvard] tournament for about five years now but this is the first year that we’ve attended. [This tournament] is definitely one of the more competitive national tournaments,” Walsh said. “Around 6,000 students participate with about 525 schools from some of the best high schools in the country.”
Vice president of the debate team and junior Pranavi Talasila said that the intense nature of participating in debate tournaments is exhilarating and has taught her a wide range of invaluable life-skills. The intensity of the Harvard tournament’s schedule further amplified this sentiment. Students typically started their days at around 6 a.m. and had two rounds before lunch and two after lunch, with little time to rest in between or to prepare for their next round. Each round required them to quickly review notes, refine arguments and mentally reset before facing a new opponent.
This was intense for participants, especially as most were using the very limited downtime to complete missed schoolwork, communicate with teachers back home and
coordinate assignments with classmates.
“Debate has definitely caused me to miss a lot of school since we’re always traveling to different tournaments,” Talasila said. “But I’ve stayed on top of my work and kept in contact with my teachers so I don’t fall too far behind.”
Along with Talasila, senior Arya Ajith and junior Michael Scimo traveled to Boston for the debate. The three Eagles are all veterans of the debate program and were anxious about the competition because of the stakes and prestige of the Harvard program.
"[THE
HARVARD TOURNAMENT] IS DEFINITELY ONE OF THE MORE COMPETITIVE NATIONAL TOURNAMENTS, AROUND 6,000 STUDENTS PARTICIPATE WITH ABOUT 525 SCHOOLS FROM SOME OF THE BEST HIGH SCHOOLS IN THE COUNTRY.”
Adam Walsh Upper school government teacher and Leadership, Government and Public Policy Network Coordinator
“We definitely had a lot of nervous people. We had three middle school kids participating, and three upper school kids, and for everyone, it was their first time ever participating at Harvard, so there was a lot of nervous energy,” Walsh said. “But I think that in general, everybody was excited, and we got to see some people from Texas and some people from [the] 43 total states and seven countries [that competed], so we saw a lot of different people from all over the place.”
Talasila attested to this statement, explaining the intense
nature of the tournament and how competitive the opposing teams appeared to be from the get-go.
“This was definitely one of the most difficult tournaments we’ve ever competed in, especially since people from all over the world came to compete,” Talasai said. “Every round felt very intense and competitive, and the level of preparation everyone brought was really noticeable. It pushed us to think faster which made the whole experience challenging but also really rewarding. It also gave us a lot of perspective on what competition looks like outside of Texas, because we were able to see how some of these really big, well-known teams presented their arguments.”
However, there was a substantial amount of time for participants to relax and have fun. Walsh took all members of the ESD team to an escape room local to the Boston area, in order to “blow off steam" before the intense competition that would await them the next day.
“We wanted to do something as a team together, so we decided to go to the escape room. It was actually so much fun because we had to collaborate in a way we have never done as a team together yet.” Talasai said. “We had an hour to save this imaginary girl and we all had to work together across the entire room to solve her kidnapping. We solved it in the last 30 seconds before our one hour was up. Afterward we were so hungry so we walked to the Chinatown in Boston and got some really good Chinese food. Then we wrapped up our entire day back at the hotel finishing any last minute prep we had to do."
Participants turned initial nerves into motivators, leading ESD to finish fourth among new schools in the program and 38th overall out of 525 competing schools. This transformation played a crucial role in ESD's performance, allowing the team to harness its collective energy and focus on achieving its goals.
“Overall, I was really pleased with how I did,” Talasai said. “Arya and I placed in the top 140 competitors out of more than 500 people and finished as quarterfinalists. Arya also received a Tournament of Champions bid,
which qualifies her for another national circuit tournament.”
Another unique aspect of the tournament was that there were three middle school students accompanying the high school team. This collaboration allowed both age groups to expand their potential and pushed them to the next level.
“As VP I was able to help [the middle scholars] prepare for the tournament and support them throughout the experience, especially since it was their first time ever competing,” Talasai said. “I worked with them on practice rounds and checked in with them during the tournament so they knew what to expect and didn’t feel overwhelmed in such a competitive environment.”
This success not only validated months of rigorous preparation but also helped raise the profile of the debate program back home, inspiring students young and old to consider joining the team and setting a new standard for future competitions similar to the Harvard competition.
“I want people to understand that it's a lot of work to do it because there's a lot of rounds that you have to participate in, and we would have had one person actually advance to the next round,” Walsh said. “I think it was overall really good. It was over winter break, and it was nice not to miss more than one day of school.”
Talasila said that preparing for tournaments generally requires long hours of mental focus, quick thinking under pressure and the ability to adapt arguments on the spot. She also said that participating in the debate program teaches invaluable lifelong skills, such as public speaking, critical thinking and research. She has applied these skills in her daily life, from classroom discussions to everyday conversations.
“Debate has really helped me in my AP Lang class because I’m able to present arguments more clearly and write more eloquently,” Talasila said. “I feel a lot more confident organizing my thoughts, and it helped me think more critically about what I’m reading, which makes it easier to analyze texts and write better essays overall.”
A SPOOKY SIDE-QUEST
To ease initial nerves Debate teacher Adam Walsh took students to a local escape room in Boston during the Harvard tournament. “This was definitely one of the most difficult tournaments we’ve ever competed in, especially since people from all over the world came to compete,” Talasai said. “Every round felt very intense and competitive, and the level of preparation everyone brought was really noticeable. It pushed us to think faster which made the whole experience challenging but also really rewarding."
Ajith
Life Editor Beau McKnight dives into the latest pop culture showdowns, breaking down the battles that have everyone talking. This issue explores celebrity relationships, unpacking the validity of how they are portrayed in the media.
It seems that even after 27 years, the ’90s heart throb and “American prince” John F. Kennedy Jr., still has many Americans in a choke hold. On Feb. 12 the biographical romance series, “Love Story: John F. Kennedy Jr. and Carolyn Bassette,” was released and fans have been raving about it ever since.
The show depicts the romance between President John F. Kennedy’s son, John F. Kennedy Jr. and high level publicist at Calvin Klein and fashion icon, Carolyn Bassette Kennedy, revealing all of the unwanted publicity that comes with being born a Kennedy. The show has me thinking how much of any celebrity relationship is genuine when it is constantly under the public’s close watch and scrutiny. Do people obsess over the actual relationship or the narrative surrounding it?
The show features Paul Anthony Kelly as John F. Kennedy Jr. and Sarah Pigeon as Carolyn Bassette Kennedy, and attempts to honor the legacy of the two who tragically passed in a plane crash at very young ages. However, as I watch, I have wondered how one is able to write a script for a show, who never knew anything about the behind-the-scenes of their relationship.
While the ’90s version of celebrity gossip was all captured by paparazzi to then be published in magazines, celebrity relationships today are mainly observed through social media and online platforms.
In recent months, the center of celebrity couple gossip has been TikTok influencer Alix Earle and Miami Dolphins wide receiver Braxton Berrios, as well as influencer Stormie Goldsmith and rising country music star Hudson Westbrook.
Earle and Berrios quickly became an online obsession for many viewers, and with that their relationship was constantly under speculation. As Earle took on a new chapter on “Dancing with the Stars,” TikTok users quickly observed his lack of attendance at her shows, jumping to conclusions that they had broken up. Similarly, Goldsmith and Westbrook opened up about their breakup, leaving fans devastated.
As I scrolled through the comments to gauge reactions to the two couples’ split, I noticed users commenting things like, “I don’t believe in love anymore” or “they were perfect.” As a fan of both influencers, I too felt let down by the news. It was shocking to see how invested people were in the lives of people they have no real connection with, myself included.
The online appearance of the relationships raise expectations of our own relationships, as we romanticize what we see on the screen. However, it is important to be reminded that what we see is solely the “good” in the media.
While social media is a major platform that highlights these relationships, the press and film industries still work in ways similar to the way they did back in the days of John F. Kennedy Jr. and Carolyn Bassette Kennedy.
Even when coverage of these celebrity relationships is positive, it can often create a false narrative that glorifies something that may not be entirely positive. In “Love Story: John F. Kennedy Jr. and Carolyn Bassette,” the show attempts to honor their legacy, but in doing so, they intentionally portray an incorrect depiction of the truth by oversimplifying the positives of the relationship. Ultimately, whether it's a ’90s power couple or an influencer relationship today, the public becomes captivated by the story surrounding relationships instead of the reality of the relationship itself. 52
percent of students have not been disappointed by a celebrity couples breakup 46
March
percent of have not been disappointed by a celebrity couples breakup
The halls of ESD were louder, happier and more spirited than ever from March 2 to March 6 during Student Body Week, which kicked off with themed dress-up days and competitions.
While technically there was only one week dedicated to the event, student body points had been adding up all school year.
This year’s winner will be announced on March 12.
“Student Body Week points consist of the grade with the least amount of CVs, Powderpuff [winners,] each activity during the week and attendance at school events,” Student Body President Beau McKnight said. “We wanted to make it based on multiple things this year, focusing on fun activities but also using the points as a way of rewarding good behavior.”
Before student body week, the Student Council hosted the Powderpuff flag football tournament.
“Winning Powderpuff was the best part of student body week in my opinion,” senior Courtney Del-Cid said. “It is always so fun for the whole school to come out and watch.”
On Thursday, Feb. 26, the senior class faced the sophomore class in a battle for the Powderpuff champion title, and the seniors ended up with the win in a 21 to 14 victory. The whole school came out to Gene and Jerry Jones' Family Stadium to watch the game, bringing the student body closer and ringing in school spirit before Student Body Week.
“The meme-off or the student teacher basketball game were my favorite activities to watch,” freshman Phoebe Meng said. “It was a great first Student Body Week for me.”
On Monday, March 2, each dean was quizzed on current slang terms in a Jeopardy-style game hosted by upper school history teacher and former “Pop Culture Jeopardy” contestant Tim Woodward. The winner earned points for their grade-level. In a close match, freshman class dean and English teacher Heather Cernoch came out with the win.
On Thursday, a student-teacher basketball game took place in the competition gym, which the whole school came to watch, even though it didn't count for points. There were only five teachers and 16 students; even with these numbers, the teachers were able to come out with the win in overtime.
“It was definitely hard to plan because it is a whole week of things,” McKnight said. “But the exec team always gets the job done and ends up having so much fun.”
The Student Council Executive Board had to figure out gym space, organize activities and plan themed dress days along with the whole student council. Their hard work and planning paid off as students enjoyed their week.
“Student Body week is always so much fun but this year was extra awesome,” Del-Cid said. “Of all the years, each activity and themed days were my favorite.”
However, due to inclement weather conditions, the field day planned for Friday was rescheduled to a later date. This inconvenience was disappointing for the students and the student council because it was going to finish off the week strong. Although the field day was canceled, the dress day “Reasons to Celebrate” kept the student spirit alive.
"STUDENT BODY WEEK IS ALWAYS SO MUCH FUN BUT THIS YEAR WAS EXTRA AWESOME. OF ALL THE YEARS, EACH ACTIVITY AND THEMED DAYS WERE MY FAVORITE."
Courtney Del-Cid Senior
“We want to make the field day as fun as possible and the chance of rain was enough to cancel it and save the fun for a later date,” McKnight said. “I am sad it's not this week, but whenever it is, it's going to be so much fun. There has never been a meme-off or an emothemed dress-up day in years past, so it made this year feel special. Because there were points being racked up all year, it made the buildup for the week even more exciting.
In years past, Student Body Week had been a week with activities and dress-up days. This year, the Student Council wanted to make it a competition that consisted of points year-round.
“I have been looking forward to this week all year,” Meng said. “I am sad it is now over, but I had so much fun and I even feel like I got closer with my class.”
Students partake in various activities throughout the week for points
By Betty Wheeler | Design Editor
As his creativity spikes, Henry Fahrenholz begins designing popular fidget toys to sell at the Eagles Nest
By Britt Reynolds | Staff Writer
As the toy's octagonal edges fall perfectly into place, they create a soft, soothing sound that is both satisfying and addictive.
Sophomore Lucy Gammill turns the toy over in her hands and watches the patterns shift, mesmerized by the symmetry they create. This effect helps her concentrate in class.
This scene offers glimpses of nostalgia from the 2017 and 2020 fidget waves. However, instead of spinning fidget spinners and popping PopIts, new toys are making the rounds: the 3D-printed fractal fidget octagonal toy and others are finding their way into stores, even one close to home, the Eagle’s Nest.
“I’ve noticed that when I’m sitting in a boring lecture, having a fidget in my hand helps my brain wake up,”
sophomore Lucy Gammill said. “It keeps me more alert and focused. I even use it during tests because it feels like it gets my brain moving.”
The toys sold at the Eagle’s Nest are designed and created by Henry Fahrenholz, a sixth-grade student who has always loved playing with fidget toys and was inspired to make his own. Back in October 2025, when he asked his mom, middle and upper school Latin teacher Anne Fahrenholz, for a 3D printer, she quickly began talking with upper school engineering teacher Donald Snook and middle school design lab teacher Tanya Snook, who gave her a recommendation for what printer to buy: a bamboo labs PIS AMS 2 Pro, which catalyzed Fahrenholz’s projects.
“My sister taught me how to use the printer,” Fahrenholz said. “I have also gotten help from Mr. Snook and Dr. Lena with respooling some filament. Mrs. Snook has also answered all my questions. I use PLA filament, both basic and solid, because she recommended it
to me.” With the tools he needed and the knowledge to succeed, Fahrenholz began his projects. Tanya Snook offered to teach him some skills in the mornings before school, allowing Fahrenholz to start experimenting with printing different things. As he began designing and creating toys, he started bringing some fidgets to show his friends at school. As fascination grew and a love for the fidgets sprouted, the idea of pitching the Eagles Nest on selling the fidgets took shape.
"I ENJOY SEEING PEOPLE PLAYING WITH MY FIDGETS AROUND SCHOOL. I ALSO LIKE WATCHING THE LAYERS BUILD UP UNTIL THE PRINT IS DONE. [TYPICALLY], I PRINT A BUNCH OF DIFFERENT DESIGNS AND THEN PRESENT THEM TO THE EAGLES NEST.”
Henry Fahrenolz Sixth-grade student
“I handle the invoices, but he sits down with me to go over it while I type,” Anne Fahrenholz said. “I also handle the filament ordering. We have a shared Google Form where he tracks the level of filament for each color and type so we know when to order more of something. He decides the pricing and the quantities through his discussions with the Eagles Nest.”
Fahrenholz learned valuable lessons in his fourth-grade English class when students had to pitch a
product to sell in the Eagle's Nest, lessons he carried over into this experience. Fahrenholz did this project in May 2024 with Krystal Dumas, his fourth grade homeroom teacher. Upper school history teacher and Business, Entrepreneurship and Marketing Network Amy Livingston had Fahrenholz speak to her entrepreneurship class last December about his business. This was a learning experience for Fahrenholz as he was required to prepare his talk, share his products, take feedback and answer questions from the seniors in Livingston’s class.
“I sell my fidgets in the Eagle’s Nest,” Fahrenholz said. “I got the idea to start selling my fidgets because I needed to pay my parents the money I spent buying my printer. I have made five different types of fidgets, but I can make more types.”
Fahrenholz has made five or six main designs for the Eagle’s Nest, with the octagon slinky being the most popular, selling at $2.50. One of his designs is an hourglass shape with two parts that spiral through each other. There is also a cone-shaped fidget with two parts that can pass through itself in any direction. Next, there is an octagonal fidget made up of many layers that make it stretchy, along with a ring collection of spinning fidget rings. Lastly, there is a rainbow-shaped fidget spinner with several layers that spin around one another. Overall, he sold around 301 fidgets to the Eagle’s Nest between Dec. 1 and Feb. 23.
“I enjoy seeing people playing with my fidgets around school,” Fahrenholz said. “I also like watching the layers build up until the print is done. [Typically], I print a bunch of different designs and then present them to the Eagles Nest, and then they tell me which designs they want to sell and what color they want. If they don't choose a color, I use
one that would sell the best.” According to Fahrenholz, the hardest part about making them is choosing what colors and kinds of fidgets other people might like.
“I have my sister and mom help with the colors so that I don't choose really ugly ones, which apparently I like to do,” he said.
As Fahrenholz is only a sixth-grade student, balancing his schoolwork, sports and hobbies is not too difficult. And because the printer he uses works overnight, his only focus is managing when a print cycle ends and when to start the next. It only takes a little time to play with the model before sending it to the printer and to brainstorm other ideas, and Fahrenholz finds it entertaining.
“I’ve been impressed with how much he has handled without any adult input,” Anne Fahrenholz said. "He told me he and his friend were going to talk to the Eagle’s Nest, but he didn’t ask for help setting up an appointment or going over his pitch. There has definitely been a growth in his confidence. He has always been a responsible kid, but talking and advocating for himself, which he has to do for this endeavor, has pushed him out of his comfort zone in a good way.”
Fahrenholz presented his idea to Eagle’s Nest Manager Gabrielle Harrington and Eagle’s Nest Assistant Buyer April Cook on Nov. 17. He showed a slideshow presentation on the products and explained why they should carry them in the store. Fahrenholz handled all communication to negotiate costs and quantities, while his mom only got involved when the Eagle’s Nest needed an official invoice and a W-9 form.
“I am hoping that this will last for a long duration,” Fahrenholz said. “ I am considering expanding out of school in a few years.”
From villains to heroes, students across every grade went all out for this year's Winter Dance.
By Betty Wheeler | Design Editor
Wynn
Bringing in the ultimate underdog hero story to life, rivals Rocky and Drago entered the Winter Dance floor on Feb. 21. Freshmen Wynn Wheeler and Chloe Javaherian, dressed up as Rocky and Ivan Drago, respectively, captured the “Rocky IV” movie’s dramatic ending as Rocky defeated his opponent, Drago, in the boxing ring. “I participated in wrestling during the winter season, so it was fun to dress up as a boxer, which is kinda similar,” Wheeler said. “I wore boxing gloves all night, and it was so fun.”
The dance floor became a “Mystery Machine” with teamwork in style. Sophomores Mack Dunn and Carter Maddox dressed up as Daphne and Fred from “Scooby-Doo.” As members of the crime-solving team, their characters are known for their heroic partnership and mysterybusting skills. “We got so many compliments about our costumes,” Maddox said. “It was creative but also made sense, which I loved.”
Finley Lear & Margot Cathey
While many duos dressed as heroes, others brought a touch of horror and villainy to the dance. Juniors Mason Perry and Beall Carothers dressed up as one of the shining twins and Jack Torrance from the 1980 movie “The Shining.” “I got to carry around an ax all night to feel more villain-like,” Perry said. “I loved the theme of heroes and villains; we all had a blast.”
The final dance brought seniors a heroic flair. Seniors Finley Lear and Margot Cathey dressed up as Power Rangers for their last Winter Dance. In this TV show, the Power Rangers protect the Earth from aliens. “I was definitely sad to have my last Winter Dance,” Cathey said. “But my costume with Finley made it such a fun night.”
It is 10 p.m. on a school night, and senior Cate Stephenson is nowhere near done with her schoolwork. Meanwhile, her classmate, senior Abby Stacy, already finished her assignments, packed her backpack and is getting ready for bed.
Procrastination is a behavior that 85 percent of ESD’s upper school students experience, according to a Mar. 9 poll of 148 students. Procrastination is often blamed on laziness or poor time management, but research suggests otherwise. According to the Association for Psychological Science, procrastination is less about productivity and more about avoiding uncomfortable feelings tied to a task.
“I think that my procrastination has definitely gotten worse over high school,” Stephenson said. “As you go on and you have more work, you kind of lose motivation to do it, and you can just put it off if you don’t want to do it. I just procrastinate because sometimes it’s just easier not to think about it.” What feels like laziness or a lack of discipline may actually be the brain prioritizing short-term emotional relief over long-term responsibility.
“My thought is the limbic system [is involved in procrastination],” upper school psychology teacher Amy Henderson said. “That is the gratification part of the brain and fight or flight. If the person wants to ‘feel good,’ then they avoid doing the ‘thing [or] assignment’ that they don’t want to do because that doesn’t make them feel good. If there is a lot of pressure and a person feels like they are not in control, maybe they will avoid doing the task because they want to assert their control.”
Balancing immediate gratification and future goals becomes difficult for many students. Scrolling on a phone instantly activates reward pathways in the brain, making it even harder to stop and work on more demanding tasks such as schoolwork.
“In academics, students do not procrastinate because they are lazy; procrastination is more of a way to avoid or put off feeling negative emotions like anxiety, fear of failure and insecurity,” Upper School Learning Support Counselor Ashley Beck said. “Students often procrastinate when they feel overwhelmed and ‘getting started’ feels impossible. Procrastination is indeed a cycle; the more we procrastinate, the more we feel anxious and overwhelmed.”
Often, students feel the external pressures combined with digital distractions and helplessness, which gets them stuck in the cycle. However, through focused planning and a steady routine, minimizing those obstacles becomes less daunting.
“My entire schedule is built on routines,” Stacy said. “That's gonna sound really crazy, but I wake up at the same time every day. I eat the same thing for breakfast every single day and I leave for school at the same time every single day. If I'm consistent, it helps me stay on top of stuff and allows me to be more productive in my free time. I like everything planned out in advance. Every single Sunday, I structure my week out so it's never like I'm working at 10 o'clock at night.”
During crucial transition periods, such as from middle school to upper school, students may begin to procrastinate more. As expectations increase and students need to adapt to heavier
academic and extracurricular workloads, it is easy to become overwhelmed and afraid.
“The biggest adjustment from middle school to high school has been academics,” freshman Lexi Merryman said. “The workload and the amount of time that I have to spend on studying and doing assignments have increased. On occasion, I find myself procrastinating when it comes to doing annotations and studying. But I have started studying a few days before the upcoming quiz or test to ensure I know all the material well enough so that I can teach it to others.”
Building a steady foundation early can make significant differences in preventing procrastination from becoming a long-term habit. By developing study habits and timemanagement skills early, students can be better prepared to handle the inevitably increasing rigor as they go through high school and college.
“Break down large assignments into smaller attainable tasks,” Beck said. “Set a timer for 20 to 30 minutes to work diligently, then take five minutes and reset your goal for the next task. If a writing assignment seems
daunting, start with bullet points to just get started. Getting started is the most difficult part. Give yourself immediate small rewards to reinforce positive behavior. Make a weekly overview list and a daily ‘to-do’ list. The Schoology calendar view is very helpful with this.”
Establishing those habits early not only reduces stress in the moment but also creates a sense of control. For seniors, the transition from high school to college can present a similar adjustment period, requiring students to strengthen their routines and time management.
“[College] will definitely be an adjustment because my schedule is going to completely change,” Stacy said. “I think at the end of the day, what is going to stay constant is the fact that I am going to have a routine. Though it may be different on like Fridays than it is on a Monday, it's still going to be based [on the fact] that I'll probably still eat the same thing for breakfast every day, go to lunch at the same time every single day and stick to the same routine. It's gonna throw me off a little, but I'll mainly have more of a weekly schedule instead of a daily schedule in college.”
Though often believed to stem from laziness, the tendency to procrastinate is more closely tied to the brain’s response to anxiety.
Anoushka Sinha | Copy Editor
CALMING CALENDER
Senior Abby Stacy works on her homework and sets up her Schoology Calendar on Friday, March 6. She said that she was inspired by her mother, who plans and schedules events months in advance.
“We have a shared family calendar, which sounds kind of like a cliche, but she's posting doctors' appointments and things like that six months in advance,” Stacy said. “I saw that as the expectation of how to stay on top of things.”
Photo by Anoushka Sinha
Through late rehearsals and a new buddy system, students across grade levels built friendships while bringing the classic musical to the stage
By Lincoln Clarke | Social Media Co-Manager and Noelle Stovall |Staff writer
The seats may be empty, but the energy already fills the theater. Both middle and upper school students spend hours learning lines, perfecting choreography and finetuning songs, proving that the magic of “Oliver!,” a musical adapted from Charles Dickens’ novel “Oliver Twist,” begins long before opening night.
The production tells the story of an orphan living in Victorian London who falls in with a gang of pickpockets. Conjoining this year's musical to include both middle and high schoolers in one production has been an effective way to broaden its audience and expand beyond its customary three productions. This year, the musical debuted on Thursday, Feb. 26 at 7 p.m., with another show on Friday, Feb. 27, two shows on Saturday, Feb. 28 and closing night on Sunday, Feb. 29. With more actors than usual, the demand for tickets increased, which allowed the actors to perform multiple times, refine their performance and improve with the confidence that came from having several chances to perfect the show.
Eighth grader Bourne Ellis, who is part of the ensemble, started the production nervous about performing with high schoolers but made connections with older students who mentored him throughout the production.
“At the beginning of the musical, I was nervous about rehearsing with high school kids because it was new for me and I had never been with so many people during any production,” Ellis said. “However, as the musical went on, middle schoolers and high schoolers started to talk more with one another, which made production easier than it was in the beginning.”
For the middle school actors, stepping into this production alongside upper schoolers meant not only working with a large cast but also adjusting to a fastpaced rehearsal environment with higher expectations. To
help students connect during rehearsals, Performing Fine Arts Chair Lauren Redmond created a “buddy system,” which made practices less nerve-racking for the younger actors.
“Ms. Redmond made it so we all had a buddy where a high schooler and a middle schooler were paired up,” Ellis said, “We also had families, which were two middle schoolers and two upper schoolers or two boys with two girls. Having these was great because I always had someone to talk to, which eventually flowed into all of the cast getting to know each other better.”
"THIS EXPERIENCE HAS DEFINITELY PUSHED ME TO GROW AS A PERFORMER. I'VE ALWAYS ENJOYED DOING THE YEARLY PLAY, BUT THIS ONE HAS MADE ME MORE READY FOR A SERIOUS PLAY I WILL DO IN UPPER SCHOOL."
Bourne Ellis Eight grade ensemble
Ellis found that he grew as a performer through the “buddy system” and developed new relationships, gaining an understanding of what upper school productions are like.
“This experience has definitely pushed me to grow as a performer. I’ve always enjoyed doing the yearly play, but this one has made me more ready for a serious play I will do in upper school,” Ellis said. “There are a lot of moving parts and people during this year's production since we have a total of 41 kids, so it has pushed not only my
performing skills, but also my ability to work with people I had never met before.”
But the middle school were not the only performers who felt anxious. The stress and excitement were also felt by the more seasoned upper schoolers, including junior James Marquez, who joined the musical cast this year and played the role of Mr. Sowberry. Marquez was nervous about his debut performance and was inspired by junior William Elliott, who played one of the lead characters, Fagin. Elliott also starred in the 2025 production of “She Loves Me” as Arpad.
“William had been trying to get me to join the musical with him for months,” Marquez said. “I finally caved, and after school one day, [I] went out and auditioned.”
For Marquez, auditioning was the easy part, but the time commitment to put on a wellproduced show was very intense.
As opening night neared, students attended daily afterschool and Saturday rehearsals.
The week of opening night, students stayed at school until 11 p.m., perfecting lines, choreography and music.
“There is a blend of stress and excitement as there is plenty of work to be done,” Marquez said. “But, with that said, when the show is all put together, the work is worth it.”
While there is plenty of work and chaos in producing a successful musical, the friendships built throughout the process and the exhilaration of performing are what students cherish the most, according to junior Cate Canon, who was part of the seventh and eighth-grade musical when she was in middle school and participated in her first upper school performance last month.
The “buddy system” implemented this year helped ease stress and performance anxiety for upper schoolers, too. Also, according to her, it gave her the chance to learn from middle schoolers how to deal with pre-show jitters.
“I have a buddy with whom I
duet [with]; there are plenty of opportunities to connect with the middle schoolers,” Canon said. “I have learned a lot from my buddy, and she has helped ease my nerves when singing and taught me tricks to feel calmer before performing.”
Having buddies has also given the middle schoolers someone to rely on for questions and to relieve some of the intimidation older kids might bring. Sixth grader Amelia Elliot and William Elliott are built-in buddies as both middle and upper school students and siblings. William encouraged his sister to join this year’s production.
“Amelia and I have a larger age gap, so getting to spend more time together is really fun,” William said. “We both are so passionate about the musical, so getting to share our love for the production is such a cool experience.”
As opening night began, late nights and long rehearsals, along with nerves and anticipation, transformed into a polished performance that resonated with students and teachers beyond the stage. Sophomore Carter Maddox has made it a tradition to attend the musical every year to support her classmates because it is one of her favorite events of the year.
“I love supporting all the people who are in theater, and musicals are my favorite things to watch,” Maddox said. “The school musical is the best thing ever. It's something different that you can’t attend as often, which makes it so fun, and I look forward to it every year.”
This year's musical collaboration of middle school and high school students gathered the community together, not only adding more people to the cast but also bringing more people together than previous years.
“It was very exciting because there it was with the middle schoolers and upper schoolers, so it was a lot of people, which really kept the energy up the whole time,” Maddox said. “It just really brought a large part of the community together.”
“But
by Jeanette Askew
an By Barrett Coble | Web Co-Editor
Sweat trails down junior Jordan Johnson’s face as heat from the furnace radiates onto her skin. As she places the final touches on her piece, “Ink of the Abyss”, an uncontrollable smile spreads across her face as she revels in her glass creation. Since she was 5 years old, glass blowing has been Johnson’s passion, and even 12 years later, she hasn't lost her love for the art.
“I started glass blowing in 2017 because my mom was friends with Carlin Ray,” Johnson said. “She owns a glass-blowing business in DFW, and when I was 4, we went to one of the demonstrations to help her get started, and it sparked my passion. I stayed there for four hours, just watching. We signed up for a class when I was 5, and I've done it ever since.”
Creating all her work at Dallas Glass Art, Johnson sells all her pieces through her website etsy.com/ shop/jglassart, and loves the creative outlet that glass blowing provides amid the stress and chaos of life.
“Space”, one of Johnson’s favorite pieces, a collection of glass planets, incorporates her love for science with her passion for glass blowing.
“One of my favorites is a solar system with all the planets,” Johnson said. “I'm a very science-based person, and glass-blowing is a nice way to get more art and creativity out and be able to just create something that isn't just formulas.”
The process is very complex and unique, requiring an individual to be comfortable handling hot metals, ovens and large hollow tubes, used to blow air into the glass, called blowpipes. Johnson has developed her skills significantly over the years and cherishes looking back at the progress she’s made as an artist.
“Technique is probably the most important aspect to glass-blowing,” Johnson said. “The turning of the tube is very methodical, because if you stop turning momentarily, gravity will take over, and the whole piece will fall. It has similar viscosity to slime, and it’s hard to control something so fluid.”
In glass-blowing, an individual must turn the pipe while working with melted glass to give it shape. Earth’s gravity keeps the molten glass centered while the artist toys with the formation.
“The process of glass-blowing can be tedious,” Johnson said. “First, you have to figure out what you're gonna make, which can often be the hardest part. Then, based on that, you choose the type of pipe that you need, whether it's a solid pipe or a blow pipe. After that, you apply the colors, which [are] in the form of frit, which are just little, tiny pieces of colored glass.”
Breaking off the glass from the blowpipe is one of the most important parts of the process because it dictates the final formation of the piece. Finally, an artist will place their piece in the annealer, an oven resting at about 900 degrees, for about eight to 10 hours to ensure the piece cools slowly and evenly to prevent the glass from shattering or cracking.
“One of my favorite pieces I’ve made is a squid,” Johnson said. “The color is very unique, and it is blue with yellow rings on it. The solar system is probably my second favorite. I made the Sun, Pluto, the Moon, and Saturn, among others. This project was special because I used colors that can change depending on how you use them.”
The art of glass-blowing can be very intimidating, considering the artist is exposed to extreme heat, toxic fumes, eye damage, etc, and is required to handle dangerous materials one wouldn’t typically encounter in other art forms. Taking that first step to learning the method is something many individuals struggle with, especially if they’ve never spoken to someone familiar with the art.
Junior Jordan Johnson's gift for glass blowing and the strategy behind her pieces.
Solar System
"I
“If I were to speak to someone who wants to get into glass-blowing, I would say, ‘Just sign up for a class, that’s the hardest part,’” Johnson said. “There are public classes that Dallas Art offers. Just sign up for a class, and they'll walk you through the process of making your first piece. And that can just be a great introduction to the different aspects of glass-blowing. You should never be afraid to try new things.”
Story by Sloane Everett | Content Manager
Josephine Holmes | Arts Editor
Lilly Traylor| News Editor
Photo Illustration by Sloane Everett | Content Manager
Josephine Holmes | Arts Editor
Lilly Traylor| News Editor
W hen parents approach the CEO of Scholastic Success, Nima Baha, about enrolling their children in test-prep classes, he does not rush to say yes. At his company, he sees students starting younger and younger, chasing resumes instead of curiosity. For him, the goal is not early achievement, but rather helping students discover their passions before they chase the next line on a college application
Running the numbers, a race towards college admissions
Some students discover their passions at an early age and have the opportunity to pursue them throughout high school. In fact, an early-developed passion can help build a foundation for a student’s resume when they enter high school. They are able to join clubs, take classes and pursue extracurricular activities that not only align with their passions but also foster further growth in their respective interests.
Many students are raised in households where their parents encourage them to try a variety of sports and extracurricular activities in hopes that they will discover something they truly love. However, when students enter high school, many remain uncertain about which classes best suit their interests, leading some to overload with advanced classes that may not reflect their talents or interests.
“The majority of the decisions that are being made by students your age are due to resume building and [other] extrinsic characteristics as opposed to something intrinsic,” Baha said to the Eagle Edition. “And that's a pity… your success isn't derived from your SAT or ACT score or the number of AP courses you take… but they're not void of those things either. So it's not a binary.”
While some students thrive in advanced courses, many show little interest in the subject matter and only hope to boost their academic success. Baha counters that passion is the defining factor that truly leads to success and, more importantly, happiness.
“You'd be really saddened by how few [adults] are actually passionate about what they do and what they've been doing for 20, 30, 40 years,” Baha said. “They're not saddened by the money that they've made or the success of the status that they have, but they are saddened that that success… hasn't really turned into happiness.”
Recognizing the importance of cultivating curiosity among students at an early age, Director of Purpose, Reflection and Discernment Claire Reddig reflects on the importance of pinpointing a student’s interest in preparation for their high school education.
“I think children have meaningful curiosities at an early age that we need to recognize and encourage not only because they might turn into an ongoing interest or passion but also because we want to send the message that being curious is important and we all need to prioritize exploring our interests,” Reddig said. “Identifying interests really comes down to asking students what interests them in a variety of settings and validating their answers by listening and encouraging them to explore these interests.”
For many students, the first spark of passion emerges in high school, often after freshman year, when required core classes can either spark an interest or lead a student away from a certain subject matter.
Freshman year is pivotal in shaping a student’s interests for the remainder of their high school experience, as they nurture an understanding of which path they should pursue in high school.
“You really start to see the first seeds of somebody indicating a passion usually in 10th grade,” Director of College Guidance Chris Gonzales said. “They've taken a course, and they decide they hate history, or they really are just loving computer science, or their thing is art, and so then in 11th and 12th grade we're able to guide them into the courses that will really allow them to take a deep dive into those subject areas and develop those passions.”
While finding a passion poses pressure for high school students, it is important to balance a schedule for extracurricular activities that offer valuable lessons that cannot be found inside a classroom. Taking rigorous classes and demonstrating an effort to challenge oneself contributes to an astounding resume; however, only making an effort to take rigorous courses and earn perfect grades overlooks the importance of building relationships and being genuinely excited to come to class.
“We don't ever want anybody up all night studying at the expense of their health, sanity and ability to enjoy being on the field hockey team or being in the play or writing for the newspaper,” Gonzales said. “We do sometimes see a trend where kids are just literally trying to load up on all APs all the time… and they're in a race with their classmates.”
Junior year is not only one of the most important years in high school because it is representative of how a student can handle sizable workloads, but it also offers students a sense of freedom regarding which classes to take. Most students who thrive academically and successfully manage a healthy balance between school and life choose classes they are excited to participate in.
“The people who do well in school period… are the ones who do the things the teacher asked them to do, and do it on time,” Baha said. “They're organized; they're people pleasers. They're professional and reliable… They have a certain level of anxiety about unfinished business. Those are the ones that do well in school.”
Baha remarks on how classes and extracurriculars are representative of a student's work ethic and genuine passion. While a societal expectation has emerged regarding the importance of standardized test scores, test scores are not a clear indicator of a student’s overall drive and determination to be successful.
“My order of operations when I'm advising parents is your health, mental and physical… then your day job, which is your in-school performance,” Baha said. “The reason the SAT and the ACT matter to schools… is because they're easy to summarize, but first and foremost is what classes you take and how well you do in those classes.”
For Gonzales, high school is not about optimizing test scores, but rather about discovering and pursuing one’s passions inside and out of the classroom.
“If you're a musician, study music. If you're an artist, take art every year. If you're a writer, take journalism or digital design or yearbook,” Gonzales said. “When you get in those classes… it could almost be relaxing because you're really doing what you enjoy.”
Eager to excel through turning passion into action
Drawing footballs and reading “The Magic Tree House” aren’t what people normally expect to see on a college application. But, for junior Gracie Nealon, they are among the many ways she fills her Saturday nights to serve her local elementary school, whether by reading books, making bookmarks or running competitions, so she, too, can pass on her passions. High school students are all-too familiar with the application buzzwords: passion, lead and initiative. These words plague students throughout their years, as their algorithms are flooded with video after video of passion projects, new non-profits and a constant flux of clubs.
This tension, fueled by a need to capitalize on a passion, negates the true purpose of those hobbies and values. At a college-prep school, there is an understandable level of stress that surrounds the world of academics and admissions, all of which can be encapsulated in the need to differentiate oneself through one's passions.
“Everything has just gotten more competitive. There are more students applying to college. It seems like every year the acceptance rates at certain schools get smaller,” Associate Director of College Guidance Bonnie McCown said. “And so, whereas it used to be enough to just be involved heavily in several things, now you need to show leadership and impact.”
Many students choose to establish their leadership outside the confines of the classroom to help their larger community. This is the case for Nealon, the founder of her non-profit Let’s Book It, which was created in 2024, as a testament to her passion for both running and reading. It was through ESD’s days of service during freshman year that she first volunteered with the local DISD school, Stephen C. Foster Elementary, where she was prompted to join a second-grade classroom with many students who didn’t speak English very well.
“I went in there, and they were the sweetest kids ever, and they were so happy to see me there. It was just heartwarming,” Nealon said. “But I noticed that the kids weren't necessarily on the reading level that they needed to be at … I thought, if there's a way that I can help them reach that level and find that joy in reading, then I want to do all that I can.”
Nealon knew that her work, which was not a nonprofit at the time, would allow her to live her passions and, most importantly, share them with others. But none of this would have been possible without the encouragement from the senior class dean and upper school Spanish teacher Marcela Garcini, and the volunteering buddies of her friends and the cross-country team. Passion isn’t
something developed overnight; it’s cultivated through experience and support. Pursuing passion does not simply make someone a leader or more appealing to colleges. It’s about improving the lives of others and oneself, focusing on solving real problems.
“[Colleges] want people who are going to be involved and rally others and not wait to be asked to do something,” McCown said. “In a thriving and collaborative community, you want people who are going to jump in and take advantage of the opportunities presented.”
The best way to treat these extracurriculars is as an opportunity to fulfill a meaningful life. Whether it be classmates or colleagues, parents or algorithms, the stress to do the ‘next big thing’ can feel very real. It's imperative to remember why these are called passion projects in the first place, because they reflect virtues and values in action
“Just being able to [help the community] through passions of mine, reading and running, feels uniquely my own, and it feels like I'm using gifts that I have and talents that I have to make a difference, which I think, as a Christian, that is what we're all meant to do in life,” Nealon said. “It doesn't feel like a chore or a burden. It feels like a privilege that I'm able to do this for someone else.”
Within an academic environment populated by “What’s your GPA?” there is often a narrow view of colleges available. Soon, the pressure arises to not only have essentially changed the world, or at least the community, but then one must commit themselves to their major, a time when passion may be sacrificed.
“There are some colleges where your extracurriculars need to align with the major you're applying to, and there are a lot of colleges that don't care what you want to major in,” McCown said. “Sometimes we just focus on that other group of schools that are looking for a certain set of characteristics on an application, but we forget that there are a lot of schools out there that would love to have students who have a variety of interests and passions and want room to explore them.”
It can be intimidating to embrace one’s calling when it seems as though everyone else has it all figured out, with the perfect grades, sports and activities, but passion is something that can never be manufactured. As seen with the support of Nealon’s community, success, not measured by statistics, but by personal growth, is best accomplished together, not alone.
“If you have any ideas for how you can live into your passion, even if they're huge and seem like you don't have time for them, just starting is the first step,” Nealon said. “I feel like I didn't know where I was going with this, but I just started doing random things and taking it step by step each day, adding something new to the process. It's a good thing to learn: don't be afraid of starting something new.”
Discovering passion through summer internships
ESD created the WORX Internship Program to help students gain real-world experience and intern with a company or organization for a certain number of weeks during the summer of their senior year.
The idea of this program is to allow students applying to colleges to figure out what their passion is. After spending time in a specific workplace, the student can decide if they enjoy working within their internship field. Knowing one’s passion can become critical when picking a major at a university.
“I think [the program] does help you kind of explore what that career field could look like,” Assistant Director of College Guidance and Eastin Family WORX Internship Program Coordinator Katherine Montgomery said. “For good or for bad, I know that it's something that students can actually get a sense of what a day in the life in that career field looks like. It's [also] a great way to show on your application your genuine interest in a particular area.”
Some students may think they must find the “perfect” internship or apply for one altogether to get into college. The competitive side of college acceptance rates can force a student to join an internship they had no previous interest in. This completely erases the purpose of the WORX Internship Program. It is hoped that a student gets a potential glimpse of their future and decides for themselves whether they would like to pursue a specific professional path or not.
“I think searching for the perfect internship is always going to lead to disappointment because no internship is going to be perfect,” Montgomery said. “You are the lowest person on the totem pole in that office, and are really there just to absorb and learn. Sometimes it's not the most glamorous job. The most important thing is what you get out of it and what you put into [the experience].”
A person will never know exactly what their passion is if they never spend time deep in it. There have been students who spend weeks deep in commercial real estate offices, and absolutely love what is being done around them. Senior Ruby Cuccia spent two weeks of her summer working at Avrea and Company for interior design and is an example of a student whose passion was fueled by their internship experience.
“I loved my internship,” Cuccia said. “It was a quick two weeks, and I got to shadow in meetings, go to houses and just enjoy the company that works there. I knew I wanted to do [interior design] beforehand, so that was helpful, and this just clarified I picked the right thing.”
Additionally, there are times when a student will spend time in their internship and realize they want nothing to do with that work field. This can be efficient because then that student can take time and explore other potential passions. Senior Ella Scarborough spent time in a neuroscience laboratory at UT Southwestern this past summer. After a couple of weeks, she discovered she did not enjoy the lab setting and found her passion in law and English.
“I think my internship taught me that I would not be well-suited in a lab,” Scarborough said. “I like to talk to people and interact with people, and [neuroscience] is very much a kind of keep your head down and do your work kind of job. I currently believe my passion is maybe something to do with law. I'm planning to major in law and justice at Auburn. I'm very grateful that the internship helped me find what I didn't want to do.”
A summer internship may be a good experience for some students, but it may not be the best choice for others. It is not necessary to complete a summer internship to get into college. It is also completely fine if a student chooses to find their passions differently. There may also be students who feel pressure to spend their entire summer working and participating in activities they are only doing because they believe it looks good on an application.
“I think summer is an important time for a little bit of downtime,” Montgomery said. “So it's good to find balance [of activities and personal time]. Just remember that if you are overloading your summer, and you're gonna head straight into a busy school year without a lot of rest, you could burn out just in terms of your energy and your passion, and you're just physically exhausted.”
Percent of students say it's difficult to balance school and hobbies
Percent of students say they have already discovered their passion
Percent of students feel pressured to create a nonprofit for college admissions
Percent of students say they are likely to take a class because they enjoy the course
Percent of students have taken a class solely to benefit their GPA
Major assignments should not be held on special scheduling days
Aquestion that has sparked discussion among students is whether major assignments should be scheduled on “special” days at school, like the Powderpuff finals or the Friday before Homecoming. Teachers plan their lessons in advance, and the school releases major event dates before the start of the school year. Despite this, students still have significant assignments due on days with special activities.
To support students, the Eagle Edition editorial staff believes that major assignments should not be scheduled on those days.
We understand the importance of maintaining academic rigor and challenging students by keeping them busy to form healthy habits such as time management and discipline. That being said, we also believe that high school is much more than academics. Days with an upper school event are rare, with only a few happening every year.
When given a special schedule for the day, teachers should acknowledge that the change is made for the betterment of the community and to promote engagement among the students.
According to the Center for Disease Control (CDC), rates of anxiety, depression, and other mental health concerns have
The true impact of a leader is not measured by their actions while leading, but the affect they left on those they led
By Kate Lewis | Social Media Co-Manager
Tlargely increased in recent years among adolescents. Surveys show that a growing number of teens report persistent feelings of sadness or hopelessness. While the CDC never pinpoints a certain cause, and these feelings do not directly relate to increased workload, A reason for this could be due to stress provided from school and workload imbalances.
Tests make up a large percentage of students' grades, and when they are right before major events like the Friday of Homecoming week, it takes away from the fun of having special events.
When students are forced to stay up late studying for their classes the night before these events, or skip these events to get in an extra hour or two of studying, it damages our community. The added layer of pressure takes students' minds off the festivities and forces them not to be fully in the moment. With their focus away from these events, engagement is lower and students will miss the importance of the events.
The Thursday of Homecoming week serves as a clear example of this, having a block in the middle of the day devoted to activities and special events, where this past homecoming we had the carnival. The week brings multiple dress days, competitions and other events. Sports teams play after
school, and students may return home later than usual. If they are also forced to study for a test the next day, then they are forced to prioritize one or the other. We believe that students should not have to make this decision, as balance is necessary.
The Powderpuff football games are another conflict. Students practice for months leading up to the games and attendance is always high. For the seniors, it is one of the last traditions they share as a class. Teachers scheduling a major assignment on the same day as the Powderpuff finals takes away from the fun of the event, potentially making students skip the games. If students feel they must skip an event to review for a test, then community involvement decreases.
Tests are designed to assess students' understanding of the subject, and they should be taken when students can focus fully on the assessment. A March 9 poll of 148 ESD students found that 72 percent feel stressed during community events knowing that they have a major assignment due later that day. When students have tests and special events on the same days, it limits their ability to meet with teachers and ask their final questions before the tests. Tests should not measure how well students adapt to distractions, but focus on how
well students comprehend the material.
We understand that similar concerns apply to other schoolwide activity days. While there still are events during flex periods like pep rallies and senior Olympics, these are such a small fraction of the day that students should be able to manage their time and still attend these activities. While it may be inconvenient to have a major assignment during the period after, it is necessary to keep students on track.
Some may argue that students should manage their workload regardless of special events on the calendar. When the school officially designates a day for community building, it changes the academic setting. Students are encouraged to be at the event, and it is reasonable to expect the academic schedule to show that.
We are not asking teachers to cancel or delay minor assignments; smaller quizzes, discussions and regular coursework should continue. The concern is with high-weight tests and major projects that significantly impact a course’s grade average. Moving a deadline back by one or two days does not compromise the rigor of being an ESD student, but it demonstrates alignment between academics and community values.
was illegal, those seeking to hold the highest leadership position in the country still followed their predecessor’s legacy.
he only constant in life is change. That is true for everyone and everything, including leaders. While many develop their leadership skills and attributes when they hold a leadership position, one of the most important qualities of a leader is the imprint they leave, even when they are not in power. The biggest tell that a leader has made a measurable impact on the people they lead is how those people act when the leader is gone. A leader cannot lead forever, but their legacy can play a large role in how others lead. One of the most wellknown examples of a legacy that has impacted many is the precedent George Washington set as president. Washington established that a president should serve no more than two terms. Only one president in the nation's history has served more than two terms: Franklin Delano Roosevelt, who served for more than 12 years. After Roosevelt died in 1945, the 22nd Amendment was ratified, legally limiting presidents to two terms. However, even before holding office for more than two terms
Leadership legacies like Washington’s show that influence does not end when authority does. In fact, sometimes a leader’s most significant impact comes after their time, through norms, expectations and values that outlast the leader's physical presence. Take Fr. Swann, for example. As the founder of our school, he valued community and the outdoors, and now, 50 years after he founded ESD, even though he is no longer with us, each grade takes class trips to Wolf Run, teachers bring classes to the quarry and we have our all-school convocation outside. A leader’s legacy becomes an invisible guide, shaping decisions, behaviors and traditions in ways that may not be consciously recognized.
To quote one of my favorite musicals, “Hamilton,” a legacy is “planting seeds in a garden you never get to see.” One key component of a legacy is that most of the time, leaders aren’t able to see and experience the impact of their work. Their habits, attitudes and goals last longer than they do, and when they are gone, others continue to build and capitalize on what is left. A keen example of this is how Martin Luther King Jr.’s speeches, writings and
sacrifices became touchstones for future generations. Thousands of people who never met King still draw strength and direction from his principles. Leadership is not limited to a moment or a period, but develops throughout generations.
Strong legacies create a ripple effect. As a stone dropped into water, which creates waves that extend far beyond where it was dropped, a leader’s actions create ripples that continue long after the leader has moved on. The ripples can shape decisions, inspire new ideas and influence a community. Again, Washington’s example is a reminder that leadership is not about clinging to power, but about shaping the future. It is a powerful illustration of how restraint can be just as influential as action.
Ultimately, the measure of a leader is not how loudly they speak or how long they hold authority, but how deeply they impact the people they lead. A leader’s true success is reflected in the strength, wisdom and integrity of those who follow them. When people continue to uphold the values and principles of a leader even after that leader is gone, it is a sign that the leader has made a lasting difference and a substantial impact.
Personally, I had the honor of having a cheer coach, TJ O’Connor, for all four years of middle school, and I can
confidently say that he taught me more in those four years than I have learned in my whole life. O’Connor, though he was six feet six inches tall and the size of an NFL running back, was a gentle, kind and patient leader. Practice after practice, we would fall, forget our routine and drop our teammates. Yes, O’Connor would hold us accountable. However, he never lost his patience, acted irrationally or gave up on us. Through his consistent dedication to the betterment of my teammates and me, not only as cheerleaders but as human beings, I am inspired to lead. The transition from seeing him on a daily basis to seeing him only once every six months was difficult. Though I am not physically with him, I carry him with me in all that I do, hoping to lead with gentleness, kindness and patience just like him.
Change is inevitable, but legacy is intentional. Leaders cannot control how others react, but they can shape the efforts they put into leading and what they want to portray as a leader. As a leader, I aim to instill kindhearted values of love, integrity and genuineness in all those I come into contact with. Though individuals will do with those values what they please, I know, as a leader, that I have spread my values among those I am leading, and it is up to them to act on them.
While senior year is often portrayed as the most relaxed year of high school, it can be one of the most stressful periods.
Course loads, college applications and pressures are demands that can make senior year uniquely overwhelming.
The idea that seniors can simply coast through their final months overlooks the reality that many are balancing their most challenging academic schedules alongside major life decisions. Rather than easing pressures, senior year generates multiple sources of stress during a pivotal time.
Many seniors enroll in their most rigorous course loads during their final year, taking Advanced Placement and other high-level courses that require sustained focus and discipline. Schools often encourage students to challenge themselves academically, and many seniors respond by filling their schedules with the most advanced classes available. However, this increased rigor comes at a time when students are already managing competing priorities, including extracurricular commitments, leadership roles and college preparation. The expectation to maintain strong academic performance while juggling these responsibilities can quickly become overwhelming.
Senior Eva Krieser took more APs this year than in any other year in high school. She said that taking six AP classes with no study hall has been overwhelming this year, especially when she is trying to enjoy her last few months of high school.
For many, first-semester performance can be especially critical. For students who are deferred, applying to regular decision or awaiting final college admissions outcomes, mid-year transcripts are evaluated by colleges. This means senior year grades still carry significant weight and can influence final decisions. A decline in academic performance can alter opportunities that took years to build, placing continued pressure on students to remain focused even after submitting applications.
Beyond coursework, the college application process adds a unique layer of stress. Months of preparing essays, meeting deadlines and waiting for responses create a prolonged period of uncertainty. The waiting period that follows submission can be equally taxing, as students lose control over the outcome while still feeling deeply invested in the result. As peers begin receiving acceptance letters and publicly announcing commitments, students still awaiting decisions may experience comparison, uncertainty and disappointment. Watching classmates finalize their futures while their own outcomes remain uncertain can intensify feelings of anxiety and emotional strain.
While senior Erin Muriungi was still waiting on college decisions, she felt behind at times when she saw that many of her friends already knew where they were going to school, which made it hard to fully relax and enjoy her senior year.
Senior year also accelerates the transition into adulthood. Students are expected to make consequential decisions about where they will live while in college, what they will study and in some cases, how they will begin shaping a long-term career path. These decisions carry both practical and emotional implications. Leaving behind familiar routines, teachers and peers represents a major life change, and the awareness that graduation marks the end of a formative chapter can add emotional weight.
After three demanding years of coursework and extracurricular commitments, many students experience what is commonly referred to as “senioritis.” Burnout becomes a genuine obstacle as motivation wanes and assignments that once felt manageable become overwhelming. Students must push through fatigue and mental strain while maintaining high standards, knowing that their academic record is still under scrutiny.
While senior year undeniably includes moments of celebration and achievement, characterizing it as the easiest year oversimplifies the experience. The academic rigor, admissions pressures and impending life changes combine to create an intense period. For some, senior year may feel lighter. However, for many others, it is a year that tests resilience, focus and emotional endurance just as much, and maybe more, than any year before it.
Percent of senior students who believe senior year adds extra stress
While the stress of applying to college still looms over seniors, both the social and academic aspects of senior year help ease that pressure, making it the most relaxed year of high school.
Compared to underclassmen, seniors have already adjusted to the demands of high school and have learned how to manage their time and stress. Even with college decisions, academics and future uncertainty hanging in the air, I believe that senior year feels lighter because students know they are nearing the end of an important chapter in their lives.
Although senior year as a whole is the least academically demanding, there is still a stark contrast between the first and second semesters. The first semester felt like a slight continuation of junior year, but in different ways. While schoolwork and standardized test prep consumed junior year, making it especially difficult and time-consuming, college apps and writing consumed the first semester of senior year. With deadlines ranging from October to January, the first semester was a whirlwind of college application stress.
That said, the workload of college applications is manageable and also depends entirely on how many schools someone applied to, which lessens the pressure for some students. While some of my friends applied to 20 schools, others only applied to three, indicating that college-related stress some may feel during the first semester varies from person to person. Students who apply to fewer schools often feel more relaxed, while those juggling many applications have to balance their time with schoolwork and extracurriculars.
The social aspect of senior year during the first semester, while less than the second, still plays a major role in relieving stress and making enjoyable memories. Events like Homecoming week, rally days and senior retreat make senior year truly special despite the inherent workload students face in every grade.
Students who don’t apply to many colleges, like senior Alex Eastin, can enjoy the first semester a bit more. Eastin said any stress she did have about college was relaxed with all of the fun social events seniors have.
As a second-semester senior, I feel significantly less stress than in past semesters. By this time, most seniors have submitted all of their college applications, and while waiting for decisions may be anxiety-inducing, it also brings a sense of relief. Seniors finally gain direction for their future during a time when uncertainty can feel overwhelming.
The social aspect of the second semester is also busier than the first, with senior spring break, graduation parties and student body week. “Grad Season,” as some may call it, usually takes place between late March to May, where friends and family celebrate their seniors’ graduation with parties or dinners. Many people, aside from their own party, also have several group parties with their friends and future roommates, making the season very busy but enjoyable. The stress of senior year not only depends on how many colleges one applies to but also on what coursework one chooses to take. The workload is more customizable than previous years because by this time, most students have knocked out the required credits needed for graduation and have more options to take electives.
Senior Josh Logan, for example, took food science, independent study, and a study hall. Having these periods makes the day a lot easier to get through, with less difficult classes like math or science.
With most requirements met, seniors are able to try new electives and classes rather than required science or math courses. Seniors can explore classes specific to their future majors or passions, making the content more interesting and the classes less stressful.
Percent of senior students who believe senior year is the most relaxed
As seniors work tirelessly to meet strict college application deadlines, they expect colleges to hold themselves to the same standard when announcing admissions decisions. This year some colleges did not demonstrate the same urgency or reliability, leaving students frustrated after months of hard work and preparation.
Senior Sophie Slotnik, a 2026 University of Texas at Austin Early Action applicant, worked diligently over the summer and fall to get her application in by the Oct. 15 deadline, but did not receive her official decision when it was promised on Jan. 15 and was forced to wait until the Regular Decision decision date, Feb. 15.
Slotnik argued that because she and other applicants were able to send in their application materials early, colleges should return the decisions early as well. Slotnik expressed concern with how students who submitted Regular Decision applications received notification about their admission status on the same day as those who worked hard to submit their applications early. Students plan out their college process according to when decisions are made, so this threw her and many other applicants off-track.
The Early Action applicants who did not receive a decision on Jan. 15 were met with the emotionally and academically degrading word: “deferred” displayed in big letters across their screens. Even if their application had not even been reviewed by the University of Texas’s admissions office, many of my peers felt feelings of rejection, all of which could have been avoided by a simple postponing of the admissions decision. Not only were decisions delayed,
but the unclear organization and lack of transparency on when they would initially be released sent students into a whirlwind of confusion and stress. This also led to constant speculation about release dates, resulting in a spread of false information. For all of the Early Action applicants who were not a part of the 10 percent that were admitted on Jan. 15, each week seemed to bring about a new rumor of when decisions would be made, however these often ended up causing false hope and letting many of my classmates down.
Associate Director of College Guidance
Bonnie McCown has witnessed the stress a lack of clarity can cause for students and can attest to the frustration these students feel and believes that stress among students is most common when colleges do not release a definite decision date, leaving students constantly guessing when the next four years will be determined. When all of a sudden a decision is made available to students, it can be mentally taxing. Additionally, some colleges are unclear from the beginning of the application process, claiming to have a “holistic approach” when reviewing applications. This often leaves students confused about what is expected of them regarding test scores or
extracurricular activities. Some universities, like the University of Georgia, on the other hand, have put an emphasis on standardized tests, AP courses and GPA, providing a clearer image of what is expected from a prospective applicant.
When the future is on the line, it is only fair that colleges meet their own decision release dates
By Beau McKnight | Life Editor
THE FRUSTRATING WAIT
Devoting endless nights and summers to submit perfect college applications takes a major toll on students' mental health, however some colleges do not prioritize admission decisions in the same ways applicants do.
By Sheridan Bailey | Communications Manager
Idid not hear the news break across a television set in July 1999. I did not witness the coast of Martha's Vineyard become crowded with flashing red and blue lights. I did not see the fresh headlines and stacks of papers written in bold letters that John F. Kennedy Jr. and Carolyn Bessette Kennedy died in a plane crash. I learned about this tragic event second-hand through photos, videos and from the words of family members.
What I have come to know about John F. Kennedy Jr. and his wife, Carolyn Bessette Kennedy, is that they were an American love story, and that their death is a surreal event that feels undisturbed in time, until now.
For some, it can be perceived that the relationship between Carolyn and JFK Jr. was the epitome of perfection, of love. But in truth, as argued by Edward Klein former editor-in-chief of the New York Times in his book “The Kennedy Curse,” their relationship was fractured and flawed, and just two days before his fatal plane crash, Klein alleges that JFK Jr. called his friend on the phone and said, “I’ve had it with her!” and “It’s got to
stop. Otherwise we’re headed for divorce.” It is also believed by some that at the time of the accident John and Carolyn were living apart, John at the Stanhope and Carolyn at her loft in Tribeca, according to a Vanity Fair article written by Edward Klein in 2014.
With all their flaws and even alleged infidelity, Carolyn and JFK Jr., are not a representation of perfection, but are a representation of love. On a deeper level, though, Carolyn Bessette Kennedy and John F. Kennedy Jr., were not perfect,but they were real. And many Americans were in love with the truth Carolyn and John conveyed.
Writer, director and producer Ryan Murphy is monetizing this American tragedy. Murphy is labeling his latest project, “Love Story: John F. Kennedy Jr. and Carolyn Bessette Kennedy,” as a historical “drama,” invoking his right as an artist to retell a historic event. But with this retelling, he blurs fact and fiction while neglecting transparency and familial permission. A new generation is consuming the story of JFK Jr. and Carolyn for the first time, and Murphy is influencing the way they understand events. Murphy is underestimating the power he has over the truth and is distorting it to an entire generation.
But this is not the first time Murphy’s has distorted history. I remember watching his “Lyle and Erik Menendez Story” in 2024. By the end of the show, everything I had consumed became my truth, but in reality, it was an inaccurate version of the truth. I hated how easily this fictional show shaped my reality. The story was not based on court transcripts or testimonies, but on actors pretending to be real people.
A show described “incestuous” by the Harvard Law Journal, and by Erik Menendez himself as “[a] dishonest portrayal,” and
“demoralizing to know that one man with power can undermine decades of progress.” Murphy has the power to alter real events and change the way millions of people think about Lyle and Erik Menendez.
Murphy’s most recent series on Hulu, “Love Story: John F. Kennedy Jr. and Carolyn Bessette Kennedy,” is doing the same exact thing.
"THEY DESERVE TO BE REMEMBERED THROUGH THEIR OWN REALITY, NOT THROUGH A VERSION RESHAPED FOR PROFIT."
Murphy responded on California Gov. Gavin Newsom’s podcast, stating, “I’ve been dodging a lot of heat for [the show],” but went on to describe “the Kennedy firestorm” as “very strange.” According to Murphy, more than 88 movies and television series have been made about the Kennedy family without their authorization. He characterized Schlossberg's criticism as an “odd” reaction, especially regarding a family member whom, in Murphy’s words, “you really don’t remember.”
Reactions on social media about the new show have been mixed. Some viewers wrote on TikTok posts, “RIP Carolyn, you would hate to see the series about your life,” while others praised the cinematography in the first three episodes, which were released on Feb. 12. However, criticism has extended beyond social media. Jack Schlossberg, the grandson of John F. Kennedy, and nephew of John F. Kennedy Jr., publicly condemned the series. Schlossberg posted on Instagram, writing, “For the record, admiration for my Uncle John is great, but what’s not is profiting off of it in a grotesque way.” He went on in another post to explain that no member of the Kennedy family had been consulted by producers regarding the portrayal of their relative.
What Murphy acknowledged correctly is that the story is a tragedy. What he has repeatedly failed to show, however, is empathy. He overlooks how quickly perception can change, especially for younger audiences, many of whom may be encountering Carolyn Bessette Kennedy and John F. Kennedy Jr. for the first time through this angle of dramatization. As a result, some will inevitably accept Murphy’s interpretation as fact, leaving them with an understanding fundamentally different from reality.
What I admire about Bessette Kennedy is not her perfect style, but her authenticity. The photos of her and Kennedy Jr. laughing on the street, arguing in Central Park, holding hands and public displays of affection mean more to me than any fantasy or any fictional love story. Their story represents real love, an unscripted love, exposing the imperfections of love and life. To me, this is real love, not the scripted version Murphy is turning real love into.
The couple are not a myth of symbols, but real people who lived, died and were mourned by a nation. They deserve to be remembered through their own reality, not through a version reshaped for profit.
In AP English Literature & Composition, we are reading Fyodor Dostoevsky’s “Crime and Punishment.” While at times it is hard to follow, the parts of the book I always notice are when a character shares their outlook on the world and how it should be. While each opinion is very extreme, the constant deep commentary on life and what it should look like made me realize that I had not meditated on this question and inspired me to write this letter.
One of the perks of being co-editor-in-chief is the privilege of sharing my personal opinion every other issue through the Letter From the Editors. Since this is my last letter, I figured there is no better time than now to use this chance as a way to share my thoughts and what I believe to be a significant issue.
Through centuries of tests of efficiency and capitalistic ideals, we have lost a sense of what it is to learn. I have been called a nerd more than once in my life, which is how I would like to take credibility for these statements, and while I wish that were true, each time it feels like I am an imposter. Yes, I love learning, and I tend to get passionate about certain topics ranging from physics to English, but for a long time, and still recently, it seems like the only reason I study now is for a higher grade on a piece of paper.
I noticed this recently when I began struggling in classes I have not struggled with in the past, and, after some stressful nights of cramming and memorizing, I found what was missing: passion. I have always loved learning, and that made school easy for me. I
did not get good grades just for my transcript, but because I loved the feeling of learning something new, and I especially loved the
"BY THE TIME STUDENTS ARE IN HIGH SCHOOL, WE ARE EXPECTED TO ACT LIKE ADULTS, YET WE ARE NOT TREATED AS SUCH."
feeling of mastering the material.
However, the tides changed when I realized that students are no longer evaluated on their intellectual curiosity, but rather by their ACT and SAT scores or their GPA. Studying became a burden and not an opportunity to see how much I could learn. Tests became numbers that indicated my future instead of welcomed challenges for my brain. This is not just me. I have seen the same burnout haunt many of my friends; they show up to school nervous for class and with bags under their eyes.
We have lost sight of the purpose of learning. I do not mean this in a nihilistic way; I just mean that we have sucked all the curiosity out of education as we cram for a five on an AP test, the knowledge of which we will likely forget by the time August rolls around.
By the time students are in high school, we are expected to
Dear Editors,
As a coach, I try to find at least one new technique or concept to implement each season to continuously improve my programs. I’m currently in my ninth season as the Track & Field program director at ESD, and I’ve seen our program grow from 15 total athletes in 2018 to a consistent 50 to 60 athletes over the past few years. I’ve delivered on creating an inclusive environment that allows any student to come in and develop a strong work ethic, self-confidence and grit, which are qualities that can translate to whatever they choose to pursue after their time at ESD. However, in examining my performance as a program director, I felt that I needed to better utilize this environment and improve my success rate in athletic performance and character development. That realization led me to my current mantra for our program this season: Apply Pressure. Most of my efforts in previous years were geared toward making Track & Field participation more accessible to our students. The way I experienced the sport was not something that our students felt they could commit to. 6:00 a.m. bus rides, 12-hour
act like adults, yet we are not treated as such. If students were given the freedom of adults to follow their passions and choose their own studies, they would be more engaged in school. Instead of putting minimal effort into multiple subjects, students would be able to put all of their effort into what interests them, improve their learning experience and have a more meaningful impact on our community. Eventually, this would translate into the real world, and this more optimistic view of learning would create a more optimistic view of society. Instead of working to death on high-stress jobs that people don't necessarily enjoy, people could be putting the same time and effort into a path that improves them as a person and, in turn, their environment.
In Elaine Scarry’s “On Beauty and Being Just,” she notes that the “willingness continually to revise one's own location in order to place oneself in the path of beauty is the basic impulse underlying education,” yet the meaning of education in today’s world is sought in stationary, repetitive and droning tasks. Education is supposed to be beautiful. Additionally, each person has a different idea of what beauty is, so how can we all be expected to follow the same basic path?
Students should be allowed to challenge themselves and put themselves in the path of beauty, and yes, we may need a nudge every once in a while. Still, if we never experience beauty in education, we can never truly be captivated by it and drawn to follow it, wherever it may lead us.
track meets and never missing a practice were further from the norm. While I softened on those aspects of the sport, I wanted to make sure athletes were still receiving the most important lessons I learned from my time competing in Track & Field. Last year, I came up with five pillars, or principles, that everyone involved should adhere to: Competition, Commitment, Care, Legacy and Appreciation. This year I’ve been communicating with our athletes, parents and coaches on the way in which we can uphold those pillars, Apply Pressure. Apply Pressure was born from the concept of pressure creating diamonds. Diamonds are a precious, natural formation over billions of years. Fluids containing one of the smallest indicators of life, carbon, seep through cracks in the Earth’s crust 150 to 200 km below the surface. When tectonic plates shift and compress that fluid, it creates cubic atomic lattices, or crystallized carbon, that get transported closer to the Earth’s surface by magma from eruptions. This specific, natural phenomenon highlighted key aspects of developing success over time that I felt could illustrate to our athletes the value of our pillars.
Pursuing a difficult or long-
term goal is a slow, consistent process. Diamonds don’t form in a day, but instead over a billion years. Repeated, consistent pressure forces the carbon atoms into the necessary formation to become a diamond. As an athlete, making repeated, small choices with improvement in mind puts you in the necessary position to perform well. I tell my athletes to ask themselves: Do I show up consistently and minimize lost training opportunities? Or do I uphold a competitive atmosphere with my peers so we can motivate each other?
Making daily, consistent choices towards long-term goals requires an athlete to embrace discomfort over comfort. In order to produce change in the body, you have to introduce a stimulus, which in athletic programming we call overload. Overload is a physical demand that is more difficult than what your body is accustomed to. You can’t improve at a new task while operating in the same manner you were before. For diamonds to form, carbon-rich fluid has to seep into the cracks and the tectonic plates have to move to create pressure. I tell my athletes that at some point, they will have to sacrifice something to create a worthwhile experience. Are they making
themselves available to compete regularly or do they let other events or desires get in the way? Are they showing up and giving the proper effort at practice, even when they don’t feel up to it?
Apply Pressure. Create the necessary conditions to achieve success deep down below the surface where no one can see them. Be consistent, and don’t let external factors stop the process. Diamonds can be dated via inclusions or the presence of other substances absorbed when moving through the Earth’s crust. The external factors that get in the way of your goals should just be absorbed into your experience and give texture to your journey.
As I attempt to adopt this mantra into my own endeavors, I hope that everyone who reads this can identify the diamonds they are striving for and start applying pressure.
How ESD
High school Barstool accounts often promote negative sports rivalries and poor sportsmanship
By Kate Lewis | Social Media Co-Manager
Walking into school, excited to cheer on the Eagles in a Friday night football game, junior cheerleader Betty Wheeler was met with the news that her face had been posted on the opposing team’s Barstool Instagram account to ridicule her boyfriend, junior football captain Curtis Mathes.
Wheeler was shocked.
“When I was posted on the St. Mark's account, I felt so embarrassed," Wheeler said. “I had no idea they even posted it until my friends started asking me about it.”
Inspired by the Barstool Sports Instagram page, with 17.2 million followers, high school adaptations of this account have skyrocketed in popularity. Stemming from the original Barstool Sports account that reports on many pop culture and sports events across the U.S., students in both high school and college have made their own. Barstool accounts have become student-led Instagram accounts, aiming to support the school’s sports teams. These accounts are a form of school spirit and enthusiasm to many. But these accounts can often be used as an emotional competitive technique to get inside players’ heads before they meet on the field. As a result, what began as lighthearted banter has turned into negative portrayals and sometimes personal attacks.
The leaders of each account look forward to posting before each game in hopes of building school spirit and support for the games. ESD, St. Mark’s, Highland Park and many other schools in the Dallas-Fort Worth metroplex have participated in making Barstool Instagrams.
A March 9 poll shows that 72.3% of high school students believes that the Barstool account posts make them more excited for game day, and because of the posts, they feel more inclined to attend the game. However, others feel the pressure of Barstool accounts and
fear that posts might be turned against them and used as a meme.
23.6% of high school students said that they are conscious of what they post on their social media platforms, aiming to avoid being posted on other schools’ Barstool accounts. However, some athletes try to use these posts to their advantage.
“I DEFINITELY THINK THAT PEOPLE WOULD POST DIFFERENT THINGS IF THEY KNEW THEIR NAME WOULD BE ATTACHED TO IT. SOMETIMES, WHEN PEOPLE POST ON THE BARSTOOLS, I CAN ONLY IMAGINE WHO ACTUALLY THOUGHT OF IT.”
Miles Link Junior football captain
“I know that when I see my face on other Barstool accounts, I get a little annoyed,” junior football player William Elliott said. “Honestly, it makes me more motivated to play better when we play against them.”
These posts vary from pictures of opposing teammates doing embarrassing poses, cropping opposing teammates’ faces on viral memes or even placing an opposing teammate’s significant other’s faces in pictures. A significant issue with the posts stems from the inappropriate nature of posting people without their consent.
Though the posts can appear malicious and aggressive, they come from a competitive nature, aiming to promote the upcoming games and add a layer of competition to the match. Many
students use the posts before the game to support a win.
“When a school posts before a game, trying to get in our heads, it adds an extra layer of competitiveness to the game,” Mathes said. “It is always twice as satisfying to repost their posts after we win.”
Still, Barstool accounts have sparked conversations about where the line should be drawn.
As the account owners are anonymous, this adds another layer of complexity. Without clear accountability, posts tend to escalate quickly.
“I definitely think that people would post different things if they knew their name would be attached to it,” junior football captain Miles Link said. “Sometimes, when people post on the Barstools, I can only imagine who actually thought of it.”
In response to some posts, students, primarily members of the sports team, make burner accounts. Burner accounts are regular Instagram accounts of various random identities that students use to comment on posts with an anonymous identity. These comments can be both positive and negative, but they are a way for students to retaliate without possible consequences.
“It is definitely a way for me to get my anger out when I am mad at the post,” Jack Seymour* said. “Sometimes I say some rude things after they insult me first.”
The insults that Barstool accounts post promote the negative effects of a heated rivalry and controversy, whether these accounts are a positive source for students or are extremely detrimental. However, some see the accounts as a modern extension of school spirit and see them as a digital pep rally and a way to hype up games. The Horde Board, a student-led spirit group, comes up with themes for sporting events and works together to enhance game attendance. The Barstool accounts have used the themes from the Horde Board Instagram page to influence their own posts.
“Most of the time, the posts follow the themes that the Horde Board came up with,” senior Horde member Ava Sjogren said. “I love how the Barstool account fits the vibe of the game day posts from the Horde account.”
However, students are not the only people cautious of these accounts. Ann and Lee Hobson Head of School Dave Baad has expressed his concerns. As Baad continues to promote and uphold a high standard for sportsmanship among the community, he thinks Barstool accounts are in the opposite direction of where he wants the ESD community to be in the realm of sports.
“I am aware of [the ESD Barstool account], and I wish it didn’t exist,” Baad said. “I don't think it’s healthy for the community.”
The broader issue reflects the culture around blending sports and social media. Beyond high school, the national Barstool Sports Instagram is a key source of entertainment, signifying the widespread impact these accounts have on the world today.
“I consider the Barstool Sports Instagram page as one of my main sources of news,” freshman Wynn Wheeler said. “It reports on all sports games from all divisions.”
As 36.5% of ESD students consider Barstool Sports a main source of news, the complexity of student-run Barstool accounts increases. The present challenge is finding a balance that keeps the fun, rivalry and school spirit, while minimizing harm. The Barstool phenomenon is a defining feature of high school sports and sports worldwide. The accounts will continue to shape the way rivalries unfold both online and on the field.
“I hope that we continue to embrace our rivalries, whether it's St. Mark’s and Hockaday or other schools, in really positive ways,” Baad said. “Because again, I think it brings out the best in us when we do it the right way.”
*Names have been changed to keep the anonymity of students
On Feb. 8 at nearly 80 mph, 41-yearold Lindsey Vonn sliced through the icy slopes of Cortina d'Ampezzo, Italy, until one sharp turn sent the Olympic gold medalist hurtling down the mountain. The world watched as she tumbled to a stop, and paramedics rushed to her side.
During her career, Vonn has been injured numerous times. She damaged her right knee in 2013, tearing her ACL and MCL at the Super-G race in the World Championship in Austria. Vonn continued training after her reconstructive knee surgery and was preparing to compete in the 2026 Milan and Cortina Winter Olympics when she tore her left ACL on Jan. 30, just a week before the World Cup downhill race, according to NBC Olympics. Despite the intense injury, she competed in the Feb. 8 Olympic race and crashed again, breaking her left leg, according to ESPN. Since then, Vonn has made many statements to the press, including an interview with E! News on Feb. 9, in which she argued that her most recent injury was unrelated to previous accidents.
“I was simply five inches too tight on my line when my right arm hooked inside of the gate, twisting me and resulting in my crash,” Vonn said to E!. “My ACL and past injuries had nothing to do with my crash whatsoever.”
Despite her many injuries, Vonn won four World Cup overall championships in 2008, 2009, 2010 and 2012, and became the first American woman to win a gold medal in downhill skiing at the 2010 Winter Olympics. Vonn, ranked third in the super ranking of all skiers, including both men and women, won eight consecutive World Cup downhill titles and five in Super-G, and in 2016, she won
her 20th World Cup Crystal Globe title, setting the record for both men and women. Through her perseverance and achievements, she has inspired many women athletes, including Mary Bocock, a 22-year-old Olympic skier who has represented Team USA for five years alongside Vonn, whom she described as a mentor figure in a news conference on Feb. 3 at the 2026 Winter Olympics.
"THE OLYMPIC SEASON IS ONE OF MY FAVORITES AS I LOVE WATCHING EVERY EVENT WITH FAMILY AND FRIENDS. THIS YEAR I HAVE BEEN PARTICULARLY INTERESTED IN THE MEN'S HOCKEY TEAM AS THEY WON THE GOLD MEDAL THIS WINTER.”
Colby Chipman Junior
“It’s nice to have such a wide range of ages on this team,” Bocock said during the news conference as she gestured to her 41-year-old teammate. “Because there’s so much wisdom to be given out to me.” There were a couple of firsts during these Winter Olympic Games. Italy hosted the Olympics in both Milan and Cortina d'Ampezzo, making it the first Olympics officially hosted in two cities, and a new sport was added: Ski Mountaineering, often referred
to as skimo.
Skimo combines two skiing skill sets: backcountry and downhill skiing. Athletes hike through rugged terrain and then race down the mountain like a typical skiing race. These additions have been particularly notable to diligent viewers, including junior John Edge Sowa, a student-athlete who plays on both the boys varsity football and basketball teams.
“I find myself extremely interested in the race for gold in hockey in the years of the Winter Olympic Games due to the number of NHL athletes that are participating this year from both respective countries,” Sowa said.
One particularly exciting hockey game was when brothers Matthew Tkachuk and Brady Tkachuk played together for Team USA and brought the physical intensity on Feb. 24 when they won the gold medal against Canada. The brothers faced off last year at the Four Nations Face in Montreal and Boston, and the intensity left fans, including Sowa, excited about them teaming up for the Olympics.
But the Tkachuks were not the only brothers on the hockey team; Jack and Quinn Hughes also made the team. While the Hughes brothers have played in the same NHL league, the USA team marked the first time the pair played together. The boy's mother, Ellen Hughes, is also a former professional women’s hockey player who became a silver medalist at the 1992 IIHF World Championship, according to Wikipedia. Ellen is now a consultant for the USA women’s hockey team, which also won gold at the Olympics this year.
The USA women's and men's hockey teams had a very competitive season, leading both teams to win gold, making avid hockey viewers even more into this year's Olympic hockey games. These two aspects of Olympic hockey, particularly this year,
excited Sowa throughout the season as he watched the games with family and friends.
“I love watching hockey with my dad as well as my friends,” Sowa said. “[Especially] because of how active and physical the sport is, making everyone cheer and get super into the game.”
Another exciting athlete to watch was Canadian hockey player Connor McDavid, considered the best player in the NHL and the world, leading Canada as its top scorer.
Along with Sowa, junior Colby Chipman watched this year's Winter Olympics intently and enjoyed the intensity and dedication of every athlete.
“The Olympic season is one of my favorites as I love watching every event with family and friends,” Chipman said. “This year, I have been particularly interested in the men's hockey team as they won the gold medal this winter.”
Chipman has seen many videos of the USA men’s hockey team and has been especially interested in the Hughes brothers.
“I loved seeing this family dynamic in action as the brothers played together for the first time,” Chipman said. “The entire season was just so much more fun to watch because I understood the offcamera dynamics.”
From hockey gold sweeps to the introduction of Skimo, the 2026 Winter Games deliver excitement
By Lincoln Clarke | Social Media Co-Manager
Feb. 8 while competing in the women’s downhill race at the 2026 Winter Olympics in Cortina d'Ampezzo, Italy. Photo by: Screengrab by IOC/Getty Images/TNS
Sister Sisters lacrosse hosts a clinic for young girls in honor of the two sisters who passed away in Kerr County flood
By Jack Coben | Podcast Co-Editor
The North Texas girls lacrosse community came together on Feb. 7 to honor the lives of two sisters, 11-year-old Brooke and 13-yearold Blair Harber. The two were recognized by Sister Sisters Lacrosse as tremendously talented athletes who tragically passed away during the July floods in Kerr County. Through the Sister Sisters Lacrosse Clinic, players, coaches and families turned this grief into an action, creating an event that focused on remembering the Harber sisters and the growth of lacrosse.
The clinic was held at The Lacrosse Barn, and it welcomed girls from across the region, including many who had never played lacrosse before. High school athletes volunteered as mentors, helping younger athletes learn the basics of lacrosse while sharing their passion for the sport, which Brooke and Blair loved most.
Many ESD players had personal connections with the event. Months before the clinic, teams across Dallas wore yellow ribbons in their hair to honor Brooke and Blair. The ribbons showed that lacrosse is more than a sport; it is a community.
“The clinic really helped channel my emotion into something positive,” junior varsity midfielder Delaney Noland said. “This event means so much because it introduces new players to the sport while also being able to honor the girls’ legacy.”
Noland’s club team, GRIT, first became involved during the fall season, when its entire team wore yellow ribbons in remembrance of the Harbers. Varsity girls lacrosse coach Faith Renner encouraged the team to volunteer at the clinic.
“Local coaches and families came together to secure sponsorships and donations for the clinic,” Renner said. “It was an amazing day for a first-year event, and I can't wait to see how it grows in the future.”
The clinic itself focused on both skills and development, while also connecting the next generation of lacrosse players. Volunteers were assigned roles throughout the day, from meeting
families to helping give out equipment. These volunteers became very close with their “little sisters.”
“The experience helped me see lacrosse in a new way,” sophomore varsity goalie Kiana Fatahiar said. “This clinic was a chance to remember the girls, while also just having fun playing and spreading the sport that we love.”
"THE EXPERIENCE HELPED ME SEE LACROSSE IN A NEW WAY. IT REALLY JUST REMINDED ME THAT LACROSSE IS BIGGER THAN A SPORT AND THAT THE COMMUNITY IS CONNECTED REGARDLESS OF WHAT SCHOOL YOU GO TO."
us a closer connection and allows us to go through the ups and downs together.”
The weekend was also an opportunity for players to develop their interpersonal skills. Many players were not working or playing with people they had known previously, and teamwork is vital in any sport.
”This really pushed me out of my comfort zone,” Fatahiar said. “Working with different people of all ages really helped me with my leadership skills, and being able to help give guidance to groups of players at a time was something I had to learn on the fly.”
The clinic raised more than $58,000 to support future outreach and development of girls lacrosse, and the event left a large impact both on and off the field.
“When learning about this event, it was made clear that they did not want it to just happen once,” Fatahiar said. “By doing this every year, it would benefit girls' lacrosse so much. I think it would be amazing, and I would love to help by volunteering again.
This experience gave many a sense of purpose and brought together athletes hoping to help make a difference in other people's lives and continue the legacy of those who were taken far too early.
ESD
Fatahiar said that the most powerful part of the event was seeing athletes from rival schools work together on this. Many players across the greater Dallas area joined in to help make this event happen. Even players from rival schools and teams worked together to help the Harbers' legacy continue.
“It really just reminded me that lacrosse is bigger than a sport and that the community is connected regardless of what school you go to,” Fatahiar said.
For many players, this experience shifted how they approached their high school seasons, as it took place at the beginning of the season.
“We all share a love for lacrosse,” Fatahiar said. “We will always remember being a lacrosse player, and that just really gives
“This experience changed how I view difficult tasks,” Noland said. “I am so grateful for the opportunity to compete and even have those difficult practices and those early mornings.”
As the Sister Sisters Lacrosse Clinic becomes an annual tradition, it represents more than a single day of drills, games and having fun playing lacrosse; it commemorates the tragic loss of Brooke and Blair Harber and helps transform their legacy into an amazing event that brings hundreds of girls together to enjoy the sport they all love.
“I hope people realize the beauty behind childhood sports and how supportive those communities are for one another,” Fatahiar said. “I hope [the] Sister Sisters Lacrosse Clinic can grow into something larger and continue to contribute to the future of girls' lacrosse.”
BREAKOUT LACROSSE PLAYER
Wayte McKnight views lacrosse as not just a sport, but a unique opportunity to work with teammates and give full dedication to whatever he does. McKnight notes that the team camaraderie has undoubtedly shaped him into who he is today, and he hopes to continue that camaraderie by leading by example with the help of the upperclassmen on the team. McKnight’s motivation to help his team win the State Lacrosse Championship, the highest honor a high school team can receive, pushes him to bring his best every day.
Why and when did you start playing lacrosse?
I started playing lacrosse when I was about 3 years old. It was because my parents got me into the sport. My dad played lacrosse in college, so they always knew lacrosse was something that would be a part of my life.
What do you love about lacrosse?
I love how lacrosse is a team sport. It’s very competitive and just really fun. Especially playing in Texas, every sport is really big here, so there’s a lot of hype around it and cool opportunities. My team is my best friends, and we all come together to make magic on the field. No one individual can carry the whole time; everyone has to work together.
What’s one thing a coach has taught you that’s stuck with you?
My coach, Ryan Brown, taught me about giving effort no matter where you are and always giving 100 percent. Even when we’re losing during a game or if we’re winning by a landslide, I always give my best effort no matter the circumstances. He’s a big inspiration to me, and that single piece of advice has made me a much better player and teammate.
How do you contribute to the teamwork and camaraderie on the lacrosse team?
I think with the help of captains Josh Logan, Finley Lear, Xander Monteiro and Michael Goglia, I contribute by leading by example just like they do, so it really helps me get all the guys really hype and ready for the season. I am confident that we’re going to win State this year, so leading with that mindset gets everyone really hyped up. I like to look up to those who have come before me, like Sean Browne, and use them as an example for our team.
Do you have a pre-game ritual or routine?
I don’t like to take music too seriously before games, so I like to listen to “Hamilton.” People may laugh at that, but it makes me chill. I always think it’s just a stick, a ball and a goal. It’s that simple, and it’s not that serious. I also like to get a nice breakfast in, so maybe some eggs and some protein.
How do you stay motivated?
I really just love the sport, so it’s not hard to stay motivated; it’s my favorite sport. I like watching Sean Browne highlights. He’s my role model, and I’ve always looked up to him since fifth grade. He actually scored his first goal on Feb. 21 in Division I lacrosse at the University of Virginia. Watching that made me really hype and inspired me to continue grinding so that one day I can follow in his footsteps as an inspiring, strong player.
What advice would you give to younger players?
I would say the biggest piece of advice, especially for really young players, is not burning out. Play different sports because playing lacrosse is only going to get you to a certain point. You have to try basketball, football and all those different sports because you learn things in those sports that make your lacrosse play better.
SINCE SHE STEPPED ONTO THE court in fifth grade, Harley West fell in love with tennis. West is a sophomore on the tennis team, and is in her second year playing on the varsity tennis team. West was the only freshman to make the varsity team last year, and has learned endless lessons on teamwork and dedication through her role on the team. She’s learned more about herself through the sport than she expected, using the team to push her to new heights.
When did you start playing tennis?
I started playing tennis in the fifth grade. I originally tried it because I wanted to pick up a new sport and challenge myself. Once I started improving, I realized how much I loved the competition and strategy.
How has the tennis program made you a better player?
The tennis program has helped me improve my consistency and mental toughness. I’ve learned how to stay composed under pressure, relying on my own preparation, and practicing against strong teammates has pushed me to grow every day.
What has been your proudest moment?
My proudest moment was winning a tough singles match after losing the first set against Hockaday. It proved to me that I could stay mentally strong and fight back even against one of the toughest schools in Texas. That experience gave me a lot of confidence in my game.
How do you and your teammates support each other?
Even though we play individually, we’re always cheering each other on from the sidelines. We give so much encouragement and positive feedback during matches and in practice, we challenge each other to improve and we stay competitive.
What challenges have you faced in tennis?
One of the biggest challenges has been handling pressure during close singles matches. Since you’re alone on the court, you have to figure things out on your own. Learning to stay calm and adjust my strategy has made me stronger.
What advice would you give to newer players?
I would tell newer players to be patient and not get discouraged by mistakes. Tennis takes time and repetition to improve. If you stay dedicated and keep a positive mindset, you will quickly see progress.
What are your goals for the upcoming season?
This season, I want to become more consistent and confident in my singles matches. I’m working on improving my serve and not giving up when losing points. I also hope to help our team have a successful season overall.
Even though tennis can be individual, how does your team play an important role in your success?
Even as a singles player, my team plays a huge role in my success. Their support during matches helps me stay motivated and focused. Being part of a team makes every win feel bigger and every loss easier to learn from.
With JV teams removed from spring sports, ESD shifts to varsity A and B teams, increasing competition
By Margot Cathey | Sports Editor
As the 2026 spring sports season starts, no teams will have their regular junior varsity and varsity teams. This year, spring teams will have only varsity A and B teams, cutting any potential JV athletes.
Athletic Director Thad Lepcio admits that there will not be a huge opportunity for JV teams due to numbers and not being able to fill enough spots for certain sports, but also situations for swing, and B teams playing other schools varsity teams.
“There are certain players that are going to be swing players. The issue is, we won't have a full JV schedule because not a lot of teams in our area have JV teams,” Lepcio said. “So there's not a lot of opponents for them to play. So what happens is these JV teams will play someone else's varsity [since] it's a newer varsity program.”
While several teams are offering “B team” alternatives, other teams are making strict cuts due to space limitations, less competition and intense skill required to perform in the sport.
“We have had various cuts in golf and tennis and a lot of this is space-related. The golf courses have said we can’t have more than 12 people come up to the golf course and then the tennis courts, there are only six courts available,” Lepcio said. “To do that, to put a boys team and girls team with only six courts, you have to reduce the size.”
For many student athletes, this causes stress because they do not have the safety of making a JV team; they have to make varsity or nothing for some sports, generating uncertainty heading into tryouts. Senior Callum Dunn, an avid golfer outside of school, did not make it on the 12-member golf team this year. Although disappointed, he has found an alternative to keep him busy and golfing, while also fulfilling his credit.
“Playing one bad round and not making the team wasn’t the moment I was going to quit golf, but it reminded me of how much I actually enjoyed the game, and it definitely made me more motivated,” Dunn said. “Instead of being on the team, I am spending the season playing three rounds a week at my country club and sending videos of my practice to my coach. It turned into a different kind of season, focused completely
on getting better.
While the aspect of being on a team is a healthy way to bond with classmates, Dunn has found that it actually helped him focus more on himself and getting better at the game for his own benefit.
“Golf teaches you a lot about
"I MEAN, THIS IS ALWAYS THE HARD THING, CUTS ARE HARD. COACHES DON'T LOVE TO CUT PEOPLE, BUT THERE [ARE] TIMES LIKE THESE WHEN IT IS NECESSARY. I THINK FOR A SCHOOL OUR SIZE, WE OFFER A LOT, AND IN FACT, MAYBE SOME WOULD SAY WE OFFER TOO MUCH SOMETIMES.
Thad Lepcio
Athletic Director
patience, and not making the team was part of that lesson. It wasn’t the result I wanted, but it definitely made me more motivated,” Dunn said. “Missing the golf team was tough at first, but it did not stop me from continuing to work on my game. It ended up reminding me why I enjoy the game in the first place.”
Similarly, there are several players who didn’t make the A team, but they are allowed to play on the B team, still competing in varsity tournaments. For sophomore Walker Royall, he gets to play his favorite sport while also fulfilling his sports credit for being on the six-person varsity B team.
“This year, I really wanted to try something new, regardless of the difficult tryout. I have always played lots of golf outside of school, so I thought I would try it as a school activity alongside that,” Royall said. “I just really enjoy the sport and playing with my friends [who] are also on the school team makes it so much more fun.”
While golf is very different from other sports and their JV alternatives, sports like lacrosse offer the A and B options, and even swing. This can be a difficult time commitment for athletes, causing them to rethink their decisions after being placed on a team roster. Freshman Lydia Bowen has to balance playing on the varsity and JV teams, which can be a lot for one's schedule, along with a tough academic schedule.
“So it's been pretty hard balancing the two because I do have a hard time balancing school and lacrosse, especially without a study hall this semester,” Bowen said. “For example, next week I have a JV game from 4:30 to 6 p.m., but then a varsity game directly after that, so it's been hard finding time for all of my schoolwork with such a tough commitment schedule.”
Despite the commitment and uncertainty this new structure has brought, Lepcio and the athletic department emphasized that the change is logistical rather than intentional, as schools across Texas also face similar roster and scheduling limitations. While the cutting process can be tough, athletes who don’t make a team can participate in sports performance, yoga or extracurriculars like the musical to fulfill graduation requirements. Junior Carrigan Konradi, who plays field hockey in the fall, enjoys the opportunity to play yoga in the spring.
“Every day we go to yoga for about an hour and after we get out I always feel relaxed when I go home to start my homework, rather than being stressed out and scared I wouldn't get anything done,” Konradi said. “I think yoga is a great addition and a great way to earn community credit, and its also cool because I've never heard of another school that offers this.”
While these community credits serve as an activity for several students to do for fun and something then enjoy, several students are required to participate due to unintended results regarding making a placement on a spring sports team.
“I mean, this is always the hard thing; cuts are hard. Coaches don't love to cut people, but there [are] times like these when it is necessary,” Lepcio said. “I think for a school our size, we offer a lot, and in fact, maybe some would say we offer too much sometimes.”
5
UPPER SCHOOL STUDENTS WERE cut from a sports team this spring
6
UPPER SCHOOL STUDENTS play as swing players on a spring sports team
31
UPPER SCHOOL STUDENTS prefer the varsity A and B alternatives compared to JV teams
Source: March 9 poll of 148 upper school students
PRACTICE MAKES PERFECT
For many students, spring break is a time to kick back, travel, spend time with family and relax. But for varsity athletes in boys lacrosse, crew and girls lacrosse, the week is full of competition and training.
Among those athletes is junior and varsity boys lacrosse player Michael Goglia. He and his teammates will spend time competing out of state in highlevel match-ups.
“[This year’s spring break trip is] pretty similar to last year's trip except this time it's in South Carolina,” Goglia said. “It is always good out-of-state competition and great bonding time for the group."
According to Goglia, spring break marks a turning point in the season. From that point forward, the team must maintain a high level of focus.
“I’d say spring break is when our team usually starts to build momentum for state,” Goglia said. “In previous years, it’s a huge step up in competition.”
Although practices stay intense, he still views the week as a chance to step back. Despite the demanding sessions, he considers it a break from the usual routine.
“It is most definitely a break from school, and we get at least three days off from lacrosse,” Goglia said. “But I enjoy playing lacrosse and being with the guys on the team, so going on a spring break trip with them isn’t draining at all.”
This year, the team’s schedule is competitive throughout the season, making spring break games just another test they will face.
“It’s always full intensity, even on spring break,” Goglia said. “We are there for business, so we take it seriously.”
Goglia believes fatigue is a part of the season, regardless of the calendar. Although he recognized it would be nice to have a full week off from both academics and athletics, his commitment to his sports matters the most.
“We have a goal of winning state,” Goglia said. “Whatever we have to do to win, and stack days with games and practices, I’m down with.”
The crew team faces a similarly demanding schedule, though their travel is focused more on training than competition. This year, the crew team is traveling to Waco, staying at Camp Fimfo along the Brazos River. The location allows for full-out runs, compared to shortened pieces at the team's usual practice site in Dallas: Bachman Lake.
“Bachman [Lake] is really small by any standard,” senior rower and Yale commit Maggie Chein said. “We can barely get 2,000 meters end to end, and that's the official race distance we need.”
Practicing in Waco over break
allows the team to complete multiple 2,000-meter pieces in one direction without turns or obstacles, creating a much more competitive workout.
"I PERSONALLY THINK IT IS PART OF THE COMMITMENT WE SIGNED UP FOR. THE SPRING BREAK TRIP IS ONE OF THE MOST FUN MEMORIES I HAVE FROM LACROSSE SEASON, SO IT FEELS LESS LIKE A CHORE, BUT RATHER A FUN TRIP WITH MY BEST FRIENDS."
Kiana Fatahiyar Sophomore girls varsity lacrosse goalie
“It gives us more freedom with the kind of workouts we can do,” Chein said. “The location is an opportunity to add stuff into our training that would be missing otherwise.”
Compared to lacrosse, the crew's spring break is not centered on games but on building what coaches call an “aerobic base,” which is essential in endurance
sports.
“I wouldn’t say it's an important competitive stretch,” Chein said. “But it's the last real chunk of training we have before major races.”
The training pushes rowers to the point of exhaustion. Even so, Chein considers it a productive experience.
“Do I come out of training camp totally exhausted? Yes,” Chein said. “Is it a good kind of exhaustion? Yes.”
Because there aren’t academic responsibilities during the break, Chein says it's much easier to manage recovery. For her, spring break does not need to be a “true break.” It is manageable just the way it is.
“You don’t have to come home from a hard workout and then go do homework,” Chein said. “It’s easier to push yourself because you're only rowing.”
Similar to the boys' team, the varsity girls lacrosse team is competing in North Carolina over the break. They are traveling beyond Texas to face strong opponents and build team chemistry.
“We are going to Chapel Hill, North Carolina, so this year we also get to visit some nearby colleges,” sophomore and varsity girls lacrosse goalie Kiana Fatahiyar said. “Last year, we went to Orlando, Florida, but the schools we were playing against were closer to the beach, so instead of going to Disney, we went to the beach towns.”
For Fatahiyar, spring break serves as an early gauge for the rest
ESD athletes' experiences from trading beach days to game days
By Searcy Mae Ferguson | Staff Writer
Starting goalie, sophomore Kiana
battled through a defense-heavy match-up during her team's spring break trip on March 21, 2025, in Vero Beach, Florida. “It was a pretty defensive game, so making saves was very important for the whole
of the season. It is also a key time for transitioning into crucial games where wins are the goal.
“Spring break is an important competitive stretch because it is our first few games to prepare us for SPC counter games,” Fatahiyar said. “Even though these games don’t count for our record, we still care and use them to get better.”
Because the trip lasts only a couple of days, the schedule leaves players with most of the week to rest and recharge.
“A lot of our spring break trip is team bonding, so most of the trip doesn’t feel very serious unless we are actively playing in a game,” Fatahiyar said. “Even though these games don’t count for our record, we still care and use them to get better.”
Like many student-athletes, Fatahiyar has had to make key sacrifices to balance academics and athletics.
“I have had to turn down vacations and family plans because of lacrosse, but I am used to it,” Fatahiyar said. “Making those kinds of sacrifices is something I’ve done since sixth grade, when I started playing club lacrosse.”
Despite time-management competitions, she views break competition as part of the commitment that comes with being a varsity athlete.
“I personally think it is part of the commitment we signed up for,” Fatahiyar said. “The spring break trip is one of the most fun memories I have from lacrosse season, so it feels less like a chore, but rather a fun trip with my best friends.”
annual
tournament
By Margot Cathey | Sports Editor
Every year, when March rolls around, my siblings and I eagerly create our long-awaited March Madness brackets. The excitement is incredible as we all sit around our dining room table debating, predicting and hopefully choosing the teams we believe will bring home a championship win. Although it seems as simple as filling out a bracket, this is a fullblown family tradition fueled by family competitiveness, bragging rights and the thrill of not knowing what will happen next. Not only do we compete against one another for a reward from our dad, but we also compete with both my mom and my dad's side of the family. With every game won or lost, this month brings such excitement; it's an unforgettable month because of March Madness.
All across the country, March Madness is watched by basketball fanatics,
alongside their brackets, making basketball even more fun to watch. Last year, according to a Nov. 26, 2025 article from the Statista Research Department, around 708,000 fans watched NCAA Basketball games in each arena.
March Madness brings such fun rivalry and competition to college basketball, transforming the thrill of watching games from one level to the next. Published on the Virginia Tech News website, author Anthony Amey, an expert on March Madness, said that “March Madness has become a cultural phenomenon that extends far beyond simply three weeks of college basketball games.” He also said that when people are invested in something they believe in, they will become much more passionate about the outcome. And that the NCAA men’s and women’s tournaments are expected to draw more than $3 billion in legal sports wagers.
I have to agree that a prize makes watching the games much more enjoyable. Sitting around watching with friends and family, praying that your team makes the free throw and screaming in excitement when they win is truly like no other. Even if it is a simple bet of $10, this tournament brings communities and people together to watch one of the most cherished collegiate sports.
While the tournament obviously brings great thrill, it also serves as a moment for lesserknown, smaller collegiate teams to receive attention, publicity and love. Amey also added why this serves as an important factor in the tournament.
Amey explains that with 68 teams competing in each tournament, there are many opportunities for fans to feel connected to different colleges through family, friends or other personal ties. She also notes that even if someone has no direct connection to a school, an unexpected “Cinderella” team can emerge, gain national attention and quickly make a name for itself.
This fosters a sense of community and celebration among families and friends, celebrating and rooting for the school's team. They may have
gone to that college too, bringing back excitement and nostalgia when you need a little fun break in your day.
This kind of attention can bring the just right amount of attention to these schools, while also capturing more fans' attention and ultimately causing them to want to cheer for these teams in the long run. While some of them may serve as the less-known underdog, some of these teams will end up coming out on top and severely benefit from the tournament games even if they don’t make it to the championship game. At the end of the day, March madness is something that I have always had a great passion for. It gives my family an excuse to sit with one another, argue over picks and celebrate every upset we never saw coming. There’s something so exciting about filling out a bracket and watching it slowly fall apart, or greatly succeed, that never gets old. Even when my predictions are completely wrong, I still look forward to the month every year. With the competitiveness and unpredictability it brings, it somehow always transports me to the best, most nostalgic memories of watching one of my favorite sports.
By Anoushka Sinha | Copy Editor
From The Nest highlights students' unique passions and showcases their personal collections. Each feature shows off a glimpse into the stories, creativity and dedication behind these favorite items.
“I got this one for Christmas when I was younger. It came with a twin and they rode a
Junior Ruby Hollinshead received her first set of Calico Critters on her seventh birthday, beginning a collection that she has kept for over a decade. The toy animals and miniature sets quickly became a meaningful part of her childhood.
“I have a picture of me [with them]; I got a red car with a family of bunnies in it that I still have,” Hollinshead said. “It’s a family of four, and it came with picnic stuff and a red car, which I still have to this day.”
When she was younger, Hollinshead displayed the figurines in her guest room. They not only became a fun activity for her, but also for visiting family members.
“I used to have them set up in my guest room, but now they’re in my garage,” Hollinshead said. “I used to display them, and when my little cousins came over, they would always like to play with them.”
Over the years, her collection has grown to about 20 Calico Critters, three cars, a department store and two houses. Though each one has its own unique story, one
small white cat has a more meaningful background.
“One of my favorites is my white cat,” Hollinshead said.
“He’s my favorite because to me it’s a symbol of good luck. It’s a good luck charm to me because I’ve brought it on random trips with me throughout my life. It’s just something small that goes with me everywhere. Nobody ever really sees it, but I know I have it with me. I bought it right before I went on a teen travel trip with people I didn’t really know to Costa Rica.”
Though the days of opening new Calico Critters may have passed for Hollinshead, the collection holds a special place in her heart, presenting a sense of childhood nostalgia.
“I do not plan on expanding my collection that much because I feel like I’ve outgrown it, but it is something that reminds me of being a kid, so it’s important to me and nostalgic,” Hollinshead said. “I still keep them, and I’m not sure how long I’ll have them for. If I do expand my collection, it’ll probably be smaller items or just simple things.”