Feb2026_Fourcast_final

Clearing the air

Dallas passes city-wide public vaping ban

By Aria Knepler-Pearl Staff Writer

The City of Dallas’ new vaping ordinance went into effect on Dec. 11, 2025, amending the Dallas City Code definition of “smoking” to include electronic smoking devices and banning their use in most public places. With vaping now prohibited in indoor and enclosed public spaces, Dallas joins San Antonio, Austin and Houston in implementing stricter vaping regulations.

City Council member and Deputy Mayor Pro Tem Gay Donnell Willis represents District 13, which encompasses Hockaday and covers Preston Hollow and Vickery Meadow neighborhoods, provided insight into the City Council’s unanimous approval of the public vaping ban.

“The City Council’s motivation was rooted in public health and consistency,” Willis said in a written message. “I voted in favor of the ordinance because it strengthens existing public health protections without expanding government regulation beyond what is already in place.”

Based on recommendations from the city’s Environmental Commission, the comprehensive vaping ban aims to improve air quality and protect the public from secondhand aerosol exposure.

Many leading health organizations, including the Dallas County Health and Human Services and the American Lung Association, support the ordinance.

“From a broader perspective, the ordinance reflects the City Council’s intent to protect public health, particularly for young people, by reducing exposure to harmful substances in shared spaces,” Willis said.

Violators of the ordinance may receive a $500 fine, and businesses are required to update their no-smoking signage to include vaping.

“The goal was not to create new restricted locations, but to ensure that vaping is subject to the same rules already governing smoking,” Willis said. “By treating vaping the same as smoking, Dallas has taken a measured, evidence-based step that reflects how people actually use public spaces today and reinforces a safer environment for everyone.”

Hockaday’s Director of Health Services Erika Herridge, a registered nurse, said the vaping ban addresses the issue of secondhand smoke and the lesser-known problem of third-hand smoke, the toxic residue from vaping or smoking that clings to surfaces long after the gases in the air are cleared.

“I love that the City of Dallas is putting this [ban] in

place because it’s protecting everybody that’s in restaurants or in public buildings,” Herridge said. “People shouldn’t have to inhale other people’s secondhand smoke and vapor.”

Herridge notes that not much data exists on its long-term health impacts; however, current research indicates harmful consequences, especially for young people with developing brains. According to the World Health Organization (WHO), nicotine is highly addictive, and long-term exposure to it can lead to cardiovascular and respiratory issues and increased risk of cancer.

“Adolescents are more susceptible to nicotine’s effects than adults,” Herridge said. “As the health expert on campus, I just want everybody to know that it’s just so dangerous for your body.”

Contrary to popular belief, Herridge said that vaping is not a safer alternative to smoking. Vape advertisers use these misleading claims, along with candy-like flavors and social media marketing, to target uninformed youth.

“Nobody would say, ‘let me inhale those toxic metals,’” Herridge said. “But they are doing it disguised in this vape that has this really yummy flavor.”

According to Centers for Disease Control and Prevention (CDC), youth in the United States use e-cigarettes more than any other tobacco product, and more than 1.6 million middle and high school students reported currently using e-cigarettes in 2024.

As someone who has asthma, junior Reagan Nguyen is particularly concerned about inhaling secondhand smoke and vapor.

“I’ve had asthma my entire life, so whenever I go out and someone’s smoking or vaping, that’s something that I really have to be conscious about,” Nguyen said. “The ban on vaping around Dallas and in common, high-traffic places is super helpful for mitigating that.”

Nguyen, who is vice president of the HockaDocs Medical Club, is eager to see more educational efforts informing teenagers about the dangers of vaping.

“When people know about how detrimental [vaping] is to your health, I think that’s something that might deter people from starting it,” Nguyen said.

While the Dallas vaping ban may not halt teenage vaping, Nguyen and Herridge are optimistic about the future of student health.

“I’m not ever going to give up on teenagers, adolescents, anybody because I always see hope,” Herridge said. “I’m always willing to talk to students, or really anybody, about the hazards of vaping.”

Nguyen views the new vaping ordinance as a major improvement.

“I really hope that this is a step in the right direction to lowering the effects of vaping and substance abuse,” Nguyen said.

Clicking through campaigns

Politicians use social media to inform and influence young opinions

By Elizabeth Farrell Arts & Life Editor

Social media has transformed political campaigns, allowing political messages to spread unconventionally through AI-generated songs, trendy edits and posts making fun of politicians’ looks. Political parties have jumped on the viral bandwagon to influence the next generation of voters.

Political accounts such as TikTok’s “Democrats” and “The White House” try to replicate the humor of Gen Z, but their political messages often get warped or overshadowed by their trendy posts.

“The White House” account on TikTok recently posted an edit of immigrants being detained by the Immigration and Customs Enforcement (ICE) to the song “Juno” by Sabrina Carpenter. The video featured a montage of arrests accompanied by the lyrics, “have you ever tried this one?”

This video received backlash from many viewers, including from Carpenter herself.

“I think when there's this clash

between musicians and politicians, it's unwarranted and biased a lot of times, which just doesn't help the spread of information and just causes more problems,” junior Haley McMahon said.

Some social media users think that politicians’ actions and duties are being overshadowed by their desire to appear funny and relatable to younger generations.

“Your job is not to be relatable,” senior Ava Marquis said. “Your job is to make laws and not to be cool.”

Tying in Gen Z humor with political messaging can be an effective way to shape young people’s political beliefs if done effectively.

Junior Sudha Kodem pointed to the New York City mayoral campaign of Zohran Mamdani as an example of effective social media use to reach voters. According to BBC News, Mamdani’s social media led him and his left-wing policies to a victory in New York City's mayoral primary, and then in the November election.

“He was on talk shows that catered to Gen Z, but he was also in places that Gen X would be in,” Kodem said. “I thought that was a really good example of how you can use social media to outreach and connect.”

On the other hand, using trendy posts can result in the spread of misinformation.

“I think that a lot of political content gets boiled down to a headline, and that can be confusing if you don't do your research,” Kodem said.

Senior Mischa Rutledge also navigated misinformation on social media to make an informed decision when she voted for changes to the Texas Constitution in the fall of 2025.

misinformation on a personal page, but there they will talk a lot about their policies in quick, easily digestible formats,” Rutledge said.

“I go to the person who’s running [political social media account] because I feel like there can be a lot of

Amid fake and exaggerated news, social media users can fact check the political information they see by communicating with older adults and reading a variety of credible news sources.

“I like to have conversations with my parents because they're both involved in politics with their careers, so I think it's important to kind of gauge how they feel on an issue so that I know how to form my opinion,” McMahon said.

“I'm not allowed to vote yet, so I don't have a clear decision on a lot of issues because there's not a need to yet, but I think as a girl, it's important to know what your stance is on certain issues.”

GRAPHIC COURTESY OF ELIZABETH FARRELL

GRAPHIC COURTESY OF JOYCE JIN

Fair representation?

Texas kicks off the "race to redistrict" before next election cycle

By Samara Bhatki Staff Writer

Texas Republicans have redrawn congressional maps to lending themselves an advantage for the 2026 elections.

Using a tactic called gerrymandering, a manipulation of electoral boundaries to favor one party, Republicans changed the boundaries of five historically Democratic areas to include more areas that are historically Republican leaning.

Dr. Wesley Lummus, who teaches U.S. Government, explains the strategy behind the gerrymandering.

“Midterm elections are coming up, and one party in power wants to keep their power,” Lummus said. “They believe that if they redraw these district lines, they can keep their seats and maybe even add seats in the House.”

Analysts predict that the Republican Party will gain five additional seats in the US Congress with the new map, affecting the Democratic districts of Houston, Dallas, Austin, San Antonio and South Texas. Encouraged by President Donald Trump, Gov. Greg Abbott asked the Texas Legislature to redistrict Texas, citing constitutional concerns as the basis for change. Lummus said this decision will also affect other states.

“Texas said yes to [President Trump], and I think that Texas

deciding to redistrict kick-started a national movement in so many other states, be they Republican or Democratic states,” Lummus said.

“They're also now thinking about redistricting, including California and how their voters approved of the new map. Texas kicked off a race to redistrict.”

After the League of United Latin American Citizens and the League of Women Voters of Texas challenged the congressional map based on racially discriminatory practices, claiming the new districts undermined Black and Latino representation, the Supreme Court approached the issue, eventually voting in favor of the new districts.

“For marginalized communities, it's going to be harder for them to get their representatives elected, and it's going to be harder for them to campaign,” Lummus said. “It could weaken people's belief in the voting process and limit people's belief that this process actually works.”

Dallas County historically votes in favor of Democratic candidates, with Kamala Harris winning 60 percent of the vote in the 2024 Presidential Election according to Politico.

Under the new map, the Republicans will “pack,” or divide, blue districts to maximize Republican influence from the surrounding areas.

Several Texas districts have been

reshaped, dividing communities and neighborhoods. The majority of District 32, which includes northern Dallas suburbs, will shift from predominantly non-white voters to majority-white voters, likely becoming a Republican district and threatening the seat of Democratic House Representative Julie Johnson.

District 33, previously located in Tarrant County, now includes Dallas County, setting up current representative Mark Veasey to compete against Johnson for the blue seat.

To find out how the new congressional map affects you, enter your ZIP code in Texas.gov or use Dallas County’s map resources available online.

Jordan Innerarity, Upper School Dean, highlights how gerrymandering can minimize the political voice of voters by dividing different identities.

who you are and your race makes a difference to how you see the world. You want someone who can speak for your way of life, the way that you see life. That can't happen when you have one representative for a group of completely opposite people.”

Innerarity suggests several options to citizens who want to be politically active outside of federal elections. Voting in local elections and participating in Dallas-area groups that align with your political ideology are both ways to ensure that your voice is heard in your community.

“It is like watering down the ability for people to advocate for themselves,” Innerarity said. “Because our lives are very different, how you grew up,

No date? No problem!

Hockaday

invites all Marksmen to attend Winfo

By Mary Elise Estess Opinions Editor

For the first time in Hockaday history, St. Mark’s Upper Schoolers are welcome to attend winter formal (Winfo) without a date. This change was announced on Dec. 9, 2025. This policy represents a shift towards inclusivity and an effort to reduce the stress and pressure around dates.

Student Council President Cortney Buford said that student leaders hope the policy change will inspire St. Mark’s to implement the same policy for their homecoming dance.

“This would be a way for us to make the first move and change the

dynamic that has been happening,”

Buford said. “I believe that if we keep persisting with it and we continue to have winfo be an open dance and set that standard, then eventually they will reciprocate.”

Because Hockaday does not host a homecoming dance, many students attend St. Mark’s homecoming. Winter formal operates in reverse, with Hockaday hosting the dance and many students inviting St. Mark’s students to attend.

Activities Board Chair Anaiya Saxena said the goal is to create a more inclusive environment between Hockaday and St. Mark’s.

“I think hopefully long term it changes St. Mark’s approach to homecoming,at least for seniors,” Saxena said. “And they [say], ‘Hockaday’s including us so we should include them.’”

Another goal of the new policy is to change the social expectations surrounding winter formal, particularly

the assumption that students must attend with their homecoming date from St. Mark’s. In previous years, that expectation often shaped how students planned for the event, limiting their options and increasing pressure leading up to the dance.

“It makes it less stressful because you don’t feel like you have to take a date,” Saxena said. “It becomes a choice instead of being forced.”

Although this policy is relatively new, students are already putting it to use. Junior Lily Navitskas attended St. Mark’s homecoming but has decided to go with a Hockaday friend to Winfo instead of her homecoming date.

“It takes the pressure off because usually you feel obligated to give the date that took you to [homecoming] a ticket because otherwise they wouldn't be able to go,” Navitskas said. “But now, they can go on their own and you can go with your friends because the boys have their own way in.”

The policy announcement came as a surprise to many students, and some were quick to notice the connection

“Getting involved in small-time political activities leads to broader democratic changes and promotes democracy in a bigger way,” Innerarity said.

“Democracy has to be grassroot activism as well as large federal government changes.”

between the change and tensions around St. Mark’s homecoming.

“It kind of feels like Hockaday trying to pressure St. Mark’s to open homecoming as well,” Navitskas said.

The policy appears to have very little effect on the number of people attending based on the registration forms submitted. Buford said attendance is expected to be about the same as previous years.

Student leaders hope the policy fosters a sense of community and inclusion between St. Mark’s and Hockaday and to also do away with the unnecessary stress that surrounds the process of finding a date.

“It makes it better when you have more people,” Saxena said. “The more the merrier.”

PHOTO COURTESY OF CORTNEY BUFORD

PHOTO COURTESY OF FLICKR

The Texas State Capitol building

Buford poses with friends before Winfo

New year, same love

Students celebrate Lunar New Year

By Jenny Chu Features Editor

Lunar New Year, the start of a new year on lunisolar calendars, falls on Feb. 17 this year and goes through March 3. Though commonly labeled “Chinese New Year,” the holiday serves as an important time of celebration and connection for many across the wider Asian diaspora.

Tết Nguyên Đán (Vietnamese New Year)

Sophomore Ellie Tran celebrates Lunar New Year with her paternal and maternal families, splitting her time between both.

“All my extended family gathers at my [paternal] grandparents’ [house], and we dress up,” Tran said. “On my mom’s side, it’s less formal, but we still receive red envelopes of cash from the adults.”

Tran often plays games with family and friends during the celebration.

“We’ll play Bầu cua cá cọp, which is a dice game that literally translates to ‘gourd crab’ in English,” Tran said. “It’s really simple, and it’s my brother’s favorite game.”

Throughout the get-togethers, Tran and her family cook and eat traditional Vietnamese dishes.

“There’s this popular rice and

meat wrap, bánh chưng, that my family makes during the new year,” Tran said.

Despite regional differences in traditions, Tran believes the core value of community is constant.

“It's mainly just a time of us coming together,” Tran said. “I love reuniting and having really good food together."

Chūnjié (Chinese New Year)

For sophomore Connie Zhao, food and family are highlights.

“My family makes and eats a bunch of traditional Chinese dishes together, like dumplings and tāngyuán,” Zhao said. “My favorite is the nián gāo, a sticky rice cake.”

Some dishes are eaten specifically on this holiday.

“There’s a whole steamed fish with various garnishes like soy sauce and garlic,” Zhao said. “We also have hand-pulled noodles with peanuts and mandarin oranges after.”

Zhao and her family also decorate their house in the weeks leading up.

“We’ll put all the traditional Chinese signs and banners up,” Zhao said. “There’s a lot of red and gold, which are lucky colors.”

Though her extended family lives abroad, Zhao and her parents

still communicate with her grandparents and aunts and uncles.

“Whenever we can, we’ll video call them and exchange the traditional greetings and ‘gōngxǐ fācái,’ which is a wish of prosperity,” Zhao said. “They host a huge celebration in China.”

Zhao feels that the celebration connects her to her heritage.

which she only does once a year,” Lee said. “It’s super delicious and one of my favorite parts."

“Every year, this celebration helps me learn new things about Chinese traditions, since all the different foods represent different things in Chinese culture,” Zhao said.

Seollal (Korean New Year)

Sophomore Sophia Lee has spent her whole life celebrating with her grandparents and extended family.

“Some of my extended family travels here to celebrate, though some stay in Korea,” Lee said. “When I was younger, we’d wear traditional hanbok outfits and more of my family would come, but nowadays, it’s more casual.”

Like Tran and Zhao, food is central to Lee’s new year experience.

“My grandma will make really good dumplings, galbi and gochujang,

Lee also participates in the traditional red envelope exchange.

“My three cousins and I will bow and say ‘saehae bok mani badeuseyo,’ which is ‘Happy New Year’ in Korean,” Lee said. “Then we receive the red envelopes with money from our grandparents and spend the rest of the day hanging out.”

Lee views Lunar New Year as a time of family fun and cultural immersion.

“I’m half-Korean, so Lunar New Year is a big way to connect with my Korean heritage more and bond with my extended family,” Lee said. “It’s one of my favorite holidays that I get to celebrate, and I look forward to it every year.”

From a far away home Mandarin language teacher connects passion to teaching

By Siena Ebert Arts & Life Editor

For many of Hockaday’s foreign language teachers, the path to the classroom did not begin in Dallas or even in the United States but was shaped by years of movement across countries, cultures and languages. Those experiences still influence how they teach and why language learning remains central to their lives.

Zhang Laoshi Born and raised in China, Upper School Mandarin teacher Yan Zhang shares a similar teaching approach. Zhang’s classroom at Hockaday is shaped by a lifelong relationship with language, culture and identity.

“As a native speaker of Chinese, I was deeply immersed in the language from an early age, and through it I developed a strong connection to Chinese history, literature and cultural values,” Zhang said.

his Ph.D., a move that eventually led her to teaching. She realized during her graduate studies that education offered a meaningful way to share her passion while preserving her cultural identity.

“I was drawn to teaching as a way to convey what I have learned, thought and experienced to a wider audience,” Zhang said. “Becoming a language teacher allows me to maintain and express my own cultural identity within a multicultural environment.”

Like Lavault, Hockaday’s allgirl environment proves rewarding to Zhang.

Through her class, Zhang hopes her students take away a lasting sense of curiosity and a habit of continuous learning. Through language study as a medium, they can continue to explore literature, history and culture in an ongoing and meaningful way.

Zhang came to the United States when her husband began pursuing

“Girls often bring emotional sensitivity and insight to language learning, and many have a natural inclination toward expressing themselves through language and literature,” Zhang said. “They are also especially engaged in exploring personal identity through cultural understanding and communication.”

“Language catalyzes developing empathy, allowing students to respect and understand different perspectives and viewpoints and to

Learn more about other foreign language teachers' journeys here!

build meaningful connections with others and with cultures beyond their own,” Zhang said. “I aim for students to cultivate confidence, enabling them to express themselves clearly, explore their own identities and approach the world with an open mindset, ultimately preparing them to become global citizens and even future leaders.”

PHOTO COURTESY OF CONNIE ZHAO

PHOTOS COURTESY OF YAN ZHANG

Zhang in China

Zhang and students at Hockaday's Lunar New Year Celebration in 2025

Connie Zhao's New Year's food

Daisy diversity

Black students discuss community at Hockaday

By Claire Gicheru Staff Writer

Hockaday is an incredibly diverse school. However, the experience of any minority group at a school will always differ from the experience of their peers.

Black students at Hockaday have experienced undermining comments, microaggressions and stereotypes. However, support systems like Black Student Union (BSU) or even confiding in teachers can help give these students a sense of community.

Junior Tari Agbeyangi came to Hockaday in her freshman year. She has now found a sense of belonging but has had some difficult experiences along the way.

“I feel both visible and invisible. There are some situations that I look around, and I’m one of the only Black people there, and it sometimes makes me uncomfortable,” Agbeyangi said. “However, there are also times when I look around and see a lot of Black people, for example in BSU.”

Situations like mixing up a Black peer’s name with another Black student’s or making assumptions can make that person feel like they aren’t truly seen.

“A lot of the time, people mix up my name with another Black person that does not look anything like me,” Agbeyangi said. “Also, assuming I don't like certain things because it just doesn't seem like I would like it.”

Cultural differences, different upbringings, and the norms that both of those factors create can make minority groups feel isolated from their peers.

“A lot of times, I feel a need to keep my opinion to myself when I’m around a certain group of people because they wouldn’t understand my perspective or they would just shut me down,” Agbeyangi said.

However, throughout this all, Agbeyangi has found a strong support system. Her connection with other Black students and Black teachers has given her a sense of belonging.

“A lot of times whenever I find myself in need of something or advice, I always go to Coach Eb [Ebeneiro] or Ms. Mims,” Agbeyangi said. “They

know the certain restrictions that I have as a person of color and can give me the right advice.”

These support systems have helped Agbeyangi find herself, her voice and the people that she can lean on in an environment that she wasn’t always comfortable in.

“My experience so far at Hockaday has taught me that there are safe spaces for me to ask for help,” Agbeyangi said. “I want younger Black Daisies to know that there will always be someone willing to help you out, even though it may not seem like it.”

Senior Gabrielle Carter serves as BSU’s Affinity Council Representative. She came to Hockaday as a freshman from a school that was less diverse.

“My old school was very predominantly white, with my brother and I being the only Black kids and some of the only students of color from elementary school all the way through middle school,” Carter said. “Coming to Hockaday allowed me to embrace different and similar perspectives. I remain very grateful that I have had that opportunity.”

Although Hockaday is extremely diverse overall, it is not a predominantly Black space. This can lead to some Black students possibly feeling not equally valued or respected by their peers inside and outside the classroom.

“I believe that my opinion matters and is heard at Hockaday,” Carter said. “However, there have been times where it’s hard to turn a blind eye to conflict.”

Carter has also had experiences with receiving racist remarks or facing microaggressions.

“[Some peers] perceive Martin Luther King Jr. Day as a party weekend and say that ‘people of color are asking for [racism],’ but it seemed to be shrugged off,” Carter said.

Amid difficulties along the way, Carter has held on to her authenticity. She credits her close relationship with other Black students at Hockaday for this.

“I have never felt this pressure [to change] because I surround myself

with other Black people in my social life, and my academic paths at Hockaday have been rooted in diversity,” Carter said.

Carter deeply appreciates her teachers for providing unconditional support to her.

“I have felt nothing but support from my teachers,” Carter said.

Carter deeply values the lessons that Hockaday has taught her and how they have empowered her to use her voice in all kinds of environments.

“[Being at Hockaday] has allowed me to be the authentic version of myself,” Carter said. “I would tell younger Black Daisies not to be afraid to speak up or address their concerns because most of the time others will follow.”

Senior Cortney Buford serves as Upper School student council president and BSU co-president. During her Hockaday career as a ‘lifer,’ she’s had multiple experiences where she said she has been treated differently because of her racial background. She recalls facing her first microaggression in Lower School.

According to Merriam-Webster dictionary, a microaggression is “a comment or action that subtly and often unconsciously or unintentionally expresses a prejudiced attitude toward a member of a marginalized group.”

Although Buford now speaks in front of the entire school as the student council president, she wasn’t always confident speaking up.

“People thinking that I’m dumb was the biggest one [stereotype] that has affected me,” Buford said. “When I was in Middle School and Lower School, I would never talk in class because I was nervous about getting things wrong. I didn’t want people to think less of me and think that I was stupid. So, I simply wouldn’t talk. But that’s something I’m over now.”

Buford said she still encounters microaggressions that attempt to undermine her accomplishments.

“I feel like people don't like to acknowledge the fact that I am smart because I am Black,” Buford said.

An example Buford recalled was in eighth grade. She told her peers that

she was in an advanced math class that year, and her success was met with doubt rather than celebration.

“I said that I’m in the enriched math class, and [when I told them that] they were like, ‘You? You’re in the enriched math class?’” Buford said. “That was when I definitely felt unseen.”

In addition to comments about her academic capabilities, Buford said classmates would also comment on her appearance in middle school.

“[I’d receive] questions like, 'Is that your real hair?’ ‘Your hair was like this yesterday. What happened?’” Buford said. “This girl was like ‘Wow, your hair is so small. It makes your face look huge.'"

However, while facing these comments, Buford held on to her community, which kept her strong.

“[BSU] has been a space where we all get to be together and talk about those shared experiences and slight comments that people make [to us],” Buford said.

Outside of school, Buford represents Black excellence through her family and their commitment to true authenticity in spaces where they stand out.

My family has been a big one [support system] because my parents didn’t grow up going to a predominantly white school,” Buford said. “They’ve always been confident in their blackness, and I think that’s something that I’ve struggled with for a long time. Seeing them in a professional space and being so enthusiastic about who they are... is something that I was able to really look up to.”

Buford credits her discovery of her identity to the example her family set and to the support of her friends at Hockaday.

“I think when I was younger, being Black was something I was ashamed of, but now that I'm older, that's the biggest part of who I am,” Buford said. “You couldn't give me all the money in the world to change that. I think that's the biggest thing, just to be confident in that and to live in that even when people don't want you to.”

Tari Agbeyangi '27

Gabby Carter '26

Cortney Buford '26

On Forbes radar

Alumnae earn spots on the Forbes 30 Under 30 list

By Aneeka Tansen & Mia Frary Features Editor & Staff Writer

For years, Hockaday alumnae have made a significant impact in their fields of choice. Two alumnae, Ivy Awino ‘08 and Lexie Chu ‘16, were featured in the annual Forbes 30 under 30 US list, among 600 innovators across 20 industries.

Lexie Chu ’16 is a producer, creative executive and voice actor who has experience in the animation industry. In addition to leading and founding her nonprofit organization Asians in Animation, Chu has worked with a variety of media companies, including Netflix, Pixar, Disney and Skydance.

Chu, who studied at Hockaday from pre-kindergarten to 12th grade, was interested in the arts from the beginning. She said she appreciated how each student’s interests were given plenty of opportunities to grow.

“Hockaday was so good about fanning the flames of what you love and encouraging you to be a multihyphenate,” Chu said. “It taught me that it’s never too early to start.”

Chu helped to pioneer Hockaday’s film program, which remains today.

“I was the first film cohort at Hockaday, and we didn’t know what was going on,” Chu said. “Everyone was figuring out how to build a plane as it was being flown, so I got to live in that beautiful in between of setting the foundation of what the film program would grow to be today, 10 years down the road.”

At 12, Chu realized that filmmaking, an art that is selfless in nature to her, was what she wanted to do. It was after a showing of “How to Train Your Dragon” that Chu came to this realization.

That’s all I needed to hear. The fact that I reached her that way and what I made could make someone feel that told me I did my job as a filmmaker.”

Asians in Animation, Chu’s nonprofit, was founded in 2021 in response to hate crimes toward Asian women in Atlanta, Georgia. At the time, Chu was working with Netflix.

“It was a reaction to the massacre in Atlanta directed at Asian women,” Chu said. “We would work with execs and higher-level senior directors about how we could make the future better for all of us in the industry going forward, and it became a huge conversation within the company. We decided we were going to open up this group chat, and that group chat grew from four people to 1,000 super fast.”

Today, Asians in Animation serves over 6,000 members in more than 90 countries with the intent of creating a safe space for Asians as well as building the future through a community effort.

“In Asia, we are taught to take care of the family and take care of one another because we are one community,” Chu said. “A lot of Hollywood is like, ‘I’m going to get ahead alone,’ and while that works for some, people are starting to realize that it’s easier to get ahead when we are all on the same ship.”

“I walked out [of the showing] going, ‘This is what I want to do for the rest of my life,’” Chu said. “It made me think about how I just love animation as a medium because you get to craft the perfect experience for someone. Creating a film is basically gift-giving, and I get to look after the people who get to watch it.”

During Chu’s film class at Hockaday, her teacher, Glenys Quick, chose to show her film to the student body. Chu still cherishes the response from this project.

“I got a note from a very young girl after she watched my film that I made for Hockaday,” Chu said. “The note said, ‘This film made me so happy.’

and you would be so surprised that in ten years, you will have finished every single goal you set out to complete,” Chu said.

For all students, Chu has one piece of advice:

“Never dim your light for anyone else. Completely own everything you love.”

For alumna Ivy (Winfrey) Awino ’08, her rise to fame has never been about standing alone. Whether DJing in front of thousands for the NBA or being placed on the 2020 Forbes 30 Under 30 list for sports, Awino sees all achievements as shared.

on Facebook to tell her that she had seen Awino on the news and told her that she always knew something great would come of her, so much so that she named her daughter after her.

“Those are the moments that are way deeper than headlines or magazine covers,” Awino said. “They remind me that impact isn’t always loud, but it can be lasting.” Awino said Hockaday taught her how to keep balance in her life.

When Chu heard she was chosen for the Forbes 30 Under 30 list for Hollywood and entertainment, she was unfortunately ill with gastroenteritis, so she wasn’t able to celebrate the win. However, Chu looks back on the news of the designation as an affirmation of her career progress.

“I appreciate that they are really supportive of our mission to figure out a way to make our industry kinder and challenge what exists,” Chu said.

Chu’s goals on the horizon include helping Hollywood become an inclusive space that covers a wider range of stories.

“I want to set up a film fund, so I can start a lot more production banners for certain stories that we need more of in Hollywood,” Chu said.

Chu said if she could speak to her high school self who was finding her identity and still continues to today, she would share a few powerful sentences.

“You have a lot of time ahead of you,

“It was never something I saw as mine alone,” Awino said. “I was raised to understand that individual achievement is a reflection of collective investment, mentors, teachers, teammates and community. It’s like a championship trophy. One person might lift it, but it belongs to everyone who helped you get there.”

Awino has always felt that her life could never conform to one path. As the second female DJ in the NBA and the first woman to land on Forbes’ sports list as a DJ, it came as no surprise to her that her career was not limited to one interest.

“That category bending felt very on brand with my life,” Awino said. “I’ve never really fit neatly into one box, so that recognition affirmed that there is power in creating your own lane rather than waiting for permission to exist in someone elses.”

Although she knew that she wanted to trailblaze her own career path, Awino never expected DJing to be a part of that journey. She first got into DJing in college to gain access to rooms she aspired to be in, whether music or sports, the two groups she saw herself being a part of.

“It started off as a camouflage, a disguise,” Awino said. “But I guess I fell in love with my costume. It really wasn’t the destination; it was just the door.”

While fame may seem to bring some of the best moments to people’s lives, Awino said that some of her most impactful moments have come far from the spotlight.

“The moments where I am not behind a camera or in front of a crowd are the most meaningful,” Awino said.

One of her most memorable experiences was when one of her grade-school teachers reached out

“I was juggling a lot then, just like I am now,” Awino said. “Hockaday taught me how to manage multiple identities at once: student, athlete [and] creative leader, without waiting for someone to define me.”

Awino believes success means finding peace and purpose.

“When you go to a high performance driven school like Hockaday, you’re conditioned to chase the next notch on your belt,” Awino said. “But what if you don’t want to wear the belt anymore? Now I wake up very proud of how I live, not just what I produce.”

Now, as a mother, Awino feels a deeper responsibility to create access for others. She said that she now understands the power of influence, and this encourages her to build bigger and open doors wider.

“[Being able to] say, ‘Because I did, they did,’ is a gift that keeps on giving,” Awino said.

She said Hockaday still stands as one of the foundations of her story as her sacred ground and the place where all of her dreams were made and practiced.

“Some places don’t just shape you,” Awino said. “They stay with you. Hockaday is definitely one of those places.”

As she steps into what she is calling her "Ivy Winfrey era," Awino is focused on building systems, not just scaling roles.

"I'm not here for chasing moments," Awino said. "I'm here to build something lasting."

Awino leaves with a message to her high school self and all other teenage girls trying to find their place.

“You’re going to change, but you don’t need to become someone else to grow,” Awino said. “You just need to trust who you are and who you’re going to be.”

Chu's headshot displayed on the Forbes list

PHOTOS COURTESY OF IVY AWINO AND LEXIE CHU

Awino pictured at Mavericks event

Crowns, culture and connection Student sessions take the spotlight for Martin Luther King Jr. Day

By Anika Shah Multimedia Editor

Martin Luther King Jr. (MLK) Day celebrates the life of the civil rights leader whose work reshaped America. Known for his marches, speeches and organizing, King fought segregation and pushed for equality through nonviolent action. At Hockaday, the day is recognized as a chance for students and faculty to reflect on his legacy and consider how his values connect to life on campus.

“It’s important for students to remember that MLK day isn’t just a day but rather a movement,” Adaku Ebeniro, Director of Upper School Admissions, said. “Students should know what he advocated for and that they can continue his legacy here at Hockaday by standing up for justice and equality in their daily lives.”

Beyond Hockaday, the holiday serves as a reminder of the ongoing fight for civil rights and the ways King’s words and actions resonate today.

“His legacy is ingrained in everything I do,” Vice President of Black Student Union Gabby Carter ’26 said. “[He] inspires me because he showed that when barriers exist, community and collective power can create real change.”

This year’s Martin Luther

King Jr. Day celebration on campus looked different from past celebrations. Instead of focusing mainly on a single keynote speaker, students took part in interactive student and faculty-led sessions across campus.

Seven Upper School students worked with Dr. Tracey Tevis, director of Diversity, Equity and Inclusion, to organize the sessions.

Senior Nadia Guevara, a member of the student planning group, said the sessions gave students a chance to share parts of their identity that do not always come up in class.

“People were really excited to host workshops and talk about parts of themselves that usually aren’t part of everyday conversation,” Guevara said. “It was great to see students learning from each other and trying new things in a hands-on way.”

Upper School English teacher Sarah Blanton led a session titled "Cultural Appreciation vs. Appropriation in Yoga."

“It’s looking at educating people on the history of yoga, what yoga really is and what it is not,” Blanton said.

Students tried poses while learning about the origins of the practice and myths associated with the poses.

“This helps students see that yoga is more than just the physical component,” Blanton said. “It’s about the ideas behind it and how to practice it respectfully.”

Other sessions focused on cultural traditions in hands-on ways. Sophomores Arden Buckner and Amelie Fisher hosted "Around the Maypole: Flower Crowns and Swedish Midsommar Traditions," where students created flower crowns while learning about Swedish Midsommar traditions.

Buckner said she chose the topic because of her background and family ties to Sweden.

“We read the prompt and it was about culture, and I know a lot about Swedish culture because I go to a Swedish camp in the summer and my family is Swedish,” Buckner said.

Buckner said that she and Fisher practiced making crowns and dances ahead of time in advisory together.

STEM starts strong

Hockaday encourages women in STEM

By Haniya Khowaja Staff Writer

The International Women and Girls in Science Day is an annual global observance commemorated on Feb.11. Established by the United Nations (UN) General Assembly in 2015, the day raises awareness of the challenges faced by women in science, technology, engineering and math (STEM) environments and their contributions to the field.

STEM is a primary focus of Hockaday academics, providing many students with the opportunity to engage in hands on learning with foundational concepts. However, women still struggle with barriers such as gender bias and underrepresentation.

total of three females in my graduate program out of 50 people. We need more girls in STEM.”

Upper School Physics Teacher Brittany Pendleton said she has always been outnumbered by men in her prior STEM workforce experiences.

“From my experience, there are not that many women in STEM,” Pendleton said. “I think there were a

Pendleton attended the Professional Physics PhD Program at the University of Oklahoma (OU), where she specialized in Atomic, Molecular and Optical (AMO) physics. Her research focused on studying atoms at extremely low temperatures, allowing her to explore quantum behavior and create a Bose Einstein Condensate (BEC), a rare state of matter where atoms act in a single quantum system. To achieve this, she used a 3D Magneto Optical Trap (MOT), which relies on lasers and magnetic fields to cool and confine atoms for close observation. She ended up designing the first 2D MOT in the entire world for the Defense Advanced Research Projects Agency (DARPA).

Pendleton’s success demonstrates her determination in an environment

“We practiced dances together, got a bunch of flowers and practiced making little bouquets and putting them into a crown for a few weeks before the day,” Buckner said. “Normally I don’t work with wire, but we’ll be using it to attach the flowers in the session.”

Guevara said creating space for students to share their cultures helps strengthen understanding and connection within the community.

“Culture is such a big part of many people’s identity, but it can get pushed to the background in a busy, academic environment,” Guevara said. “Teaching and sharing different cultures exposes people to new perspectives and helps us stay open-minded. Taking the time to learn about each other creates connection and inspires unity in our community.”

that seemed unwelcoming to women.

“It’s really easy to forget that we are in a bubble [at Hockaday],” Pendleton said.

“It’s important to actively discuss women in STEM because, a lot of the time, there’s going to be men who like to insert themselves in front of every situation.”

Likewise, Upper School Physics Teacher Stephen Balog works to cultivate that confidence for his students in what is a traditionally male-dominated subject.

“What I try to do is recognize that it's very fundamental to ask questions," Balog said. "You should never be sorry that you have a question.”

Many students have their own STEM initiatives and extracurriculars outside of school. For example, sophomore Ariel Yuan is one of the founders of Youth Stemline, with sophomores Aravli Paliwal and

Katherine Mao, which provides a publishing outlet for community youth to increase access to STEM information.

“A big portion of our writers are actually from Hockaday,” Yuan said.

“For the people writing, it’s getting to learn more about STEM and then incorporating it with writing, but there’s also the impact that it can make on the kids who read. You have so much access to information that’s digestible for someone our age and about topics that we think our peers would care about.”

Yuan said this annual celebration highlights female accomplishments that are often overlooked.

“It acknowledges the fact that there are so many women out there who have and continue to do great work,” Yuan said. “I think having a designated day to commemorate that is definitely well-deserved because they don't get as much recognition as their male counterparts in their day-to-day life.”

PHOTOS COURTESY OF CORNERSTONES AND AMELIE FISHER

Fisher celebrates Midsommar with family.

The Mizel Museum's "At the Table with Dr. King" performance

3D MOT from Pendleton's graduate program

Stemline founders pose at club fair.

PHOTOS COURTESY OF BRITANNY PENDLETON AND ARIEL YUAN

Beauty on a budget

Students can get dance-ready for less with these simple tips

By Sophia Salem Business Manager

Hair

Preparing your hair for an event is always a huge hassle, whether you decide to go to a salon or try doing it at home. Instead of paying for a salon appointment or spending frustrating hours on your hair, try heatless curls or rollers. You can buy these on Amazon for around $20, and they can be reused countless times. Additionally, they only take a few minutes to put in and they require little effort beyond wearing them overnight. If your hair doesn’t easily hold curls or you want the curls to hold for longer, try using a setting spray to lock in the style after you take the rods out in the morning.

Jewelry

Jewelry varies greatly in its quality and how long it can keep from tarnishing, and the key to good, cost-effective jewelry is looking into the specific characteristics of the pieces. If you look past brand names, you’ll realize some of the more expensive jewelry is not tarnish resistant, and that similar quality can often be found on Amazon in less expensive brands without high price markups. Look for more tarnish resistant base materials beneath the plating, like stainless steel or titanium, for jewelry that will last you more wears. For a little more, you can buy PVD-coated or gold-filled jewelry from brands like Louise Carter or Atolea Jewelry that will last years without tarnishing with a price tag less than solid gold.

Nails

Instead of spending hours and a lot of money at the nail salon, shop online or in stores for easily applicable press-ons. Consider sticky tab pressons for one-time special occasion wear. These last only one to three days and are easily removable. For longevity, shop for nail glue press-ons. With strong nail glue, proper preparation and good care, these nails can last as long as two weeks. Brands like Chillhouse and Static Nails can be easily purchased on Amazon. Both options offer a cost-effective alternative to salon visits and take less than half an hour.

Dress

Instead of buying a new dress for one occasion, consider sourcing your dresses from resale platforms or swaps. Borrow a dress from a friend, or, for a larger variety of styles, browse the Hockaday dress swap in the Fall and the Spring. If you still can’t find the perfect dress, apps like The Closet Clique allow you to rent clothing without the commitment of purchasing and owning it. For a wider range of options, browse global apps like Depop and Poshmark for thousands of options at a lower price.

Elle-vating beyond the stage

‘Legally Blonde’ community shares a glimpse of the show's impact

By Bella Portera Staff Writer

From the sparkly pink aesthetic to Elle Woods’ fascinating character arc, “Legally Blonde” has stood the test of time as a classic teen film and musical. As Hockaday prepares to open their own version of the show (February 5-7), dedicated directors, cast and crew members are putting in tremendous amounts of effort to ensure that everything runs smoothly.

In her first year, Upper School Theater teacher Michelle Greene recognizes the immense talent of each student, supporting them as they hone their crafts and explore their roles.

“Before I got here, the theater program was already fantastic,” Greene said. “It was a really great group of students who loved performing.”

Greene takes pride in how welcoming the cast has been to its newer members, making each student feel seen and appreciated.

“We did a Secret Snowflake [game] where everyone got to sit together and bond,” Greene said. “We ask fun questions at the beginning of every rehearsal when we are stretching, too.”

Greene admits that with a mix of music, choreography and blocking, the rehearsal schedule can be intense as the show approaches. Despite the

time commitment, Greene brings a positive attitude every day to uplift the cast. She is grateful that she gets to direct this show at Hockaday.

“The show is very empowering,” Greene said. “Our all-female cast adds a level of empowerment that I am really excited about.”

Taking steps to involve more of the school community, Greene cast Upper School Deans Jordan Innerarity and Emily Bemenderfer as Elle’s parents. Furthermore, Greene’s dog, Peanut, will play Bruiser, having had experience as a stage dog in ‘The Wizard of Oz’ and another production of ‘Legally Blonde’ at Greene’s previous school.

“I was very excited to see if Peanut would still remember all of his tricks,” Greene said. “He is always a big hit on the days that he’s here, and I think he’ll be a big hit in the show.”

Extending the show’s impact beyond Hockaday, Greene and Melanie Robinson, Director of the Institute for Social Impact, are planning a ‘Find Your Bruiser’ adoption information session on the Friday night show.

“We are working with local rescues,” Greene said. “We will have them present about the current dogs they have available and their

adoption processes.”

Senior Jessie Moran, playing Elle Woods, highlights how supportive the cast has been as she takes on such a large role.

“Everyone really wants to be there, and I think that shared passion of being a part of this experience is what really makes a cast unified,” Moran said. “We all agree that we are going to try our best.”

Though a huge undertaking, Moran finds many similarities between herself and Elle, reflecting on how building this character has strengthened her own.

“Being Elle has given me a lot of confidence and shown me that everybody struggles,” Moran said. “Knowing that I have to put in the effort to have a great outcome has really helped me. I spend any free time I have trying to figure out who Elle is to me and how I can make her character more personalized to myself.”

As she performs in her last Hockaday musical production, Moran is savoring every moment.

“I’ve been trying to end my senior year with a ‘bang’ because this is the most fulfilling role I have ever had,” Moran said. “Theater is something that I love and something that brings joy to my life.”

The cast continues to work hard as opening night approaches, meeting every challenge along the way with confidence and determination.

“We all know that the show has very difficult music,” Moran said. “It’s overwhelming for everyone, but we all recognize that we are able to take it chunks at a time and be supportive.”

Relationships bloom in the meadow

Faculty couples navigate sharing a workplace

By Leyah Philip Editor-in-Chief

Love is in the air at Hockaday, especially for faculty couples who share not only a workplace, but also a home. Each couple has found a way to balance their personal and professional lives on campus.

Middle School Math teachers

Shane and Terry Bourek married in 1989. The two met at a dorm mixer at Texas A&M University and began working at Hockaday in 1999 and 2000, respectively. Mrs. Bourek decided to stay home after the birth of their second daughter and tutor students, many of which were Hockaday girls. Their enthusiasm and work ethic drew the Boureks to apply for positions at Hockaday. With both Boureks teaching at Hockaday and both their daughters eventually attending the school, working together became a time-saver for their family.

they started coming, the whole family just got in the car and came to school.”

Their partnership also benefits their students academically.

Mr. Bourek teaches sixth grade math, while Mrs. Bourek teaches seventh grade math, making a smooth transition as the two can easily discuss teaching strategies and how to meet the needs of their students. Ultimately, the Boureks have adapted well to their shared workspace, crediting their success to their mutual commitment to collaboration.

other’s company,” Mr. Bourek said. “We have really similar philosophies, so that makes it a little easier.”

“For us, it was super easy because both of our daughters went to school here,” Mrs. Bourek said. “So, we started before they did, but then once

Across campus in Penson Gym, another couple brings their partnership to the classroom, or in their case, the mat. Jessica Glover serves as the self-defense

instructor, while her husband of one year and three months, Joshua Glover, assists her during certain classes.

“I needed a person to help me teach the classes, especially the jiujitsu stuff, and it's hard to get someone who could commit because of the hours, since I don't need them all year,” Coach Glover said. “I wanted someone who actually knew fighting skills, so that narrowed it down to this guy [Mr. Glover].”

For the Glovers, working together is more than just convenience; it also allows them to share their students’ growth.

“A pro is that I get to spend time with him, and we get to watch the students get better and develop skills together,” Coach Glover said. “The big pro is we get to also have free lunch here together.”

Head of School, and her husband, Middle School track and crosscountry coach Kevin Leathers, rarely see each other on campus. The two met 12 years ago in Memphis, Tennessee, and have been married for almost 10 years now.

“It was my turn to step back and let her lead the way,” Coach Leathers said.

“They just so happened to need a Middle School cross country and track coach, which I love to coach and teach, so it could not have worked out any better.”

Regardless of division, role or proximity, each couple credits mutual support as the key to making a shared workplace relationship successful.

However, not all couples share a classroom or gym. Dr. Laura Leathers, the Eugene McDermott

“We don't see each other at work, but he's willing to come to anything here, which was important to me when I took this job,” Dr. Leathers said. “The fact that he's all in and will come with me to events makes it more fun.”

PHOTOS COURTESY OF TERRY BOUREK, JESSICA GLOVER AND LAURA LEATHERS

PHOTO COURTESY OF BELLA PORTERA

Moran takes notes as Elle during a run-through of Act 1.

The Boureks

The Glovers

The Leathers

A chapter on faith

Inside the gates of Hockaday, we are a community of students that come from diverse backgrounds and faiths. We are a mixing pot of sorts, a blend of all, but always celebrating the individual. Outside of Hockaday, students experience their religions in various ways. Some are born with it, as it is a part of their heritage and part of their personal identities, and some choose it along the way.

Part One: Students' Religious Journeys

Junior Saanvi Kumar, vice president of the Hindu Student Association (HSA), has been Hindu her whole life.

“Hinduism is not a religion that you convert to, so Hinduism has stayed very concentrated within specific communities,” Kumar said. “Because of that, Hindu children are just so used to religion as they grow up. It’s part of the culture, and it’s just part of your life.”

Kumar's religion has been a central part of connecting to people in her community and a way to reach out to others.

“We go to parties, and it’s usually a Diwali party,” Kumar said. “You go to someone’s house for a Pooja. Most of our social interactions are actually based off religion.”

For junior Lauren Haas, president of the Christian Student Union (CSU), religion has been a source of comfort.

“When I was little, I struggled with a lot of anxiety,” Haas said. “I would feel very anxious if I didn't have everything in my grasp. For me, it was very liberating to know that someone else was above it all and that I didn't need to worry.”

Haas was raised Catholic and participates in religious activities with her family. She said that she finds a personal connection to Catholicism through daily prayers.

“I found a lot of comfort in saying my prayers,” Haas said. “Falling into a routine really helped me to mitigate that anxiety; it’s a really great way that I like to stay grounded and focused for my day.”

Many religions use prayer as a way to practice daily.

Junior Natalia Salem, vice president of the Muslim Student Association (MSA), finds prayer to be a time of reflection.

“I pray every day, and it kind of is a moment for me to stop and think about how the day’s going and what I’m doing,” Salem said.

The path to a strong faith is not always a smooth one. Kumar said that her Middle School years challenged her faith in Hinduism.

“It’s at this point [in Middle School] where you start learning about science and about how the universe was created, and then you question who or what created it,” Kumar said. “I definitely went through a period of questioning, but I never really lost faith in my religion because of the fact that I still practiced it with my family and with my parents.”

Senior Abigail Snyder, president of the Jewish Student Union (JSU), also went through a time of distance from her faith.

“I was much closer to my faith when I was younger, more than I am now, because I was going to Jewish school,” Snyder said. “We did prayers every day and were kosher all the time. After coming to Hockaday, I didn’t do as much until last year when I decided to go kosher to find more of that closeness.”

Another challenge experienced by people of all religions is interacting with others who have different views and religions. Kumar said that she feels her religion is not always treated with equal perspective.

“I never found trouble coexisting with other people,”

Kumar said. “However, I have seen Hinduphobia. For example, in yoga, when people chant ‘Ommm’ while humming or say ‘this is opening my chakras’, they don’t actually understand that those are very religious things for us, so people end up appropriating lots of Hindu gestures.”

Haas keeps an open perspective towards people with different beliefs.

“I think it's really important to not be afraid of conversations with people of different religions and not to shy away from the opportunity to get to learn something new every day because a lot of them share very similar values at their core,” Haas said. “Everybody's looking to feel something within them with that belief in a higher power.”

Religion has brought Snyder lifelong community and relationships as well as a stronger sense of self.

“I think I’m really able to connect with myself deeper as well as others,” Snyder said. “It also helps me find things that are really important to me that I might not have otherwise. It’s good to know that Yahweh has a plan and that you follow what happens.”

In such beliefs, many find a way of life and solace.

“I think [my religion] means family, and it means purpose,” Kumar said. “Even if I meet someone from California or New Jersey, no matter where they’re from, if they’re Hindu, that means we had the same upbringing. We follow the same beliefs. And it’s nice to meet people that are like you.”

Part Two: Religion Inside of Hockaday

While Hockaday is a secular school, students find ways to share and celebrate their religions throughout the day. One example of this is the clubs and associations that Hockaday facilitates. Haas has been an active member of CSU since her freshman year. CSU celebrates all denominations of Christianity and typically meets once or twice a month.

“A lot of our meetings for CSU start with a craft, and then a scripture spotlight, followed by some food and hanging out and talking,” Haas said. “But it's really about building community, about having people around who also share your intentions. If you have something in your life going on, and just want to talk to someone, you know we will be there for you at that spiritual level. It's nice to have those people around you, and to have that support.”

Salem seeks to foster this sense of community in her own student union.

“Ramadan is coming up, so we’re going to be fasting, and we’re organizing social events to bring everyone together,” Salem said. “We want to do something with Greenhill MSA and things like that, because I think that would bring even more people together.”

Snyder also appreciates how her affinity group has given her a strong support mechanism and community.

“It's great to be with girls who have the same religion and be able to talk to people who experience or know the same things,” Snyder said. “The Jewish community in Dallas is a great way to connect with and meet people.”

Beyond student unions, it is important to remember to bring a sense of openness and comfort everywhere, and to have conversations with everyone, regardless of faith.

“I know that religion is a weighty topic that can be very sensitive, and at Hockaday, we are a very diverse community and have a lot of different religions

Students share their experiences with faith, spirituality and belonging

By Gwendolyn Becker , Sophie Cho & Katie Ma Staff Writer & News Editors

represented,” Haas said. “So, getting to learn about what other people believe and learning how to have those conversations with people that you can learn and grow from and also share your own opinions and beliefs, is important.”

For Snyder, religion is something that appears throughout each day at home and at school.

“I do think that English classes are very focused on Christianity,” Snyder said. “Also, for most of our holidays, you either eat a lot of food or you fast the whole day. Having to come to school on days where you’re fasting makes it hard to be able to focus.”

Hinduism’s main holidays can also make it difficult for students to balance both school and religion. Kumar recalls being unable to fully celebrate Diwali because she had to go to school for a math test.

“It’s unfair because I know that people with other religions get to wake up on Christmas morning and open presents and then go to church with their family,” Kumar said. “But I had to go take a math test, and that’s not in my control. I understand that I could just take the day off for religious reasons, but then I’d have to push my math test to another day, and that shouldn’t be happening in the first place.”

Snyder’s kosher diet often makes it difficult for her to find suitable meals at Hockaday.

“I don’t really eat [at Hockaday] because they don’t have a lot of options,” Snyder said. “We can’t have meat and cheese at the same time so it’s a bit of a struggle to figure out what we want, like if you’re going more dairy or more protein that day, just because there always aren’t many options for either.”

For Kumar, HSA is a place of belonging and acceptance.

“HSA means a lot to me,” Kumar said. “My favorite thing about it is just having this community of Hindus who see these same issues and who feel the same way and who can talk about it.”

HSA hosts many events with various activities. This year, they began an event called the “chai chat.”

“We get together, drink chai, and we play some Bollywood movies in the background,” Kumar said. “As leadership, we come up with a set of questions and we ask them to the group and we all discuss it. It's very similar to Student Diversity Board, except it's more focused on Hinduism and shared experiences.”

One recent discussion centered on if Hockaday focuses less on Hinduism compared with other religions. Kumar said HSU does allow non-Hindu students to participate in their activities.

“In our last meeting, we talked about Hinduism in Hockaday classes, and we talked about a lot of similar things with holidays and how school work is very centric around Abrahamic religion as compared to Hinduism,” Kumar said. “And one of the things I really like is how we invited non-Hindus to the meeting too. Someone came who was not Hindu, which was nice because it gave a different perspective too, about how Hindus are viewed at Hockaday.”

Part Three: Church and State

The United States Constitution clearly creates a delineation between church and state, stating that Congress cannot make laws regarding establishment or

prohibition of religion. However, religion continues to play a role in lawmaking.

In June, Gov. Greg Abbott signed Texas Senate Bill 10 into law. This legislation mandates all Texas elementary and secondary public schools display the Ten Commandments in every classroom in a display that is at least 16 inches wide and 20 inches tall.

The American Civil Liberties Union (ACLU), a nonpartisan nonprofit dedicated to preserving the rights and liberties guaranteed by the Constitution, reports that multiple lawsuits have been filed to prevent public schools from displaying the Ten Commandments. The bill has been found unconstitutional by two federal judges, but appeals continue.

Kumar, who attended public school until her freshman year, believes that the line between church and state in schools should be drawn by the students, not lawmakers or educators.

“When you have these references to God, [such as in the Pledge of Allegiance], I think that should be an indicator for students to replace God with whatever faith they believe in,” Kumar said. “If you don't believe in God, then the pledge is just words and legally you don’t even have to say it. I think that students should be given a choice, so they can choose what they want, whether they want to say God, whether they want to stand up and say the pledge, and that the choice given to students is what matters the most.”

Sophomore Emory Daniel is a devoted member of CSU. She loves attending the group Bible studies, Christmas events and teaching people about the holiday of Easter.

“God is my rock, but Christianity is also a choice,” Daniel said. “So, I choose to believe in Christ, so I choose to go to church. I seek out those things. That's the great thing. You get to choose to connect with God.”

Daniel disagrees with the sentiment that the United States is a Christian nation. Though she believes Jesus is the Lord, she does not believe it is her job to convince others of the same.

“Our whole country was founded upon being able to avoid religious persecution and being able to express your own opinions,” Daniel said. “I think that the Ten Commandments in classrooms is kind of ridiculous, and I think it is definitely crossing a line, especially being mandated. There are students of all different religions there and public school should be a safe place where you don't have to be forced into a certain religion.”

Kumar recalls being told to sing “God Bless America” every day in elementary school. She felt that it wasn’t necessarily right, as it promoted Christianity over other religions.

“If you're going to teach about religions, then you have to teach about all religions equally, and you can't force or favor one religion over another,” Kumar said. “I think that if you're going to put up this information like the Ten Commandments, then there should be an equal amount of representation for everything, or you shouldn't have it at all.”

Kumar believes the best way to teach about religion is to emphasize respect for all.

“No religion is better than another,” Kumar said. “Every religion was made for the purpose of having belief and faith and goodness. And what's important is to just carry it and to treat everyone with that goodness, no matter what.”

Dancing for good JSB benefits the Young Musicians Program

By Emilie Illum Photo & Castoff Editor

Dresses, cowboy boots, a crammed venue and music blasting from the speakers.

The Junior Symphony Ball, also known as JSB, is an annual dance hosted by the Dallas Symphony Orchestra. It invites 10th through 12th graders from high schools across Dallas to gather for a night together. While it may seem like another dance for most students, the event serves a larger purpose in the Dallas community.

Tiffany Rubi ‘88, who is Hockaday’s Activities and Events Coordinator, serves as the treasurer for the JSB board.

“The money stays within the symphony,” Rubi said. “It supports a year-round young musicians’ program that targets first through eighth grade students. They provide instruments and lessons free of charge to help introduce them to the arts, specifically music.”

According to radio station KERA’s report on the Dallas Symphony Orchestra’s Young Musicians Program, the program teaches around 300 students at five different southern Dallas locations. With such a wide array of locations and students, this program requires a substantial amount of funding.

“JSB is the second top fundraiser for the symphony,” Rubi said. “Around four years ago, it brought in over $400,000. We get donations and sponsorships [from] underwriters and companies as well."

With such grand amounts of support, proper management of funds and tasks is divided between multiple groups to ensure the program and dance run smoothly.

“There are 10 co-chairs, the students and their moms that help support and drive,” Rubi said. “Everybody [operates] in different levels. The

steering committee gets involved by gathering snack bags and school supplies for the kids in the Young Musicians program.”

The steering committee consists of students grades 10 through 12 across multiple schools.

Caroline Fleiss is Hockaday’s sophomore representative in the steering committee.

“Although I think the dance will be fun, helping kids who want to play music is just as, if not more, fulfilling,” Fleiss said.

Sophomore Georgia Baker is another member of the steering committee who believes in the importance of self-expression.

By Lang Cooper Editor-in-Chief

Hockaday is filled with talented, confident and insightful Upper Schoolers, and in my last year, I want to learn about as many students as possible. And the best way to do so is, of course, over a scoop of ice cream. This issue, I took the one and only Caroline Hayes —storyteller and Hockaday’s Poetry Out Loud representative — for ice cream, and she had quite the scoop to share.

“I think that instruments are important for people to be able to express themselves,” Baker said. “I really think that the community will be better because they will be able to discover a new hobby, a love for music or have the opportunity to pursue a career in music.”

Ultimately, JSB, although it is only part of the funding for the Dallas Symphony Orchestra, still aids in supporting young musicians.

“Instruments are expensive,” Rubi said. “Being able to provide free lessons and instruments to kids in the Dallas community who otherwise wouldn’t have the opportunity is beautiful.”

Star tackles Super Bowl Bad Bunny brings controversy to the stadium

By Savannah Simon Staff Writer

Bad Bunny, three-time Grammy winner and top Latin artist on Billboard, amassed love and criticism upon his announcement as the 2026 Super Bowl Headliner. The Puerto Rican musician’s songs stretch across several styles, but most of his music remains in Spanish. Despite his chart credentials and prevalence, he faces backlash from some American audiences.

Junior Victoria Cruz is a long-time listener of Bad Bunny, and his song “NuevaYol” was her top song on Spotify in 2025. She listens to him for his music but also for what he brings to the industry.

“As someone who grew up with limited representation in the media, I think that his halftime show is a huge door opener for Latinos,” Cruz said. “He’s not just performing his music; he’s displaying our culture with pride.”

Cruz finds that the Puerto Rican culture woven into his music resonates across generations. While his broad audience appeal is a savvy marketing move by the NFL, many people feel it comes with some political undertones.

Cruz believes that Bad Bunny’s previous choice to not perform in the U.S. due to ICE raids makes

this performance even more impactful.

“Performing on the biggest stage in the country is a statement of perseverance that’s really special,” Cruz said. “Lots of people have been saying that this is a terrible choice and it’s going to be the worst Super Bowl ever, but I think it’s going to break viewing records and kick start a wave of international interest.”

Sophomore Ellison Gonzalez loves both Bad Bunny and football. She suspects that Bad Bunny’s fervent vibe will bring a lot of energy to the game and rile up the crowd.

“His music is so fun to listen to,” Gonzalez said. “It reminds me of my grandparents' lakehouse and spending time on my boat with my grandfather. He and I like Bad Bunny because he speaks Spanish and the music is modern: it’s something we can relate to each other about.”

Upper School Spanish teacher April Burns grew up around football due to her brothers’ and dad's love of the game. She sees value in Bad Bunny headlining for the Super Bowl.

“He has brought awareness to [Puerto Rico], and I like the fact that he has made other people interested in Spanish music, language and culture,” Burns said.

Despite concerns that Bad Bunny’s performance may not be family friendly, Burns thinks otherwise.

“Do I think that he is accomplished and talented enough to create a performance that also fits a family-friendly audience? I do," Burns said. "He's awesome and really good at what he does.”

When listening to my classmates who have graced the Hockaday halls since Lower School reflect on their time in jumpers, stories of Rotunda Rocks, the PreK Circus and Fun Day often surface. Another tradition that sparked a deep passion for literature for many is the Hockadaisy Magazine, an annual publication featuring poetry from Lower School students. For sophomore Caroline Hayes, an eagerness to be considered for the Catherine Patrizi Poetry Award, a Lower School award honoring former student and poet Catherine Patrizi, fueled her passion for writing.

“We read this poem in third grade about a safety pin that made it sound like the most incredible thing in the world,” Hayes said. “The point that anything can be made to sound poetic is so fascinating. I learned that music and physical art are just different forms of wordless poetry, which is all storytelling.”

Encouraged by her English teachers, Hayes continued writing and submitted poems to the Poetry Society of Texas, where she won first place three different years. Exploring topics from justice to everyday beauties, Hayes has learned to write poems not only for others’ enjoyment but also for herself.

“I learned at some point that writing something personal and vulnerable in my poetry, because I wanted to write it and not to share, is when I create my best work,” Hayes said. “I have a composition notebook of stuff that I write throughout the year for myself and for competitions and then pick my favorites to submit.”

In addition to writing poetry, Hayes participates in Poetry Out Loud, a national recitation competition, and will represent Hockaday at the regional round. Drawing on her love of Shakespeare, theater and songwriting, Hayes views the competition as a way to share emotion through storytelling.

“Performance and recitation are a two-way street,” Hayes said. “You’re giving out energy and you’re getting energy back. There is something about being in front of people that makes everything feel more lyrical.”

For the past five years, a Hockaday student has advanced to the state level of the competition, and Hayes has spent numerous hours reciting her poems in the mirror to continue this legacy.

“As soon as you get up in front of somebody else, you remember about 60 percent of your recitation,” Hayes said. “If you can’t do it in your sleep, you won’t be able to [do it] in front of so many others, including three judges. So, understanding textual analysis in addition to memorization is important in resonating with the poem and knowing it in your bones.”

Although Hayes is nervous for the regional round this February, she trusts the time and effort she has dedicated to preparation.

“Readiness is not a feeling,” Hayes said. “It’s a decision.”

FT. CAROLINE HAYES

JSB event held at Gilley's.

PHOTO COURTESY OF SAVANNAH SIMON

PHOTO COURTESY OF LEYAH PHILIP

Hayes' headshot

COURTESY OF CAROLINE HAYES

Passion through projects

Class assignments foster deep learning

By Sarah Moskowitz Copy Editor

Enlightening English

Weaving through the Hockaday Archives, seniors Fendley Obert and Gray Damonte comb through yearbooks with a single goal in mind: to identify a meaningful friendship in Hockaday history to research.

A new English Honors and Social Impact senior seminar, “Female Friendship in Literature,” taught by Upper School English teacher Dr. Claire Cothren, examines prominent female friendships in literature and classic films to analyze the qualities that shape long-lasting friendships.

“The class really made me appreciate the friendships that I have and how the people around you shape who you are,” Obert said.

For the final project, students identified friendships in the archives, reached out to those alumnae and invited them to share their stories. The senior partners discovered Sarah Wilson ‘99 and Meredith Waters ‘99 through a yearbook ad that read it is “always friendlier with two.”

“It was really interesting to see how they were friends since kindergarten, but they weren’t always at Hockaday and to see how Hockaday brought them closer together,” Damonte said. “I related it with Fendley because we weren’t always at Hockaday together, and it was really nice to see them talk about how their friendships from Hockaday have stayed with them.”

After interviewing both alumnae, Obert and Damonte collaborated on how best to represent this friendship.

“They talked very thematically throughout the interview, and it was something you can’t quite articulate in a biography since it wasn’t a story, but more what each other meant to them,” Obert said. “They gave us six pictures, and we wrote a poem about each, representing a larger theme to their friendship. We also made a mural of their friendship and talked about the analogy of an invisible string that connected them throughout their lives.”

Friendships made her more appreciative of her friendships.

“I think this was probably the most impactful class I have ever taken, and it imparted something very deep about the power of who we interact with and the power that we have to shape the people closest to us,” Obert said.

Extraordinary Engineers

From designing robot arms to helping Lower Schoolers improve visibility when using microscopes outside, Upper School engineering students embrace innovation and design to enhance their daily lives.

Taught by Upper School Science teacher Dr. Marshall Bartlett, “Engineering Design, Manufacturing and Human Progress” allows students to study manufacturing to create objects that address challenges. Using a computer-aided design program (CAD) called OnShape and the robotics lab, students bring ideas to reality.

“The projects are the application of the ideas that we talked about in the course, and the use of CAD brings it all together to make actual things,” Bartlett said.

Bartlett allows students to grow as engineers by leading them to design solutions during the projects.

“They’re free to design their solution in any way that they want, so everyone’s device looks a little different from someone else’s,” Bartlett said.

During the fall semester and last year, the class partnered with Lower School students to design devices that improve microscope viewing using CAD, 3D printers and laser cutters.

“Last spring, we took our designs over, and the Lower Schoolers took us into the garden and showed us the types of things they collect, how they use the microscope and then they were trying out each design,” Bartlett said. “We actually had the students give direct verbal feedback and vote on which ones they liked the most.”

Over the course of the semester, Bartlett notices significant increases in capabilities among his students.

"I see them improving enormously in their confidence, particularly in their ability to realize their designs,” Bartlett said. “As they move on to the second project and their skillset has increased, their confidence in using the software has increased."

Bartlett hopes more students will be drawn to it even if they aren’t interested in

becoming engineers.

"Every one of us interacts with dozens and dozens of things every single day that are manufactured to make our life better, easier and simpler,” Bartlett said. “The course will help anybody have more of an appreciation of the thought that has gone into making their life what it is.”

Language Legacy

In its debut year, “The Footprint of Spain: A Lasting Legacy” Honors Spanish course, taught by Upper School Spanish teacher Whitney Schimming, allows seniors to delve into history, literature, film and art to build upon their cultural knowledge.

Senior Sara Kocurek appreciates the role projects have held in deepening her comprehension of Spanish language and culture.

“Projects have been really integral to the class, mainly because it’s a fun way for us to apply our understanding,” Kocurek said. “History presentations and projects make it interactive, and cultural presentations and projects allow us to experience it more than read about it.”

For the final project of first semester, students selected a traditional Spanish Christmas recipe, cooked or baked it for the class and presented on its history and cultural significance.

“It was really fun because we had a lot of freedom picking a recipe we could execute that would be delicious for the class,” Kocurek said.

After selecting neulas, rolled-up wafer cookies from Cataluña, Kocurek worked diligently to master the recipe.

“It was definitely a trial-anderror experience because, with any traditional recipe, it’s hard to master on your first go,” Kocurek said.

Through engaging with projects in “Footprint of Spain,” Kocurek has gained a deeper appreciation for Spain and its rich cultures.

“I have a more comprehensive view of these long-standing traditions, all of the different regions and how each of them have been differently influenced by historical events,” Kocurek said. “Being able to improvise and speak more fluently with projects [helps us]

be able to speak conversationally.”

Latin in Action

From a full-sized Polynesian boat to a foundry, Latin students lean into their creativity while completing a plethora of class projects.

Teaching Latin I, Latin II, Latin III, AP Latin and Latin of Politics and Science or Latin Literature, Upper School Latin teacher Amanda Richards assigns projects at all levels.

For each class level, excluding AP Latin, students complete the Ancient World project.

“I think it allows them to explore something about their culture if they want to bring it into the Latin classroom,” Richards said.

With three to four projects each year per level, the defixio (ancient curse tablets) stands out.

“Defixiones are real and predate Rome, as the Romans borrowed the practice from the Phoenicians,” Richards said. “They get to curse a fictional character, which is fun.”

Reflecting on her experiences with her classes and projects, Richards believes her projects impact learning and cultural understanding.

"You don’t really understand a language unless you understand its culture, and the opposite is also true,” Richards said.

Because Richards weaves these projects into all Latin levels, she has the opportunity to watch students develop and expand their skills over the years.

“I really like to see that, last year, [a student] wouldn’t have been able to say this sentence in a way that’s grammatically correct, and [the student] has figured that out," Richards said. "I do enjoy watching their language use grow.”

Scan to read more about COOL

Wilson and Waters at their Ring Day

Damonte and Obert at their Ring Day

PHOTOS COURTESY OF FENDLEY OBERT AND SARAH WILSON

projects!

Facing the rapids

Callan Fox pursues whitewater kayaking

By Lucy Pigott Staff Writer

Senior Callan Fox is an adrenaline junkie. She loves roller coasters, horror movies and horseback riding. When she first went to a whitewater kayaking camp, she fell in love with the excitement rush the sport gave her.

“I decided to go up to North Carolina and take some lessons because [my sister] was a little bit more into it than I was,” Fox said. “Then, that made me obsessed with it, and I continued at camp, and so on.”

Since she visited this camp in the summer of 2020, Fox has explored several different styles of kayaking.

“I’ve gotten into freestyle kayak, where we do a bunch of tricks,” Fox said. “I also do racing, something called kayak cross where you go off a platform and slalom [a type of kayaking in which participants navigate hanging poles in whitewater rivers].”

In addition to physical strength, mental focus and balance, Fox has found that whitewater kayaking is unique in its connection to the river.

Fox whitewater kayaks in a park in Oklahoma City over breaks and the summer.

“I'll warm up, flip over, flip myself back up a few times; it’s called a roll,” Fox said. “I’ll make sure all my muscles are warm, and then if I'm in Oklahoma, probably start by just paddling down with the channels, getting a feel for my boat that day, how I'm feeling and then I'll spend time at one specific feature, practicing tricks or boat control in general.”

Fox also studied abroad at the Alzar School in Chile during the second semester of her junior year, where

when I was abroad last year, and I would say it's the most memorable because it's definitely the prettiest river I've ever kayaked on. It’s bright blue, a glacial fed river, and it's unlike anything I'd

“Being aware of the river is a really important thing,” Fox said. “When I've helped teach other people how to start kayaking, we'll have a big talk about what different river features are and how the river will affect your boat, how to kayak safely.”

she whitewater kayaked around three times per week. Her time abroad gave her the opportunity to experience different rivers.

“One of my favorite rivers that I paddled on was the Río Paloma in Patagonia, Chile,” Fox said. “This was

ever seen before, because of its a giant canyon walls.”

Fox has also gotten to kayak other rivers while on vacation. Her experience kayaking in Canada particularly stands out to her.

“My time on the Ottawa was also huge for me,” Fox said. “It really helped me learn a different type of water, and it's such a safe river for how scary it can look.”

Through her many experiences whitewater kayaking, Fox has gotten to know several people in the sport.

“It's a really interesting community, because it's a recently added Olympic sport, so people are finding out more of what it's like,” Fox said. “It was

added to be a more high speed, more entertaining version.”

Despite the great memories and experience Fox has gained from whitewater kayaking, she has faced several challenges with her successes. One of the greatest challenges for her has been the aspect of fear.

“I've had to trust myself a little bit more when it's higher risk environments,” Fox said. “So, I've gotten some of my certifications, safety things for myself and I've just practiced a lot with how to be safe and how to rescue myself. I think that has given me a lot of comfort.”

After nearly six years of whitewater kayaking, Fox has learned a multitude of valuable lessons that apply to her life outside of the sport.

“The main thing kayaking has taught me is to only focus on what I can control,” Fox said. “That it's okay to make that call if I don't want to do this, this day, because it's not the best for my safety or not my best interest.”

The team behind the athletes Athletics require thoughtful preparation

By Brooklyn Friesen Staff Writer

Behind every game day, there is a team of people planning every detail from event logistics to post game cleanup.

Assistant Director of Athletics

Jennifer Johnson takes on a major role in planning.

“My primary job is to help balance the school calendar and to make sure that we are not putting athletes in conflict between things that are going on in school and athletics,” Johnson said. “We work closely with security so they can open the gates and manage parking and the crowds. The heads of programs are also key people involved in making things run smoothly.”

Head Athletic Trainer Madissen Davis begins each game day by making sure athletes are properly hydrated, have access to water and are ready to compete.

“I make sure water cows are set up on all outdoor fields and that indoor sports have water stands available,”

Davis said. “I also ensure each game site is equipped with first aid kits and emergency equipment.”

Davis constantly checks in on teams to make sure everyone is staying safe to build trust and let athletes know she is available.

“My first general step is creating a safe environment,” Davis said. “My role is to remain active and present, continuously making rounds so the girls and teams see me and know I’m monitoring every activity. I evaluate and treat injuries, assist with rehab and recovery and foster a good environment that shows I care about [the girls’] well-being.”

Basketball Referee Richard Davis, who often helps run Hockaday games, realizes that communicating with his coworkers will ensure a smoothly run game. Davis enjoys his job and takes on a role as a key person in managing games.

“Communication is key,” Davis

said. “[The referees] keep control of the game through communication, knowing the rules and the sport of basketball.”

For Davis, managing a game is not necessarily the hardest part. He understands that fairness in a game is one of the most important components.

“There is no hard part of managing the game if you know the rules,” Davis said. “If you’re fair and you know the sport, it’s like a painting. Basketball to me is like an art, and if you see the entire painting, there is no specific hard part.”

Assistant for Athletic Operations

Emily Zaslawsky oversees many moving parts when it comes to the preparation for game day.

“I mainly work with scheduling, coordinating with security and equipment management,” Zaslawsky said.

While some may not realize it, many

“ There is no hard part of managing the game if you know the rules.

Richard Davis

Basketball Referee

”

people across the school are involved, including athletic department heads, coaches and security. Along with these people coordinating with others throughout the school, parent and staff volunteers, the maintenance and facilities departments and housekeeping also play a big role in allowing athletic events to happen.

“One of the greatest things about athletics being a cornerstone here is that everyone is so willing to help and try to make the experiences and games as impactful as possible for the fans, athletes and coaches,” Zaslawsky said.

Fox kayaks over a waterfall.

Fox navigates whitewater rapids.

Fox kayaks during her semester abroad.

Small but mighty Diving team manages small team size

By Tanvi Cherukuri Staff Writer

The heavy scent of chlorine fills the humid air as senior Abby Snyder stands at the edge of the one-meter diving board. The atmosphere in the natatorium is lively, and the four girls who comprise the rest of the diving team cheer from the edge of the pool.

After ending her 10-year gymnastics career, senior and diving team captain Abby Snyder discovered diving and fell in love with it.

“I thought I would try something new, so I had started diving the summer before my first year of high school for club diving,” Snyder said. “I decided it would be good to join the Hockaday diving team.”

However, the transition from gymnastics to diving also comes with physical challenges.

“I have really bad back issues, so being on the board constantly is a bit much for my back, but I’ve been able to push through it,” Snyder said.

Beyond the physical toll, Snyder believes another challenge is the new team dynamics.

“I’m really the only senior, and the other four are sophomores, so they are already interconnected in some way,” Snyder said. “So, it’s been a bit rougher getting closer with them than it has in the past year.”

Despite the grade difference, Snyder recognizes that as a captain, her role involves not just diving but also creating a supportive team environment. This season, she is trying to form connections and friendships with the team.

“We are trying to do more team bonding this year just because it is a smaller team, and we have more time together,” Snyder said. “We normally do at least one or two team breakfasts or team dinners just for bonding purposes per season.”

The emphasis on team bonding has helped shape the experience of younger athletes on the roster,

including sophomore Karis Crooms, who joined the team this season.

“I decided to join diving because I heard about it last year and wanted to try a new winter sport,” Crooms said. “I really liked how small our team is because it gives me more time to practice my dives, and I have gotten close with all of the other girls on the team.”

As a new member of the team, Crooms has adjusted to the structure of daily practices.

“In a normal practice, we start with warmups and stretching,” Crooms said. “Once we get on the diving board, we start with our less difficult dives and move on to the more difficult dives as practice continues.”

After many morning and afternoon practices, Crooms competed in her first diving meet of the season at the Jesuit Aquatic Center.

“It was a rough meet, and because I was new, I forgot the names of some of my dives,” Crooms said. “I also competed a dive I had yet to practice and had a massive back flop, but it’s okay because I can only go up from there.”

Outside of competitions, team bonding remains part of the weekly routine as the girls try to hang out with each other.

“Typically, after Thursday morning practices, we go to Rusty Taco or Juice Bar for team bonding,” Crooms said.

While the girls focus on building chemistry and their dives, Head Varsity Diving Coach Sierra Thain is also dedicated to the team during practices.

“This is my fifth season coaching the team, and it’s been exciting and very fulfilling,” Thain said.

“Sometimes, I find that I’m still learning how to be a better coach, and I am always trying to improve for the team.”

The small size of the diving team

has had a direct impact on practices and the girls’ development.

“The smaller the team, the more time they get to spend on the boards,” Thain said. “They’re waiting in line less, they get more time to work on dives, and it also creates a better bond between them on the sides.

The smaller size has translated into progress during competitions this season.

“The team is excited to have a little more meets on the schedule this year than last year,” Thain said. “We’ve got several new PRs, and everybody’s been very consistent.”

Thain has enjoyed watching the girls’ confidence grow, which has made the diving team stronger and more successful.

“I think that one of the best parts is seeing the smiles on the girls’ faces when they make a new dive,” Thain said. “Just being able to see them overcome fear is what makes me excited and happy to coach the team.”

PHOTOS COURTESY OF ABBY SNYDER

Lucy Pigott and Snyder perform a front dive.

Snyder works on drill for backward entries.

PHOTO COURTESY OF MICHAEL J. POLOSKY

PHOTO COURTESY OF SCOTT PEEK

PHOTO COURTESY OF AUDREY LIU

After the final game

Division 1 athletes navigate identity after college sports

By Anderson Rhodus & Audrey Liu Sports Editor & Multimedia Editor

Many Division 1 athletes find that graduation not only marks the end of their sports careers, but also the loss of structured routines and identity some have spent the majority of their lives developing.

Dartmouth field hockey graduate Emilia Callahan ‘21 shares her struggle with a lack of daily prescribed activity after her final season came to an end.

“The biggest change in my routine was not having someone telling me when and how to work out all of the time,” Callahan said. “This definitely had its pros and cons, but it was good in the sense that I had to create a new schedule for myself and balance fitness with other activities.”

Another challenge Callahan faced was figuring out who she was without the uniform on. She said that separating her sport from her identity was very difficult and remains something she still grapples with.

“It definitely was a journey, and one I am still on, trying to figure out what my passions were outside of field hockey,” Callahan said. “Being an athlete was something I would turn to when things weren’t going well in other aspects of my life. Without [collegiate athletics], I had to find new ways to gain validation both internally and externally.”

Callahan said that athletics had been a major source of validation for her, especially during stressful parts of her life.

“Without field hockey, I felt the ‘lows’ when things weren’t going well

a little harder because I didn’t have the boost from sports to pick me back up,” Callahan said. “So, finding new ways to cope with that was very important to my happiness.”

Although Callahan is learning to transition away from some aspects of her athletic career, she continues to carry valuable lessons beyond college.

“College sports are interesting because they bring in people from all over the world with varying values and cultures and expect everyone to work together seamlessly,” Callahan said.

“But being on a team for four years taught me how to work with people who were not similar to me and still be able to see eye to eye.”

Playing on the field hockey team also shaped Callahan’s mindset and how she approaches her work.

“Although my coach was the one ultimately calling the shots, I still feel like I was directly responsible for my fate,” Callahan said. “However hard I worked and the amount of effort I put in directly correlated with my outcomes on the field. This mindset has translated to my life after college in that I try to hold myself accountable to the things that happen in my life, both good and bad.”

While Callahan is redefining her life after athletics, senior Lillian Sells, who is committed to Georgetown University for rowing, sees her D1 future as part of something bigger.

“I see the opportunity ahead of me as a starting line for my life outside of high school,” Sells said. “The independence that I have gained so far

will be challenged and expanded on the next level, and I am so excited to see how I can push myself.”

While Sells is excited, she also acknowledged the transition to a competitive Division I environment will be a challenge.

“I am most nervous about, but also very excited for, the constant level of competition,” Sells said. “I know it will push me to be my best, but I also know it will take time to adjust.”

Sells views rowing as something that will shape as a person long after her final race.

“I do see college athletics as the peak of my athletic career, but my sport has taught me so many things that I hope to apply to my future in the professional setting,” Sells said. “Learning to work alongside other people for a common goal is something I will carry outside of rowing itself.”

To avoid becoming defined solely by her sport, Sells has been intentional about cultivating balance early on.

“I am very confident that the time management skills that I have practiced for the past three years will work in my favor as I transition to a more rigorous training schedule,” Sells said. “I like to stay involved outside of athletics now, which is something I plan to do in college as well to give me the most balance possible.”

While some athletes experience an abrupt transition when beginning their journeys in college athletics, Harvard Lacrosse player Charlotte Schultz ’25 explains how her move to the collegiate level felt more like a

continuation rather than a disruption.

“Honestly, there haven’t really been any big culture shocks, especially in my routine,” Schultz said. “Going to Hockaday and playing a sport in high school, especially with club [lacrosse], while doing all of the other things Hockaday girls do, is good preparation for college athletics.”

Schultz said her sense of identity has remained steady as she starts her career in D1 athletics.

“I don’t think my identity has changed at all,” Schultz said.

As a freshman in college, Schultz views her commitment not as a final achievement, but as the start of a longer journey.

“Committing is definitely just a new starting line,” Schultz said. “It’s the end of one race, but the start of a new, and probably more challenging, one.”

While aware of life beyond athletics, Schultz explains she is focused on being present while adjusting to college life.

“I’m definitely planning my career path after college with internships and jobs and stuff,” Schultz said. “But I’m really just focused on enjoying the time I get to have with my teammates and playing an awesome sport; the time goes faster than you think it will.”

PHOTOS COURTESY OF EMILIA CALLAHAN AND LILLIAN SELLS

Sells competes at regatta.

Callahan challenges a defender.

Callahan poses for media day.

If you snooze, you lose

Why you should wake up early to work

By Alina Zheng Sports Editor

After experimenting with both early mornings and late nights, all while getting the same amount of sleep, I’ve found that waking up early sets me up for a day founded upon efficiency, and staying in the rhythm of an “early bird” is quite easy.

When my alarm rings at 5 a.m., my mind is ready for the excitement of the day ahead. I’ve experienced many mornings where I know the day will be filled with the hustle and bustle of academics and athletics – so, what gets me out of bed? I’m inspired to annotate my English book or work through math homework by the many people whose shift has just ended, whose cars silently fill the highways as they head home.

Efficiency courses through my mind and body as I complete my homework or study for an upcoming assessment. There are so many small wins that keep me going: waking up, using my time effectively, knowing that I haven’t been distracted by social media and embracing the quietness

before the busyness ahead. These little achievements and checking my to-do list before school has started to create a momentum of productivity that carries me the rest of my day. Who doesn’t love knowing they’ve already accomplished so much in just a couple of hours?

A.M.

I have not just experienced the positive effects of early mornings; it’s been proven. A University of Toronto study found that early risers had improved mental health and were happier compared to night owls. These results prove that working in the morning can play a huge role in attitudes and approaches to learning.

Another study by Harvard biologist Christoph Randler showed that people who begin their day earlier have an increase in proactivity and problem-solving compared to those who woke up later. They are likelier to dedicate time towards establishing long-term goals and feel more in control of their decisions. His research also shared that “morning people” are more likely to anticipate and address problems efficiently. In fact, according to Forbes, Tim Cook and Anna Wintour, two hugely successful people in their industries, are early risers.

Yes, some students find late-night studying more productive. However,

I find it more beneficial to go to bed early, get up early and spend two to three hours studying.

During sports season, when I know that I have a limited amount of time to do homework and to study, prioritization is essential. What do I have to get done today, and what do I want to get done tomorrow? Asking myself these questions each morning allows me to feel like I have more control – a method that keeps me grounded, motivated and less stressed when life feels chaotic.

Even on weekends when I have the choice to sleep in, I love waking up early. I enjoy having “me time,” beginning the day with control over my day’s pace, and easing into the energy that accumulates as the day builds.

The next time you are trying to choose between going to bed early and waking up early or staying up late, know that starting your day earlier will give your day the added value of productivity.

STAFF STANDOFF

Productivity Edition

Night studying unlocks peak focus

Why studying at night may be the ultimate strategy

By Anya Aggarwal Jade Editor-in-Chief and Managing Editor

As a newly knighted second semester senior, I’ve taken my share of cumulative exams, in-class writings and Spanish presentations. Lighting a candle and popping on some classical music for a quiet evening study session without distractions has been a lifesaver in surviving a day of stressful exams.

Every school year, students face the same familiar debate: is it better to study at night or wake up early and hit the books in the morning? Teachers often encourage morning productivity, citing fresh minds and healthy sleep schedules. Parents swear by early alarms and “starting the day right.” But for me, nighttime studying isn’t a bad habit; it’s a strategic choice. In fact, studying at night may be one of the most effective ways I get work done.

First, night studying offers something mornings rarely do: quiet. By the time evening rolls around, extracurriculars are over, group chats slow down and family responsibilities taper off. There are fewer distractions competing for my attention. Without the pressure of rushing to school or getting to first period on time, I can sit with thoughts longer, read more carefully and focus with deeper intention. For subjects that require

sustained concentration, like writing college essays, solving multi-step Free-Response questions or reviewing dense material, this time makes all the difference.

Night studying also aligns better with how many teenagers’ brains naturally function.

According to the National Institutes of Health, studies have shown that adolescents experience a shift in their circadian rhythms, meaning they feel more alert later in the day. This isn’t laziness, it’s biology. Forcing yourself to wake up early to study often means working against your internal clock. At night, when students feel more awake and mentally flexible, learning can feel less like a chore and more like genuine engagement.

I need to study. Confusing lessons, upcoming quizzes or assignments mentioned briefly in class are fresh in my mind. Studying at night allows me to immediately reinforce what I learned that day, strengthening my memory and understanding.

studying is often dismissed as unhealthy or unproductive by default. Not all types of night studying mean pulling all-nighters fueled by caffeine and stress. For many students, it simply means using a few focused hours after dark to work efficiently, then still getting adequate sleep.

There’s also an emotional component. After a long school day, I finally have context for what

Morning studying, on the other hand, often requires mental effort just to remember what I need to get done. That said, morning studying does have its merits. Some students feel energized after a good night’s sleep and use the morning to review material before a test. Morning sessions can work well for light review, flashcards, or reading over notes. For students who naturally wake up early or struggle to stay awake late at night, mornings may be the better option. But the key word here is choice. The problem isn’t that morning studying exists; it’s that nighttime

Although staying up too late can be counterproductive, studying at night should not purely be looked upon as detrimental. For some, it is a strategy that can build more time into schedules and allow a more equal balance of time with extracurriculars.

Ultimately, productivity isn’t about the time on the clock; it’s about when you work best. Some students thrive at sunrise, others after sunset. Instead of insisting on a one-size-fits-all approach, schools and families should encourage students to recognize their own rhythms and build study habits around them.

So if you’re a night studier, you’re not doing it wrong; you’re doing what works. And in a school system that demands both performance and balance, learning when you’re most focused may be the smartest study strategy of all.

OPINIONS

Limiting recurring program days is not the solution Cutting commitment, not conflicts

By Emily McLeroy Managing Editor

Twice during the seven-day rotation, students flood the Upper School Attendance Office, scanning badges and signing out, each selecting Social Impact as their reason for leaving campus. Each has committed to tutoring, coaching, conducting science experiments, mentoring and more as part of a recurring social impact program. This year, over 200 Hockaday US students participate in a social impact program.

Recently, due to reported attendance issues of students not attending recurring programs because of conflicts with club meetings, recurring programs are now permitted to attend once per rotation, communicated to students in an email on Dec. 9, 2025. Although I agree that there is a problem with the Social Impact program attendance, cutting the recurring program days is not the solution.

First, not all recurring programs are experiencing this problem. I co-lead a tutoring group at Gooch Elementary nearby, and we’ve continued to successfully

tutor despite conflicts with sports games, tests and other unavoidable commitments. Why should we limit tutoring days for everyone instead of isolating and addressing specific problems? If one club consistently has meetings on recurring program days, or one program constantly has low attendance, then we should handle those problems individually.

Consolidating some of the social impact programs could be a viable solution for groups with poor attendance. This solution would mean more members per program, which leads to more flexible scheduling for members. However, this is not the only solution; it is time for students to seriously examine their own commitment levels.

I am not saying to choose between

joining a club and social impact program, but we cannot do it all. We need to move away from the mindset that we must join every activity possible to be successful and must slow down to realize that this is not sustainable. It’s impossible, when we’re balancing so many things, to give our full effort to each one, and it’s often better to pick a few things to prioritize and give them our time and energy.

Recurring programs are usually flexible, and often only require each member to go once per rotation. Many groups allow their members to specify their preferred day at the beginning of the year. The programs ask students to commit to attending their program once per rotation, which is once a week at most. If this time commitment, which doesn’t significantly infringe on one’s schedule, is impossible to fulfill, then the problem is not with the recurring program and club schedule, it’s with following through on your commitments and time management.

It’s important to remember that participation in recurring programs is completely optional. If students prefer to dedicate their time to clubs, then they can easily do that, and they also have the opportunity to participate in recurring programs instead.

Additionally, the seven-day rotating schedule, while it works for Hockaday, is very difficult to communicate to schools we collaborate with for

Outsourcing the ‘A’ Students balance the perception of tutoring

By Aadhya Yanamadala Copy Editor

At Hockaday, academic excellence is often an expectation and a point of pride. However, this pressure comes with a large price tag, as private tutoring and standardized test preparation are becoming increasingly normalized parts of our academic experience. Both families and students often feel pressured to invest financially to keep themselves competitive academically competitive.

The pressure to seek additional help is an experience many students choose to keep hidden or secret. Though tutoring is a widely used resource, especially in difficult classes, students may avoid mentioning tutors out of fear of judgment.

This secrecy reinforces a misleading narrative that turns into a vicious cycle. When students feel compelled to hide tutoring, academic success can appear more natural than it actually is, creating unrealistic standards to which peers measure themselves. The result is an environment where students compare outcomes without acknowledging any outside resources.

To be clear, I believe that tutoring

can be an extremely helpful tool, especially when you are struggling in a challenging class. Individualized attention, targeted test strategies and repeated practice can dramatically improve understanding of the material. However, we also need to recognize that for many students, tutoring is a result of internalized pressure brought about by Hockaday’s academic culture.

The financial aspect also intensifies this stress. Private tutoring can cost hundreds of dollars per hour or even total thousands. Students who can afford these resources gain academic reinforcement and support from topic experts. Those who cannot are left navigating the same high expectations without comparable support. The dynamic between access to tutoring distorts the true meaning of academic excellence, further adding to the narrative

that grades aren’t a true representation of ability.

Even students who use tutors may feel conflicted. There might be guilt with the financial cost or anxiety over whether outside help diminishes the legitimacy of their achievements. Tutoring has become a resource but also a source of shame, further complicating students’ relationships with learning.

Hockaday provides internal academic support through teachers, office hours, the Writing Center and learning specialists, but private tutoring offers advantages that simply cannot be replicated at school. It offers sustained, on-demand and individualized attention that molds to a student’s individuality. This culture mirrors a broader national trend often described as the “shadow education system,” in which private academic services

recurring programs, as many use a traditional weekly schedule. While Days 2 and 4 make sense to us, going one to two days per week on random days isn’t consistent at all. Changing our availability mid-year for social impact programs to only Day 4 adds more confusion to an already random schedule. Consistency in the schedule not only matters to us, but also for the people and kids we work with at these recurring programs.

This year, the schedule was changed to increase recurring program time, which, in my experience, was a really helpful change, increasing the time we are able to spend on the campuses. Why have we stopped prioritizing recurring programs now when we seemed to focus on them at the beginning of this year?

I love tutoring in my recurring program, and I know that many students feel the same about theirs and are upset about the loss of recurring program days. To me, the true problem isn’t attendance; it’s overcommitment. Limiting the social impact program days not only takes away time we spend at recurring programs, but also takes away a valuable opportunity from students: the opportunity to learn what priorities you value and how to follow through on your commitments.

operate alongside formal schooling. As college admissions grow more competitive, and students worry that one bad grade can tank chances of acceptance, families increasingly feel that tutoring is no longer an optional, supplementary resource.

The problem is not that tutoring exists or that it can be helpful. The problem is that academic success is increasingly tied to financial access. This concept further deflates the meaning of grades as honest measures of understanding, devaluing the concept of a “high GPA,” signaling anything about a student’s potential.

As a community, we should work towards normalizing academic support rather than stigmatizing it. Tutoring should not be seen as evidence of weakness or failure, but as one of the many tools a student can use to succeed. At the same time, we must recognize the disparities in access to this resource. It should prompt broader conversations about equity, expectations and what we truly value in terms of academic achievement.

Recurring program members at Gooch Elementary

GRAPHIC COURTESY OF AADHYA YANAMADALA

PHOTO COURTESY OF SARAH MOSKOWITZ

FEDITORS-IN-CHIEF

Lang Cooper and Leyah Philip

EDITORS-IN-CHIEF

WEB

Melinda Hu and Mary Bradley Sutherland

COPY EDITORS

Sarah Moskowitz and Aadhya Yanamadala

MANAGING EDITOR

Emily McLeroy

WEB MANAGING EDITOR

Anya Aggarwal

MULTIMEDIA EDITORS

Audrey Liu and Anika Shah

NEWS EDITORS

Sophie Cho and Katie Ma ARTS & LIFE EDITORS

Siena Ebert and Elizabeth Farrell FEATURES EDITORS

Jenny Chu and Aneeka Tansen

SPORTS EDITORS

Anderson Rhodus and Alina Zheng

OPINIONS EDITORS

Mary Elise Estess and Juliette Friguletto

PHOTO, GRAPHICS & CASTOFF EDITOR

Emilie Illum

BUSINESS MANAGER

Sophia Salem

STAFF WRITERS

Gwendolyn Becker, Samara Bhatki, Tanvi Cherukuri, Mia Frary, Brooklyn Friesen, Claire Gicheru, Haniya Khowaja, Aria KneplerPearl, Lucy Pigott, Bella Portera, Savannah Simon, Sara Vijay FACULTY ADVISER

Kristy Rodgers

EDITORIAL POLICY

The Fourcast is written primarily for students of the Hockaday Upper School, its faculty and staff. The Fourcast has a press run of 500 and is printed by Midway Press. It is distributed free of charge to the Hockaday community. The staff reserves the right to refuse any advertising which is deemed inappropriate for the Hockaday community. Opinions will be clearly marked and/or will appear in the views section. Commentaries are the expressed opinion of the author and do not necessarily reflect that of The Fourcast staff, its adviser or any other member of the Hockaday community. The Staff Editorial on the Opinions page reflects the position of The Fourcast staff, but not necessarily the position Hockaday administration or community. The Fourcast staff determines the content of each issue and strives to work as independently as possible in producing the student newspaper, but the content is subject to prior review by the Head of Upper School, the Communications Director and other members of the Hockaday leadership team. Letters to the editor and guest columns are welcome and should be addressed to the editors-in-chief. Only signed pieces will be published. Corrections and clarifications from previous issues will be found in the news section. Questions or concerns should be addressed to Editors-in-Chief Lang Cooper (lcooper26@hockaday.org) or Leyah Philip (lphilip26@hockaday.org).

STAFF EDITORIAL

The staff editorial is an unsigned piece representing a consensus of opinion among members of The Fourcast editorial board regarding a current issue.

Artificial intelligence reshapes writing in classes Big on blue books

With the rise of ChatGPT, Gemini, Perplexity and other artificial intelligence tools, accessibility to these different Large Language Models (LLMs) is continuous across all browsers connected to the internet. These platforms allow humans around the world to take advantage of the resource, generating fake writing people claim as their own, disrupting learning in schools and normalizing thinking with the help of a chatbot. Across the nation, educators have reported increasing difficulties distinguishing between studentwritten work and AI-generated content. As artificial intelligence rewrites the rules for assignments in schools, teachers in turn must rewrite their tests, homework and essay prompts to combat it.

As Hockaday students, we feel as if the Upper School English department has changed how writing is tested by shifting to handwritten in-class writing assignments in order to prevent the use of AI, although they have not formally stated so. However, this has caused students to question whether this solution actually fixes the problem.

At first glance, the solution makes sense. In-class writing is a foolproof way to ensure no artificial intelligence is used on English papers, and the results prove that there are no real ways to cheat that system. Yet, the writing itself doesn’t provide any real way to hone skills, as it prioritizes efficient time management and introducing, explaining and concluding an idea in just 85 minutes. Writing assignments require time and care through tedious editing and meticulous arguments to prove your point; in-class writing simply cannot make up for those skills.

Additionally, when writing in-class

essays, specific conditions are imposed as you are required to finish within a certain amount of time. These essays place unnecessary pressure on students and result in poor-quality writing. Writing effective essays is a process that includes drafting, revising and sometimes even starting over. Because most in-class essays are handwritten, the process is complicated, further adding to students' stress. Students lose the critical ability to think deeply and truly analyze the topic at hand when under time pressure. Yet, since students naturally aim for the highest grade possible, they prefer a completed, less analyzed essay over a calculated idea in a half-baked essay due to time restraints.

Although we have an abundance of Hockaday resources for writing help, many of these benefits are diminished by only in-class writing. The Writing Center has helped students for years and remains a valuable resource. However, when writing in class, students may not have any opportunities to conference with the writing experts. Additionally, conferences are essential for gaining a better understanding of your teacher’s expectations and for receiving meaningful feedback. These opportunities are also lost in some types of in-class writing, and students are expected to complete their papers independently and without guidance, which is a difficult skill to hone without proper preparation and a certain diligence.

Despite its negative aspects, there is a place for some in-class writing. Because of time constraints, students learn how to write quickly and efficiently, which is especially beneficial for timed exams and assignments. The writing format also reduces procrastination due to its time sensitivity and demands

sustained focus. The writing itself is positive in many ways yet needs to be balanced with other kinds of writing assignments to hone a multitude of skills.

Even though in-class assessments are important in those ways, they target different skills than processed writing, even though both are often graded using similar standards. Out-of-class writing is typically more refined, undergoing multiple rounds of revision, including resources like the Writing Center, which are standard for most assignments completed outside the classroom. Although inclass writing faces much stricter time restrictions, grading systems haven’t yet changed to accommodate them. If teachers are going to fully commit to the in-class only approach, the grading methods need to change as well to account for the added pressure and limited preparation time. The weight of these assignments also needs to be reduced to allow students to transition more effectively between writing systems. Giving students a grace period is key since most have been honing the same writing skills throughout majority of their school education.

Ultimately, although in-class writing fosters important skills, it neglects processed writing and develops a completely separate set of skills. While concerns about academic integrity are significant, solely focusing on in-class writing ignores the reality that students must learn to work with integrity. As students striving for academic success and a strong launch pad for our future endeavors, we urge the Hockaday English Department to see our perspective and allow students to be honorable despite the popularity and publicity of artificial intelligence in our modern world.

Classroom Catchphrases

"Don’t apologize for being yourself." - Ms. Culbertson

"A clever student would…" - Dr. Hulbert

"Wrongo bucko!" - Dr. Goldstein

" If that brings you joy…" - Mrs. Blevins

CASTOFF

By Emilie Illum