April 2025 | The Evergreen, Greenhill School

Free Speech

Greenhill balances expression and community in a time of heated political passions. Page 12

Groundbreaking

Photo illustration by Evie Kwei

In March, Greenhill began work on a new athletics facility. It is scheduled to be completed and ready for use by May 2026. Page 3

Middle and Upper School Photography teacher Frank Lopez has a showcase of his work coming to Greenhill on April 10. Page 15

From Brawl Stars to Owala water bottles, Greenhill students have become infatuated with various pop culture trends. Page 14

Ven Larson, Sadie Werner

As a child, junior Isa Tanner dreamed of owning an ice cream truck. She loved the idea of running her own business and creating something new. Years later, that entrepreneurial spirit led her to sign up for the Upper School’s Design Thinking to Open Entrepreneurship course.

That class has led Tanner to come up with Lyte2O, a hydration system designed to personalize electrolyte replenishment for athletes.

“When I first came up with the idea, [Matt] Abbondanzio, who teaches the Design Thinking to Open Entrepreneurship course, helped me develop it further,” Tanner said. “He guided me through the pitching process and supported me with much of the 3D modeling.”

Hydration Reimagined

Hydration Challenges

During her research phase of the class, Tanner realized that many athletes struggle with hydration despite drinking large amounts of water.

“I get that I play soccer in 110-degree weather, but I was doing everything right and still felt dizzy,” Tanner said. “I started looking into it more and found out it was actually a problem for a lot of people.”

This discovery led Tanner to develop Lyte2O, a microfluidic patch that captures an athlete’s sweat, analyzes it using chemical indicators, and communicates the results through an app. The app then triggers a smart water bottle, which releases a customized mix of electrolytes personalized to the athlete’s specific needs.

“The deeper I got into the research, the more I realized how much science is behind

hydration,” said Tanner.

Concept to Market

Tanner says that developing Lyte2O required extensive research, a process that pushed her outside her comfort zone. Though she had taken Honors Chemistry and is enrolled in AP Biology, she still faced challenges in learning how to put everything together.

With support from Greenhill’s Design & Innovation program, Tanner says she gained the skills she needed to develop Lyte2O. She mastered business pitching techniques, experimented with 3D modeling and worked through the technical parts of her design.

“I personally helped her do the mechanical work, because it’s a very complex mechanical design and she was under a very tight timeline to get something functioning for the event,” said Director of Design and Innovation Matt Abbondanzio. “But other than that, it’s all hers. Her concept, her pitch, the process, the research – all of that’s hers.”

The preparation paid off when she presented at Greenhill’s What’s NEXT Pitch event last spring and earned a $3,000 prize.

Road to MIT

Tanner says the money helped her grow her branding and also covered the $1,400 entry fee for the next step in her journey: the MIT Sloan Sports Analytics Startup Competition and Trade Show.

The competition “is a yearly conference where large industry players come together to discuss the latest in analytics, research and products and technology,” Abbondanzio said in an email. “Sports team [general managers] and executives attend as well as important people in the industry such as Bill James and Megan Rapinoe, to name a few.”

Tanner applied as the only student in the competition. She became one of only eight applicants in her category of “having

raised less than $500k” to be chosen to pitch her product.

On March 7-8, Tanner presented Lyte2O at the MIT event. Although she did not ultimately win, Abbondanzio says a large number of people stopped by her booth and offered to help move her product forward.

“I think what drew people to my booth was that they could actually come up and touch the product,” Tanner said. “That gave me a lot of foot traffic and helped me get comfortable with my pitch.”

Tanner’s blend of ambition and creativity continues to drive her quest to commercialize her product. She already has 40-50 pre-orders, according to Abbondanzio.

“She’s an example of someone who has really taken her passion, [which] she probably didn’t even know that she had, and developed something amazing,” Abbondanzio said. “She has pushed herself to be part of this program, to really stand out and to do something that very few other people at her age have done.”

Honor Council Crackdown

The Honor Council has undergone many changes this year in an effort to root out academic dishonesty. Leading the charge is Upper School Dean of Students George Heinrichs, whose role now explicitly covers these issues.

“[Heinrichs] has come in with a vision for the kind of community he wants us to be, and that community has no place for dishonesty,” said History Department Chair Amy Bresie ’96, who also serves as Honor Council faculty chair.

Heinrichs has also helped improve the structure of the Honor Council, bringing new ideas from his past school. There, he led the Judicial Committee, a similar group that handled all conduct issues on campus.

With the new leadership, the Upper School Honor Council has become organized and dedicated to resolving cases, according to sophomore Paylin Barnes.

“We have had more people present their cases directly to us, so the whole council is involved rather than it just being the seniors and teachers,” Barnes said.

When a student has been alleged to have violated the Honor Code, they will now appear in front of all representatives, rather than just the chairs, which was the case in previous years. This change allows for multiple perspectives to judge any given case.

“We’re a check on the teachers to help them look at the student perspective,” said junior Valentina Casas-Sayak.

In addition to maintaining a balance between student and teacher opinions, Heinrichs says he believes the added views push everyone to determine their understanding of the Honor Code.

“It is a really powerful tool that allows students and faculty to shape how the values are interpreted,” said Heinrichs.

The emphasis on values has also shifted the perception of the Honor Council, according to Heinrichs. As a result, this has added trust and increased the number of cases presented to the council. Bresie says students and teachers have become more willing to go to the council, rather than handling the incidents by themselves.

“Both teachers and students have an understanding that if they bring something to the Honor Council, then they will be taken seriously, and consequences will happen,” Bresie said. “And the more we get people to buy in, the closer we will be to creating a community of trust.”

Likewise, social pressures from the community have also been a key factor in the number of cases. Students are frequently driven by peer pressure, causing them to act without rationale, sometimes resulting in dishonesty. Often, this pressure even influences how people report incidents, according to Heinrichs.

“If no one at a school reports things, then the social pressure to not snitch is so strong that it takes an act of remarkable

courage to step up,” Heinrichs said.

The council has also worked to better understand the role of social dynamics in each case, trying to learn why violations happen. Having frequent meetings with the Honor Council creates more opportunities to discuss these questions, according to Heinrichs.

The pressure to achieve, especially in a world with extreme grade inflation, pushes some students toward cheating, according to Heinrichs.

Additional factors like COVID-19 and new technology such as ChatGPT and other AI chatbots have also impacted academic integrity, forcing the Honor Council and administration alike to adapt.

a mindset focused on Greenhill’s core values rather than academic achievement is necessary to help the Greenhill community thrive.

“In my mind, turning out students with integrity matters far more than turning out students who can write perfect essays or do

“Is it worse to commit an act of academic dishonesty or to think that you can’t keep up with your peers academically?” Heinrichs said. “When we talked about this in Honor Council, a lot of the students said people would be willing to cheat if it allowed them to avoid feeling like they were failing. And if any grade below an A is failing, then that’s such a strong incentive to cheat.”

Bresie also says she believes creating

While opinions are shifting toward being more supportive of the Honor Council, many members say they hope to continue spreading awareness about dishonesty, helping students understand the gravity of their choices. Looking forward, council members have plans to hold colloquiums, give presentations at assemblies and eventually start a Middle School branch, allowing younger students to also understand the importance of integrity.

“I think we as a community need to spend a lot more time talking about integrity, our values and the kind of place we want to be,” said Bresie. “I don’t want students to not cheat because they think they’ll get suspended. I want students to not cheat because they know their honor matters so much more than an extra point on a test.”

Kaitlyn Yoo

Graphic by Lylah Pouratian

Photo courtesy of Greenhill Communications PITCH TO PITCH: Tanner presents the cost breakdown of her product at Greenhill’s What’s NEXT Pitch event last spring. Lyte2O tailors hydration for athletes.

SIP SMARTER: Isa Tanner poses with her revolutionary hydration system.

Photo by Sadie Werner

Amy Bresie

Groundbreaking a New Era

Lyna Kamgang

After years of strategic planning, Greenhill has begun building new athletic facilities that will enhance training spaces and support the school’s growing sports programs.

Seven years ago, when Head of School Lee Hark first arrived at Greenhill, a new strategic plan began taking shape, following the conclusion of a major campaign for the Marshall Family Performing Arts Center.

A donor family urged the school to build a replacement for the aging Agnich Science Building, the oldest classroom structure on campus at the time, according to Hark. As the plan evolved, other donors became excited about the project, which was eventually presented to the Greenhill Board of Trustees.

various groups connected to the project.

“The ceremony was a moment to celebrate a vision coming to life,” said Head of Athletics and Physical Education Jarrett Shine. “With this new facility, we’re not just improving athletics, we’re strengthening the entire Greenhill community.”

Hark opened the ceremony, followed by Shine speaking on behalf of the athletics administration with Director of Sports Performance Jessen Houston. Coaches from other sports, including girls volleyball Head Coach Tatiane Deibert and football Head Coach KJ Williams, also addressed the crowd.

Seniors Chloe Nguyen and Dillon Watt spoke on behalf of student-athletes. The program ended with representatives from the Advancement Office making a direct appeal to Greenhill families for financial support.

As senior administrators reviewed the plan, they recognized there was also room to address athletic needs as well, according to Hark. This resulted in the launch of the Growing Stronger Together campaign to build a new STEM center and upgrade athletics facilities.

“There is a lot of energy for the [athletics] projects,” said Hark. “I think there’s a recognition in our community that these were projects that can help us move the school forward in lots of areas.”

Breaking Ground

Greenhill officially broke ground on a new Athletics Performance Center on March 11, marking the beginning of the second phase of the Growing Stronger Together campaign. The ceremony, held in Phillips Gym, featured several speakers representing

At the end of the program, Hark and Associate Head of School and Chief Financial Officer/Chief Operating Officer Kendra Grace led a ceremonial groundbreaking by turning over soil with a shovel.

“I was really excited to be a part of this big opportunity for Greenhill athletics,” said senior Sophie Fiedelman, captain of the softball team. “I know that I won’t be able to use the facilities myself, but I think that they will provide amazing opportunities for Greenhill student-athletes to grow and develop.”

Next Phase

The Growing Stronger Together campaign prioritized construction of a new STEM center, enhancement of athletic facilities and growth of the school’s endowment, according to Greenhill’s website. The first phase culminated with the opening of the Rosa O. Valdes STEM + Innovation Center in March 2024.

The second phase, focused on athletic facility enhancements and endowment growth, is ongoing. The school has raised $60 million toward an $85 million target for this phase.

Construction of the athletics facilities, including a new tennis center and courts, is set to be completed by May 2026. Upon completion, the field hockey teams will relocate their practices and games to the west side of campus, instead of being at Maalouf and Frankel fields on the southeastern edge of the campus.

For sports like field hockey, the playing surface directly impacts performance. Many athletes say they are looking forward to the planned upgrades.

“Being able to have a nice turf is going to be really, really amazing for our team,” said sophomore Soraya Sachdeva. “It is going to allow us to get better way faster because we’re going to be able to play and move the ball at a higher pace.”

Additionally, the move will place the field hockey team in a more populated area of campus, potentially increasing attendance at games.

“I think it’s going to make a huge difference,” said Sachdeva. “Nobody comes to field hockey games, and people often say they don’t want to walk all the way to Maalouf. But if the facility is closer, it’ll be like a football game – people can just walk over after school and catch part of the game. I think it’ll be great to finally have fans.”

The new Athletic Performance Center will also provide a much-needed expansion. Inside, there will be a High Performance Center, locker rooms for outdoor sports, a concession stand and team meeting space.

“We needed more space because what Coach Houston is doing up in the HPC is great, but all of our teams are using it,” said Shine. “We are bursting at the seams. So now, with more space, it’s going to help him have more offerings for our student-athletes and students who want to be a part of it.”

In addition to the Athletic Performance Center and turf field, the new sports complex will feature redesigned gathering areas for families and students to socialize during athletic events, 10 tennis courts and a community celebration space.

The potential impact goes beyond new spaces and equipment.

“For me, it’s about more than just the building,” said Deibert. “It’s about providing

an opportunity for the kids. Hopefully, it will be an extra space for our students to grow, build confidence and continue their journey.”

Athletic Culture

The athletic projects also speak to the pillars of school culture.

“When I first got here, they talked about the Big 3,” said Shine. “Arts being strong, academics being strong and athletics was the piece that wasn’t as strong as they needed to be. The vision was for it to get to a point where all three were on the same level.”

For many student-athletes, there’s hope that with these improvements Greenhill will be as competitive in sports as it is in academics and the arts.

“I feel like we’re having more people come in and they say, ‘Oh, I’m here to play this sport,’ and I think that’s better,” said Sachdeva. “I think our athletic programs have gotten better overall, but it’s an incremental change.”

For me, it’s about more than just the building. It’s about providing an opportunity for the kids. Hopefully, it will be an extra space for our students to grow, build confidence and continue their journey.”

Some coaches stress the importance of a holistic approach.

“We have coaches that are fully committed to developing the whole studentathlete, and it’s fun,” said Deibert. “The culture is very positive. It’s very focused on experience. There’s always work to do, but I think we’re moving in the right direction.”

This shift in culture is tied directly to Greenhill’s broader goal of high achievement across all programs.

“I think the commitment in our school is that every program at this school has to be excellent,” said Hark. “That includes athletics, and every level of sports performance. These projects are an extension of that commitment, and they are going to help us reach that ambitious goal.”

Photo courtesy of Chloe Nguyen

ATHLETICS LAUNCH: Head of School Lee Hark and girls volleyball Coach Tatiane Deibert lead a March 11 ceremony celebrating construction of new sports facilities.

Lee Hark

Cindy Chou

Exam Reviews

With a mix of nerves, caffeine-fueled study sessions and several Quizlets, the reintroduction of midterm exams was intense. We asked students to share their highs and lows of exam week and changes they would like to see:

“Now that exams are over, I definitely feel like a weight is lifted, but they’re really thrusting us back into schoolwork and it’s just redundant.” – sophomore Ronni Phillips

“I think they were a good way to cover all the material we learned, especially from all the previous units, and sum up the material.” – junior Harshdeep Bommareddy

more cramming and we are back in the normal routine.” – junior Syrus Gupta

“To study for exams, I went over my old tests to look at what I did wrong and redid my notes from the units I had difficulty with.” – senior Ellery Sherwood

“Next year I would change the way the schedule was structured as I was having summative [assignments] up until the week before, which limited my time to study.” – freshman Arhaan Iyer

Graphics by Christan Park and Lylah Pouratian

Greenhill interview with Opal Lee, “Grandmother of Juneteenth”

05 Middle School

Eighth Graders Prepare for Future Success

Julia Bella Frankfurt, Noa Pouratian, Nithya Rao

With less than three months left in the school year, eighth graders are beginning their transition to Upper School.

The eighth-grade team has put together a series of events designed to prepare and support students as they near the beginning of their Upper School journey.

On Jan. 23, current eighth graders along with many of their guardians attended a transition event at the Marshall Family Performing Arts Center. After an initial presentation, everyone was divided into three smaller groups for three sessions. Each session focused on a key aspect of high school life: academics, arts and athletics, or language.

“I felt more informed about the transition after Transition Night because they really hadn’t explained anything until that point,” said eighth grader Robert Booth.

Along with big events like Transition Night, eighth graders have also received information about Upper School life in large groups during their Student Life period. Presentations have featured Upper School students and representatives from the Fine Arts, Debate, and Design and Innovation programs.

“[The large groups] are helping because they’re giving me an insight of what they are expecting of me and helping me prepare,” eighth grader Willa Oza said.

Although these events aim to inform students about the upcoming school year, many still have mixed feelings on the transition.

“[Upper School] feels so far away, but so close at the same time,” said eighth grader Adrienne Akintola.

Some eighth graders say they are concerned about the increased pressure and workload as Upper School students.

Others say they are excited about new opportunities in Upper School.

“I’m looking forward to athletics, being able to meet the rest of the high schoolers, and excelling academically,” said eighth grader Baer Kelly.

Eighth-grade team faculty leaders have also been preparing their students to succeed academically in the Upper School, according to Middle School history teacher Kara Smith, who also leads the eighth-grade team.

“We set you all individually up to a place where you can all be successful in high school,” said Smith.

One way they have done this is through advisors and teachers raising classroom expectations for students.

Smith says she has been trying to increase stamina in history classes to prepare eighth graders for the larger amount of reading and analysis they will face as freshman.

“Teachers have been pushing, and that’s very intentional on our part to prepare you for high school,” said Middle School science teacher Susan Eve.

Smith says she also emphasizes to eighth graders that they need to have time to “be a human” and enjoy the social aspects of Upper School.

“Have time to have your passions, push yourself academically, and be social,” Smith said.

Upper School faculty members are aiding the effort.

“We connect with the eighth-grade team so we can identify the needs that need to be met as a class,” said Upper School Spanish teacher Jacobo Luna, who also serves as ninth-grade dean.

Luna recognizes the stress associated with the transition to Upper School. His message to students is to accept their flaws and don’t expect perfection from themselves.

A year removed from the transition to Upper School, freshman Eden Collins provided some advice.

“Don’t be afraid to try new things,” Collins said. “It’s 100% worth it.”

Pollom Honored for Environmental Work

Addy Kloeber, Alana Mason, Alice Stenberg

As the Greenhill campus stirs in the early morning hours, students making their way down Hornet Road often catch sight of Middle School science teacher Gretchen Pollom. She is already hard at work, tending a vegetable garden or Blackland Prairie plants native to the Dallas ecoregion.

When Pollom joined Greenhill in 2018, she says she was drawn to the school’s commitment to diversity, equity and inclusion. As she settled into her role, she strived to inspire her students to do what they can for the environment.

Last spring she was awarded the Rusty Jaggers Ad Astra Award, which honors faculty members who make significant contributions to the community.

“I hope that I am inspiring and teaching my students and colleagues that the changes they can make are not too challenging or big, and it’s not rocket science,” Pollom said. “They are capable of making our ecoregion better.”

Greenhill Gardens

By integrating environmental topics into her curriculum, Pollom strives to encourage students to approach challenges in practical ways.

“I want my students to try new methods when something doesn’t work the first time,” Pollom said. “And to not quit when they mess up.”

Upper School English teacher Trey Colvin works with Pollom on various sustainability projects.

“She is the most energetic and passionate individual I have ever worked with,” Colvin said. “Her enthusiasm is infectious.”

Pollom has also worked with several organizations, including the Texas Conservation Alliance, to protect and preserve wildlife and habitats for future generations.

Pollom and Colvin have helped transform the campus and educate students by cultivating two campus gardens: the raised garden beds and the pollinator garden.

“A lot of kids enjoy working in the gardens,” said Head of Middle School Susan Palmer. “It’s a way for them to learn differently while still having fun.”

Beyond gardening, Pollom has taught students how to make pocket prairies – small gardens featuring native plants from the Blackland Prairie – and how to apply what they’ve learned at home.

She said she encourages students to dream big but also to have fun while working toward something they want to improve.

“Students are more likely to want to continue the work they do here if they enjoy it and have fun,” Pollom said.

Pollom said she hopes to make a lasting impact on Greenhill, influencing the campus, staff and students.

“I hope I inspire every single student that I interact with,” Pollom said.

Through her actions and attitude, Pollom says she aims to be a role model, showing students that no job is too big to tackle in practical ways.

She said she hopes her influence extends beyond the classroom, whether through students telling their families and friends or taking independent action to help the environment.

“She’s helped me become a stronger person,” said eighth grader Julia Bella Frankfurt, who was in Pollom’s advisory in fifth grade.

Seventh grader Ella Marvin describes Pollom as a relatable teacher who has helped her build resilience.

“Sometimes I’ll tell my family if she says something cool in class,” Marvin said.

Marvin said she spreads Pollom’s teachings by telling her family and friends about environment-related things, and by taking practical actions to help, like picking up trash and speaking out about environmental issues.

“This year, I helped my parents grow a garden in

our backyard because Ms. Pollom taught me about the importance of planting native plants,” Marvin said.

Looking Ahead

Colvin says he has been positively affected by the environmental work he’s done with Pollom.

“It’s been able to let me see the school through a lens other than just my academic responsibilities,” Colvin said.

Palmer said she has learned from Pollom about how to care for the environment.

“We’ve had schools visit who want to see what we’re doing,” Palmer said.

Pollom said she hopes to continue making changes in both education and on Greenhill’s campus. She said she would like to convert 1-2 acres of land into areas with more native plants and teaching spaces.

“I would love for any student who wants to do environment-related research to have access to it,” Pollom said.

BUSY BEE: Gretchen Pollom tends native Blackland Prairie plants in the Hornet Road garden. Her efforts on behalf of the community were honored with the Rusty Jaggers Ad Astra Award last spring.

GETTING FAMILIAR: Head of Upper School Trevor Worcester chats with students during a tour last year.

Photo by Ella Sadka

Photo by Ella Sadka

After spending the first eight years of her educational journey in Coppell Independent School District, senior Ellery Sherwood decided to make the move to Greenhill.

When Sherwood arrived on campus as a freshman, she says it was a big shift from public school.

“I lived so close to all of my schools before coming [to Greenhill], so I guess it was just a change with going to school with people who aren’t your neighbor, and just getting to know so many new people,” said Sherwood. “I’d come from such a big school too, so it was nice and kind of easy to feel invisible, but when you go to Greenhill there’s only like 100 to 120 people in your class.”

Setting the Stage

When Sherwood joined the theater program at Greenhill, she already had acting experience.

She was in second grade when she did her first show, “Alice in Wonderland.” In third grade, Sherwood expanded her repertoire and joined her school musical, “Honk! JR.”

“It has allowed me to be creative and try new things with acting or with singing, or just doing something differently,” said Sherwood. “I guess it gives me an outlet to do that.”

At Greenhill, Sherwood quickly found herself in the spotlight. Within days of her arrival as a freshman, Sherwood landed a speaking role in the fall play. It was an opportunity rarely given to students in their first production, according to Upper School Drama and Theater teacher Valerie Hauss-Smith.

Later that spring Sherwood acted in the musical “The Little Mermaid” and won a Schmidt & Jones Award from Lyric Stage, a Dallas-based theater organization that honors high school musical theater performances.

Evergreen the

past four years, says Sherwood has a positive personality that the Greenhill theater community values.

“She’s so supportive and even if you know she isn’t necessarily having the best day, she’ll always be excited to be in the space she’s in and always have a certain energy that she brings to the group,” said Chhaya. “There’s sometimes complaining or negativity, but you never get that from her. You’re automatically in a more positive environment when you’re with her.”

Sherwood says she will miss the program when she graduates in May.

“I would definitely say that freshman me was completely different than who I am now doing [theater], not only as an actor and a performer, but also as a person,” said Sherwood.

Hauss-Smith says she will cherish her memories with Sherwood and the example she sets for underclassmen.

“She is always willing to try new things and saying ‘Yes’

Features

larger commitment than expected. TACT members meet every weekend and even over the summer break.

“All of the people I had seen who have done TACT before, they had all these major extracurriculars in their life, too, so I just assumed it would be really easy,” Sherwood said. “It’s not, but I would say that it’s pretty rewarding and fun.”

Future Vision

In addition to acting and volunteering, Sherwood says she is interested in studying neuroscience and hopes to become a researcher in the future.

“I’ve had a fascination for why people think the way that they do [and] how different individuals perceive the same reality that’s going on in front of them,” Sherwood said.

“Ever since then she’s been doing stuff like that every year,” Hauss-Smith said. “I can count on her to come in prepared and to give her best try on anything.”

Throughout her theater journey, Sherwood says she has participated in 29 shows. Her final Greenhill performance will come in the upcoming spring production of “The Crucible,” in which she plays the role of Elizabeth Proctor.

Despite her love of theater, Sherwood acknowledges the challenge of balancing time-consuming productions with other school commitments. However, she also says that the class is beyond “just another line on a college application.”

Next fall, she is enrolled to attend Boston University. She plans to major in neuroscience, with the hopes of becoming a researcher.

Attempting to get a head start on her future as a researcher, Sherwood decided to do a Capstone Project in her senior year. The project is focused on neuroscience and involves research with Assistant Professor Ruhma Syeda in her lab at UT Southwestern Medical Center.

“She was so kind and took me on board, no questions asked,” Sherwood said. “She was so helpful and so generous and immediately just kind of understood me as a student, I think.”

“I really thought long and hard about ‘Why am I so committed to this?’” said Sherwood.

The answers came easily to Sherwood.

[Theater] has allowed me to be creative and try new things with acting or with singing, or just doing something differently.”

“The community is really nice,” she said. “It’s really great getting to know people, and it’s also great because it’s a program that you can get to grow through.”

Senior Shreya Chhaya, a castmate of Sherwood’s for the

In addition to acting in school productions, Sherwood volunteers with the TeenAge Communication Theatre, a Planned Parenthood initiative in the Dallas area commonly known as TACT. The students in the program write and perform skits to educate Dallas students on various taboo topics, including sexual education.

“I get to hang out with my friends every Saturday and simultaneously earn community service hours,” said Sherwood.

She says that the group of around 50 high schoolers perform skits at various locations, including women’s shelters and food banks, for a wide range of demographics.

Although she initially joined with the impression that it wouldn’t take up too much of her time, it has become a

Under the tutelage of Syeda, who earned a Doctor of Philosophy while studying chemical biology at the University of Oxford in the United Kingdom, Sherwood is researching Piezo1 protien. These proteins function as sensors within the body for mechanical stimuli, such

“The two types [of the protein] turn physical touch and senses into the electrical stimulus which

While working in the lab with Syeda, Sherwood says she learned a lot about her passion, making her feel more secure in her decision to major in neuroscience.

“I love just learning more about what they do there and helping out with their projects,” Sherwood said.

“So, I think that’s really further strengthened my want to be majoring [in neuroscience].”

When applying to universities to attend in the fall, she said that she exclusively applied to schools in urban environments.

“I happen to really like Boston,” said Sherwood. “I think a lot of the appeal is the location, and it’s a hub for biomedical research and biology in general. And I like the city vibes. I’m such a big city girl and I also like that [Boston University] has really good research and study-abroad programs.”

Additionally, Sherwood said she’s excited about the clubs and extracurricular opportunities BU provides.

As her final Greenhill performance approaches, Sherwood is already looking ahead to life after graduation.

“I’m just really excited to start this new chapter and be more open to all the possibilities that can happen,” Sherwood said.

Sasha Wai, Noor Zaman

Photos courtesy of Greenhill Communications

Graphic by Chloe Nguyen

Shreya Chhaya

5:30 A.M.

Nicholas Park

My day starts with some morning prayer and personal reading. I try to leave the house between 6:30 a.m. and 7 a.m. I ask my Waze app for the best way to get to work – it’s always different.

8:00 A.M.

After fighting traffic for about 45 minutes, I finally get to school. Once I get to my office, I make a coffee, open my computer and start checking and responding to emails. I curate my calendar and task list for the day, adding things based on emails. To be productive, I start grading homework that was due today and complete other daily tasks.

9:55 A.M.

My first class of the day is Physics 1. We usually start with some warm-up activity, go over homework or any questions my students have and then we get into the lesson for that day. We are currently studying waves, using slinkies to observe and understand wave behaviors.

After a couple of students come in during break for physics help, I teach AP Physics C. This is a more challenging physics course taught with calculus. Since we are studying magnetism, I have the students do engaging, hands-on activities with magnets. Once I finish teaching, I go back to my office desk, breathe and write down any notes from my classes.

1:30 P.M.

I let the lunch line die down before heading to lunch. I eat at the salad bar and fill up a bowl loaded with whatever is available. After eating and talking with other faculty, I come back to my office desk and tackle

Erik Park

5:00 A.M.

I wake up early from how loud the rain and wind is and I can’t go back to sleep. So, I get up and do my normal: prepare food for my kids and make coffee for my wife. I do this while they’re still resting because I leave the house before them around 7:15 a.m.

8:15 A.M.

It took me about an hour to get to school because I live in Carrollton and some of the roads were closed because of the storm. My classroom has a push-up board, so I do some push-ups. But, while I’m doing that, a student sees me and says “Oh my gosh. You have a hole in the back of your sweatshirt.” So, I look, and there is a big hole in the back of my sweatshirt and realize I have to go change. Then, I remembered that I have a shirt in my closet that says “Berkeley Girl” and decide to wear that for the day.

8:30 A.M.

I have the first block off and spend that time grading papers or making tests at the [Valdes STEM + Innovation Center]. Then, students come by to hang out and sit and talk with me.

I get home to the rest of my family. We have a sort-of afternoon cleanup phase, which I help with to some degree. After, I read a little to my younger children and help drive people to dance, taekwondo or whatever activities they have. I spend some of my evening time preparing my sermon I will give on the weekend and doing other church-related work. After I eat dinner, I help put my youngest children to bed because family time is really important to me.

9:00 P.M.

I try to be in bed by 9 p.m. and start winding down at around 9:30 p.m. with some reading and prayers. My goal – that I never, ever, achieve – is to go to sleep by 10 p.m., but more realistically, I usually fall asleep at 11 p.m.

Nicholas Park is an Upper School physics teacher at Greenhill. He is also a pastor at St. Nicholas Orthodox Church in McKinney.

I taught Advanced Precalculus before my advisory came in. A student showed me a TikTok video they made for me that was funny and made me laugh. I like to have very social relationships with my students outside of just math. I think the students really know that I enjoy math and the work that I do. So, they feel more comfortable coming to me with other problems or updates in life. This is one of the favorite parts of my job

1:50 P.M.

After I have lunch during C Block, students file into my classroom to hang out or get math help on homework or tests.

4:30 P.M.

I feel bad for my wife because she had to stay home with the kids since the Korean daycare was closed today from all the power outages. So, I go back home to help with the kids before taking my 3-year-old Ella to taekwondo. I watch her do some kicks and punches and reward her with a popsicle at home.

6:45 P.M.

I order some Chinese food for dinner because our family friend and her kids come over. After they leave, my wife and I put our 1-year-old daughter Everly to sleep. Then, we start SAT training for Ella ... just kidding, but she loves working on workbooks and trying to read so we help with that.

9:30 P.M.

My wife, daughter and I wash up. Our goal is for Ella to sleep by herself, but that never happens so we end up sleeping all together.

Erik Park is an Upper School math teacher at Greenhill. To his knowledge, he is not related to Nicholas Park.

Chloe Nguyen, Ella Sadka

Evergreen the

Bollywood Dance Troupe

to make sure this actually happens because it’s such a great thing for the community and it’s so much fun.”

The Bollywood Dance Troupe has re-emerged this year, bringing choreographed acts from popular Indian culture to the Greenhill community. The troupe has worked long hours since early February and will perform for the Upper School on May 7.

After the troupe didn’t come together last year, seniors Aria Kutty and Varun Mukund wanted to revive the group and its spirited performances.

“Me and Varun started talking about doing this in the summer and then we choreographed everything in the summer and into the fall,” said Kutty. “We said we needed

Practices

Since February, the troupe has met multiple times during Hornet Block to go over the dances they will be performing in May, according to Kutty.

There are five songs that the troupe is performing, including “Kaala Chashma” by Amar Arshi, “Lungi Dance” by Yo Yo Honey Singh, “Swag Se Swagat” by Vishal Dadlani, “Jhoome Jo Pathaan” by Arijit Singh and “Sheila Ki Jawani” by Sunidhi Chauhan and Dadlani.

Mukund says the practices have been going well, with 20-25 members per rehearsal.

One obstacle the troupe has encountered “is finding space on campus that could accommodate such a large number of people with these types of movement,” said Mukund.

As someone that usually doesn’t go for stage-based extracurriculars, sophomore Jackie Dishman says she has been pleasantly surprised by the practices she has been to.

“Varun and Aria do a really good job of running practice and they’re really good at explaining the instructions to us,” said Dishman. “We listen to the music, and it’s just a really fun time. It’s always a good use of my Hornet Block.”

Performance

These practices are leading to the Upper School-wide performance on May 7.

Some of the dances are separated into boys and girls, but many of them are performed by the entire group.

“I’m really excited to just show off everything that we’ve been working really, really hard to learn and put together over the past couple [of] months,” said Dishman.

TSenior Brynn Zawadzki says she is glad she joined the troupe.

“Instead of sitting around after lunch, being in the troupe is a way to have fun and use my time well,” said Zawadzki. Kutty is especially happy to turn a spotlight on South Asian culture.

“I think the performance is a really awesome way to showcase South Asian culture to everyone, and it’s great that people from all different backgrounds are able to celebrate that culture,” said Kutty.

Many students that don’t participate in the troupe are equally excited to see the work of classmates come to fruition.

“A lot of my friends are in the troupe, and they’ve all worked really hard, so I am excited to watch the performance after [the] break,” said senior Kendall Poglitsch.

Future

Many sophomores and freshmen have never seen the troupe perform or gotten the chance to be a part of it, so Kutty says she is glad to have played a role in reviving the activity.

Dishman says she hopes that more students will want to participate.

“I’m not coordinated at all, and this is not something that I would normally do, but I’ve really enjoyed the experience, and I’ve really made some amazing connections,” said Dishman. “If you’re unsure of joining, it was one of my best decisions.”

Although there is no official succession system, both Kutty and Mukund say they hope that next year’s rising seniors will take leadership roles within the troupe.

“I know there are some people that want to do it, and I hope people have fun this year and want to do it again,” said Kutty.

SPRING into Action

ired of their debate research not being utilized outside of debate rounds, senior Varun Mukund and several of his debate friends wanted to turn their findings into something tangible.

In December 2022, they created the Student Political Research Institute for New Governance, or SPRING, a policy group with the goal of bridging the gap between youth voices and lawmaking.

“Youth are the people who are oftentimes most impacted by policies that people who are much older make,” said Mukund. “In an effort to ensure their views are represented, we try to democratize information and research about these policies.”

To give students an opportunity to participate in SPRING, Mukund started a club in 2024 at Greenhill dedicated to its cause.

“I’ve been super impressed,” said Upper School History Department

Chair Amy Bresie ’96, SPRING’s faculty sponsor. “Varun asked me if I was willing to be the faculty sponsor and I said, ‘why not.’ This is an entirely student-led organization that now has chapters across the country in different high schools and college campuses.”

cited the brief within its recent prison reform policies.

“A lot of their policy changes were actually recommendations that we made in our report,” said Mukund. “They started implementing mandatory rehabilitation cycles and specific things that would better their rehabilitation system.”

However, researching such a project for SPRING is not easy. Their current project, publishing an amicus brief for the Supreme Court, requires attorneys and other external experts to back and sponsor the students. Attorneys will approve their brief, giving them credibility before they are “As high schoolers and teenagers, there is a certain bar for quality because we’re seen as inexperienced,” said Mukund.

SPRING members write policy briefs, memos and reports for decision makers. With topics ranging from artificial intelligence to healthcare and social media, they cover “anything that affects the daily life of people that we encounter,” according to Mukund.

The group’s work has been cited by the United Nations and used by the European Union, the U.K. Ministry of Science, U.S. senators, Dallas County Commissioner Andy Sommerman and several other organizations as the basis for their policies, according to Mukund.

Their most recent project on juvenile detention centers consisted of a 150-page brief that covered topics from substance abuse, reducing recidivism and parental involvement in detention cases. The Dallas City Council

“So, we all have to overcome that barrier and make sure we’re doing high quality work so that we’re not

A project may begin by just cold emailing a hundred people just to get one or two responses that agree to a project. Students then work together to deliver their research.

“There’s a lot of teamwork that goes into it,” said Bresie. “People tend to think of research as a solitary activity and it’s truly not.”

For some, the aspect of collaboration and exploring new topics is the most rewarding part of SPRING.

“My favorite part is learning about topics that I have previously never heard about,” said sophomore Mahedhar Sunkara. “I enjoy being able to work with a group of driven students.”

However, members also benefit from investigating issues they already know and care about.

“My favorite thing to work on involved the impact of prison labor on rehabilitative efforts, which was very similar to the affirmative I read at the Texas Forensic Association debate tournament last year,” said junior Dylan Millimet.

The result, according to Bresie, is a group of students who become fascinated by different topics while becoming

FUTURE PLANNING: Members of SPRING send emails to potential partners for future endeavors.

more politically informed.

“I think that doing your own research is very powerful and that students who engage in this can’t help but be more aware of the world around them and the steps they might want to take to try and change it,” said Bresie.

Now spanning over 15 countries across the world, the institute is looking to restructure the program with topic committees, so members can work with people across their nation instead of just within their school. SPRING’s global outreach and ability to help students contribute to national policymaking is what Mukund attributes as the biggest reason people join.

“People within SPRING get access to policymaking which might help their future career path, but also the people that we try to help – like those in juvenile detention or others,” said Mukund. “We make more representative policies that may address needs specifically as opposed to nebulous government officials that we can’t really see making policies for us.”

Daniela Hallack

Rory Liu

Photo by Varun Mukund

VIBING: Seniors Varun Mukund and Aria Kutty teach members of the Bollywood Dance Troupe.

Photo courtesy of Saida Bidiwala

For our last outing as the Evergreen senior staff, we decided to test our teamwork at Sherlock’s Escape Rooms before finally giving in to Dani’s months-long campaign to go to Chilangos Tacos. It was time. Here is how the night went down.

Escape Room: Dead by Dawn? Not on Our Watch

In a bold display of faith in our intelligence, Aria picked Dead by Dawn, the hardest room. Seven journalists versus impending doom? What could go wrong?

Our gamemaster, Robyn, delivered a dramatic intro in an accent, explaining that we had one hour to find the magic hand and book or, as the title suggested, be dead by dawn. Asking for one of our three hints required a ritual: circling up, holding hands and sacrificing one of our own. We would use this feature sooner than expected.

We started by counting frogs, gnomes, owls, and spiders to open a lock. Despite six BC and Multivariable Calculus students, it took too long to count correctly. Meanwhile, Aria dismissed a mysterious grid as decoration and Varun immediately proved her wrong. Basking in victory, he posed with props, leading to Chloe getting yelled at for taking photos. Aria, meanwhile, became a buffet for mosquitoes.

After a few clues, we hit a dead end. Desperate, we sacrificed Chloe for a hint. Robyn, in full character and in rhyme,

Arewarded us with a clue over the speaker, opening a shed leading to a second room: a kitchen.

Inside, we solved puzzles before finding gears that needed placing on a machine. We struggled before Robyn finally wrote “Crank Dat” on the screen, sending us into hysterics. But “Cranking Dat” worked, opening a box with another clue.

At some point, Aria cracked a refrigerator clue in record time, opening a passage to a third room. Dani bravely led the way.

By now, Chloe, suffering from a torn ACL, sat on a random chest – unfortunately, the hiding place for our next clue. She was promptly yelled at (again).

Varun, arguably the most into the escape room, kept declaring, “I’m him.” To be fair, he solved a lot of clues. Evie even said, “I’ve never seen Varun so alive.”

Our last task was a constellation puzzle that Evie, Dani and Christan led. Determined to win, Christan sneakily took photos despite the no-photography rule. She was smooth with it – watching the footage back, it looked like she was just using her

Chilangos Tacos: Taco Tuesday (Sunday)

fter months of begging, Dani finally got her wish: tacos. Even better, Varun showed up this time.

Fresh off our escape room victory, we drove five minutes to Chilangos Tacos, a Dallas-based spot known for its authentic tacos. The first thing we noticed was the chaos of the parking lot. Aria got trapped between two cars with their hazard lights on, leading to a painfully slow 35-point turn, with Christan and Evie directing her like an air traffic control team. By the time we got inside, Aria had a stomachache from stress, and Chloe had a headache.

The restaurant was packed, with the line to order wrapping around the room. Despite the crowd, the staff was impressively efficient, keeping things moving quickly. Due to the parking fiasco, Dani and Varun had already gotten their food by the time the rest of the group entered. Varun had in fact made his way through one of his quesadillas already.

The menu featured everything from traditional street tacos to quesadillas to elote. Upbeat Latin music blasted from the speakers, adding to the lively, energetic atmosphere. Since we went on a Sunday, the famous Quesabirria tacos were available.

They are only served on weekends, so any attempt to diversify our orders was quickly abandoned. Below are our thoughts:

Aria (Quesabirria Tacos and Elote): I had been to Chilangos Tacos once before, but since it wasn’t a weekend, I missed out on the Quesabirria Tacos. This time, I was determined to make up for it. My expectations were high. I went all in and ordered the Quesabirria Tacos, Elote, and a fruit punch Jarritos. The tacos were everything I hoped for, perfectly crunchy on the outside, gooey on the inside, and packed with incredible birria flavor. The only downside was that they were dripping in grease, which my stomach did not appreciate later. The Elote was solid, and the Jarritos was the ideal refresher to wash everything down. No regrets, mostly.

Chloe (Quesabirria Tacos): I’ve never really been a taco fan – in fact, I was about to get a chicken and cheese quesadilla from the Taco Bell next door. However, Aria convinced me to give Chilangos a chance. After I took my first bite, I immediately texted my family groupchat. These were the best tacos I’d ever eaten. As I exited Chilangos and limped back to Aria’s car, I was proud to call myself a taco fan after all.

Christan (Carne Asada Quesadilla): This was my first time eating at the renowned Chilangos Tacos that everyone in the Evergreen always recommended. It was surprisingly good since I don’t often like Mexican food, but I really enjoyed my quesadillas and will be visiting again.

Dani (Quesabirria Tacos and Hibiscus water): As the resident female Anthony Bourdain, Chilangos Tacos has been my dinner spot request for as long as I can remember. All throughout the escape room, instead of finding keys, I was dreaming about the birria consommé I’d be indulging in later in the evening. The Quesabirria Tacos lived up to how I had remembered them and much more. The greasy corn tortilla mixed with the pull-apart cheese, and the

kicker: the greasy, flavorful consommé that each taco gets dipped in were perfect. To wash it down, some “Agua de Jamaica,” or hibiscus water, hit the spot. As both a native Mexican and the self-proclaimed female Anthony Bourdain (did I already mention this?), I can authoritatively say: this was a delicious meal.

Evie (Birria Tacos and Mexican Coke): After many late-night takeout runs here, somehow this was the first time I actually ate in the restaurant. The famed Birria Tacos were as excellent (especially with lime) as expected, although I thought dipping them in the consommé made them slightly too salty. The Mexican Coke made for a good accompaniment, with the ice-cold fizz offsetting the heaviness of the meal.

Lyna (Quesabirria Tacos and Chips and Queso): I can’t say this was my first time at Chilangos…or my second or third. However, I can confidently say that after countless visits, Chilangos never disappoints. Since we went on a weekend, I was able to get my favorite – the Quesabirria Tacos. I also ordered a side of chips. While the place had a strong smell of oil, the tacos

were delicious, and the chips made for a great compliment. The onions, cilantro, and consommé worked perfectly together. My only note is that the food was a little greasy. It was a heavy meal, but I left feeling full and satisfied.

Varun (Chicken Quesadillas and Fruit Punch Jarritos): Since I was finally invited to one of these dinners, I had high expectations for this Chilangos Tacos place that Dani wouldn’t stop yapping about. I lucked out with parking, ordered two chicken quesadillas with onions, cilantro, and a fruit punch Jarritos, then loaded up on guac and lime. I was so hungry that I waited about two seconds before diving into my food, which smelled fantastic. I am happy to say that my expectations were surpassed. The taco was cheesy, the chicken was tender and flavorful, and the other ingredients just complimented each other like how Russell Westbrook compliments the Denver Nuggets (very well). It was the first time I realized what the phrase “melt in your mouth” meant. I actually went back and got another quesadilla because it was incredibly good. Maybe Dani’s yapping was worth it….

flashlight. That trick helped us escape. Against all odds, we made it out with 6 minutes 28 seconds left. With only 28%

of teams completing this room, we felt like legends. Now, it was time for tacos.

Photo courtesy of Christan Park

CODE CRACKED: Senior editors escaped the hardest level at Sherlock’s Escape Rooms, named Dead by Dawn. They completed with a time of 53:32.

Photo by Daniela Hallack

DELICIOUS TACOS: Senior editors enjoyed their dinner at Chilangos Tacos.

Greenhill Theater Tackles “The Crucible”

Alexis Chen, Ethan Sadka

Upper School students are in the final stages of preparation for Greenhill’s spring production of “The Crucible,” which will debut at the Marshall Family Performing Arts Center on April 24.

Set during the Salem witch trials of the 1690s, “The Crucible” was selected for its stark contrast to the fall musical “Mamma

Mia!” and for its layers of emotional complexity, according to Upper School Drama and Theater teacher Valerie HaussSmith, the director.

The play addresses serious themes, including deceit and betrayal, which the students are exploring, Hauss-Smith said.

It also explores “who, in order to survive, will either stand up for the truth or give in,” she said.

Preparations began in early January, when students went on stage and read short scenes from the play. This allowed the directors to see how students embodied different characters, according to assistant director Maxey Goold.

The audition resulted in double casting many roles.

“Once we saw how talented everyone was, we decided to do two full double casts for this show, minus a handful of people,” said Goold.

The cast meets every other day for an 80-minute class period and sometimes on the weekends to rehearse, according to junior Ruby Garza, who plays Elizabeth Proctor.

During rehearsals, the cast usually works on blocking specific scenes and memorizing lines. Blocking is where the director plans and explains, step by step, where actors are supposed to stand and move to during specific points of the play.

Goold also discusses with students how

to develop their character.

“[Actors] will come work with me, [and we’ll] navigate the emotional landscape of the scene,” said Goold.

There have been several challenges in these rehearsals, including the wording of the script and the stage’s orientation, according to junior Ella Costabile, who plays the character Abigail Williams. “The Crucible” is dialogue-heavy, with much of the script written in 17th-century vernacular, she said.

“It’s hard to say lines when you don’t totally understand what they mean,” said Costabile.

The play is also set up in a way where the stage is in the center and there are audience members on all four sides, according to Garza.

Once we saw how talented everyone was, we decided to do two full double casts for this show, minus a handful of people.”

“We have to figure out how to move the actors so that people don’t have their backs to them all the time,” said Hauss-Smith.

Additionally, the Greenhill production has been designed to highlight the power of the acting and the dialogue.

“We wanted to do a really minimalistic set design for this play because the actual

Students Honored for Creative Work

Four Upper School students won regional Gold Key awards in the Scholastic Art and Writing Awards program earlier this semester.

The competition culminated with national awards announced on March 26, with over 2,800 works from across the country receiving medals. Eight art and eight writing medals went to seniors who were selected for the Gold Medal Portfolio Award, accompanied by a $12,500 scholarship that could be used for an art summer program, college funds or other personal benefits.

Senior Austin Cohen won one of 16 gold medals at the national level.

The four regional Gold Key award winners are: Cohen for Photography Portfolio; junior Nora Ahearn for Single Photography, two awards; senior Oliver

Burke for Painting; and freshman Aanya Krishnakumar for Mixed Media.

The Alliance for Young Artists and Writers has hosted the annual competition since 1923. It gives out Gold Key, Silver Key and Honorable Mentions to teens for outstanding artwork and writing.

“I had never painted before,” said Krishnakumar. “Painting I was my third alternate when signing up for classes.”

Krishnakumar says she spent a majority of the fall 2024-2025 semester painting different animals.

“I had so many similar paintings that my teacher, Kendall Davis, suggested I turn all of them into a book,” said Krishnakumar. “So, from all the paintings, I created a story and learned how to book-bind with string.”

This distinguished her entry from those of most of her competitors, who painted more traditional pieces like still lives or

inanimate objects.

“The judges are looking for art that’s different and resonates with current social events,” said Cohen, whose portfolio includes a series of collages that depicts his brother’s journey with Crohn’s disease.

Cohen says he was motivated to create a portfolio that offered hope to people living with the chronic disease.

“I hope it provides others in a similar position with relief and the belief that they can also persevere,” said Cohen.

This year, around 110,000 students participated in the competition with over 310,000 works submitted. Of the works entered, nearly 90,000 regional awards were given to around 50,000 teens, according to Scholastic.

Cohen says he plans to use his Gold Medal scholarship for college.

“Winning a medal is something I’m really proud of, since it is commonly regarded as one of the most prestigious high school awards in the nation,” said Cohen. “I think that it shows that anyone is capable as long as they put themselves out there to create art.”

I hope it provides others in a similar position with relief and the belief that they can also persevere.”

The national awards ceremony will be held in June at Carnegie Hall in New York City. Cohen’s work will also be displayed in different national exhibitions at museums across the country.

Krishnakumar says the Gold Key recognition is just the starting point for her journey as an artist. She hopes to see what started as a self-bound book published and available on Amazon and other platforms.

“I started the process in early March and I’m meeting with an editor once a week, but I’m hoping it would be published in May,” Krishnakumar said.

words and the drama is so intense that we didn’t want to distract from that,” said Goold.

Technical Theater teacher Will Turbyne and his students were responsible for set construction.

“When you use minimalism in theater, when you strip away so much, you’re focused on what’s left,” said Turbyne. “And what’s left, by and large, are the people.”

The costumes for this play are inspired by clothing styles in the 1600s, but the production team put a timeless twist on things, according to Goold.

“[We] have taken that [1600s-style] inspiration and mixed it with modern influences to create a look that isn’t constrained by a specific time in history,” said Goold.

The set choices have also influenced costume design, says Performing Arts Building Manager Leann Burns.

“The costumes were directly inspired by the minimalistic aesthetic,” said Burns.

Hauss-Smith says she and her students are looking forward to the late April premiere.

“I hope that the cast and crew are successful,” said Hauss-Smith, “and that they feel that they’ve accomplished something.”

Scholastic Awards

Victoria Gonchar

BLOCKING: Student-actors block out a scene in preparation for the Spring Play.

Photo by Scarlett Song

Photo courtesy of Oliver Burke GOLDEN PIECE: Senior Oliver Burke won a regional Gold Key award for painting. In his AP 2D Art class, Burke frequently creates landscape-inspired artwork.

Aanya Krishnakumar

Ella Costabile

Honors Photography

2D Visual Art

MEvergreen

Frank Lopez Teaches By Example

iddle and Upper School

Photography teacher Frank Lopez fi rst discovered the dark room as a high school junior. The room had not been used in many years, but he was determined to teach himself the ins and outs of photography.

During the remainder of high school, Lopez learned about photography by reading books and asking his fi lm teacher basic questions. Beyond that, he had to learn everything on his own.

While taking a gap year, he visited East Texas State University (now East Texas A&M University) with a friend. He discovered their photography program and decided to apply.

“I fell in love with the idea of studying photography,” said Lopez. “I applied and have not looked back since.”

After acceptance into the program, Lopez received a degree in photography in 1990 and was awarded a scholarship as a Kodak professional scholar. Since then, he has worked as a professional photographer and educator for over 34 years.

Professional Career

A career as a professional photographer seemed out of reach to Lopez, but as he began studying the history of the craft , he discovered 20th-century photographers such as Minor White and Aaron Siskind. After fi nding inspiration in these artists and his instructor, James Newberry, Lopez began to consider a career in the discipline.

“I didn’t realize how photography could be a profession or job, but when I started learning about the history of photography, I discovered that there were artists out

workshops,” said Lopez.

One of Lopez’s favorite projects was being invited by the Latino Cultural Center to photograph the Calatrava Bridge to capture the meaning of the new bridge for the city, as it connected two different Dallas communities.

“I was able to photograph the bridge with historic values, historic techniques, and with nine other Latino artists from North Texas to exhibit in the Latino Cultural Center,” said Lopez. “That was really an outstanding project.”

Lopez says the transition from teaching to working full time was difficult, but it was well worth the effort.

“Making a living as an artist is one of the hardest things you can do,” said Lopez.

workshops to a greater audience, including restarting ones in South Korea and Vietnam that he previously conducted. He says he benefitted from the workshops as both a teacher and student.

“Even though I knew the process, I still learned things that I did not know and met great people from all around the nation,” said Lopez.

Greenhill Life

Lopez began teaching at Greenhill in 2006 after applying for an open photography position.

In the years since, Lopez has shaped the photography program into the success it is today. Currently teaching six classes each semester, Lopez says he has a mentor-based teaching philosophy.

“I emphasize the mentor-apprentice relationship,” says Lopez. “I’m demonstrating that I’m an artist, and that I’m not asking students to do anything that I have not done already or will continue to do.”

Head of Fine Arts

Terry Martin says he is most impressed with Lopez’s ability to engage with his students.

“His enrollment numbers are always high, and that always speaks to me of a teacher that is engaging well with the students and creating an atmosphere and a classroom that the students want to be in,” said Martin.

Lopez’s students echo this sentiment.

Senior Cassie Rosa says that Lopez’s teaching style has allowed her to take risks and express herself through her art.

“I felt like I was on the same playing field as him,” Rosa said. “I felt very respected and understood. He gave [me] the space where I could do anything and felt free to create whatever I felt like making.”

Senior Austin Cohen says that Lopez has helped him build photography skills and a strong portfolio.

“He’s helped in many ways, but most importantly, just being able to fi nd ways to be creative and put together a cohesive body of work,” said Cohen.

Junior Owen Hanson says Lopez helped him view photography in a different light.

“He defi nitely made my photography get personal,” Hanson said. “Before I was

focused on taking good photos, making sure they look good, look appealing. But now I also look more for something that that means something to me.”

Lopez says he hopes that the success of the program will continue for years to come, and that he can continue to form meaningful relationships with his students.

“I hope that I’m able to continue to adapt to our student’s needs, and I hope that our students are able to adapt to society and how fast changes are coming,” said Lopez.

Upcoming Showcase

While teaching at Greenhill, Frank Lopez also continues to work as a professional photographer.

Currently, he is preparing to show his work in the Landau Gallery. The unconventional traveling gallery is a dollhouse-sized exhibition that showcases miniature versions of an artist’s photographs.

He will be displaying his work entitled “Manifestations of Light and Energy.”

Lopez started this project in 2022, drawing inspiration from his Buddhist beliefs. Using this foundation, he designed the collection by incorporating significant symbols, landmarks and drawings.

To create these photographs, Lopez used different techniques that experimented with chemical reactions.

“When we say photographs, it’s stretching the imagination as far as what that means,” says Lopez. “I’m not working with negatives or with film or with any kind of subject matter other than a chemical reaction upon photographic paper,” said Lopez.

Lopez says creating a single piece takes hours of work. He crafts around 25-30 types of prints before arriving at a successful image.

“I always try to live with a with an image to make sure that it’s going to live up to my standards before it ever gets shown,” said Lopez.

Last spring Lopez met Pam Connolly, the creator of the Landau Gallery, at an international photo festival. She invited him to be the fifth artist to showcase their work in the gallery.

“It was really leap of faith that she invited me for the exhibition, and it was leap of faith on my part to ‘say yes, I will work on that project.’”

To fit into the miniature gallery, Lopez had to change how he produced his pictures. The main challenge he encountered was ensuring that the smaller images had the same effect on the viewer as the larger ones.

Lopez’s showcase in the Landau Gallery will come to Greenhill on April 10-11 and will then remain in Dallas for a month, opening on April 12 from 5-8 p.m., in a gallery called Photographique at Bishop Arts.

“I hope [viewers] take a moment of peace and tranquility. I hope that they will take a moment of reflection, and I hope that they will take a sense of being in taking a moment for themselves,” said Lopez.

Aanya Bhoria, Vivian White

VINTAGE ART: Frank Lopez poses for the camera, holding a roll of film. He uses and teaches photography techniques that work with different methods of printing.

Photo by Nora Ahearn

Owen Hanson

Graphic by Christan Park

Terry Martin

Centerpiece

Finding Balance: Expression

with that student.”

Even before the deadly Oct. 7, 2023, Palestinian attacks on Israel, free speech was becoming an increasingly complicated subject on the Greenhill campus.

Head of Upper School Trevor Worcester uses words like “fraught” and “polarized” to describe the delicate nature of political and social discussions at Greenhill over the past decade.

Since the attacks on Israel in 2023 and Israel’s massive, U.S.-supported military response that is ongoing, the debate over free speech and acceptable discourse has become increasingly intense among Greenhill students, community members say.

“Facilitating discussions from the ‘us’ perspective is a good thing, because it allows for the diversity of perspectives in dealing with certain issues, both social, political,” said senior Pranav Sreenivas.

A number of students say they have been asked to account for social media posts flagged as offensive by other community members. A junior who says he was summoned to a conversation with Dean of Students George Heinrichs because of a post perceived as offensively pro-Israel is torn by the cross currents swirling through campus.

Senior Prabath Girish says the school’s requests asking students to take down posts discourage a diversity of views.

“What we ended up seeing is it happened repeated times to members of the Greenhill community,” said Girish. “It wasn’t like one post and someone says, ‘Hey, your posts make me uncomfortable. Could you please take that down?’ It became ‘You’re wrong, I’m right.’”

Worcester acknowledges that some students perceive that the school is policing social media posts too heavily or favoring one side over the other.

“These kinds of conversations over the last 10 years have become more fraught and polarized,” said Worcester. “Whatever other adjectives you want to use, we’re probably a little behind in trying to address that and trying to create [that space] because I think for a long time, it really didn’t impact us here.”

But the days when Greenhill floated above the fray of America’s contemporary political and cultural wars increasingly seem like a distant memory.

The challenge for Greenhill administrators is balancing the school’s tradition of encouraging self-expression during an age of ever-harsher political discourse.

policies in the All-School Handbook, which provides guidance on communication norms.

Students can confuse Greenhill’s free expression allowances with First Amendment speech protections. While the First Amendment guards against government censorship, private schools can restrict any communication they deem offensive.

“This may be a controversial statement to make, but it’s important to remember that students should not have an expectation of unfettered free speech in the school,” said Head of School Lee Hark.

Greenhill restricts expression when community members use hate speech as defined by the United Nations as “any kind of communication in speech, writing, or behavior, that attacks or uses pejorative or discriminatory language with reference to a person or a group on the basis of who they are.”

Although the United Nations outlines hate speech in seemingly clear terms, Greenhill teachers and administration still must use context and judgment to determine if someone’s words merit intervention or discipline.

“A certain amount of discomfort is totally natural,” said Heinrichs. “And then it goes beyond discomfort to true feeling of feeling unsafe, but safety is, once again, a subjective feeling, and then it goes beyond to where you start getting into actual definitions of harassment and bullying and so it’s always this kind of spectrum, and it becomes much

Greenhill faculty also navigates a generational divide where their lack of familiarity with adolescent slang and online terminology makes it challenging to identify harmful speech, according

“For teachers to know what counts as offensive, I think, is increasingly difficult if students are talking in more online terms,” said

In addition to learning new colloquialisms, social media has become a space where students both consume and post ideological content. The student handbook addresses online content, stating, “Students have the right to free speech but must understand that anything posted on the internet will be held to the same expectations of student conduct.”

When posting online, students may feel a false sense of anonymity or limited exposure to followers but screenshots or reposts may amplify their posts and reverberate into the

“As soon as you post something out there, you have lost control over it,” said The handbook describes how Greenhill students’ offensive online content may

Kate Ponnambalam, Justin Wu, Jordan Arbuckle

Expression vs. Community

reflect poorly on the school, stating in its social media policy section, “Students should realize that their names, images, videos and sites would inevitably be linked to Greenhill School.”

Greenhill’s policy recognizes the potentially wide impact of social media posts and the blurred line between public and private identity.

“Part of this is redefining what a community is ‘What does being a part of the Greenhill community mean?’” said Director of Equity and Inclusion Monsie Muñoz ’05. “And to me, it means that just because you leave the physical campus doesn’t mean you’re automatically away from the community.”

Greenhill has also implemented a procedure for teachers to report offensive speech or behavior in the classroom. Teachers fill out a bias incident form where they record the incident and send it to administrators.

“We want faculty to let us know whether it was handled, how it was handled, and does it need to go further,” said Worcester.

When a teacher or community member reports that a student has either said or posted something harmful, Greenhill administration considers the student’s past behavior and tries to balance the learning opportunity and discipline accordingly. If the behavior is particularly egregious or the student has repeatedly made offensive remarks despite past discipline, the student may face suspension.

“A suspension is not just time off from school where you get to do whatever,” said Worcester. “There’s often articles to be read, videos to be watched, reflections to be written.”

Before the school resorts to these more severe disciplinary consequences, faculty members try to determine if the harmful remarks stem from ignorance or biases that may benefit from an educational intervention. Repeated instances of similarly offensive speech across the community may also indicate the administration needs to consider having a school-wide learning opportunity.

“It’s so we can track as a school, what’s happening in those spaces, right? Is it increasing? Is it decreasing?” said Worcester. “Are there specific types of biases that are happening that then we need to say, ‘Maybe we need to do some programming on this, because that seems to be constantly popping up.’”

Online Regulation

Greenhill students have a wide range of viewpoints about the limits of free expression on campus and online.

At the same time, senior administrators describe their role as more than that of mere facilitators of free speech. In the interest of maintaining a cohesive and respectful community, administrators see it as their responsibility to moderate speech that incites or provokes outrage among students.

Those efforts are not welcomed by some students.

“Free speech allows for us to discuss political concepts that go beyond the scope of what we are learning directly and prepares us to engage in constructive conversations,” said senior Prabath Girish. “It allows for change that not only can encompass the interests of multiple people but also work

towards making things better.”

On the other hand, the junior who asked to remain anonymous says students should be more cautious when discussing sensitive topics.

“If you’re very passionate and engaged with a certain issue, it’s very hard for people to disconnect from that, even at school,” the student said. “But I do think on campus really is not the time or place.”

When citing free speech issues on campus, several students recounted the school’s flagging of Instagram posts following the Hamas-led attacks on Israel. Greenhill administrators asked multiple students to remove posts that supported either side of the conflict, according to the students involved.

The process of taking down posts begins when a community member reports content to the administration, according to Worcester. It is then up to administrators to decide if the post warrants a conversation with the student.

“We would say, ‘We really need you to stop [posting] this,’” said Worcester. “If you continue to do it, it’s creating this sort of divisiveness even if it is perhaps one person’s point of view on one side and one person’s point of view on the other let’s find a different avenue to have these conversations, as opposed to just posting something online, and then we would move on.”

One student described being warned and then suspended last spring for posts and reposts about the Israel-Palestine conflict. Worcester declined to discuss the possibility of disciplinary action being taken against any student for privacy reasons. This policy exists at schools across the country.

Another student described being called in to have a conversation with Heinrichs about posts relating to the attacks on Israel. These were reported by other unknown people on campus for being offensive.

Garza, a leader in the Jewish Affinity Group, says the school should resort to censorship of student social media only in extreme cases.

“I think unless something is a directed attack on a student or a group of students the administration shouldn’t be involved if people disagree,” said Garza. “I think it’s really important that we learn how to resolve conflicts when there is sort of that safety net of if things get too personal…. I think at times the school is trying too hard to sort of keep the peace when people don’t always need to agree on everything.”

Classroom Speech

In classrooms, especially in the History Department, political discussions allow students to share their opinions with their peers and teachers. However, certain policies restrict classroom speech to avoid hurting members of the Greenhill community.

“It’s essential in a community like ours for people to be mindful of the impact of their words and how they will land,” said Upper School History Department Chair Amy Bresie ’96.

At the same time, Bresie says that students and teachers need to lean into the discomfort to promote healthy and thoughtprovoking discussions.

“You don’t get good at talking about the hard things unless you actually talk about the hard things,” Bresie said.

When controversial discussions do

take place in the classroom, some students hesitate to state their opinion out of fear of conflict with their peers.

“I go online and see stories or posts, and I’m like ‘I don’t see you talking about these things at school, but you talk a lot about them on social media,’” said freshman Gitanjali Agastya. “I just really wish those students, who might have conservative or Republican views, felt more comfortable in school.”

Other students feel the need to conceal their views from teachers with opposing political views.

“A percentage of our students, especially conservative Christian students in the school, feel as though they’re not able to express themselves as fully as they want to in the classroom, and oftentimes they have to kind of code switch,” said Hark, citing senior exit interviews.

In an Evergreen survey of Upper School students, 30 of 145 respondents identified as political conservatives. Twenty of those students said they sometimes feel harshly judged when voicing their political views in the classroom.

Dynamic Discussions

Greenhill administration also advises teachers against sharing their political views in class, thereby putting a limit on their free speech.

“[Teachers’] political and personal views should be opaque, and their values should be clear,” said Hark.

Although teachers have clear guidelines about sharing their biases, some students feel as though teachers violate those boundaries.

“I just don’t think that teachers should be impressing their own ideological beliefs, which does happen especially in the humanities,” said a freshman who did not want to be identified.

Just as students may struggle to keep quiet about their views on sensitive topics, Greenhill acknowledges even teachers may also fail to limit their commentary on issues where they feel strongly.

“Now, I want you to know exactly what I value, but how I feel about polemical or controversial issues – like, for instance, my personal views on abortion or for whom I voted in the presidential election – shouldn’t enter into our relationship, shouldn’t enter the classroom at all,” said Hark. “At times, I think some of our teachers struggle with that.”

Students have expressed concerns that some teachers dedicate significant classroom time to discussing their political views, to the detriment of learning.

“I might as well just have not taken [a certain course] this year,” said the freshman. “If [the teacher] does teach, either it’s very rushed or we don’t go anywhere, and I feel like it’s because [their] biases get in the way of [their] ability to teach.”

Student discomfort around free speech challenges teachers to foster dynamic classroom discussions where they guard against oppressive speech, both from students and educators.

“I think Greenhill could be an incredible hub of intellectual conversation and exchange of ideas,” Bresie said. “To be honest, we’re not quite there yet, but I would like it to be, and it does take practice.”

Graphic by Daniela Hallack and Christan Park

Special Report Baggy Jeans to Brawl Stars How Microtrends Influence Student Life

In the Upper School’s Elliot Center on any given day, students huddle over their screens, engrossed in games of Brawl Stars or Block Blast. Outside the cafeteria, students drop their North Face backpacks and Longchamp totes carrying popular Stanley tumblers and Owala water bottles. In snippets of overheard conversations, students toss around trendy words like “sigma” and “skibidi.”

From games to slang to coveted accessories, microtrends sweep through campus just as quickly as they disappear. The allure of fast fashion and the influence of social media are pillars of Greenhill’s campus culture.

“I learn microtrends from social media mostly,” senior Juan Barrientos said. “Right now, my favorite is the ‘Get Jiggy’ dance on TikTok and when I’m with my friends we’ll all do it.”

With so many trends being constantly updated, it can be difficult to stay current, especially with slang words, according to Upper School math teacher Darryn Sandler ’95, who also coaches the girls basketball team.

“I’ve heard of ‘cap’ and I just learned what it means when you say, ‘Do you want to know the tea?’” said Sandler. “I’m not on social media so I hear them talk about things that they see, like trends on social media or TikTok and that kind of stuff, but I’m not super familiar.”

One of the main appeals of following microtrends is building community because of them, according to Barrientos.

“The best part about microtrends is just doing them with your friends, because it makes moments funnier and gives you something to connect over,” said Barrientos.

Trends Over Time

Although amplified by the rise of social media, these small fads have emerged throughout generations and made their way to Greenhill.

“We had these things in fifth and sixth grade that were all the rage; they were stickers called Wackypacks,” said Associate Head of School Tom Perryman ’81. “They were a big deal for middle school-age kids.” Perryman says that everyone was wearing platform shoes and bell bottoms.

as the Bee Gees and Van McCoy’s “The Hustle” were made popular by hit TV

programs like Soul Train hosted by Don Cornelius. During this decade, television was a teenager’s main source of microtrends.

“This would’ve been 1976,” said Perryman. “McDonalds had this ad campaign for their Big Mac called ‘Big Mac Attack’ and people would start going crazy. During math class, my buddy literally flopped out of his chair and the teacher came over and he just told her he was having a Big Mac attack.”

In the 90s, parachute pants and wearing baseball caps with a price tag still attached were part of Sandler’s Upper School experience.

“A lot of the trends came from MTV because we didn’t have cell phones when we were younger,” said Sandler. “I remember MC Hammer was the first one to popularize these baggy pants called parachute pants.”

A former member of the Greenhill boys basketball team, Sandler was affected by the shift from short shorts that were very commonly worn by players such as Larry Bird and Magic Johnson in the 1980s, to long baggy shorts and black athletic socks as seen on the University of Michigan’s Fab Five basketball stars Jalen Rose and Chris Webber.

“I played in a summer league, and I was 5-foot-1, the shortest player in the league, and the smallest shorts they had went to mid-calf between my knees and my feet,” said Sandler. “If you played back then, you wore long shorts.”

Sandler says he’s been surprised to see a reversal in the trend with his current girls basketball team.

“Prior to the long, long shorts, there were like short shorts in the ’80s and that trend has come back,” said Sandler. “We have the juniors and seniors help choose the uniforms and recently they’ve complained that the shorts were too long.”

As a father, teacher, and coach to Greenhill students, Sandler is constantly surrounded by Gen Z’s microtrends.

“As an adult, it’s interesting to see who follows [microtrends],” said Sandler. “As a parent, my 7-year-old hangs around the varsity basketball girls a lot, and she’ll say things that I’m like ‘where did she get that?’ On the bus, that’s where I hear all the lingo and it’s really interesting.”

He says two of the most memorable viral trends he’s done with the team have been the TikTok Black Beatles trend of 2016 and the ALS Ice Bucket Challenge.

UGG platform shoes, listening to APT by Rosé and Bruno Mars, Charlotte Tilbury Flawless Filter, doing the Wordle, mom jeans and so many more.

“I really enjoyed the dab during my time in Middle School,” said Barrientos. “I remember that being the most popular thing on the internet.”

Another aspect of modern microtrends is “brain rot phrases” including “skibidi toilet,” “sigma boy,” “rizz,” “mewing,” “only in Ohio” and a dozen other ways of saying things popularized by TikTok.

“My favorite slang right now is ‘type’ because it’s different than just saying ‘okay’ and it’s another way to affirm to someone you’re listening,” said Barrientos.

Fitting In

Social media and peer influence fuel the rapid spread of microtrends among teenagers.

“It’s kind of worrying to me how consuming social media is,” said freshman Braelynn Givens. “It’s almost inescapable.”

Even the way students dress reflects microtrends – a nod more to conformity than to personal expression, some students say.

“There’s definitely a lot of culture around dressing ‘in’ and being ‘in’ with trends,” said Givens. “I’ve heard people tell me firsthand how they’ve felt isolated because they didn’t dress like other people, so they changed their wardrobe to adapt.”

Freshman Anjali Kopparati echoes this sentiment.

“That’s kind of how we are built and how we process,” Kopparati said. “It’s why we want to fit in – to create that community bond.” Kopparati said.

Givens says high school students feel this most acutely.

“It affects especially teenagers, which is unfortunate because that’s when you are supposed to figure yourself out and try different things,” Givens said.

This issue is not exclusive to current Greenhill students.

“I’ve talked to alumni who when they went to Greenhill, they felt very left out of fashion trends because their family wasn’t able to buy platform shoes or the newest [Adidas] sambas,” said Perryman.

Furthermore, these trends can breed harmful consumerism, says Perryman.

where we think we need to have it,” said Perryman. “I think it does create sort of a consumer mentality, which is where we might need to check ourselves nowadays.”

Ultimately, Kopparati says she tries to remember her personal identity and selfexpression before subscribing to trends.

“It’s important to have that disconnect and moment where you are like ‘I understand that everyone else is doing that, but personally I don’t really fit with that,” Kopparati said.

Fostering Community

For Kopparati and other new students at Greenhill, microtrends like Brawl Stars, a popular mobile game, have provided a chance to cultivate friendships with other students.

“[Brawl Stars] did help the freshmen, one of the largest grades now, to form relationships with each other,” said Kopparati. “They are really close now, and the friendship is not only for the game. We just have a stronger community because of it.”

This started at the beginning of the year, when tables of freshmen boys would all play Brawl Stars together, says Givens.

This phone-centered behavior may have stoked the eagerness of administrators to implement a phone ban, but she disagrees with the fact that it is inherently bad.

“We need to acknowledge the fact that even if it doesn’t look like talking to each other, it can still be fulfilling for some people to connect through Brawl Stars,” said Givens. “It’s understandable to want to have something like an icebreaker almost to initiate the conversation.”

In fact, these microtrends can also be meaningful. The 2014 ALS Ice Bucket challenge dared participants to pour freezing buckets of ice on their head to promote awareness for Lou Gehrig’s disease.

“I remember I was coaching as one of the volleyball assistants and [girls volleyball Head Coach Tatiane] Deibert had the volleyball team do it,” said Sandler. “Then the coaches did it, and we saw other teams doing it, other members around campus doing it and then the cross country team doing it.”

He says these kinds of trends can strengthen Greenhill’s community.

“I just think it’s those kinds of things that definitely bring a sense of community and togetherness,” said Sandler. “Obviously, Greenhill’s not immune to exclusion, but I feel like, in our community, where it’s more inviting than many others, it’s nice to see these things bringing

Sydney Chien, Khushi Punnam

Graphic by Chloe Nguyen

Juan Barrientos

Aditi Vikram Succeeds in Band and Debate

For anyone who has taken even the slightest interest in the Greenhill band or debate programs, senior Aditi Vikram’s name will be a familiar one. Whether she’s preparing for an upcoming debate tournament with her team, Greenhill Gold, or practicing audition pieces for an upcoming band event, Vikram has dedicated much of her time on the Hill to the fine arts.

This is Vikram’s fourth year qualifying for the Texas Forensic Association State Debate Tournament and Texas Private School Music

Educators Association

All-State Band, and her third year qualifying for the Association of Texas Small School Bands

All-State Band. The honors are a testament to her commitment and success.

“I’ve really enjoyed my time here at Greenhill, and it’s been amazing to have all these opportunities,” Vikram said. “I’ve made a lot of friends through these programs and competitions, so it’s a lot of fun.”

Debate

Prior to her arrival at Greenhill as a freshman, Vikram had gotten involved in debate at Coppell Middle School East in sixth grade. She was introduced to the various debate formats at the Coppell Debate Academy, a class taught by high school students.

“In seventh and eighth grade, I participated in [Coppell Debate Academy], and I did Public Forum and Policy debate, so that’s how I got into it,” said Vikram. “When I came to Greenhill, I decided to make the switch to World Schools.”

The development of her debate skills has accelerated at Greenhill, according to Director of Debate Aaron Timmons.

“I see the ability of her to speak in a way that is incredibly powerful that I didn’t see at an earlier age,” Timmons said. “I’ve also seen leadership abilities that have developed with some maturation, and she’s done a good job in helping others regain focus when they go off track.”

Vikram says that debate has helped her both in and out of the classroom.

“I met a lot of my friends through

debate, and it’s really impacted the way I participate in a lot of other classes,” said Vikram.

Senior Jonaki Bose, a teammate on Greenhill Gold, says that Vikram has always been dedicated to the activity.

“We’ve both gotten really close over debate, and we’ve spent hours on FaceTime rewriting cases or rethinking our strategies on nights before tournaments,” Bose said. “The thing that I think is most impressive about her is that no matter how busy she is, she’ll always make time to write a substantive [line of reasoning], talk strategy or go over an argument.”

One of Vikram’s favorite memories comes from her freshman year, during the COVID-19 pandemic. Many tournaments were online, which allowed teams to compete virtually from Greenhill’s campus or their own homes.

“When we would be debating at school or at someone’s house virtually, between rounds we used to do things like play hide and seek at Greenhill or play video games,” Vikram said. “We’d just get to chat and hang out in between debates, and it was really fun.”

Although most tournaments are no longer online, Vikram and her team have maintained their high level of success. At the recent Harvard National Speech and Debate Tournament, Vikram and her team got 1st place in the World Schools Round Robin, which Timmons says was a highlight.

We’ve both gotten really close over debate, and we’ve spent hours on FaceTime rewriting cases or rethinking our strategies on nights before tournaments. “

“They did well against really good competition and got some of the best feedback from international judges, so it’s very cool to see them accomplish that,” Timmons said.

Band

elementary school, we used to watch ‘Peter and the Wolf’ by [Sergei] Prokofiev, and I really liked watching the cat that played the clarinet,” Vikram said.

For junior Rachel Jiang, who plays the flute, Vikram has been a close friend and bandmate.

“I’ve been going with [Vikram] to [TPSMEA] All-State since my freshman year, and it’s been really fun getting to

tournaments back-to-back, I’ll take a week off and focus on academics or focus on music,” Vikram said. “And during [TPSMEA or ATSSB] All-State, I try not to do a lot of debate work while I’m there so that I have time to rest that part of my brain.”

Senior Megan Cleary, one of Vikram’s close friends, says that Vikram still finds time to spend time with friends and do things she enjoys.

“She’s a great friend, and even though she’s gone a lot for both band and debate, she excels at both and is still able to hang out

When she’s not busy preparing speeches for an upcoming debate tournament or tied up in schoolwork, Vikram is often practicing clarinet, an instrument she’s been playing since fifth grade.

“I picked the clarinet because at my

rigorous courseload, Vikram says she has had to learn how to manage everything on her plate.

“My strategy is just taking breaks from different things when I need it, so if debate is becoming a lot and I do too many

lot of activities, but try not to do too much. Find what you’re passionate about, stick to it, and you’ll find success.”

Evie Kwei

Aaron Timmons

Graphic by Christan Park

MUSIC AND DEBATE: Senior Aditi Vikram excels in both clarinet and debate. She has performed at various venues, like the Coppell Church of Apostles, above left, and has auditioned for regional and state bands. She has also secured multiple debate tournament victories with her team, Greenhill Gold, above right.

Photos courtesy of Aditi Vikram

Aditi Vikram

Greenhill Debate Soars at State

“TFA was a great experience because I was able to compete against some very talented teams, and I was also able to bond with the team and learn from the older debaters.”

– sophomore Paylin Barnes, first time attending, finishing in round of 32 in the Policy division

“TFA was a very fun and vivid experience. We worked really well as a team, and I got to see some of my friends from all over Texas.”

– senior Gautam Chamarthy, winner and 2nd speaker in the Policy division

“We worked really hard, since we just had finals the week before the tournament started. Also, I loved seeing debate alumni and prepping as a large group, and we all laughed a lot together. Overall, I had a great time and am already looking forward to TFA next year.”

– sophomore Carys Diamond, member of Greenhill Platinum World Schools team

“A lot of hard work and preparation starts for this tournament weeks in advance and I’m really glad that it was able to pay off. I’m also really grateful that my team was able to bond over TFA as we definitely got a lot closer.”

– junior Josephina Qiu, member of Greenhill Platinum and 10th speaker in the World Schools division

The Upper School debate team placed 6th in the overall sweepstakes category out of 181 schools at the Texas Forensic Association State Debate Tournament in Houston on March 6-8.

One of the Greenhill teams competing in the policy format won its division.

Greenhill had 24 entries across four debate events: Policy, Lincoln-Douglas, World Schools and Speech. Twentyeight Upper School students reached the elimination rounds, which required winning at least three matchups.

Six of the nine Greenhill teams in the Policy format advanced to the elimination rounds. The team of senior Gautam Chamarthy and junior Rory Liu won the division. Chamarthy finished as 2nd speaker and Liu as 4th.

Three other Upper School Policy teams made the quarterfinals: juniors Maya Jagsi and Iliyan Ali; senior Harris Xie and junior

Hasan Makhani; and senior Neha Bachu and junior Dhiya Hemchand. The team of senior Ella Ou-Yang and junior Soyam Mohammed finished in the round of 16 and sophomores Paylin Barnes and Mahedhar Sunkara finished in the round of 32.

In the Lincoln-Douglas event, six of 11 Greenhill entries made it to the elimination rounds. Junior Sarah Koshy finished in 2nd place as 3rd speaker; junior Dylan Millimet finished in 3rd place as 9th speaker and junior Michael Ahn advanced to the quarterfinals.

In the World Schools division, the Greenhill Platinum team, composed of junior Josephina Qiu, junior Benjy Beckman, junior Vijay Naidu, sophomore Carys Diamond and freshman Marleigh Massoud, finished in the semifinals; the Diamond team, composed of seniors Saida Bidiwala, Jonaki Bose, Varun Mukund, Aditi Vikram and Sherry Zhang, made the quarterfinals.

“TFA was definitely very grueling, but was a rewarding experience and we could not have done it without the support of our teammates who were both preparing and cheering us on. I was nervous coming into this tournament because I’ve not done that well in previous years but our repetitive practices and extensive research this year came in clutch.”

– junior Rory Liu, winner and 4th speaker in the Policy division

“It was definitely a stressful environment, but since it was my fourth and last year doing it, it was fun to see everyone I had met over the years. I am grateful for the experience to represent Greenhill for all this time.”

– senior Varun Mukund, member of the Greenhill Gold team, World Schools division

“TFA was really exciting because it felt like an end result of many months of hard work.”

– junior Dylan Millimet, 9th speaker in the Lincoln-

“As a team, we really showcased our ability to work together. I couldn’t have done well without the overwhelming support from my teammates and coaches every round.”

– junior Sarah Koshy, 2nd place and 3rd speaker in the Lincoln-Douglas division

Photo illustrations by Christan Park

Christan Park

Sports

Greenhill Succeeds at SPC

As spring sports teams enter their second month of competition with an eye toward season-ending conference tournaments, the strong results of Greenhill’s winter sports teams remain a source of motivation and inspiration for athletes.

The Feb. 13-15 Southwest Preparatory Conference Winter Championships saw remarkable performances across multiple Greenhill teams.

Among the highlights: The boys basketball team secured its first conference championship in more than 25 years; and the girls basketball team and boys soccer team both finished as runners-up in their respective tournaments.

Many of those athletes are now competing in spring sports, with memories of winter victories still fresh.

Boys Basketball

The boys basketball team won 29 of its 34 games and capped the season by winning its SPC championship.

Senior Dillon Watt, a team captain, says the season was very special for him.

“We set some big goals and worked hard to achieve them,” Watt said. “It wasn’t always easy, but we stayed focused and pushed through. Winning Greenhill’s first SPC title since 1999 was the ultimate reward, and it made all the effort feel worthwhile.”

Junior Jaxson Thompson, also a captain, echoed Watt’s sentiments.

“We went through a lot of hard practices and games that we took as lessons, and that eventually led to us winning the championship,” Thompson said.

Watt says that, even though there were several close losses in the season, one of his favorite moments was from the heated rivalry game between Greenhill and St. Mark’s School of Texas.

“[Thompson] hit a game-winning shot with just 2.1 seconds left, which was absolutely thrilling,” Watt said.

The championship game ended in a 79-65 victory over Houston Episcopal.

“We came out strong with a 25-11 lead, which really set the tone for the rest of the game,” Watt said. “When the buzzer finally went off and we realized we’d won, it was a mix of joy, relief and pride. It felt incredible to see everything we’d worked for come together.”

For Thompson, winning the title was the culmination of years of hard work.

life,” Thompson said. “I had been dreaming of winning a championship since sixth grade, so finally doing it was a big relief.”

Thompson say they have cherished memories from different parts of the season.

memory was hugging my teammates in the locker room after the championship game,” Thompson said. “I have been playing with the seniors on the team since freshman year, and we all had the goal of winning since then. Finally getting it done with them made all the hard work feel like it paid off.”

role in their championship, according to Watt. Watt said. “We were all in it together, and we knew we could rely on each other, no matter what.”

to stay focused was crucial to winning big games throughout the season.

was proud of his brother and was excited that he was able to win a championship with him.

“Playing alongside my brother Bryson in the tournament made it even more special,” Dillon Watt said. “Our bond on the court helped us stay focused and gave us an edge.”

Girls Basketball

Although the girls basketball team advanced to the SPC championship game, their season was not without challenges, according to Head Coach Darryn Sandler ’95. “We started out a little slowly, which is expected,” Sandler said. “The teams that were playing

“The guys hit the off-season pretty focused,” Ainsworth said. “[Seniors] Dillon [Watt] and Juan [Barrientos] lead a lot of offseason workouts and open runs throughout the whole offseason and this season. And then they got to the season this year and again were pretty dialed in from the start.”

Watt’s brother, senior Bryson Watt, also played a key role on the team as their starting center. Dillon Watt says he

“After that, we had a couple [of] good and bad games,” Sandler said. “And then, starting after the holiday break, we won 11 straight games heading into SPC.”

One factor in their success was the team’s growing connection with each other, according to sophomore

“As we went through this season, we started to get more experience and started to work better together, and that ended up allowing us to beat those teams that we had previously lost to the beginning of the season,” Jain said.

Riding their winning streak, Sandler says the team felt they could make it far into the tournament. Their work paid off as they made it to the championship game, where they lost to Kinkaid

Sandler says it was hard seeing his team lose in the

“As a coach, when you see your team work so hard throughout the year, you want it for them,” Sandler said. “It was enjoyable to go through this experience with a close

Sandler says he is proud of the team’s cohesion.

“The bench is really supportive of the girls that are playing, and when the bench got a chance to play, the starters and the girls that got most of the playing time were really excited for them,” Sandler said.

Boys Soccer

The boys soccer team made it to the SPC championship

game this season for the first time since 2017.

The team started its preseason in summer, where they played Futsal, a type of indoor soccer played on a court smaller than a soccer field. Head Coach Paul Field says this helped the team become acclimated to playing with one another and organically led into the preseason.

“It was just mostly to just keep us together as a group and keep the boys in a rhythm of playing together,” Field said.

At the start of the season, the team tied many of its games.

“We played non-counter games [that don’t affect conference standings], and we were still figuring some things out,” Field said.

The team really started gaining momentum after a 3-1 win against St. Mark’s, according to Field.

“We came into the counter season really confident and upbeat and we finished the counter season with a really good record, getting the No. 1 seed,” said Field.

After a 2-1 win in the semifinal game against St. Mark’s, the team made it to the championship game, where Greenhill ultimately lost 3-0 to Episcopal High School of Bellaire, Tex.

Our bond as a team played a huge role in our success. We were all in it together, and we knew we could rely on each other, no matter what.”

“I think we were a little bit mentally and physically drained after having such an intense game in the semifinal against St. Mark’s,” Field said. “We’re still really proud of the boys in the championship game for just fighting to the end.”

Senior Liam Fagelman, team captain, says there were many emotions after the game, especially given how close they were to winning it all.

“It was really sad but also it was a good time for us to acknowledge our accomplishments and how far we had come this year,” Fagelman said.

Field says that throughout the season, the team’s seniors demonstrated strong leadership. Additionally, he says younger members of the team made great contributions.

“Regardless of what grade or age the players were, they all bonded, and they all pulled together when it was necessary and really gelled as a team,” Field said.

Fagelman says many of the team’s off-field traditions helped strengthen their bond.

“Before every game, we would go to Potbelly with some of our teammates and that was a big way that we bonded with each other,” Fagelman said. “We’d also play Xbox with each other on the weekends, even seniors and freshmen, and I think that was an underrated way that we were able to form connections with each other.”

Varun Mukund, Vedant Subramanian

CHAMPIONS: The Greenhill boys basketball team poses after winning the Southwest Preparatory Conference championship in a 79-65 win over Houston Episcopal. They were the No. 3 seed heading into the tournament.

Photo courtesy of Eli Sims

Darryn Sandler

Jaxson Thompson

Graphic by Christan Park

Evergreen the Sports 18

A Mantra Only in Theory?

changed.

As the girls basketball championship game began in February, senior captain Anyiah Calhoun looked toward the stands. Despite the game taking place in the Dallas-Fort Worth area, fewer than a dozen Greenhill students were in attendance to cheer the team on as they competed for a Southwest Preparatory Conference title.

This was not new to the team. Throughout the season, the girls basketball team had a winning record, yet student attendance at games remained scarce.

“I feel like our team did not receive the student support that we deserved,” Calhoun said. “We proved ourselves all season, and even after making the championship, there was very little student support.”

This lack of engagement reflects a broader issue in women’s sports. Despite the passage of Title IX in 1972, which mandated equal opportunities in education and athletics, disparities in fan engagement and media coverage have persisted. According to the 2023 Women’s Sports Foundation report, girls drop out of sports at nearly twice the rate of boys by age 14, often due to a lack of visibility and community support.

At the professional level, this trend continues. In 2024, no women made the list of the world’s top 100 highest-paid athletes. Women’s sports generate less revenue than men’s, but the lack of early support contributes to a cycle that limits opportunities for female athletes.

These issues start at the teenage level, according to girls lacrosse Coach Katie Zarembski.

“People ask, ‘Why aren’t women’s sports making money?’” Zarembski said. “I think it starts at the high school level, where support for women’s sports is lacking and women’s sports are underrepresented.”

Disparities

When girls basketball Head Coach Darryn Sandler ’95 began coaching in 2003, the differences in how girls and boys sports were treated were significant. Boys teams had announcers at games, while girls teams did not. If there was a shortage of buses, the boys traveled on charters while the girls had to drive themselves. These were just a few examples of a larger pattern of disparity.

Now, Sandler says, much of that has

“I think the administration has become very supportive of girls basketball,” Sandler said. “Honestly, I think we get better faculty support than student support.”

Still, some gender gaps remain across Greenhill athletics. The softball team, for example, lacks facilities comparable to the boys baseball team. While the baseball team has a locker room near its playing field, the softball team changes in a shed.

“I am really grateful that we have outdoor batting cages that are super nice,” said senior Sophie Fiedelman, a team captain. “However, in comparison to the baseball team, the resources the softball team has are lacking. We are out here changing in a shed that barely fits all of us, and the door has to stay half open because if you close it, you get locked in.”

Beyond facilities, Fiedelman says student attitudes toward girls sports also reflect a disparity in support.

“There is definitely less student support for girls’ sports here,” Fiedelman said. “I really think it is embedded in our society that people tend to watch and support men’s sports more than women’s, but it is disappointing that it is the same at Greenhill, even though we value being an inclusive community that supports everyone.”

Finding Solutions

Senior Alden Kendall says the lack of support for girls’ sports is part of a larger issue: the lack of overall student engagement in athletics at Greenhill.

“I don’t think women’s sports here are as supported as men’s,” Kendall said. “But also, I just don’t think that we have a good support culture in general across all sports.”

This was evident when the boys soccer team played rival St. Mark’s School of Texas in the SPC semifinal in Fort Worth. Despite the high stakes, only about a dozen students attended.

goes up and down,” Sandler said. “I thought that now, since the football team was more successful, we would get more support for other sports. I just have not seen that this year.”

Sandler says student leadership plays a key role in addressing the issue.

“I think a lot of it depends on whether students actively encourage others to attend games,” Sandler said. “If people don’t push for support beyond boys basketball and

manage the Hornets’ Nest account this year,” Fiedelman said. “There were so many things that could have been done with it, and we could have gotten fairly equal coverage from boys and girls sports, but the lack of leadership and consistent student voice in the account made it hard to cover sports equally.”

Although the team won, Sandler says he was surprised by the low turnout.

“Support for athletics here just kind of

roles in sports promotion. As a result, coverage became uneven, with only boys games being live-streamed on the account.

“I am really disappointed that we never found someone who could actually

In addition to reviving the Hornets’ Nest Instagram account, Zarembski says she believes engagement will increase if students see games as events rather than obligations.

“We need to incentivize people to come,” Zarembski said. “Whether that is handing out T-shirts, having food trucks, or sometimes I give my students extra credit for going to games, people need to show up and support.”

In the end, Fiedelman says visibility is critical for progress, especially in promoting women’s sports.

“Sometimes you have to promote women’s sports more to get the same results and overcompensate,” she said. “People may see that as women’s sports getting more attention, but really, they are not. They need to be promoted more just to get the same attention as boys’ sports.”

Seniors in Sports: Embracing New Challenges

For many high school athletes, sports are multi-year commitments. This year, however, there has been a growing number of seniors trying out sports for the first time.

As the second semester unfolds and college decisions fall into place, most seniors have found themselves with extra time. Some have used this as an opportunity to join a sports team they’ve been curious about.

Among these athletes is senior Juan Orozco, who joined the boys lacrosse team this year.

“Now that it’s my last semester and I’m not worried about my grades as much, I decided to try out lacrosse,” said Orozco.

Motivations

Senior Austin Cohen said he joined lacrosse to be on a varsity sport.

“I always wanted to be on a varsity team sport, but I never had the chance due to

switching schools,” said Cohen. “Lacrosse stood out to me because it’s a team sport, it’s physical, and it’s something I’d heard a lot about but never tried.”

For his brother, senior Ethan Cohen, there was a different motivation.

Ethan Cohen said he wanted a sport that wouldn’t take a huge commitment but would still be fun, so he joined the track and field team.

“I felt like I needed a sport that was less of a commitment because basketball took up so much time, and I wasn’t in love with it anymore,” Ethan Cohen said. “I had heard good things about Coach [Jason] Yaffe, and I like the guys in the distance squad, so everything aligned. Track and field felt like the right choice.”

Senior Itamar Friedman said he felt he hadn’t explored all possible athletic opportunities.

“I haven’t really used my opportunity as a student to try new things

that often, so I thought lacrosse would be a great way to do that,” Friedman said. “It’s a sport a lot of my friends play, and it always seemed interesting to me, so I figured I’d give it a try.”

Learning Lessons

The transition to sports as a senior comes with a unique set of challenges, according to Friedman. Unlike more experienced athletes, new seniors only have limited time to develop the skills necessary to succeed in their sport.

“Things like throwing, catching and knowing how to rotate were tough at first, but once you pick them up, everything clicks pretty quickly,” Friedman said.

Beyond learning technique, there was also the challenge of stepping into an unfamiliar environment, according to Ethan Cohen. While the team was welcoming, he said it took time to fully integrate with the group.

“Basketball was always my sport, so

switching to something as individual as track was a big adjustment,” Ethan Cohen said. “In basketball, you rely on team chemistry, but in track, it’s more about pushing yourself. That was new for me, but it’s been a great experience.”

For Orozco, joining the lacrosse team was less about mastering a new sport and more about making the most of his final months as a student-athlete at Greenhill.

“I wanted one last season of playing a Greenhill sport,” Orozco said. “I wanted to experience one more season with my friends – overnights, bus trips, all of that. It’s something I’ll never get to do with these people again.”

For Ethan Cohen, switching sports wasn’t about trying something new, but prioritizing what made him happy.

“If you’re not happy in a sport, don’t force yourself to stay,” he said. “I wasn’t happy in basketball, so I made the switch to track, and I feel so much better for it. If something isn’t working for you, don’t be afraid to change it.”

Aria Kutty

TO THE SHED: The Greenhill softball team prepares for practice and home games in a shed behind the softball fields. Athletes complain about the conditions inside.

Photo by Aria Kutty

Itamar Friedman

John Hurley

Graphic by Nora Ahearn

Fagelman Duo’s Strong Bond Equals Strong Play

Senior Liam Fagelman still remembers playing soccer in the backyard with his younger cousin, sophomore Walter Fagelman.

Those early games planted seeds for a connection on the field.

These days, those backyard games have turned into real games on the Greenhill boys soccer team.

“I think playing together for so many years just in the backyard or whatever it may be, we definitely have very, very strong chemistry with each other,” Liam Fagelman said. “I know what he likes to do, he knows what I like to do and that definitely helps us on the field.”

The cousins have played together for many years, learning what the other needs to succeed on the field.

“If I’m making a certain run, he knows where to put the ball, he knows when I check down, to play me at my feet,” Liam Fagelman said.

The cousins share a competitive energy, and their chemistry stands out on the pitch. Senior Juan Orozco says this competitiveness drives the cousins to improve every day.

“They push each other to the next level to be the best,” said Orozco.

This spirit was on display when both Fagelmans started in the semifinal and final games of the Southwest Preparatory Conference championships during the winter.

were just monumental for the outcome of the game.”

This loss showed the winning power of the collaboration between the cousins and their impact on the soccer team, according to Sharma.

This season, Liam Fagelman

With Liam unavailable, Greenhill lost a tough game against the Home School Athletic Association team.

“Playing with [Walter and Liam Fagelman] is crucial to the team,” senior Alex Sharma said. “The effects on the team

took care of their own jobs and their own responsibilities in the team and that really helped us get through to the final and keep pushing,” Field said.

Future Possibilites

Next year, Liam Fagelman will be attending Indiana University, where he plans to major in finance at the Kelley School of Business.

“I’m excited that he got into a very good college and that he set himself up well for his future,” Walter Fagelman said.

Liam Fagelman says he is confident that his cousin can lead the team to victory next year as a co-captain alongside sophomore Ibrahim Abdelfattah.

“Throughout this year and last year, I have seen how he’s grown as a person and a leader,” said Liam Fagelman.

I think playing together for so many years just in the backyard or whatever it may be, we definitely have very, very strong chemistry with each other.”

Aside from playing together, the cousins have also bonded in other ways. Liam Fagelman, for example, picks up Walter Fagelman for practice every day. The cousins also have long talks after games, allowing them to grow closer. Their families have also grown closer, sitting in the stands together, taking pictures after games, and celebrating Liam and Walter’s accomplishments.

Many athletes make connections with teammates, but the Fagelman cousins say they have experienced a unique gift.

“I’d say that a lot of times sports can be a challenge, but one of the things that I don’t think I am ever going to forget is just how fun it is to play with my teammates,” Liam Fagelman said. “But also playing with Walter specifically is something super special.”

Talia Sidikaro, Cate Simpson

Photos courtesy of Greenhill Communications

Alex Sharma

FAGELMAN LEGACY: Senior Liam Fagelman, above left and right, and sophomore Walter Fagelman, below left and right, who are cousins, have played on the Greenhill boys soccer team together for the past two years. As Liam Fagelman graduates, the team is looking to his cousin Walter to continue propelling the team to success.

Graphic by Christan Park

Evergreen the Sports 20

Luterman ’18 Takes on Ironman Record

Nora Ahearn, Lillian Smith

In 2023, Ariana Luterman ’18 says she was going to die. Now, she is chasing an Ironman world record.

An Ironman is a long triathlon, consisting of a 2.4-mile open-water swim, a 112-mile bike ride and a 26.2-mile run.

Luterman is trying to become the fastest woman to complete an Ironman on six continents within a year. The current record is held by a woman named Jackie Faye Burton, with a cumulative time of about 84 hours. After three races, Luterman is on a pace to break the record by about 12 hours.

“My life right now looks nothing like I thought it would at this point in time,” said Luterman. “I’m 25 years old, and I’m doing my childhood sport again.”

Greenhill Years

Luterman says her journey with triathlons started when she was in second grade during a grade-wide running race on the Scott Griggs Meadow. Luterman says she won wearing pink Crocs, which upset some of her male peers. Luterman says they challenged her to a triathlon as a result.

“So, I did my first [kids-length] triathlon when I was 7 years old, and it was because of that race in [physical education] that I fell in love with the sport,” said Luterman.

When she got to the Upper School, Luterman competed in girls cross country, swimming and track and field while also training for triathlons independently.

“Ariana came in with a huge aerobic engine, as a triathlete,” said cross country Head Coach Jason Yaffe. “That led to a lot of success for her and the program.”

Luterman earned AllSouthwest Preparatory twice in cross country and once in track and field during her high school years. She also holds the school’s 4 x 800-meter relay record, along with fellow alumni Kaiti Ness ’20, Cameron Crates ’17 and Maddie Hatfield ’20.

triathlons to raise money for Vogel Alcove, a Dallas nonprofit that provides childcare for families without homes.

She says she was able to do this through donations from individuals and businesses, sponsorship deals and her Team Ariana clothing line, which she created with Champion System, a triathlon apparel company.

“Getting to raise all this money through the sport of triathlon was truly amazing,” said Luterman.

Luterman was also the 2018 recipient of Greenhill’s Kate Cecil Award, an honor given to the senior who shows the most outstanding service to the Dallas community.

“She was a very positive influence on the Greenhill community,” said former Dean of Students Jack Oros.

With all of Luterman’s training and community service, she earned numerous awards, including the U.S. Army-Pro Football Hall of Fame Award for Excellence in 2016. The award was given to one of the 25 high school sophomores, juniors and seniors from around the country who were selected as finalists.

“All throughout high school, Ariana was a very hard worker,” said Oros. “Whatever she chose to do, she was dedicated to it.”

Overcoming Hardship

By the time she had graduated from Greenhill and moved into her freshman dorm at the University of North Carolina at Chapel Hill, Luterman had hung up her racing suits and moved on from triathlons.

In the spring semester of her senior year, Luterman says she was hit with devastating news: in backweeks, her grandmother who helped raise her and her best friend passed away.

“I think that the building blocks were surely there from a young age,” said Yaffe.

Luterman also participated in the BMW Dallas Marathon Elite High School Relay Challenge, a race where teams of 13 girls and 13 boys run distances that add up to a marathon, with the goal of finishing before the winner of the women’s and men’s marathon. In her senior year, she ran the anchor leg and ended up helping the struggling winner cross the finish line – a twist that gave Luterman extensive media coverage for.

Greenhill wasn’t where she competed in her main sport. As a young child and teen, Luterman competed in triathlons and duathlons, including multiple national championships.

When she was 12, Luterman founded Team Ariana, her own philanthropic foundation aimed at using her success in

to the U.S. for medical care. She says she spent months in her childhood home and, at one point, thought she was going to die.

“I thought about what I would do if I lived, how I would take full advantage of having good health instead,” said Luterman.

Luterman says she began researching how she could get involved with triathlon again, eventually stumbling across the world

world record attempt.

On The Move

Luterman started training for her first race at the beginning of 2024. She says she spends anywhere from two to six hours training every day. She typically does two or

three workouts per day, consisting of runs, swims or bike rides, along with strength training and the occasional yoga or Pilates

On Oct. 27, she competed in the Ironman in Sacramento. She finished the race with a time of 12:18:17, beating her initial goal of 14 hours. On Dec.1, she completed her second race, Ironman Western Australia, with a time of 12:01:18.

On March 30, completed the Isuzu Ironman South Africa with a time of 12:13:29.

On top of her training and race schedule, she says she works digital parttime jobs. She is also pursuing a Master of Business Administration through Southern Methodist University’s Cox School of Business Online MBA program.

“I’m not a professional athlete,” said Luterman. “I am a normal person that is doing something that just requires a lot of discipline. That’s it.”

YOUNG SUCCESS: Ariana Luterman ’18 and her father pose together before one of her triathlons. Luterman competed in triathlons throughout her time at Greenhill.

Photo courtesy of Ariana Luterman

Graphics by Nora Ahearn

From fashion-shaming Ukrainian president Volodymyr Zelenskyy in the Oval Office, to unwittingly leaking potential war plans in a group chat, the Trump administration’s foreign policy agenda is off to an absolutely fantastic start.

Jokes aside, President Trump has been doing exactly what he promised on the campaign trail: running American foreign policy straight into the ground. Although he claims that all his actions are driven by realist motivations, it seems as though his understanding of realism might need some work.

Indeed, it’s quite Neanderthal, as political scientist Stephen Walt would put it.

Many of his recent attempts at an “America First” policy, supposedly designed to benefit the United States, have been perplexing at best and disastrous at worst. To be honest, most of Trump’s actions have only antagonized both our enemies and, even worse, our allies.

Let’s start with Canada. Affectionately called “America’s Hat” by both Canadians and Americans alike, it’s been a confounding couple of months for our northern neighbors. Granted, U.S.-Canada relations haven’t always been perfect, but never before has an American president publicly expressed his desire to conquer everyone’s beloved provider of maple syrup.

He started with tariffs, as he always does. When Canada turned to the European Union for support and didn’t immediately bend to his will, he then got angry. As usual, Trump then turned to his favorite social media platform to shout his vague threats from the metaphorical rooftops.

“If the European Union works with Canada in order to do economic harm to the USA, large scale Tariffs, far larger than currently planned, will be placed on them both in order to protect the best friend that each of those two countries has ever had!” Trump wrote in a Truth Social update on March 27.

We’re not exactly sure how Trump defines “best friend,” but his recent actions signal that perhaps his definition differs from the norm.

An issue that is far less comical than the ill-advised invasion of Canada is the current war being waged between Russia

and Ukraine. Ukraine has been a longtime ally of the U.S. and has expressed a desire to join NATO.

Since Russia’s invasion of Ukraine in 2022, the two nations have been locked in a bloody war that has resulted in nearly 1million people dead or injured. Russia has carried out numerous war crimes, including intentional attacks on civilian infrastructure, indiscriminate bombing of densely populated areas, abduction and execution of civilians, forced deportations, sexual violence and destruction of cultural heritage.

Despite the overwhelming evidence that Russia initiated the conflict, Trump has attempted to shift blame onto Ukraine and has threatened to withdraw critical U.S. aid. Trump’s blatant disregard for, firstly, objective facts, and secondly, historical alliances, undermines decades of U.S. foreign policy and threatens the stability of Ukraine’s defenses.

Additionally, his improper and disrespectful treatment of Zelenskyy in the Oval Office further cements the idea that, somehow, Trump’s administration seems closer to the Kremlin than to Kyiv. During this ill-fated meeting, both Trump and Vice President JD Vance repeatedly interrupted Zelenskyy, both with questions and thinly veiled insults.

Vance infamously asked him, “Have you said thank you once?” in reference to Zelenskyy’s apparent lack of gratitude for American aid. Zelenskyy, in fact, has expressed his thanks over 30 times –even doing so shortly after the meeting concluded.

Trump then proceeded to cut Zelenskyy off, stating, “You’ve done a lot of talking. Your country is in big trouble,” before continuing to tell Zelenskyy that he isn’t in a position to be negotiating with the U.S. If that doesn’t speak to the complete lack of respect and compassion Trump approaches foreign policy with, we don’t know what else does.

Overall, although Trump has been in office for less than 100 days, the impact that he’s had on America’s international standing has been appalling. At this rate, the only allies that the U.S. will have before this administration is done are Trump’s followers on Truth Social.

While critics are quick to mock President Donald Trump’s foreign policy and find fault in his implementation of tariffs, tense Oval Office exchanges and rebalancing of aid, what they often overlook is the guiding principle beneath these actions.

The “America First” agenda is not about turning our back on allies or abandoning global responsibility. Rather, it is about leading with a doctrine of strategic realism when navigating foreign policy, ensuring that the U.S. remains a strong sovereign nation.

Yes, Trump’s tone may be unfiltered. Yes, he is not your traditional diplomat. But let us not confuse his style with the substance of his approach. His approach is grounded in the idea that a foundationally strong America is better equipped to be a global leader than a stretched thin one. And America has shouldered the burdens of the world while its very own foundations began to crack under the weight.

Ukraine’s war with Russia has been devastating, and American support has fueled it. Since 2022, the U.S. has provided over $100 billion in military and humanitarian assistance to Ukraine.

Trump has never denied the seriousness of the conflict, but he has demanded accountability and strategy, not a blank check. He has asked President Volodymyr Zelenskyy to consider peace negotiations and to build a more reciprocal partnership with the U.S. Trump’s message is simple: American aid must yield measurable progress, and diplomatic paths must remain open. This isn’t abandonment – it is a step toward a long-lasting partnership between Ukraine and the U.S.

Trump’s interactions with President Zelenskyy – while blunt – stem from a principle of strategic realism. As Vice President JD Vance’s controversial “Have you said thank you once?” remark circulated, so did one core truth: America’s support is generous, but it cannot be endless or unconditional without transparency.

This is not cruelty; it’s fiscal prudence and sovereign decision making. There is currently little accountability in how aid is

used, and the Trump administration believes that asking for clear goals and mutual commitment will create the best results.

The broader goal is to reshape aid policy to serve long-term U.S. interests and partnerships, rather than continuing to fund conflicts without clear strategy or benchmarks. This new approach simply prioritizes outcomes, not optics.

Likewise, Trump’s trade actions with Canada and the European Union have been misrepresented as aggressive. In reality, they’re a defense mechanism.

For years, American industries have been undercut by global competitors taking advantage of lopsided trade agreements and asking the U.S. for more and more. Tariffs are not tools of vengeance. They are leverage in a global market that too often favors foreign production over American jobs. For a nation that’s long played economic caretaker, it is time we stand firm in demanding fairness.

Meanwhile, the so-called “isolationist” pivot is delivering domestic results. From the Department of Energy’s support for the Palisades Nuclear Plant to Trump’s orders to expand critical mineral production in Alaska, America is reducing its dependence on foreign powers like China. Reducing this dependence on politically competitive countries only strengthens our bargaining position on the world stage and leads to internal growth in new industries.

Ultimately, “America First” does not mean “America Alone.” It means putting our people, our workers, and our national future first. Instead of pouring billions into unchecked international ventures, Trump’s administration is pushing for a targeted, results-based foreign aid strategy. This doesn’t mean cutting off our allies – it means asking where our aid is going, and how we can create a level of partnership surrounding this.

When our allies know we are strong at home, we are more credible abroad. In a world defined by conflict and competition, America must be fit to lead. When other nations see that the U.S. won’t be economically or militarily exploited, deterrence follows.

Re-centering on our values and sovereignty isn’t reckless. It’s survival.

Evie Kwei, Varun Mukund

Zara Paul, Max Johnson

Opinion: Aim Higher

Dear Evergreen Editors,

This is my charge to the Upper School: Aim higher.

I’m not talking about trying to get an A+ on your Chemistry test or scoring a hat trick in lacrosse, though those are great achievements. What I encourage every student to do is to build a community that you are proud of, one where integrity matters and your word has meaning.

Cheating and lying damage the community. There are costs to these actions. First, if the reputation of Greenhill becomes one that tolerates dishonesty, colleges will hesitate to take our students. People pay tens of thousands of dollars each year for Greenhill’s reputation, we must safeguard it.

Secondly, students that cheat destroy the curve and damage the grades of those students who take tests honestly. When someone makes the decision to cheat, they tell the entire community that their own needs are more important than their peers. Additionally, cheating tears apart relationships between teachers and students. Your reputation matters far more than your GPA.

People justify cheating by saying they are doing what it takes to get the good grades to get into the best college and to launch their successful careers. The ends, they say, justify the means. Nonsense. Many students aspire to go into professions such as medicine, law, politics and business. These

are places where integrity is essential. We do not want to live in a society where doctors cut corners, lawyers withhold evidence or business owners cheat investors just to make a quick dollar.

The number one job Greenhill has – far more important than teaching calculus, or Latin, or – dare I say – history – is to produce people ready to change the world. Our vision statement reads, “We see the world made more hopeful because of the Greenhill community.” We do that by putting integrity at the core of what we do – not because it is the easy thing to do, but because it is the right thing to do.

I know this is tricky. Looking at the news or scrolling on the internet produces despair. Politicians scream, lie, and insult each other. People act selfishly and bend the rules to achieve their own ends. The world is hard. It would be easy to slip into cynicism. Don’t. Cynicism is the lazy approach to difficulty.

We can aim higher. I tell my cross country runners all the time – we can do hard things. Why would we want to replicate the outside world? In a world that rewards a dog-eat-dog mentality, we can create a counter-cultural space where truth means something. We have the privilege of creating our own community at Greenhill – what kind of place do we want to inhabit?

When I was a student here, my father, Daniel Kasten, helped write the first Honor Code, and he led the Honor Council for many years. His dream was for teachers to

leave the room during tests and not fear that students would take advantage. He had the radical idea that here on the Hill we could have a community that was different from the outside world. He saw Greenhill as a bubble in the best way, one where the selfishness and deceit in the “real world” could not penetrate the armor of integrity that we built at 4141 Spring Valley. He taught a meditation class, and he often reminded students that they were made of stardust. He would quote astronomer and writer Carl Sagan who said, “The cosmos is within us. We are made of star-stuff. We are a way for the universe to know itself.” The whole universe did not converge in a series of astonishing miracles to produce people willing to lie, cheat and steal just to get ahead. That is not what we are put on this earth to do, and it is time that we as a community reclaim our fundamental dignity.

Aim higher. Per aspera ad astra.

Sincerely,

Dr. Amy Bresie ’96 Upper School History Dept. Chair

Editorial: Cashless Causes Controversy

Last year, students could often walk past the Student Center and find bake sales hosted by various clubs and organizations. This year, however, the new cashless campus rule has made organizing and running fundraisers incredibly difficult.

As a result, many clubs have been forced to halt or drastically reduce their efforts. On-campus fundraisers are becoming an increasingly rare sight.

While we understand that the logistics of handling cash on campus can be tricky, we believe that the pros of keeping cash options available outweigh the cons. A major issue with the new system is that many students, especially younger ones, don’t have credit or debit cards. While The Buzz still allows transactions using school accounts, student bake sales and similar fundraisers now are limited to using tap-to-pay devices.

This reliance on digital payments creates a barrier for students who don’t have access to these payment methods. When bake sales do happen, there’s a chance that some students might feel left out or excluded simply because they don’t have a form of payment.

The difficulty doesn’t end there.

To process payments for these events, an adult must be present to manage the

tap-to-pay devices. This adds another layer of complication to organizing fundraisers. Not only does it limit student independence, but it also increases the amount of effort required to run a successful event. What used to be a simple bake sale or fundraiser is now an event that requires constant adult supervision, reducing opportunities for students to take ownership of these initiatives.

Next year, the policy will get even more restrictive with the phone ban.

If students are not allowed to use their phones on campus, how are they supposed to make payments through tap-to-pay systems? This policy creates even more confusion and makes the situation feel even more restrictive. Without phones, students will essentially be cut off from these kinds of fundraisers entirely unless there’s a system put in place to allow cash payments or some other easy form of transaction.

We aren’t saying this just because we enjoy the snacks that bake sales provide –though we do. We are saying this because fundraisers play a vital role in student engagement and community-building. They help foster philanthropy, teamwork and school spirit, all while raising money for causes that matter to us.

If our school truly values student engagement and the spirit of giving, there needs to be a better solution to allow students to participate in fundraisers without facing so many barriers. The current policy is unintentionally limiting our ability to engage, and we believe it’s time to rethink the approach to fundraising on campus.

The 2023-2024

Evergreen staff won a Silver Crown from the Columbia Scholastic Press Association for High School print news.

the Evergreen Sta�

EDITORS-IN-CHIEF

Aria Kutty and Evie Kwei

EXECUTIVE EDITORS

Chloe Nguyen and Christan Park

DEPUTY

EXECUTIVE EDITORS

Daniela Hallack and Lyna Kamgang

MANAGING EDITOR

Varun Mukund

ASSISTANT MANAGING

EDITORS

Nora Ahearn

John Hurley

Rory Liu

Kate Ponnambalam

Vedant Subramanian

Sasha Wai

Justin Wu

Noor Zaman

DIRECTOR OF PHOTOGRAPHY

Ella Sadka

NEWS EDITOR

Sadie Werner

FEATURES EDITOR

Kaitlyn Yoo

ARTS EDITORS

Aanya Bhoria and Vivian White

VIEWS EDITORS

Victoria Gonchar and Lillian Smith

STAFF WRITERS

Jordan Arbuckle

Alexis Chen

Sydney Chien

Cindy Chou

Khushi Punnam

Ethan Sadka

Talia Sidikaro

Cate Simpson

ASSISTANT ADVISOR

Amy Bresie

ADVISOR

Gregg Jones

Have a response? Opinion? Original Idea?

Email the Editors-in-Chief: kuttya25@greenhill.org kweie25@greenhill.org

EDITORIAL POLICY

The Evergreen is an independent, student-run newspaper serving the Greenhill School community. It is printed six times during the school year. Print circulation is 900 copies. Past issues are archived at issuu.com/ghevergreen.

Our staff upholds a code of ethics that values honesty, integrity, accuracy and responsibility. Our mission is to help our community interpret campus, local, state and national events through content written and edited by students.

The Evergreen welcomes letters and emails from readers. We reserve the right to edit submissions for accuracy, grammar and length. The Evergreen will not publish material that we judge to be libelous, or obscene, invades privacy or constitutes hate speech. The staff editorial represents the opinion of The Evergreen staff, not necessarily that of Greenhill School.

ADVERTISEMENTS

The Evergreen welcomes all advertisements, but we reserve the right to refuse an ad.

Business inquiries should be directed to Ella Sadka: sadkae26@greenhill.org

CORRECTIONS & CLARIFICATIONS

To request a correction or clarification, please email kuttya25@ greenhill.org or kweie25@greenhill.org

& Rants Raves

A RANT to burnout. We’ve been working extra hard and are ready for summer. Advanced Placement exams ahead and final summative assignments have put a lot on us.

A RANT to our last months with phones during school hours. We are all savoring our final moments with our devices, filming our last TikToks with friends and playing our last games of Block Blast!

A RAVE to the groundbreaking for the new athletics complex that will include a more spacious High Performance Center. We’re excited for this next step in our athletics program!

A RAVE to “The Crucible.” After lots of preparation and help from the tech crew, the play is almost ready to premiere. Make sure to support your classmates on April 24-26.

A RAVENT to graduation requirements that complicate student schedules. We’re grateful for a range of classes, but the mandatory Design & Innovation and Fine Arts credits make it nearly impossible to have a free period.

A RAVENT to the end of sweatshirt season. These past couple of months we’ve loved wearing our comfy sweats to school, but it’s time to pull out our t-shirts and shorts!

The Evergreen Crossword

ACROSS:

4. One of the many popular microtrends on campus

6. Upper School Dean of Students George Heinrichs led the _____ Committee at his past school

10. The boys basketball team placed _____ in the SPC Winter Championships

11. "The _____," the spring play for the 2024-2025 school year

13. Position that senior Liam Fagelman plays on the boys soccer team

15. Senior Aditi Vikram performed the clarinet at _____ Hall as a sophomore

16. Construction for the new athletics facilities is scheduled to be concluded by _____ 2026

DOWN:

1. Middle and Upper School Photography teacher Frank Lopez was a _____ professional scholar at East Texas State University

2. Number of students awarded a Gold Key in the Scholastic Art and Writing Awards

3. Sport that senior Juan Orozco joined for the first time

5. Junior Isa Tanner's startup, _____2O

7. Honor won by senior Ellery Sherwood for her performance in "The Little Mermaid", a Schmidt & _____ Award

8. Vogel _____, nonprofit that Ariana Luterman '18 supports through her foundation

9. Junior Rory _____ and senior Gautam Chamarthy championed the Policy division at TFA

12. Reports from SPRING have been cited by the United _____

14. One of the songs that the Bollywood Dance Troupe will be performing in early May: "_____ Chashma" by Amar Arshi

Crossword by Evie Kwei and Christan Park

Time Travel and Teleportation Devices on Campus*

Aria Kutty

The physics department has officially done the impossible: solved the most pressing issues on campus with time travel and campus teleportation.

For years, students who park on Hornet Road have endured the agonizing 20-minute purgatory of waiting from 3:55 p.m. to 4:15 p.m. to drive away and avoid Assistant Head of Upper School Rebecca Shuman’s wrath. In addition, students sprinting from VSI to the Upper School have attempted to defy the laws of physics daily, attempting to travel an impossible distance in a five-minute passing period. To alleviate these issues, the physics faculty created the Hornet-Time-Travel-3000 and the TelePeacock.

“We figured if we can make kids believe friction is negligible, we can make anything happen,” said physics teacher Michael Haskins.

The Hornet-Time-Travel-3000 allows Hornet Road parkers to time travel exactly 15 minutes forward, skipping the dreaded waiting period. Senior Timo Kamgang, an early tester, was thrilled with the results.

not get in trouble with Ms. Shuman,” Kamgang said. “I don’t even know what to do with all this extra happiness and energy. Probably physics homework, I guess.”

“I was able to just go home immediately and

Meanwhile, the TelePeacock teleports students directly from the upstairs of the VSI to the Upper School and vice versa, eliminating the need for frantic power-walking.

“Turns out, wormholes are real,” said Haskins. “We just had to harness the right quantum fluctuations and, well, it worked.”

Senior Shreya Chhaya was initially skeptical but now swears by the technology.

“I blinked, and suddenly I was in the English Pod after Math Lab,” Chhaya said. “It’s incredible. No more excuses for being late, which, honestly, is kind of a downside, actually.”

The devices are still in beta testing, with only minor side effects reported, including slight dizziness, misplaced backpacks in alternate timelines, and one freshman briefly being sent to 1983.

“We’re working out the kinks,” Haskins said. “Worst case, they’ll get some extra credit for experiencing history firsthand, and for making it through this April Fools’ Day!”

New Bagel Facility Set to Replace VSI*

This June, the newly constructed Valdes STEM + Innovation Center will be demolished and replaced with a full-service Shug’s Bagels sponsored B-STEM (Bagel-STEM) Center. In addition, 24/7 bagel food trucks, operated by former Dean of Students Jack Oros, will be stationed across campus to ensure students never have to go more than 10 feet without access to a bagel.

This decision comes in response to widespread student protests following the demise of Bagel Tuesdays.

“After seeing the chaos that erupted in the Quad, such as students forming picket lines with ‘No Bagels, No Peace’ signs, administration realized something had to be done,” an anonymous administrator said. “What better way to demonstrate our commitment to student well-being than by completely reconfiguring our multi-million-dollar STEM initiative?”

According to the donors behind this new campaign, the new building is to be accompanied by state-of-the-art cream cheese labs, a build-your-own bagel innovation station and an AI-powered system

that predicts students’ orders based on their past purchases.

“If the school wants to replace our entire STEM curriculum with bagels, I have to respect it,” said senior Shreya Chhaya. “Do I need a physics class when I could be studying the structural integrity of a perfectly toasted everything bagel?”

While some STEM faculty expressed mild concern over the decision, students are overwhelmingly in favor of the abrupt pivot from STEM to B-STEM.

“I was never really a math person anyway,” said junior Tara Alim. “I feel like I’ll learn more from a hands-on approach, like testing the ideal bagel-tocream cheese ratio instead of doing derivatives.”

Even Greenhill athletics is getting involved, with the PE coaches working on developing a bagel toss event to debut at the 2025 fall Southwest Preparatory Championships.

“I am just glad they are finally prioritizing our student needs,” Alim said. “In all honesty, I just wanted Bagel Tuesdays back, but honestly, this works too. I am also glad that this was announced just in time for April Fools’ Day!”

As of April 1, the administration has finally installed fragrance dispensers in the VSI bathrooms to combat the lethal sewage fumes. Now, students can pass by without questioning their will to live. Progress!

Due to a student-led uprising (and some suspiciously aggressive P.E. teacher lobbying), the teacher danceoff will return at the spring pep rally. The real question: can anyone finally dethrone the reigning champs, the physical education coaches, or will their dance moves continue to haunt us all?

Starting next week, SAGE Dining’s famous hot dog in a hard-shell taco, drenched in nacho cheese, will now be available every single day. Even better: students who consume it once a week are guaranteed an A+ in any class. No one is sure why, but we don’t ask questions.

In a shocking twist, construction on the new athletic facilities is ahead of schedule. At this rate, the Class of 2025 might actually get to enjoy them before they graduate. No, seriously.

The new athletic facilities will feature both a hot tub and commercial-grade massage chairs, finally giving student-athletes what they truly need: a reason to never actually practice.

*Everything on this page should be taken seriously, but not literally.

Graphic by Aria Kutty

Aria Kutty