Feb2026_Fourcast_final

the

Fourcast

THE HOCKADAY SCHOOL

11600 WELCH ROAD

DALLAS, TX 75229

FEBRUARY 6, 2026

VOLUME 76, ISSUE 4

A chapter on faith Flip to pages 10-11

A LOOK INSIDE

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CLICKING THROUGH CAMPAIGNS Politicians use social media to influence young opinions

HOCKADAYFOURCAST.ORG

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PASSION THROUGH PROJECTS Class assignments foster deep learlning HOCKADAYFOURCAST

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OUTSOURCING THE ‘A’ Students balance the perception of tutoring

THEHOCKADAYFOURCAST

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Clearing the air

The Hockaday School

NEWS

Dallas passes city-wide public vaping ban

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By Aria Knepler-Pearl Staff Writer he 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.

GRAPHIC COURTESY OF JOYCE JIN

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.

misinformation on a personal page, “He was on talk shows that catered but there they will talk a lot about to Gen Z, but he was also in places their policies in quick, easily digestible that Gen X would be in,” Kodem said. “I thought that was a really good formats,” Rutledge said. example of how you can use social Amid fake and exaggerated news, social media users media to outreach and can fact check the political connect.” information they see by On the other hand, communicating with older using trendy posts can adults and reading a variety result in the spread of of credible news sources. misinformation.

“I like to have “I think that a lot of conversations with my political content gets parents because they're both boiled down to a headline, involved in politics with and that can be confusing their careers, so I think it's if you don't do your research,” Kodem said. important to kind of gauge Senior Mischa how they feel on an issue so Rutledge also navigated that I know how to form my opinion,” McMahon said. misinformation on “I'm not allowed to vote social media to make an informed decision when yet, so I don't have a clear she voted for changes to the Texas decision on a lot of issues because Constitution in the fall of 2025. there's not a need to yet, but I think as a girl, it's important to know what “I go to the person who’s running your stance is on certain issues.” [political social media account] because I feel like there can be a lot of GRAPHIC COURTESY OF ELIZABETH FARRELL

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February 6, 2026

Fourcast

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Fair representation?

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

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By Samara Bhatki Staff Writer

exas 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 who you are and your race makes a and neighborhoods. The majority of difference to how you see the world.

District 32, which includes northern You want someone who can speak Dallas suburbs, will shift from for your way of life, the way that you predominantly non-white voters to see life. That can't happen when you majority-white voters, likely becoming have one representative for a group a Republican district and threatening of completely opposite people.” the seat of Democratic House Innerarity suggests several Representative Julie Johnson. options to citizens who want to be District 33, previously located politically active outside of federal in Tarrant County, now includes elections. Voting in local elections Dallas County, setting up current and participating in Dallas-area representative groups that Mark Veasey to align with compete against your political Johnson for the ideology are blue seat. both ways to To find out ensure that how the new your voice is congressional map heard in your affects you, enter community. your ZIP code in “Getting Texas.gov or use involved in Dallas County’s small-time map resources political available online. activities leads Jordan to broader Innerarity, Upper democratic School Dean, changes and highlights how promotes gerrymandering democracy in can minimize the The Texas State Capitol building a bigger way,” political voice of Innerarity said. voters by dividing different identities.

“Democracy has to be grassroot “It is like watering down the ability activism as well as large federal for people to advocate for themselves,” government changes.”

Innerarity said. “Because our lives are very different, how you grew up, PHOTO COURTESY OF FLICKR

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

Buford poses with friends before Winfo.

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

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

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FEATURES

The Hockaday School

New year, same love Students celebrate Lunar New Year

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By Jenny Chu Features Editor

unar 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.”

Connie Zhao's New Year's food Zhao feels that the which she only does once a year,” Lee celebration connects her to said. “It’s super delicious and one of my her heritage. favorite parts."

“Every year, this celebration helps Lee also participates in the me learn new things about Chinese traditional red envelope exchange. traditions, since all the different foods “My three cousins and I will bow represent different things in Chinese and say ‘saehae bok mani badeuseyo,’ culture,” Zhao said. which is ‘Happy New Year’ in Korean,” Seollal (Korean New Year) Lee said. “Then we receive the red Sophomore Sophia Lee has spent envelopes with money from our her whole life celebrating with her grandparents and spend the rest of the grandparents and extended family. day hanging out.”

“Some of my extended family travels Lee views Lunar New Year here to celebrate, though some stay as a time of family fun and in Korea,” Lee said. “When I was cultural immersion. younger, we’d wear traditional hanbok “I’m half-Korean, so Lunar New outfits and more of my family would Year is a big way to connect with my come, but nowadays, it’s more casual.”

Korean heritage more and bond with Like Tran and Zhao, food is central my extended family,” Lee said. “It’s to Lee’s new year experience. one of my favorite holidays that I get “My grandma will make really good to celebrate, and I look forward to it dumplings, galbi and gochujang, every year.”

PHOTO COURTESY OF CONNIE ZHAO

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.

Zhang in China “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.

Zhang came to the United States when her husband began pursuing

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.

“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.”

PHOTOS COURTESY OF YAN ZHANG

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

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.

“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.”

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February 6, 2026

Daisy diversity

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Black students discuss community at Hockaday

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By Claire Gicheru Staff Writer ockaday 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

Tari Agbeyangi '27

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

Gabby Carter '26

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.”

Cortney Buford '26

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FEATURES

The Hockaday School

On Forbes radar Alumnae earn spots on the Forbes 30 Under 30 list

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By Aneeka Tansen & Mia Frary Features Editor & Staff Writer

or years, Hockaday alumnae That’s all I needed to hear. The fact have made a significant that I reached her that way and what impact in their fields of I made could make someone feel that choice. Two alumnae, Ivy told me I did my job as a filmmaker.”

Awino ‘08 and Lexie Chu ‘16, were Asians in Animation, Chu’s featured in the annual Forbes 30 under nonprofit, was founded in 2021 in 30 US list, among 600 innovators response to hate crimes toward Asian across 20 industries. women in Atlanta, Georgia. At the Lexie Chu ’16 is a producer, creative time, Chu was working with Netflix. executive and voice actor who has “It was a reaction to the massacre experience in the animation industry. in Atlanta directed at Asian women,” In addition to leading and founding Chu said. “We would work with execs her nonprofit organization Asians in and higher-level senior directors Animation, Chu has worked with a about how we could make the future variety of media companies, including better for all of us in the industry Netflix, Pixar, Disney and Skydance. going forward, and it became a huge Chu, who studied at Hockaday conversation within the company. We from pre-kindergarten to 12th grade, decided we were going to open up this was interested in the arts from the group chat, and that group chat grew beginning. She said she appreciated from four people to 1,000 super fast.” how each student’s interests were Today, Asians in Animation given plenty of opportunities to grow. serves over 6,000 members in more “Hockaday was so good about than 90 countries with the intent of fanning the flames of what you love creating a safe space for Asians as and encouraging you to be a multiwell as building the future through a hyphenate,” Chu said. “It taught me community effort. that it’s never too early to start.”

“In Asia, we are taught to take Chu helped to pioneer Hockaday’s care of the family and take care of film program, which remains today. one another because we are one community,” Chu said. “A lot of “I was the first film cohort at Hollywood is like, ‘I’m going to get Hockaday, and we didn’t know what ahead alone,’ and while that works for was going on,” Chu said. “Everyone some, people are starting to realize was figuring out how to build a plane as it was being flown, so I got to live in that it’s easier to get ahead when we that beautiful in between of setting the are all on the same ship.” foundation When Chu of what the heard she was film program chosen for would grow the Forbes 30 to be today, Under 30 list 10 years for Hollywood down the and road.” entertainment, she was At 12, Chu unfortunately realized that ill with filmmaking, gastroenteritis, an art that so she wasn’t is selfless in able to nature to her, celebrate the was what she win. However, wanted to do.

Chu looks It was after back on the a showing news of the of “How to designation as Train Your an affirmation Dragon” that Chu's headshot displayed on the Forbes list of her career Chu came to progress. this realization.

“I appreciate that they are really “I walked out [of the showing] supportive of our mission to figure out going, ‘This is what I want to do a way to make our industry kinder and for the rest of my life,’” Chu said. “It challenge what exists,” Chu said. made me think about how I just love animation as a medium because you Chu’s goals on the horizon include get to craft the perfect experience for helping Hollywood become an someone. Creating a film is basically inclusive space that covers a wider gift-giving, and I get to look after the range of stories. people who get to watch it.”

“I want to set up a film fund, so During Chu’s film class at I can start a lot more production Hockaday, her teacher, Glenys Quick, banners for certain stories that we chose to show her film to the student need more of in Hollywood,” Chu said. body. Chu still cherishes the response Chu said if she could speak to her from this project. high school self who was finding “I got a note from a very young girl her identity and still continues after she watched my film that I made to today, she would share a few for Hockaday,” Chu said. “The note powerful sentences. said, ‘This film made me so happy.’

“You have a lot of time ahead of you,

and you would be so surprised that in on Facebook to tell her that she had ten years, you will have finished every seen Awino on the news and told her single goal you set out to complete,” that she always knew something great Chu said. would come of her, so much so For all that she named students, her daughter Chu has after her. one piece of advice: “Those are the moments “Never that are way dim your deeper than light for headlines or anyone else. magazine Completely covers,” Awino own said. “They everything remind me that you love.” impact isn’t For always loud, but alumna Ivy it can be lasting.”

(Winfrey) Awino said Awino ’08, Hockaday her rise to taught her how fame has Awino pictured at Mavericks event to keep balance never been in her life. about standing alone. Whether DJing in front of thousands for the NBA or “I was juggling a lot then, just like being placed on the 2020 Forbes 30 I am now,” Awino said. “Hockaday Under 30 list for sports, Awino sees all taught me how to manage multiple achievements as shared. identities at once: student, athlete [and] creative leader, without waiting for “It was never something I saw someone to define me.” as mine alone,” Awino said. “I was raised to understand that individual Awino believes success means achievement is a reflection of collective finding peace and purpose. investment, mentors, teachers, “When you go to a high teammates and community. It’s like performance driven school like a championship trophy. One person Hockaday, you’re conditioned to chase might lift it, but it belongs to everyone the next notch on your belt,” Awino who helped you get there.” said. “But what if you don’t want to Awino has always felt that her life wear the belt anymore? Now I wake up could never conform to one path. As very proud of how I live, not just what the second female DJ in the NBA and I produce.” the first woman to land on Forbes’ Now, as a mother, Awino feels a sports list as a DJ, it came as no deeper responsibility to create access surprise to her that her career was not for others. She said that she now limited to one interest. understands the power of influence, “That category bending felt very on and this encourages her to build brand with my life,” Awino said. “I’ve bigger and open doors wider. never really fit neatly into one box, so “[Being able to] say, ‘Because I did, that recognition affirmed that there is they did,’ is a gift that keeps on giving,” power in creating your own lane rather Awino said. than waiting for permission to exist in She said Hockaday still stands as someone elses.” one of the foundations of her story Although she knew that she wanted as her sacred ground and the place to trailblaze her own career path, where all of her dreams were made Awino never expected DJing to be a and practiced. part of that journey. She first got into “Some places don’t just shape DJing in college to gain access to you,” Awino said. “They stay with rooms she aspired to be in, whether you. Hockaday is definitely one of music or sports, the two groups she those places.” saw herself being a part of.

As she steps into what she is “It started off as a camouflage, a calling her "Ivy Winfrey era," Awino is disguise,” Awino said. “But I guess I focused on building systems, not just fell in love with my costume. It really scaling roles. wasn’t the destination; it was just "I'm not here for chasing moments," the door.”

Awino said. "I'm here to build While fame may seem to bring some something lasting." of the best moments to people’s lives, Awino leaves with a message to her Awino said that some of her most high school self and all other teenage impactful moments have come far from girls trying to find their place. the spotlight.

“You’re going to change, but you “The moments where I am not don’t need to become someone else behind a camera or in front of a crowd to grow,” Awino said. “You just need are the most meaningful,” Awino said. to trust who you are and who you’re One of her most memorable going to be.” experiences was when one of her PHOTOS COURTESY OF IVY AWINO grade-school teachers reached out AND LEXIE CHU

February 6, 2026

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Crowns, culture and connection

07

Student sessions take the spotlight for Martin Luther King Jr. Day

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By Anika Shah Multimedia Editor

artin Luther King Jr. Upper School English teacher King Jr. Day celebration on campus (MLK) Day celebrates looked different from past celebrations. Sarah Blanton led a session the life of the civil rights Instead of focusing mainly on a single titled "Cultural Appreciation vs. leader whose work Appropriation in Yoga." keynote speaker, students took part reshaped America. Known for his “It’s looking at educating people on in interactive student and faculty-led marches, speeches and organizing, sessions across campus. the history of yoga, what yoga really is King fought segregation and pushed and what it is not,” Blanton said.

Seven Upper School students for equality through nonviolent action. worked with Dr. Tracey Tevis, Students tried poses while learning At Hockaday, the day is recognized director of Diversity, Equity and about the origins of the practice and as a chance for students and faculty to myths associated with the poses.

Inclusion, to organize the sessions. reflect on his legacy and consider how “This helps students see that Senior Nadia Guevara, a member his values connect to life on campus. yoga is more than just the physical of the student planning group, said “It’s important for students to the sessions gave students a chance to component,” Blanton said. “It’s about remember that MLK day isn’t just a share parts of their identity that do not the ideas behind it and how to practice day but rather a movement,” Adaku it respectfully.” always come up in class.

Ebeniro, Director of Upper School Other sessions focused on “People were really excited to host Admissions, said. “Students should workshops and talk about parts of cultural traditions in hands-on know what he advocated for and that themselves that usually aren’t part of ways. Sophomores Arden Buckner they can continue his legacy here at and Amelie Fisher hosted "Around everyday conversation,” Guevara said.

Hockaday by standing up for justice the Maypole: Flower Crowns and “It was great to see students learning and equality in their daily lives.” from each other and trying new things Swedish Midsommar Traditions," Beyond Hockaday, the holiday in a hands-on way.” where students created flower serves as a reminder of the crowns while learning about Swedish ongoing fight for civil rights Midsommar traditions. and the ways King’s words and Buckner said she chose the topic actions resonate today. because of her background and family “His legacy is ingrained ties to Sweden. in everything I do,” Vice “We read the prompt and it was President of Black Student about culture, and I know a lot about Union Gabby Carter ’26 said.

Swedish culture because I go to a “[He] inspires me because he Swedish camp in the summer and my showed that when barriers family is Swedish,” Buckner said. exist, community and collective Buckner said that she and Fisher power can create real change.” practiced making crowns and dances The Mizel Museum's "At the Table with Dr. King" performance ahead of time in advisory together.

This year’s Martin Luther

Fisher celebrates Midsommar with family.

“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.”

PHOTOS COURTESY OF CORNERSTONES AND AMELIE FISHER

STEM starts strong

Hockaday encourages women in STEM

By Haniya Khowaja Staff Writer

total of three females in my graduate The International Women and program out of 50 people. We need Girls in Science Day is an annual more girls in STEM.” global observance commemorated Pendleton attended the Professional on Feb.11. Established by the United Physics PhD Program at the Nations (UN) General Assembly in University of Oklahoma (OU), where 2015, the day raises awareness of the she specialized in Atomic, Molecular challenges faced by women in science, and Optical (AMO) physics. Her technology, engineering and math research focused on studying atoms at (STEM) environments and their extremely low contributions to temperatures, the field. allowing her STEM is a to explore primary focus quantum of Hockaday behavior and academics, create a Bose providing many Einstein students with Condensate the opportunity (BEC), a to engage rare state in hands 3D MOT from Pendleton's graduate program of matter on learning where atoms act in a single quantum with foundational concepts. system. To achieve this, she used a 3D However, women still struggle with Magneto Optical Trap (MOT), which barriers such as gender bias and relies on lasers and magnetic fields underrepresentation. to cool and confine atoms for close Upper School Physics Teacher Brittany Pendleton said she has always observation. She ended up designing been outnumbered by men in her prior the first 2D MOT in the entire world for the Defense Advanced Research STEM workforce experiences.

Projects Agency (DARPA).

“From my experience, there are Pendleton’s success demonstrates not that many women in STEM,” her determination in an environment Pendleton said. “I think there were a

that seemed Katherine Mao, which unwelcoming to provides a publishing women. outlet for community “It’s really easy youth to increase access to to forget that we STEM information. are in a bubble “A big portion of our [at Hockaday],” writers are actually from Pendleton said.

Hockaday,” Yuan said.

“It’s important to “For the people writing, actively discuss it’s getting to learn more women in STEM about STEM and then because, a lot of the incorporating it with time, there’s going writing, but there’s also to be men who like the impact that it can to insert themselves make on the kids who Stemline founders pose at club fair. in front of read. You have so much every situation.” access to information that’s digestible Likewise, Upper School Physics for someone our age and about topics Teacher Stephen Balog works to that we think our peers would cultivate that confidence for his care about.” students in what is a traditionally Yuan said this annual celebration male-dominated subject. highlights female accomplishments “What I try to do is recognize that that are often overlooked. it's very fundamental to ask questions," “It acknowledges the fact that there Balog said. "You should never be sorry are so many women out there who that you have a question.” have and continue to do great work,” Many students have their own Yuan said. “I think having a designated STEM initiatives and extracurriculars day to commemorate that is definitely outside of school. For example, well-deserved because they don't get sophomore Ariel Yuan is one of the as much recognition as their male founders of Youth Stemline, with counterparts in their day-to-day life.”

PHOTOS COURTESY OF BRITANNY sophomores Aravli Paliwal and PENDLETON AND ARIEL YUAN

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ARTS & LIFE

The Hockaday School

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.

PHOTOS COURTESY OF SOPHIA SALEM

February 6, 2026

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Elle-vating beyond the stage ‘Legally Blonde’ community shares a glimpse of the show's impact

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By Bella Portera Staff Writer

rom 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

PHOTO COURTESY OF BELLA PORTERA

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

“I’ve been trying to end my senior on how building this character has year with a ‘bang’ because this is the strengthened her own. most fulfilling role I have ever had,” “Being Elle has given me a lot Moran said. “Theater is something of confidence and shown me that that I love and something that brings everybody struggles,” Moran said. joy to my life.”

“Knowing that I have to put in the The cast continues to work hard as effort to have a great outcome has opening night approaches, meeting really helped me. I spend any free every challenge along the way with time I have trying to figure out who confidence and determination.

Elle is to me and how I can make “We all know that the show has her character more personalized very difficult music,” Moran said. “It’s to myself.” overwhelming for everyone, but we all As she performs in her last Hockaday musical production, Moran recognize that we are able to take it chunks at a time and be supportive.” is savoring every moment.

Relationships bloom in the meadow Faculty couples navigate sharing a workplace

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By Leyah Philip Editor-in-Chief

ove 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 The Math teachers Boureks 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.

“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

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.

“I think we work well together and enjoy each other’s company,” Mr. Bourek said. “We have really similar philosophies, so that makes it a little easier.”

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

Head of School, and her husband, instructor, while her husband of one year and three months, Joshua Glover, Middle School track and crosscountry coach Kevin Leathers, rarely assists her during certain classes.

“I needed a person to help me teach see each other on campus. The two met 12 years ago in Memphis, the classes, especially the jiuTennessee, and have jitsu stuff, and it's hard to The been married for get someone who could Leathers almost 10 commit because of the years now. hours, since I don't need “It was my them all year,” Coach turn to step Glover said. “I wanted back and let someone who actually her lead the way,” knew fighting skills, so that Coach Leathers said. narrowed it down to this guy “They just so happened [Mr. Glover].” to need a Middle School cross For the Glovers, working country and track coach, which I love together is more than just to coach and teach, so it could not convenience; it also allows them to have worked out any better.” share their students’ growth.

Regardless of division, role or “A pro is that I get to spend time proximity, each couple credits mutual with him, and we get to support as the key to making a shared watch the students workplace relationship successful. get better and The “We don't see each other at work, develop skills but he's willing to come to anything Glovers together,” Coach here, which was important to me Glover said. “The when I took this job,” Dr. Leathers big pro is we get to said. “The fact that he's all in and also have free lunch will come with me to events makes it here together.” more fun.”

However, not all couples share a classroom or gym. Dr. Laura PHOTOS COURTESY OF TERRY BOUREK, Leathers, the Eugene McDermott JESSICA GLOVER AND LAURA LEATHERS

The Hockaday School

10

A chapter on faith

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nside 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

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February 6, 2026

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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.”

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Dancing for good

JSB benefits the Young Musicians Program

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By Emilie Illum Photo & Castoff Editor resses, 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.

“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.”

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.

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 JSB event held at Gilley's. three different years. Exploring topics from justice to PHOTO COURTESY OF LEYAH PHILIP 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 PHOTO COURTESY OF SAVANNAH SIMON favorites to submit.” this performance even more impactful.

In addition to writing poetry, Hayes participates “Performing on the biggest stage in the country in Poetry Out Loud, a national recitation compeis a statement of perseverance that’s really special,” tition, and will represent Hockaday at the regional Cruz said. “Lots of people have been saying that round. Drawing on her love of Shakespeare, theater this is a terrible choice and it’s going to be the and songwriting, Hayes views the competition as a worst Super Bowl ever, but I think it’s going to way to share emotion through storytelling. break viewing records and kick start a wave of “Performance and recitation are a two-way street,” international interest.”

Hayes said. “You’re giving out energy and you’re Sophomore Ellison Gonzalez loves both Bad getting energy back. There is something about Bunny and football. She suspects that Bad Bunny’s being in front of people that makes everything feel fervent vibe will bring a lot of energy to the game more lyrical.” and rile up the crowd.

For the past five years, a Hockaday student has “His music is so fun to listen to,” Gonzalez said. advanced to the state level of the competition, and “It reminds me of my grandparents' lakehouse and Hayes has spent numerous hours reciting her poems spending time on my boat with my grandfather. He in the mirror to continue this legacy. and I like Bad Bunny because he speaks Spanish “As soon as you get up in front of somebody else, and the music is modern: it’s something we can you remember about 60 percent of your recitation,” relate to each other about.”

Hayes said. “If you can’t do it in your sleep, you won’t Upper School Spanish teacher April Burns grew be able to [do it] in front of so many others, including up around football due to her brothers’ and dad's three judges. So, understanding textual analysis in love of the game. She sees value in Bad Bunny addition to memorization is headlining for the Super Bowl. important in resonating with “He has brought awareness to [Puerto Rico], the poem and knowing it in and I like the fact that he has made other people your bones.” interested in Spanish music, language and culture,” Although Hayes is nervous Burns said. for the regional round this Despite concerns that Bad Bunny’s performance February, she trusts the time may not be family friendly, Burns thinks otherwise. and effort she has dedicated to “Do I think that he is accomplished and talented preparation. enough to create a performance that also fits a “Readiness is not a feeling,” family-friendly audience? I do," Burns said. "He's Hayes said. “It’s a decision.” awesome and really good at what he does.”

COURTESY OF CAROLINE HAYES Hayes' headshot

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

FT. CAROLINE HAYES

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Passion through projects Class assignments foster deep learning

By Sarah Moskowitz Copy Editor nlightening 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.”

Obert is thankful for the way in which Female

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Damonte and Obert at their Ring Day

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

Wilson and Waters at their Ring Day

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.”

PHOTOS COURTESY OF FENDLEY OBERT AND SARAH WILSON

Scan to read more about COOL projects!

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The Hockaday School

SPORTS

Facing the rapids

Callan Fox pursues whitewater kayaking

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By Lucy Pigott Staff Writer enior Callan Fox is an Fox whitewater kayaks in a park in when I was abroad adrenaline junkie. She Oklahoma City over breaks and last year, and I would loves roller coasters, horror the summer. say it's the most movies and horseback riding.

“I'll warm up, flip over, flip myself memorable because When she first went to a whitewater back up a few times; it’s called a it's definitely the kayaking camp, she fell in love with the roll,” Fox said. “I’ll make sure all my prettiest river I've excitement rush the sport gave her. muscles are warm, and then if I'm ever kayaked on. It’s “I decided to go up to North in Oklahoma, probably start by just bright blue, a glacial Carolina and take some lessons paddling down with the channels, fed river, and it's because [my sister] was a little bit more getting a feel for my boat that day, how unlike anything I'd Fox kayaks over a waterfall. into it than I was,” Fox said. “Then, I'm feeling and then that made me obsessed with it, and I I'll spend time at added to be a more high speed, more continued at camp, and so on.” one specific feature, entertaining version.”

Since she visited this camp in the practicing tricks or Despite the great memories and summer of 2020, Fox has explored boat control experience Fox has gained from several different styles of kayaking. in general.” whitewater kayaking, she has faced “I’ve gotten into freestyle kayak, Fox also studied several challenges with her successes. where we do a bunch of tricks,” Fox abroad at the Alzar One of the greatest challenges for her said. “I also do racing, something School in Chile has been the aspect of fear. called kayak cross where you go during the second “I've had to trust myself a little off a platform and slalom [a type semester of her bit more when it's higher risk of kayaking in which participants junior year, where environments,” Fox said. “So, I've navigate hanging Fox navigates whitewater rapids. gotten some of my certifications, poles in safety things for myself and I've just whitewater rivers].” ever seen before, because of its a giant practiced a lot with how to be safe and In addition to canyon walls.” how to rescue myself. I think that has physical strength, Fox has also gotten to kayak given me a lot of comfort.” mental focus other rivers while on vacation. Her After nearly six years of whitewater and balance, experience kayaking in Canada kayaking, Fox has learned a multitude Fox has found particularly stands out to her. of valuable lessons that apply to her life that whitewater “My time on the Ottawa was also outside of the sport. kayaking is unique huge for me,” Fox said. “It really helped “The main thing kayaking has in its connection to me learn a different type of water, and taught me is to only focus on what I the river.

Fox kayaks during her semester abroad. it's such a safe river for how scary it can control,” Fox said. “That it's okay “Being aware of can look.” to make that call if I don't want to do the river is a really important thing,” she whitewater kayaked around three Through her many experiences this, this day, because it's not the best Fox said. “When I've helped teach times per week. Her time abroad gave whitewater kayaking, Fox has gotten for my safety or not my best interest.” other people how to start kayaking, her the opportunity to experience to know several people in the sport. we'll have a big talk about what different rivers.

“It's a really interesting community, different river features are and how “One of my favorite rivers that I because it's a recently added Olympic the river will affect your boat, how to paddled on was the Río Paloma in sport, so people are finding out more kayak safely.”

Patagonia, Chile,” Fox said. “This was of what it's like,” Fox said. “It was PHOTOS COURTESY OF CALLAN FOX

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.

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Small but mighty

Diving team manages small team size

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By Tanvi Cherukuri Staff Writer he 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,

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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

Lucy Pigott and Snyder perform a front dive.

Snyder works on drill for backward entries.

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.”

Daisy Domination

Check out what our athletes are up to

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varsity soccer goals scored

points for varsity basketball

PHOTO COURTESY OF MICHAEL J. POLOSKY

PHOTO COURTESY OF SCOTT PEEK

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

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meet wins for varsity swim

PHOTO COURTESY OF AUDREY LIU

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SPORTS

After the final game Division 1 athletes navigate identity after college sports

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By Anderson Rhodus & Audrey Liu Sports Editor & Multimedia Editor

any 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 will be challenged and expanded on boost from sports to pick me back up,” the next level, and I am so excited to Callahan said. “So, finding new ways see how I can push myself.” to cope with that was very important While Sells is excited, she also to my happiness.” acknowledged the transition to a Although Callahan is learning to competitive Division I environment transition away from some aspects of will be a challenge. her athletic career, she continues to “I am most nervous about, but also carry valuable lessons beyond college. very excited for, the constant level of “College sports are interesting competition,” Sells said. “I know it will because they bring in people from all push me to be my best, but I also know over the world with varying values and it will take time to adjust.” cultures and expect everyone to work Sells views rowing as something together seamlessly,” Callahan said. that will shape as a person long after “But being on a team for four years her final race. taught me how to work with people “I do see college athletics as the who were not similar to me and still be peak of my athletic career, but my able to see eye to eye.” sport has taught me so many things Playing on the field hockey team that I hope to apply to my future in also shaped Callahan’s mindset and the professional setting,” Sells said. how she approaches her work.

“Learning to work alongside other “Although my coach was the one people for a common goal is something ultimately calling the shots, I still feel I will carry outside of rowing itself.” like I was directly responsible for my To avoid becoming defined solely fate,” Callahan said. “However hard by her sport, Sells has been intentional I worked and the amount of effort about cultivating balance early on.

I put in directly correlated with my “I am very confident that the outcomes on the field. This mindset time management skills that I have has translated to my life after college in practiced for the past three years will that I try to hold myself accountable to work in my favor as I transition to a the things that happen in my life, both more rigorous training schedule,” Sells good and bad.” said. “I like to stay involved outside of While Callahan is redefining her athletics now, which is something I life after athletics, senior Lillian Sells, plan to do in college as well to give me who is committed to Georgetown the most balance possible.”

University for rowing, sees her D1 While some athletes experience future as part of something bigger. an abrupt transition when beginning “I see the opportunity ahead of me their journeys in college athletics, as a starting line for my life outside Harvard Lacrosse player Charlotte of high school,” Sells said. “The Schultz ’25 explains how her move independence that I have gained so far to the collegiate level felt more like a

Sells competes at regatta.

Callahan poses for media day.

Callahan challenges a defender.

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

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OPINIONS

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?

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,

A.M.

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.

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

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.

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

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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.

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.

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OPINIONS

The Hockaday School

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

By Emily McLeroy Managing Editor

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wice during the seven-day tutor despite conflicts with sports rotation, students flood the games, tests and other unavoidable Upper School Attendance commitments. Why should we limit Office, scanning badges tutoring days for everyone instead and signing out, each selecting of isolating and addressing specific Social Impact as their reason for problems? If one club consistently has leaving campus. Each has committed meetings on recurring program days, to tutoring, coaching, conducting or one program constantly has low science experiments, mentoring and attendance, then we should handle more as part of a recurring social those problems individually. impact program. This year, over 200 Consolidating some of the social Hockaday US students participate in a impact programs could be a viable social impact program. solution for groups with poor Recently, due to reported attendance. This solution would mean attendance issues of students not more members per program, which attending recurring programs leads to more flexible scheduling for because of conflicts with club members. However, this is not the meetings, recurring programs are only solution; it is time for students now permitted to attend once per to seriously examine their own rotation, communicated to students commitment levels. in an email on Dec. 9, 2025. Although I am not saying to choose between 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 Recurring program members at Gooch Elementary to successfully

recurring programs, as many use a joining a club and social impact traditional weekly schedule. While program, but we cannot do it all. We Days 2 and 4 make sense to us, going need to move away from the mindset one to two days per week on random that we must join every activity days isn’t consistent at all. Changing possible to be successful and must our availability mid-year for social slow down to realize that this is not sustainable. It’s impossible, when we’re impact programs to only Day 4 adds more confusion to an already random balancing so many things, to give our schedule. Consistency in the schedule full effort to each one, and it’s often better to pick a few things to prioritize not only matters to us, but also for the people and kids we work with at these and give them our time and energy. recurring programs.

Recurring programs are usually This year, the schedule was flexible, and often only require each member to go once per rotation. Many changed to increase recurring program groups allow their members to specify time, which, in my experience, was a really helpful change, increasing their preferred day at the beginning of the time we are able to spend on the the year. The programs ask students campuses. Why have we stopped to commit to attending their program once per rotation, which is once a week prioritizing recurring programs now when we seemed to focus on them at at most. If this time commitment, the beginning of this year? which doesn’t significantly infringe I love tutoring in my recurring on one’s schedule, is impossible to fulfill, then the problem is not with the program, and I know that many students feel the same about theirs recurring program and club schedule, and are upset about the loss of it’s with following through on your recurring program days. To me, the commitments and time management. true problem isn’t attendance; it’s It’s important to remember that overcommitment. Limiting the social participation in recurring programs is completely optional. If students prefer impact program days not only takes away time we spend at recurring to dedicate their time to clubs, then programs, but also takes away a they can easily do that, and they also valuable opportunity from students: have the opportunity to participate in the opportunity to learn what recurring programs instead.

Additionally, the seven-day rotating priorities you value and how to follow schedule, while it works for Hockaday, through on your commitments. is very difficult to communicate PHOTO COURTESY OF SARAH MOSKOWITZ 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 operate alongside formal schooling. of ability.

As college admissions grow more Even students who use tutors may competitive, and students worry that feel conflicted. There might be guilt one bad grade can tank chances of with the financial cost or anxiety over acceptance, families increasingly feel whether outside help diminishes the that tutoring is no longer an optional, legitimacy of their achievements. supplementary resource.

Tutoring has become a resource The problem is not that tutoring but also a source of shame, further exists or that it can be helpful. The complicating students’ relationships problem is that academic success is with learning. increasingly tied to financial access.

Hockaday provides internal This concept further deflates the academic support through teachers, meaning of grades as honest measures office hours, the Writing Center of understanding, devaluing the and learning specialists, but private concept of a “high GPA,” signaling tutoring offers advantages that simply anything about a student’s potential. cannot be replicated at school. It As a community, we should work offers sustained, on-demand and towards normalizing academic individualized attention support rather than stigmatizing that molds to a student’s it. Tutoring should not be seen as individuality. evidence of weakness or failure, but as This culture one of the many tools a student can use mirrors a broader to succeed. At the same time, we must national trend recognize the disparities in access often described to this resource. It should prompt as the “shadow broader conversations about equity, education system,” expectations and what we truly value in which private in terms of academic achievement. academic services GRAPHIC COURTESY OF AADHYA YANAMADALA

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February 6, 2026

EDITORS-IN-CHIEF Lang Cooper and Leyah Philip WEB EDITORS-IN-CHIEF 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).

Fourcast

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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.

Big on blue books Artificial intelligence reshapes writing in classes

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ith 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

The Hockaday School

February 6, 2026

CASTOFF

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By Emilie Illum