May 2025 | The Evergreen, Greenhill School

DEI Debate

Greenhill navigates a volatile political landscape in its commitment to longstanding school values. Page 12

Greenhill at 75

Pickleball

Class of 2025

Seniors finalize their college decisions and prepare to begin the next chapter of their lives at schools in the United States and around the world. Page 22

Artwork by Lylah Pouratian Photography by Lylah Pouratian and Nora Ahearn

Greenhill prepares to celebrate its 75th anniversary with an oral history featuring alumni of color, a Founders’ Day program and other events. Page 14

From the campus Pickle Pals club to off-campus games with friends, pickleball takes off as an outlet for exercise, relaxation and bonding. Page 17

Pitches Take Off at What’s NEXT

John Hurley, Vedant Subramanian

Eight teams of Greenhill students pitched their business ideas to a panel of industry professionals and school administrators on April 28 in the second annual What’s NEXT Pitch event.

Each of the teams secured funding for its project, with $19,500 awarded during the event held in the Rosa O. Valdes STEM + Innovation Center. The teams consisted of one or two members.

“I think [the pitches] were very good,” said Director of Design and Innovation Matt Abbondanzio. “They were well put together, and I think they all had good, strong business potential.”

Attempt One

The inaugural What’s NEXT Pitch event was held last year and saw six teams receive a total of $22,100 in funding.

“I think it was well received and that we had a great set of panelists,” said Abbondanzio.

Initially, over 30 teams were interested in pitching this year, according to Abbondanzio. However, due to time constraints, he selected only eight teams.

“I ended up having to be the gatekeeper and making the decision as to who was ready and who was not ready to pitch,” Abbondanzio said. “I [don’t] want to be the only voice on that decision the next time.”

Revisions and Reactions

Going into the pitch this year, Abbondanzio says he wanted a more systematic method for deciding which teams would pitch to ensure fairness.

As a result of Assistant Director of Design and Innovation Don Myers’ suggestion, the organizers decided to add the Pitch-Off. The Pitch-Off is a system where a rotating panel of eight faculty members scores pitches using a rubric created by Abbondanzio.

“I was really adamant that the Pitch-Off scoring was not about the business proposition or how likely the business would be to succeed,” Abbondanzio said. “It should be based purely on how prepared the pitch was.”

During a oneweek period from the end of March to the beginning of April, up to four groups pitched daily to the faculty panel.

UX Design teacher Luna Kim, one of the Pitch-Off judges, says she was impressed by the students’ ideas.

“I think that it was really interesting to see what this generation of students are interested in pitching as a business,” Kim said.

Out of the 16 teams competing in the Pitch-Off, the eight teams with the highest average rubric score advanced to the What’s NEXT Pitch event.

Since each team presented to the Pitch-Off panel without an outside audience, junior Hank Utay says he didn’t know how his presentation stacked up against others.

“It was hard to know if I was going to make it or where I was in comparison to everyone,” Utay said.

Another change Abbondanzio made this year was starting to plan the logistics of the event earlier.

“I really wanted to make sure we were fixing the timing, getting things off the ground earlier,” Abbondanzio said in the days before the final pitch event. “This year, we have [the documentation] all squared away, and it’s set, and people have it. They were given the information up front.”

Student Pitches

actually helped create [a] pitch last year and got funding. She told me it was a really good opportunity.”

Sophia Yang says her inspiration came from a personal frustration with sewing.

“It was an issue I had myself, and I figured if it helped me, maybe it could help other people, too,” Yang said.

She created her prototype outside of class by using a 3D printer in the Innovation Lab so she could pitch her product as commercial-ready.

Honors Design Thinking to Open Entrepreneurship class. The class encourages students to conceive and develop business ideas.

“Being in the DTOE class helped provide checkpoints to make sure that I was getting all of the required work done throughout the year,” said Utay. “So, there wasn’t really a need for me to cram at the end.”

Other pitches that were funded included ice cream with no artificial colors and flavors, an AI-enabled chronic pain tracking and management app, and a school carpool optimization app.

Among those selected for the final event was freshman Sophia Yang, who pitched Etoile Stitch, a compact, all-in-one container for thread, needles and a built-in thread cutter.

“I watched the event last year and thought it looked really interesting,” Yang said. “My sister, Jeannette Yang [’24],

projects at such facilities.

“After interviewing several seniors and caregivers, I found that caregivers really wanted accurate, real-time data on what the seniors are doing and if they’re okay,” Utay said. “I found that in a lot of situations that wasn’t happening.”

Utay received $4,000 in funding for his project, which he says grew out of his involvement in the Upper School

Competition Takeaways

Sophia Yang encourages other students to take advantage of the pitch.

“If you have an idea, just try,” she said. “You don’t need to have everything figured out. Just get started and talk to people who can help.”

Utay says the pitch event is not only a good entrepreneurial opportunity, but also a great way to develop public speaking and presentation skills, as students are required to deliver a fiveminute presentation from memory and then answer questions for five minutes.

“It definitely gives you a way to practice putting yourself out there by giving a speech and talking to successful adults about an idea you’re passionate about,” said Utay. Overall, Abbondanzio says he feels this year’s event was smoother than last year.

“[There are] still things to work on, some bugs to fix overall from a logistics standpoint,” Abbondanzio said.

He says he was especially impressed with the ideas and presentations of the finalists.

“The students were great,” Abbondanzio said. “I think [the pitches] were robust, and I think they responded well and maturely to some tough questions that were proposed to them.”

In the future, Abbondanzio aspires to make the event a combination of pitches from Greenhill students and those from other schools.

“I would love for this, in a few years, to be a pipeline, a feeder from all these schools into a larger regional competition with some corporate sponsorship,” Abbondanzio said.

BRIGHT IDEAS: A group of Greenhill students pose after last year’s pitch night where their entrepreneurial skills were tested. A panel of school administrators and industry professionals approved funding for the best ideas.

Photo courtesy of Greenhill Communications

Decoding the Middle East

Rory Liu

Amid headlines on the war between Hamas and Israel, nuclear weapon negotiations between the United States and Iran and the instability of international oil markets, a group of Upper School students gathers in the Modern Middle East senior seminar to analyze the political implications of those events.

Upper School history teacher Scott Cotton teaches the seminar. The goal is to take a comprehensive look at broader forces shaping the Middle East and gain perspective on the origins of its conflicts.

“The Abraham Accords, U.S. policy in the Middle East, the Oct. 7 attacks and its response, issues around the international oil economy, terrorism and diplomatic initiatives with Iran mean this is just a topic that pops up in people’s news feeds all the time,” said Cotton. “It makes for a pretty rich topic.”

Every year, the senior seminar is chosen by the History Department and consists of a topic a teacher is passionate about, according to Upper School History Department Chair Amy Bresie ’96. Due to its limited enrollment of around 12 students, the class is structured for smaller group discussions.

“You have to be selected by me and by other folks in the department,” said Cotton. “It’s a bit more discussion-oriented and isn’t so much just prepared lessons but more student-driven.”

The Modern Middle East seminar has been taught several times in previous years, and it has been “really well received” and “a lot of fun,” according to Cotton.

Combined with the ubiquity of the topic in the news, “it felt like the right time to make sure that people understand the Middle East,” said Bresie.

Many seniors in the seminar chose the class for that reason.

“I chose to sign up so that I could have a chance to discuss and learn about a region that is very relevant to the current political and social sphere,” said senior Kaavya Sampath. “I wanted to be in a class that was exploratory and discussion-based, versus a class that followed a strict syllabus or textbook.”

However, while conflicts in the Middle East may have pervasive headlines, many students may not feel comfortable discussing them. Not only are events like the HamasIsrael war complicated, but many students also have personal relationships to the Middle East.

“It is an issue that is deeply emotional, and I think sometimes people tend to avoid talking about it because it reaches into something that is personal and they have difficulty being objective,” said Bresie. “Discussing this issue makes us uncomfortable and afraid. That is real and understandable, but I don’t think it is very helpful.”

I wanted to be in a class that was exploratory and discussion based, versus a class that followed a strict syllabus or textbook.”

The seminar is a good venue for open and respectful conversation, despite the sensitivity of the topics they discuss, according to Cotton and his students.

“We do a lot of discussions where it’s ‘choose one side or the other,’ and it’s really easy to be closed off when you only have those two options,” said senior Sophie Fiedelman. “But with this course, our class

is really good about being open to other ideas and other perspectives, changing sides, forming a new side, things like that.”

Modern Middle East has accomplished much in its three months of being taught this semester. Students have spoken with multiple guest speakers who have expertise in the field, including an alumnus who works in the State Department, an alumnus who is an aspiring Foreign Service Officer and an expert who has authored a book on Saudi Arabia.

They have also finished three books that cover geopolitical contexts in Israel, Saudi Arabia and Iran.

“I’m thankful to have so much background knowledge that I can apply

in the future,” said senior Neha Bachu. “I think it’s really important that students have an example of how they can explore and research to get more informed opinions about the world.”

The History Department has decided to make the class a regular course offering for the 2025-2026 school year, with adaptations to fit a larger class size. Bresie says this will be an exciting opportunity for more students to really dig deep into the issue.

“Clearly, I don’t think [the class] is going to solve the Middle East,” said Bresie. “But, even if all Mr. Cotton is doing is creating people who feel equipped to have a conversation in an intelligent way, then that’s really accomplishing a lot.”

New Dean Dissects Senioritis

College applications. College essays. An off-campus job. Internship applications. Burnout from classes.

As seniors look ahead to life after graduation, some say it’s increasingly difficult to stay focused on their final weeks of high school.

The term “senioritis” is frequently applied to the phenomenon.

The U.S. Department of Education characterizes senioritis as “tendencies such as arriving late or skipping class, decreased motivation or behaving irresponsibly by investing little effort in schoolwork.” These behaviors are common among many 12th graders in high schools across the nation.

“Senioritis is not a choice,” senior Fern Hignite said. “It’s just burnout, where I cannot make myself try harder than the bare minimum.”

Upper School Dean of Students George Heinrichs has a different view. He sees it as more of a decision to disengage from academic responsibility as well as from the

“Senioritis is really about when students are choosing not to be here as much,” Heinrichs said.

“They might not participate much in class, and there’s a sense of them trying to differentiate themselves from the community in the same way.” While he has observed senioritis in action, Heinrichs says he doesn’t think the burnout seniors face is a bad thing. He says they should be

of frustration as a teacher, because you still have to show up and be prepared, you don’t get the day off.” Heinrichs said. “So, if your whole class is absent, now you have to go into your gradebook and change all of the assignments and move things.”

Although this unexpected downtime for teachers can be frustrating, seniors have been enjoying themselves outside of the classroom in various ways after school.

Senior Michelle Akins said that senioritis, for her, means taking more time for self-care and passion projects rather than homework or studying.

Senioritis is not a choice. It’s just burnout, where I cannot make myself try harder than the bare minimum.”

“I’ve been meditating a lot, reading a lot of my Steve Jobs books, focusing on a lot of my personal passion projects and taking daily two-hour walks,” Akins said.

In addition to activities and social gatherings outside of school, some seniors find the off-campus lunch privilege helps curb senioritis by giving them a break during the school day to leave campus and eat independently

“You need a break at some point,” senior Shreya Chhaya said. “I think [off-campus lunches] are really helpful, because when I get back, I feel more refreshed for my next class.”

Staff writer Ven Larson contributed to this story.

by

SERIOUS DISCUSSIONS: Seniors read and take notes in Scott Cotton’s Modern Middle East seminar class, where they learn and talk about current global issues.

Photo by Ella Sadka

Noor Zaman

George Heinrichs

Graphic

Lydia Kerridge

In his first year as director of summer programs, Johnny Thompson is preparing for the campus to host dozens of popular Summer on the Hill camps. Prior to this job, Thompson worked in Greenhill’s Admission Office as the associate director of admission for Middle and Upper School. Now, he faces a new set of challenges.

“I stay busy now every single day, and the days are going by quick,” said Thompson. “I’ve been a part of [Summer on the Hill] before, but this is my first year doing this as a director.”

Preparation

Although Thompson’s title includes the word “summer” in it, he and other members of the Summer on the Hill team work yearround. Starting in October, they work on crafting the camp catalog.

Summer on the Hill Sets Sail

low turnout.

“There’s things that are coming that you just can’t rely on,” said Thompson. “I mean, there are things that you’re going to say, ‘Oh, this is normal.’ But then there’s things that are going to throw curve balls at you.”

With 11 weeks of day camps, Thompson says it is crucial that he has a robust support system. Greenhill’s maintenance staff, summer teachers and student counselors work to ensure that everything runs smoothly.

On Oct. 1, Thompson sent out emails to Greenhill faculty asking for camp proposals. He also received proposals from people outside of Greenhill. In addition to approving most of the proposals, Thompson

Even with preparation, Thompson says there is always some uncertainty once summer begins. He has to be ready for situations like a teacher calling in sick, campers getting into fights or a camp having

“My main concern is always safety,” said Thompson. “I want to make sure that the kids that are here going to our camps get placed in the places they need to be. And the counselors will do that.”

On top of this, counselors must help with the carpool pickup area and assist teachers to make sure everything runs smoothly. Dealing with carpool is an especially challenging task, said junior Ruby Garza, a Summer on the Hill counselor.

“Anytime a kid is crying, they always throw them at me, because I tend to be able to calm them down,” said Garza.

Despite the challenges, several students say they enjoy being a counselor.

“‘It’s a very solid first job,” said Garza. “You’re working with a ton of people that are your age, and at least for me, I was on a campus that was very familiar to me.”

Freshmen Required to Take New Course

Beginning next year, all freshmen will be required to take a new course in the fall semester called Foundations of Fitness and Wellness.

“We’ll be talking more about different types of wellness, with activities and PowerPoints and lectures and reflections and those sorts of things,” said Roemer. “Then the next session they’ll go down to the workout area with the coaches and work out.”

The new course will merge elements of

The course will be taught by both the Upper School counselors and the Athletics Department, switching between the classroom and High Performance Center, according to Upper School counselor Kathy Roemer.

Foundations of Lifetime Fitness, Our Whole Lives, and a previous class called Wellness that covered other aspects of wellness, such as student wellness, mental wellness, social/ relational and sexual wellness.

Foundations of Lifetime Fitness is an optional athletics class that uses workouts and academic lessons to teach students how to live healthy lives.

Our Whole Lives is a sexuality education curriculum traditionally taken by freshman, facilitated by Wholly Informed Sexuality Education, an offcampus nonprofit organization.

One reason for the revamped class is that freshmen weren’t getting enough information regarding sex, sexuality, and other topics during these time periods, according to Director of Sports Performance Jessen Houston.

“It wasn’t the ideal environment that was conducive for learning and being able to assess you about the curriculum that you’re learning, so we really wanted to put it in the classroom,” said Houston.

The Human Reproductive Biology class is another ongoing sex education course originally developed to help fill the knowledge gaps of junior and senior students, according to Upper School biology teacher Barry Ide. Since the class is an elective and has a limited size, not all students could take the course.

“I tried to meet the need by offering the junior-senior elective, reproductive biology, and that’s offered in the fall or spring,” said Ide. “But it’s an elective class, not everybody takes it.”

To fix this issue, the Upper School counselors and Head of School Trevor Worcester designed the new Foundations of Fitness and Wellness course. Ide says he

hopes it will help students have a better understanding of these topics.

“Sex and sexuality is something that everybody deals with in one way or another, and it’s an important topic, and we weren’t doing it justice,” said Ide.

Since this course is replacing the current Foundations of Lifetime Fitness class, it will also count as a sports credit, according to Upper School science teacher Emily Myhre. This means that freshmen will only need to complete one more additional sports credit, which some people say could impact participation in Greenhill sports, specifically in the fall.

“If they’re taking the class that counts as an athletic credit, then there may be less participation in some sports that maybe students aren’t as enthusiastic about to begin with,” said Myhre.

Sex and sexuality is something that everybody deals with in one way or another, and it’s an important topic, and we weren’t doing it justice.”

Looking ahead to next year, many eighth graders have opinions about this new course being added to their schedule.

Eighth grader Sadie Harrison says she dislikes the physical education part of the course.

“I understand the health class aspect but don’t think the physical education is necessary because we already play sports,” said Harrison.

Despite this, Greenhill teachers and coaches say they are excited to work together to teach this course next year.

“I am looking forward to teaching and the collaboration and at the end of the day, we want what’s best for the students,” said Houston.

Penelope Stone

Nora Ahearn

MIDDAY PUMP: Upper School students lift weights in the High Performance Center in the workout portion of their Foundations of Fitness class during the school day.

Photo by Vivian White

Graphic by Victoria Gonchar

SISTER SUMMER: The older Deibert and Stenberg sisters work as Summer on the Hill counselors while their younger sisters attend a variety of summer camps together.

Photo courtesy of Jenna Stenberg

Barry Ide

Middle School Andrews Approaches 4th Quarter

For twenty-four years, Jaye Andrews has walked the halls of Greenhill Middle School, his voice a familiar comfort to generations of students who have come to see him as more than just a math teacher, according to students and peers.

“He wants to see his students succeed in math and really cares deeply about them,” said eighth grader Sana Oblumpally.

Though Andrews’ professional journey took many turns before he arrived on campus in 2001, he says it is Greenhill where he truly found his calling.

“I would hope every student felt I gave strong effort as a teacher and made a genuine attempt to connect with them,” Andrews said.

For Andrews, the end of this chapter of his life is coming into view. Andrews has announced that the 20252026 school year will be his last at Greenhill.

“I’ll want to make it a really great year and leave with my full commitment put into my last year,” Andrews said. “I want to be really proud of what I brought and make sure I did it out of enthusiasm and love.”

Early Life

Andrews was born in Huntington, W. Va. His mother taught science in a public school and his father was a manager at Sears, Roebuck & Co., one of the country’s leading department stores in the 1950s and 1960s.

Andrews and his sister grew up in what he describes as a supportive family environment.

“I was a simple kid,” Andrews said. “I played a lot of sports, watched too much TV.”

From an early age, Andrews says he was interested in math.

“Math was always my best class,” Andrews said. “I think I understood it the most.”

Andrews developed a deep fascination with basketball. He was naturally athletic and enjoyed sports, where he could truly be himself and exhibit his strengths.

“Playing sports was the one place where I felt like, ‘oh wow, people are admiring me here,’” Andrews said.

The family moved to the suburbs of Washington, D.C., and Andrews attended public schools in Bethesda, Md., for a time. He transferred to Landon School, a private school in Bethesda, after his sophomore year and repeated the grade. That gave him another three years to adjust to the academic challenges of an independent school and play basketball and baseball.

Academically, Andrews recalls facing challenges at Landon. He had to push himself harder to keep up with the demanding coursework.

On the court, however, he excelled and hit his stride as a senior in 1980-1981.

“All of a sudden, I was one of the leading scorers in the Washington, D.C. area, and it became apparent that that I could play in college,” said Andrews.

His dedication paid off when he received an opportunity to play college basketball for Bucknell University in Lewisburg, Pa.

“It was [a thrill],” Andrews said. “However, I didn’t know how good I would be, or if I would get any playing time.”

College Career

At Bucknell, Andrews says he worked hard in the classroom as well as on the court.

His love for sports and numbers ultimately led him to pursue a degree in business. He went on to earn both his Bachelor of Business Administration and Master of Business Administration degrees at the University of Maryland.

On the Bucknell basketball team, Andrews was a standout player, earning his team’s most valuable player honor three times. He averaged 13.6 points per game for his career and became the school’s third-highest career scorer with 1,535 points. (He is now No. 8 on Bucknell’s all-time

05

scoring list.)

In his senior season, Andrews earned first team All East Coast Conference honors for the second year in a row, after helping Bucknell once again finish as regular season champions. He was also named ECC Player of the Year, Andrews said.

Andrews graduated from Bucknell in 1985. Six years later, he would be inducted into the Bucknell Athletics Hall of Fame.

Professional Ball

In the summer after graduating from Bucknell, Andrews played for the Wildwood Aces in the U.S. Basketball League. His performance there, where he averaged 17.4 points per game, caught the attention of NBA scouts.

Andrews was selected in the 7th round of the 1985 NBA Draft by the Philadelphia 76ers. He was released after rookie camp and ultimately never secured a spot on an NBA roster.

Andrews resumed his basketball career overseas for the 1986-1987 season, playing for the Bracknell Pirates in England as part of the British Basketball League.

“The community was really loyal, about 3,000 fans,” Andrews said. “I had one family who would invite me out to dinner multiple times a month, and another family who would take me to the theater in Windsor.”

His memories of the experience are fond.

“The team had a really good season, and we made the playoffs,” Andrews said. “I made a difference, and it was really fun.”

Path to Greenhill

After deciding to walk away from professional basketball in 1987, Andrews returned to his high school alma mater, Landon School. He assumed the role of director of alumni affairs and began his basketball coaching career.

“I would often have lunch with teachers, they would always talk about their students,” Andrews said. “I felt like I was missing out and I decided I wanted to pivot to teaching.”

Andrews taught math at Landon for eight years before applying for a teaching position at Greenhill.

There were two main connections that drew Andrews and his family to Dallas. His wife, Andrea Sears, was originally from Texas and her aging parents were in Houston, and the basketball coach he had replaced at Landon, Scott Griggs, had recently become Head of School at Greenhill.

Andrews accepted a position as a math teacher and high school basketball coach at Greenhill and he and his wife moved to Texas with their three daughters.

At Greenhill, Andrews developed a deep love for teaching. Andrews says he looks back on his early years at Greenhill with fondness, as it allowed him to combine two of his greatest passions: basketball and teaching.

After the 2013-2014 school year, Andrews stopped coaching but continued teaching eighth grade math.

Classroom Impact

To create a peaceful environment in his classes, Andrews does yoga with his students.

“C Day Yoga is something I will always remember,” said eighth grader Baer Kelly.

Andrews views yoga as a peaceful way to start class, and many students agree.

“It really creates a calm, welcoming learning environment,” said eighth grader Robert Booth.

Andrews also introduced something called the “math autobiography,” which allows him to get to know his students.

“When he is able to understand his students better, he’s able to push us a little more personally,” said seventh grader Carson Yoo.

Andrews says he carefully reads each math autobiography, using their stories to get to know his students on a personal level.

Andrews has also remained in contact with students he taught years earlier at Greenhill.

On the 2024 eighth-grade trip to Washington, D.C., Alvin Jordan ’07 spoke highly of Andrews, his former coach, during an alumni panel. Jordan came down to speak with Andrews, and after years of not seeing each other, their bond remained strong.

“The kids who pass through his basketball program and his math class stay so connected to him and they have such a strong connection,” said Head of Middle School Susan Palmer.

The bonds that Andrews has forged at Greenhill range beyond campus. On March 11, during the groundbreaking of the new athletics center, construction engineers who had met him earlier in his career asked to see him, according to Palmer.

“There are people who come back to Greenhill who want to connect with [Andrews] all the time, and I think he has a big place in his heart for Greenhill,” Palmer said.

Goals and Aspirations

As he looks ahead to his final year of teaching, Andrews has begun to reflect on his time at Greenhill.

“My 25th year at Greenhill will be Greenhill’s 75th birthday, meaning I’ve been here one out of every three days in this school’s existence,” said Andrews.

He says he often tells his colleagues that certain moments are going to be his “lasts,” such as next year’s eighth-grade trip to Washington, D.C.

Andrews says he has many goals for his life after Greenhill.

He has been learning Spanish for going on three years, and he and his wife are planning a trip to Costa Rica this summer for a Spanish immersion program.

“I hope to, for one season, coach a professional basketball league in a Spanish-speaking country,” said Andrews.

This aspiration blends many of his passions: coaching, speaking Spanish, and community service, Andrews said.

Reflecting on his years on campus, Andrews says Greenhill has shaped his life and influenced him as a person, while exposing him to unexpected experiences.

“Greenhill is pretty central to my existence for the past 25 years,” Andrews said. “I had three daughters here, I was a coach, a teacher. I’ve been active in equity and inclusion. It has really formed the person I’ve become today.”

BASKETBALL REWIND: Andrews, top left, later coached his high school basketball team in Maryland.

Photo courtesy of Jaye Andrews

FAR FROM HOME: Jaye Andrews, far right, poses with his 2023-2024 advisory in front of the U.S. Supreme Court building in Washington, D.C. Next year’s trip will be his last because of his retirement from Greenhill.

Photo courtesy of Jaye Andrews

Noa Pouratian

06 Features Language Students Earn Honors

Justin Wu

Upper and Middle School students in Chinese and Latin competed in a series of contests that tested their cultural knowledge and linguistic skills throughout March and April.

These competitions included the North Texas TI Cup Chinese Speech contest, the National Chinese Language Association of Secondary-Elementary Schools speech, talent and essay contests and the Texas State Junior Classical League convention.

The National Chinese Language Association competitions were held online through recordings and essay submission. The Classical League convention and the North Texas TI Cup Speech contests were held in-person over a Friday and Saturday.

Students can earn state, regional or national rankings, depending on the competition.

“It was really nice to see everyone come together about language,” said senior Saida Bidiwala.

Chinese

On March 29, Chinese students competed in the North Texas TI Cup Chinese Speech Contest at the University of Texas at Dallas. Students delivered Chinese-language speeches to judges who evaluated their performance based on their memorization and delivery.

“To prepare we usually record where I deliver the speech myself,” said Upper School Chinese teacher Petra Lynch. “I show the students where I would speak louder, where I would soften my voice, and how I adjust my pitch and body language throughout the speech.”

Three students earned 1st-place honors, which were categorized by grade and background: third grader Ivy Lui won the Grade 3-5 Heritage Group; sixth grader Fiona Ou won the Grade 6-8 Heritage Group; and sophomore Vivian White won the Grade 9-10 Non-Heritage Group.

To prepare we usually record where I deliver the speech myself. I show the students where I would speak louder, where I would soften my voice, and how I adjust my pitch and body language throughout the speech.”

In addition, Bidiwala placed 2nd in the Grade 11-12 Non-Heritage Group and second grader Laurel Chen won 2nd in the Grade K-12 Heritage Group.

In total, 16 Middle School and Upper School students participated in the North Texas TI Cup Chinese Speech Contest, a turnout that Lynch described with pride. Many of the students were competing for the first time in a Chinese language event.

“The ultimate goal is for students to experience the challenge of memorizing something very difficult, navigating the nuances of language and structure, developing their public speaking skills and building confidence through that process,” said Lynch.

In addition to the TI Cup, students also competed in the National Chinese Language Association contests, showcasing their Chinese language and cultural skills through writing, speaking and performances.

Greenhill finished with three 2nd-place finishes in the essay competition, and one 2nd place and four 3rd-place finishes in the Chinese talent contest.

Latin

On April 4-5, Latin students attended the Texas State Junior Classical League convention at Bellaire High School in Houston. The Middle School division won 1st place and the Upper School division placed 8th.

The competition had many forms of classical-themed contests, including sports, chess, art, dramatic interpretation, academic exams and trivia.

The event required a lot of preparation for students, according to Upper School Latin teacher Jenn Jarnagin.

“In competitions where you memorize a Latin passage and recite it, you want to be accurate in your pronunciation and infuse it with the right type of emotion and gestures,” said Jarnagin. “In terms of all of the academic tests, most of our students will use Quizlet sets and go through and practice or make flashcards.”

This year was the fourthconsecutive year for Middle School to win 1st place. Jarnagin noted that this was largely due to the effort of the students led by Middle School Latin teacher Joan Romanosky.

“Greenhill is a JCL powerhouse, and that really comes from a program that Ms. Romanosky started and worked really hard to grow,” said Jarnagin. “This summer, she’s actually going to get a Silver Bowl, which is awarded to people when they’ve gone to Nationals 20 times.”

Greenhill Upper School had 29 top-5 finishes in the competition.

Going forward, Latin students who competed at the Texas event will be invited to attend the 2025 National JCL Convention at Miami University in Oxford, Ohio, on July 21-26.

“I want to compete again,” said freshman Tomal Khan. “Nationals has always been a very fun experience. There’s so many people you get to meet. It’s very spirited.”

Language Teachers Share Weekly Breakfast

Vivian White

On a random Friday morning in 2015, a newly arrived Upper School Spanish teacher, Monsie Muñoz ’05, decided to bring bagels to share with her colleagues in the Modern and Classical Languages Department.

As a first-year Spanish teacher at Greenhill, Muñoz initiated this tradition in hopes of bonding with her new coworkers.

“Since it was my first role in the Upper School, I really wanted to connect with my peers, and so I thought ‘what if every Friday we signed up [to bring breakfast]?’” said Muñoz.

From this first breakfast 10 years ago, Muñoz left a lasting mark on the department. Current teachers, such as Upper School Spanish teacher Jacobo Luna, still celebrate this event.

“It was the very first time that we actually paused as faculty, paused the busyness of grading and meeting with students, and actually started making connections as human beings,” said Luna. “That really resonated with me the first time.”

Inside the Breakfast

To ensure this tradition stays alive and every teacher can contribute, Modern and Classical Languages Department Chair Luis Gallegos sets up a spreadsheet at the beginning of the year with the dates of the breakfasts and shares it with colleagues.

Every teacher is expected to volunteer to bring breakfast a couple of times a semester.

“It was the very first time that we actually paused as faculty, paused the busyness of grading and meeting with students, and actually started making connections as human beings. That really resonated with me the first time.”

“Whoever signs up for breakfast decides what to bring, and sometimes it’s just a box of donuts, and other times it’s a little bit more intricate,” said Upper School Spanish teacher Stephanie Almanza.

Gallegos is known for his more elaborate dishes.

“[Gallegos] tends to highlight different aspects of the Latin American cuisine, and so he will make, for example, Tortilla Española, which is eggs with potatoes,” said Almanza. “He’ll talk us through a bit of the procedure, how to make different things.”

Whoever signs up for breakfast decides what to bring, and sometimes it’s just a box of donuts, and other times it’s a little bit more intricate.”

Gallegos, who integrates Spanish customs into his curriculum, intentionally brings these dishes to share the cultural aspect of food.

“I try to bring, at least twice a year, things that are connected to the Spanish culture from Spain, since that’s one of my curricular expertise,” said Gallegos. “So, I’ll try to bring things that are very connected and definitely unique to Spanish breakfast.”

Impact

This tradition allows teachers to take a break and connect with each other, which can be difficult with their busy schedules, according to Upper School Chinese teacher Petra Lynch.

“A lot of times, teachers are all in their cubicles or in the classrooms working, so sometimes we don’t have a lot of time to just chat,” said Lynch. “It is a very precious time that I always look forward to, because we sit down, enjoy meals, the fellowship, and then sometimes collaboration just happens organically.”

These weekly meetings also foster community within the department and create deeper connections between teachers, according to Gallegos.

“I think getting to know each other as people helps us to work stronger as a department,” said Gallegos. “Because then, beyond simply knowing what one of my fellow teachers’ strengths are in the classroom, or who I can turn to for ideas, I feel like I know them more as people.”

Because of these heightened relationships, Lynch said

teachers go to one another for support or a good laugh.

“We are now family and friends,” said Lynch. “I got your back. I am here to support you, and I’m here to listen to you.”

Even years after its creation, Gallegos says this ritual is still going strong.

“What’s meaningful is that it continues a long-standing tradition, and it just takes a little bit of organizing on my part to end up with something I know is going to bring great joy to all of the teachers in the department,” said Gallegos.

The community at Greenhill flourishes through its people, according to Luna, and this tradition showcases that.

“Communities are people, and Greenhill is people,” said Luna. “It’s not the facilities, not institutions, it is the people and the actions that we take.”

AWARDS: Students studying Chinese pose for awards from the North Texas TI Cup Chinese Speech contest.

Photo Courtesy of Petra Lynch

BREAKFAST BUDDIES: Upper School Modern and Classical Language teachers share a weekly breakfast.

Jenn Jarnagin

Photo by Vivian White

Petra Lynch

Loro Asian Smokehouse & Bar: Fire Meets Fusion

Before watching “A Minecraft Movie,” the Evergreen’s new senior staff planned a trip to Loro Asian Smokehouse & Bar.

Various scheduling conflicts reduced our ranks to seven in number. Agreeing on a restaurant was probably the easiest part.

Loro Asian Smokehouse & Bar was our default choice of restaurants because of its proximity to the AMC in Addison and its diverse menu. Here was our experience:

When I walked up to the patio at Loro, I

heard a song from one of my favorite bands, Mt. Joy. So, if my food wasn’t good, I knew I would be happy regardless. I’m not going to lie; I had been to Loro before this excursion. As the Evergreen’s resident picky eater, I naturally opted for a familiar dish: pork tostadas. Due to my recently discovered onion sensitivity, my food was going to have to do without the tangy vegetable. This made me wonder whether the tostadas would lack a much-needed punch of flavor. Oh, how I was proven wrong! No onions necessary.

After a busy weekend of AP exam cramming, I was craving my favorite comfort food: rice. I ordered the Malaysian curried chicken rice bowl – smoky chicken covered in a yellow curry sauce on a bed of coconut rice. The pickled vegetables added a sharp freshness and crunch to the rich dish. The bowl came with a side of assertive sesame oil dressing – a little really does go a long way. While the fusion of flavors did not provide the comfort food I envisioned, the delicious combination of Thai flavors layered on top of tender BBQ chicken made me realize comfort might be overrated.

For my meal, I decided to order Loro’s signature cheeseburger. I had been to the restaurant several times before and had enjoyed the barbecue. This time I wanted to try something new. It came on a simple plate and didn’t wow me; it just seemed like a typical burger. The taste was decent with a patty that was cooked more than I would have wanted, but a good sauce enhanced the taste. Overall, it wasn’t bad, but it wasn’t something I would go out of my way to order – especially when the barbecue is usually much better.

As a vegetarian, the words “Asian Smokehouse” were very intimidating when I looked up Loro online. As my mom seemingly knew the place, she recommended the Crispy Szechuan Tofu Bowl – and I listened. Mothers always know best, because I wasn’t disappointed. The furikake-seasoned rice and crispy, sweet tofu were excellent. The radish and onions, on the other hand, felt out of place and the cilantro was overpowering. Nevertheless, I enjoyed the dish and can recommend it. Fellow vegetarians: don’t be scared to hear the word “smokehouse.” Chances are you’ll find something you like.

Thankfully, nobody listened to my objections to Loro. I had never heard of this restaurant, which, as a self-proclaimed Dallas restaurant connoisseur, concerned me. Those worries disappeared very quickly, however. The ambiance, the smell, the music – I was in for a treat. Loro catered to all my food intolerances, but being told I couldn’t eat the special sauce made me skeptical of what was to come. However, after one bite of the crispy-yet-soft salmon paired with the seasoned coconut rice, I was at ease once again. The flavors blended so well together, I don’t think I even needed the sauce. By the end of it, I was seriously considering licking the bowl clean. A neighborhood gem, to say the least.

I got the Salmon Rice Bowl, and it was the perfect mix of sour and sweet. It was a nicely cooked salmon, with some super yummy coconut rice topped with veggies. My favorite part about Loro, though, was the atmosphere outside. There were tons of seating options on the patio for any sized groups. I also loved the music that

was playing. Although it was a bit loud sometimes, it really fit the outside ambiance.

I ordered the Crispy Smoked Chicken Sandwich, and I was pleasantly surprised by how much I enjoyed it. Normally, I tend to stick to more familiar options, so this was a step outside of my comfort zone. The chicken was rich and smoky, which reminded me of classic barbeque. The addition of the hot sauce gave it a little kick without being overwhelming. It was very flavorful. Overall, I found myself really enjoying the experience of sitting outdoors with nice music playing.

Pixelated Mess: “A Minecraft Movie” Misfires

With all the memes littering our social media feeds, we decided to go see “A Minecraft Movie.”

We ended up being 10 minutes late, even though Loro is right across the parking lot from the AMC. Let’s just clarify that most of us were there on time, but we were waiting for John to show up. Thanks, Scarlett, for tracking his location.

And of course, Nora didn’t realize that the link she sent us for ticket purchases was for the 3D showing. No wonder it cost $23.50! To be fair, 7:45 p.m. was the best time for the group.

Once we took our seats in the theater, we already knew we were in for an adventure – a cubed-shaped one at that.

Given the stars in the cast – Jack Black, Jason Momoa and Jennifer Coolidge, to name a few – we expected ridiculousness, but also a bit more from their acting.

Although some of us enjoyed witnessing the sheer idiocy of his role as Garret “The Garbage Man” Garrison, Momoa’s performance thoroughly disappointed others. Ella even said the role was an “alltime low” for the actor. Regardless, his Pit Viper sunglasses coupled with the pink motorcycle jacket were a sight to behold.

As the movie continued, we quickly learned to not take it too seriously and to embrace the mindlessness. Kate and Nora were shamelessly cackling. The best reactions were John’s though. He was trying to act cool and nonchalant, but every now

and then he would chuckle under his breath. On the other hand, Vedant was bored out of his mind and Justin fell asleep.

A highlight (if you can call it that) would be the “Steve’s Lava Chicken” song. Kate was proud because, as a middle schooler, she made the same honorable contraptions the song mentioned in Minecraft. Meanwhile, to her discontent, Nora knew all the words, thanks to her 14-year-old brother. The infamous “chicken jockey” scene that has infiltrated the vocabulary of immature teenage boys, however, was anticlimactic.

This was definitely one of those movies that’s so bad, it’s good. Making fun of it was enjoyable. But to give credit where credit is due, the utter ridiculousness was borderline innovative. It’s clear that the production was meant to be satirical . . . we think.

Either that or it was made to intentionally torture parents.

The nostalgia was nice, and we appreciated the message to be creative. But unfortunately, the movie failed to meet our expectations. The plot was predictable, and the foolishness got old.

In certain moments, Justin was definitely asleep (although he denies it), while John wondered why he hadn’t stayed in the parking lot. Kate would have preferred to be playing Minecraft rather than watching a movie about it, while Scarlett and Lylah wanted nothing more than to have a conversation without disrupting the theater.

When the movie ended, we all rushed

out of the theater, skipping the credits. Our brains felt so numb – both from the movie itself and the 3D glasses – that all we wanted to do was go home and brace ourselves for

the long school week ahead. We didn’t even bother debriefing, so a few goodbye waves had to do.

SNACKS SECURED: After having a group dinner, Evergreen senior staff members loaded up on drinks and popcorn before their 3D viewing of “A Minecraft Movie.”

Photo courtesy of Kate Ponnambalam

Photo by Lylah Pouratian

COMFORT FOOD: Nora embraced her pickiness and ordered a familiar dish.

FEED THE CAMERA: Lylah prepares to eat her sweet and sour salmon rice bowl.

Photo by Nora Ahearn

Building Bridges Through Storytelling

In 2020, Lauryn Whitney Johnson, the parent of a Greenhill second grader, created a video called “Ask Yourself” in response to the murder of George Floyd.

Throughout the video, Johnson asks a variety of questions to raise awareness about discrimination against African Americans. The video centers around its first question: “When did my baby become a threat to you?”

A group of African American males, ranging from young children to adults, asks questions that Johnson says invites viewers to examine their biases. The video’s featured speakers question the conditions when a Black man becomes a threat to the world.

“When I cried?” “When I started to crawl?” “When I wore a hoodie?”

“These children are asking and posing reasons why society, through this dominant narrative, might see them as a threat,” said Johnson.

reiterating Johnson’s original question and asking the audience,

“When did my baby become a threat to you?”

says her video has reached people worldwide.

She says she wanted people to examine their harmful biases and perceptions against Black individuals.

there is power in narrative, and so that’s when I really began to get inquisitive with the narratives that we tell,” said Johnson.

to disrupt false narratives often historically surrounding marginalized people.

Johnson says she hopes to use these stories to “educate through story and conversation, shift perceptions and create systemic change.”

She says she is working to create a more hopeful future through her involvement in films like “The Redemption Scholars,” a documentary she directed about three formerly incarcerated men pursuing college degrees.

“Impactful change is amplification of one’s truth of one story,” said Johnson. “It is the opportunity for an individual to see a mirror of themselves and to have their voices heard, while allowing others to enter that world. It builds empathy.”

Hill Visit

Background

Johnson’s motivation to share stories dates back to before her son was born.

I realized that there is power in narrative, and so that’s when I really began to get inquisitive with the narratives that we tell.”

In 2016, headlines reported that Black men were being killed at alarming rates. When she learned she was having a boy, she says she wept in the doctor’s office. When her husband asked why she was crying, Johnson says she told him it was because she “didn’t know how I was going to protect him.”

After working with the nonprofit Pure Art in Chicago, Johnson says she realized there are many hidden stories in different lives. These untold stories “allow us to come together as community,” she said. In 2021, Johnson says she launched Authentic Voices Global to amplify the narratives of people advocating for social change. Through her company, she says she hopes to publicize hidden stories and

On April 10, Johnson visited Greenhill’s Narrative Non-Fiction and Race and Subjectivity in Literature classes.

Greenhill’s Cultural Arts Committee reached out to Johnson to discuss her work.

“I went to coffee with a couple of moms, and they asked me, ‘Would you ever be interested in sharing some of your work with some students at Greenhill?’” said Johnson. Johnson workshop with a personal prompt: “Do you know your great-great

“Her exercise got us thinking about origins,” said Upper School English teacher Joel Garza. “How are we the fruits of the deep roots in our lives?”

Johnson says the goal of the exercise was to name the things that have made up your life. Examples include “I am from field hockey sticks” or “I am from bow resin,” according to Garza.

Students then paired their completed sentences with magazine scraps to create a canvas that reflected their identities.

“This story canvas allows our young scholars in those classes to see this communal narrative that we create together,” Johnson said.

At the end of the activity, Johnson posed a question for every student to take away: “What is one thing that moves you to action?”

Her exercise got us thinking about origins. How are we the fruits of the deep roots in our lives?”

“The importance of telling stories and the importance of keeping stories and history alive,” junior Ella Costabile wrote in response.

Johnson’s visit left an impression on her audiences.

Upper School English Department

Chair Karin Thomas described Johnson as “energizing, vibrant, empowering. She

speaks from the heart with passion, and there’s tenderness there.”

For Johnson, the workshop was about encouraging students to understand the importance of their individual stories and how it impacts both communal and dominant narratives.

“I believe it is my job and commitment to this world to make sure that stories are told and that they are preserved, and that they are cherished, because that’s the keys for tomorrow,” Johnson said. “Our stories are history.”

Cindy Chou, Sasha Wai

Joel Garza

TAPESTRY: Upper School students crafted a canvas with Lauryn Whitney Johnson, weaving fragments of their identity to reflect their journeys and shared stories.

Photo by Sasha Wai

Photo illustration by Lylah Pouratian

Ella Sadka, Ethan Sadka

Tech Week is the chaotic week when all the pieces of a Greenhill theater production come together. In this edition of Day in the Life, Upper School drama and theater teacher Valerie Hauss-Smith and Upper and Middle School technical theater teacher Will Turbyne describe one of their final days of preparation for the recent production of “The Crucible.”

Valerie Hauss-Smith

5:30 A.M.

I try to sleep until 6 a.m., but my puppy usually wakes me up at 5:30 a.m. I drink my coffee while thinking about the day ahead and watching YouTube videos.

7:45 A.M.

I usually get to school around 7:45 a.m. It is a 25-minute drive with all the traffic. I teach my first class, which is called One Act Play, with my seventh and eighth graders. We are now entering Tech Week for our one-act play. Since it lines up with “The Crucible” as well, things are definitely a little craycray over here. It is also harder to rehearse since we are using the same stage as “The Crucible,” so we have to imagine how everything is going to look like.

1:30 P.M.

Will Turbyne

9:20 A.M.

After that class, I look at all my emails. Then, I connect with my colleagues, Mr. Turbyne and [Marshall Family Performing Arts Center Manager Leann] Burns, who are running the tech part. We communicate what we want to do for rehearsal tonight and how we want to do it. Before my next class, I check up on the props to see what else we still need and mark off what we already have.

11:50 A.M.

I usually prep for whatever’s going to happen in the afternoon during student production and the Middle School Intro to Acting class. These plans include what we will be doing, how are we going to approach the small area we are working with and what we will be doing the next day.

At 1:30 p.m., one of my actors came in to work, so I was in the room helping her rehearse for about 30 minutes. I had another meeting after that until my next class.

2:35 P.M.

I teach Student Production for the last class of the day before Tech Week rehearsals start. This class is directed and performed by students. We’re working on getting it up to par so that we can begin Tech. We’re getting it all together right now, making sure we have all the props, etc.

9:25 P.M.

At 4 p.m., Tech starts, and it goes until 9 p.m. The first thing I do is look at my notes so that I can have a schedule for the night. Today, we worked some moments on stage, then we ate dinner for half an hour. After that, since this is the students’ first Tech rehearsal, we gave them an hour to do hair and makeup and get into costumes. After that, I ran some more moments with the students.

6:30 P.M.

At 6:30 p.m., we run the show. It runs for an hour and a half, so when we’re done it is about 8 p.m. I take notes on things I notice during the show, so I use the last hour to fix some of them live. Some things I can just point out to a student, but some problems involve multiple students and the technical staff, so we work out how we can fix it there. Once we are done with all that, students get out of their costumes and we leave at 9 p.m.

By the time I get home, I am usually so exhausted that I catch up a little bit with my family and I am usually in bed by 9:45 p.m.

9:55 A.M.

My alarm is set for 5:15 a.m., but I usually wake up a little bit before then and grab some coffee. I hit the road, and I’m usually in the shop by 6:30 a.m. every morning, prepping for the day and trying to get on top of emails as well as prepping for classes.

8:00 A.M.

I teach my Middle School tech class. We are working on the Middle School one-act play. After that, I had a meeting with Ms. Burns and the Primer teachers about the upcoming Primer Play that will be happening in the studio in early May.

I started my woodworking class, where we’re starting the box project, building small boxes with removable lids out of maple, cherry and walnut. It is very high-end woodworking that they’re working on. That class left me with about 15 minutes to run over to the dining hall to grab a sandwich before coming back to teach Tech Practicum at 11:50 a.m. 11:55 A.M.

Tech Practicum is the class that has all the crew members for “The Crucible.” They are all working on getting ready for Tech tonight, so working on props, lighting, sound and other things like that. In that class, we divide the students up into different tasks. For instance, [junior] Remi [Joseph] is doing lighting, [senior] Marieve [Donnell] is doing sound, senior Arjun [Subramanian] is doing props and junior Alyssa [O’Gorman] is doing painting. [Junior] Miles [Newman] and Alyssa did a lot of the set design for the play. In class, Ms. Burns, who I co-teach this class with, and I move from student to student, sort of mentoring them, helping them, offering suggestions and answering questions. They are doing the work and coming up with solutions to the challenges that you always face whenever you produce a live piece of theater.

1:10 P.M.

At 1:10 p.m., I track down some members of the girls and boys golf teams and give them some information about the upcoming Southwest Preparatory Conference Championships. Girls SPC is next week, and boys is the week after that. In between that and my next class, I will clean up shop and get it ready for Tech night, as well as set up for my classes tomorrow. I need to set everything up for the substitute teacher that will be covering tomorrow for me while I am away at the SPC Championships.

4:00 P.M.

At 4 p.m., the cast and crew arrive for Tech Week, and we will rehearse until 9 p.m. in space. This is the point at which we’re integrating light, sound, props, costumes and everything into the production that VHS and the cast have been rehearsing for the last couple of months. We balance getting the things that the actors need in rehearsal and things that we still need to finish up. An example is the benches. They are all built, but they are not finished being painted, so we try to rotate them, pulling some of them to be painted and dry while the other ones are being used to rehearse.

9:00 P.M.

Rehearsal ends at 9 p.m. I’ll usually get out of the building by 9:15 p.m., maybe 9:30 p.m. I get home by 9:45 p.m. and try to be in bed by 10:30 p.m.

Evergreen the Arts 10

Saida Bidiwala

write cases,” said Bose.

Senior Saida Bidiwala creates things. Whether it’s creating mythologyinspired paintings in art class, creating arguments as part of the debate team or creating community through her various leadership roles, Bidiwala channels her energy into making a lasting impact across the Greenhill campus.

“All of these things have helped me figure out how to express myself as a leader and how to express myself in how I want to build a community,” said Bidiwala.

Sketching a Story

Over the course of her five years at Greenhill, Bidiwala has taken a wide range of Greenhill visual arts classes, culminating this year with Advanced Placement 2-D Art and Design. Amid a busy senior year, Bidiwala says she felt AP Art would provide a creative outlet and stress reliever.

“The reason why I did AP Art was not for the 5 [on the AP exam], but more so I had a specific time block to focus on artwork,” said Bidiwala. “Especially with all the stress of senior year, I just wanted to spend more time with my art.”

In addition to the creative opportunities in the class, Bidiwala says she enjoys AP Art because it brings together a close-knit group of students that shares a passion.

Bidiwala uplifts her classmates by

Finding Her Voice

With limited exposure to debate in seventh grade at Dallas International School, Bidiwala decided to continue her exploration of this discipline when she arrived at Greenhill in eighth grade.

After trying different styles of debate in Middle School, Bidiwala decided she preferred the World Schools format.

“I really liked impromptu debates, which is where you have an hour to prepare a specific topic on a specific side, and you can’t use the internet, but you can use the dictionary and you can use an almanac,” said Bidiwala.

To impress the director of the Whitney with your ideas is quite an achievement.”

Bidiwala credits debate for helping her develop more confidence in her public voice as a reserved freshman.

“I think the most challenging thing for debate for me, especially my freshman year, was being less shy because I was very, very introverted when I was a freshman and

As Bidiwala nears the end of her debate career at Greenhill, Timmons says he believes her strengths will fuel her future ambitions.

“There is an intelligence, there is a passion, there is ability to listen, more than many, but she is also able to parse out what is relevant to the question at hand, and then figure out directions of where to go,” said Timmons. “So, I think those skill sets would serve her very well in moving forward in whatever she chooses to do.”

Leading With Passion

Whether through art, affinity groups or leadership roles, Bidiwala has made connection and community a core part of her Greenhill experience.

As president of the Muslim Student Association, Bidiwala helps organize events like the annual community Iftar meal, which brought together students, parents and faculty from across the Greenhill Muslim community.

“A lot of the parents were telling their kids about me, and it was really sweet, because after that, all their kids were saying hi to me,” said Bidiwala. “It was really nice to see that people could look up to me or could see me as someone that they could talk to in Upper School.”

During a recent visit to campus, Director of the Whitney Museum of American Art Scott Rothkopf ’95 viewed AP Art students’ portfolios and showed particular interest in Bidiwala’s work, according to Davis. The distinctive elements of Bidiwala’s portfolio were its complex technical and thematic elements, Davis said.

“To impress the director of the Whitney with your ideas is quite an achievement,” said Davis.

knowing when to be more reserved, but also knowing when to step up to point out and resolve some of the things that were going on.”

Bidiwala stepped into a guiding role on the team this year as a senior, offering consistent support and sharing her experience with newer members, according to senior Jonaki Bose, Bidiwala’s teammate.

“She’s helped a lot this year with mentoring younger debaters and helping them learn how to structure speeches and

Bidiwala is a longtime member of the Arts Board, where she focuses on spotlighting visual and performing artists and expanding their opportunities for recognition.

“Greenhill has such an amazing arts community and such amazing artists that do incredible things that just aren’t celebrated,” said Bidiwala.

Designing Her Future

Bidiwala plans to study mechanical engineering at Northwestern University, a field where she hopes to merge the creative precision of her artwork with analytical thinking sharpened through debate.

“I love building things, so I felt [engineering] was a good combination of how much I love STEM and also how much I love doing art,” Bidiwala said.

She says she is particularly interested in exploring biomedical or aerospace engineering, with the aim of eventually pursuing a master’s degree.

I love building things, so I felt [engineering] was a good combination of how much I love STEM and also how much I love doing art.”

Bidiwala has been a Muslim Student Association member all four years of Upper School and stepped into leadership her junior year. Under her guidance, the organization hosted game nights, cross-division picnics and a pre-dawn suhoor breakfast at IHOP

“She’s always listening to what other people want at meetings and she’s always taking suggestions for what we should do, whether it’s the Iftar or our presentations,” said junior Soyam Mohammed, association

In addition to her MSA leadership,

No matter where her career takes her, Bidiwala says she also plans to keep art a central part of her life.

“Hopefully I’ll do a minor in visual arts, or just take a lot of art classes,” said Bidiwala.

Although art, debate and leadership have shaped Bidiwala’s experience at Greenhill, her classmates praise her warmth and good humor.

“She is quite possibly the nicest person you will ever meet,” said senior Shreya Chhaya. “She’s funny but she’s also sweet and the most likable and energetic person.”

Kate Ponnambalam, Sadie Werner

Saida Bidiwala

Photo courtesy of Saida Bidiwala

Graphic by Nora Ahearn

Alexis Chen

FLower School Fosters Creativity

or many Greenhill students passionate about fine arts, their artistic journey began years ago in the Lower School.

Starting from PreKindergarten, Greenhill emphasizes the value of arts, according to Lower School visual arts teacher Mary Aidala.

“All children go to art and music classes from Pre-K to fourth grade here, and I think it just shows that [art is] an important part of their school day,” Aidala said.

Students from Pre-K to first grade attend multiple art and music lessons in a week. Preschool music teacher Misty Quinn says this helps build a foundation for music.

“[We] begin with simple singing, songs that are not too complicated to sing, and then build upon that,” said Quinn.

In addition to Quinn, Preschool and Lower School visual arts teacher

Libby DiCenso says constantly engaging in the arts allows these younger students to expand upon their knowledge.

“During one of the art classes students come to every week, I’m trying to teach them a new skill or about a new artist,” said DiCenso. “In the second art class they come to, I try to encourage them to take the skills they’ve learned and apply it to their own artwork.”

DiCenso says she hopes the students learn life-long lessons in their time in Lower School.

“[Make] a mistake on a test, take a deep breath and overcome that mistake,” said DiCenso. “I think that’s really the end goal for what we’re trying to teach and inspire them.”

Building Blocks

Students in second to fourth grade

Fparticipate in a co-curricular rotation, which includes visual arts, music and Spanish. During these rotations, each grade level stays in a subject for two weeks, allowing students to work on projects with consistency, according to Aidala.

“Getting to see [the students] every day allows them to start something and then come right back in and pick up where they left off,” Aidala said.

The projects in art class allow students to personalize their choices.

“We want to not only teach them the tricks and techniques, but to [give them] the freedom and opportunity to create what they want,” said Aidala.

Some projects are meant to challenge students to resolve problems or develop a growth mindset, according to Aidala.

“I definitely believe that fostering creativity and problem-solving skills will help [the students], no matter what paths they take in the future,” Aidala said.

The next step in the fine arts journey is moving from Lower School to Middle School. Aidala says she is excited to give students the artistic knowledge to make that transition.

“Hopefully, they learn that even if their skills may not be the way they want it right now, they’ll keep working on it and keep improving their art,” said Aidala.

Stepping Stones

As the transition occurs, Middle School arts teachers often see the work and effort of the Lower School arts teachers, according to Upper and Middle School Director of Bands Brian Donnell.

“They come to us in fifth grade prepared to continue [their pursuit of the arts],” said Donnell.

Fifth and sixth graders are in a structured rotation that includes classes such as drama, choir and art.

Building on the students’ first two years in Middle School arts, there is a wide range of classes available to seventh and eighth

graders.

“The options for electives have really expanded and have allowed me to discover new passions,” said seventh grader Esther Hall.

They are able to choose from 20 different fine arts electives that don’t require prerequisites. The available classes cover the spectrum of Upper School fine arts electives: creative writing, sculpture, drawing, debate, video production, technical theater, acting, dance, journalism, photography, band, orchestra and choir.

“Middle School really is your time to explore in a low-stakes environment [before you] decide in Upper School what it is you want to specialize in,” said junior Isabel

Bhatia.

Upper and Middle School photography teacher Frank Lopez says most Upper School classes have a Middle School counterpart.

Because of this, Donnell says he emphasizes the importance of building on the foundation created in Lower School.

“Everything that we do in the arts is a step that builds upon the previous step,” said Donnell.

In a larger sense, Greenhill’s fine arts classes are a critical element in a student’s education journey, according to Donnell.

“It’s not seen as an extra,” said Donnell. “It’s a part of the experience. It’s part of the school’s DNA.”

Krishnakumar Hops into Publishing

reshman Aanya Krishnakumar has been working to publish a picture book, “The Bunny’s Starry Adventure,” since winning a Gold Key in Mixed Media in the Scholastic Art and Writing Awards.

Last semester, Krishnakumar enrolled in Painting I, her first art class at Greenhill. To start the watercolor unit, Upper School 2D Art teacher Kendall Davis showed the class a book featuring different animals and flowers for inspiration.

Krishnakumar copied paintings of bunnies doing different poses and activities. After the second painting, Krishnakumar says she started understanding the anatomy of the bunnies, which made them easier for her to make.

“She was always thinking about the assignment and how to take it one step ahead or how to apply it to something else,” said Davis.

Since she had so many similar paintings of bunnies, Krishnakumar and Davis decided to turn her images into a book. From the different paintings she had, Krishnakumar came up with a storyline that tied all the pictures together.

“I taught her the fold of the book and how to properly bind it together with strings,” said Davis.

Davis encouraged her to submit the work to the Scholastic Art and Writing Awards. Krishnakumar ultimately won a Gold Key, which inspired her to pursue publishing her book.

After researching different publishing platforms, Krishnakumar eventually settled on Amazon.

“I decided to publish my book globally

because it would get more sales,” said Krishnakumar. “When you search up ‘kids’ book’ on Amazon, it’ll show mine as one at the top as one of ‘sponsored’ books, since I published it through Amazon. It will also be the same on the Barnes & Noble website.”

Amazon paired her up with a manager to help her through the process and act as a go-between with different editors. The editors polished the layout and story and sent the revised manuscript to Krishnakumar’s manager, who relayed the edited PDFs to her for revisions.

“The biggest correction I got was needing to redraw all of the pictures digitally, since when they were uploaded they came out very blurry,” said Krishnakumar. “I redid them on Procreate and tried to keep the original gradients of the watercolor. It took me three days with a lot of work.”

After four rounds of editing, the book went to layout, where Krishnakumar focused on the design and format of the book.

“I had to start thinking about the little things, like how centered the words are going to be on the dedication page and how I want the back of the book to look,” said Krishnakumar.

After the layout stage, the book went into final review prior to publication.

“It was a really difficult process because my manager forgot to convey all of the information at the beginning,” said Krishnakumar. “I only recently found out

that I need to get an [International Standard Book Number], I need to get a barcode and I have to [copyright it]. There are so many other parts of the process than just writing the book.”

She says she plans to advertise her book on social media through both her personal account and Greenhill’s Instagram account, as well as by spreading the word through her friends.

Amazon oversees printing, the shipping of books to customers and payment of any profits to Krishnakumar. She is charging $17.99, with Amazon deducting $3 per book for printing.

“Once I break even from the [amount] I spent on making the book, I plan on donating 100% of the proceeds to [Children’s Medical Center Dallas],” Krishnakumar said.

Photo courtesy of Aanya Krishnakumar

Victoria Gonchar STORY HOUR: Freshman Aanya Krishnakumar has turned her paintings from her Painting I class into a children’s book she’s working to publish on Amazon.

SPINNING AWAY: Lower School students learn to create new pieces of sculpture by throwing clay on the pottery wheel during their co-curricular rotation art class.

Photo courtesy of Mary Aidala

Aanya Krishnakumar

Libby DiCenso

Three words. Diversity, equity, inclusion.

These words have long been associated with advocacy for marginalized communities in educational institutions. But under the second Trump administration, “diversity, equity and inclusion” have sparked a fierce backlash and punitive actions.

Since Greenhill’s founding in 1950, inclusive sentiments have been intertwined with the community’s identity, according to Director of Equity and Inclusion Monsie Muñoz ’05.

“It’s built into our DNA as a school,” said Muñoz. “We exist because we were answering the call for a [school] community that was open and inclusive.”

Fast forward 75 years from the school’s founding, and Greenhill now finds itself in a polarized national political climate that poses challenges for school communities that value systems and practices that aim to provide students with what they need to thrive.

“Our commitment to creating a community where everyone feels a sense of belonging is more important than ever before,” said Head of School Lee Hark. “Schools like Greenhill that have this core commitment are rare.”

Founding Principles

In establishing the first nonsectarian, co-educational private institution in the Dallas metroplex, Greenhill has always been a diverse community, according to Muñoz. However, this original vision meant something different, as the most significant diversity of the 62-person student body was having both girls and boys on campus, according to Associate Head of School for Mission, Community and Culture Tom Perryman ’81.

“Even in 2001 when I was here, all students of color in the Upper School fit into one classroom,” Muñoz said.

Decades later, the demographic landscape has transformed dramatically, giving rise to a community which spans a multitude of religions, ethnicities and other identities. The school is recognized as one of the most diverse private schools in the Dallas-Fort Worth area, according to Niche, a company that ranks and provides information on K-12 schools.

“There are so many people coming here because they feel like this is a safe space where they can share about their identity and their culture,” said sophomore Gabriel De La Torre. “And in that matter, we can see the effects that Greenhill has had in [creating] that positive environment of DEI.”

This evolving part of Greenhill has also become increasingly important throughout the community, according to Hark.

“In our mission statement, ‘diversity and inclusion’ are the first words we use to describe this place,” Hark said. “Creating an inclusive community is a driving force behind everything that we’re trying to do, and Greenhill’s commitment to it is the reason I came here.”

Leading such programs in private school education, however, also puts Greenhill at the center of DEI’s increasingly controversial nature. Since President Donald J. Trump took office in January, his administration

DEI at a Crossroads

has dismantled DEI hiring practices and programming in the federal bureaucracy and demanded that colleges and schools follow suit.

Across the country, programs bearing labels similar to DEI are being dismissed, defunded and denounced. From school boards to statehouses, skepticism toward DEI initiatives is gaining political momentum.

“We’re seeing a demonization of DEI programs without, to be honest, any actual understanding of what the work is,” Upper School History Department Chair Amy Bresie ’96 said.

Even at Greenhill, a school that has made equity and inclusion central to its identity, the ripple effect of this political strategy has become harder to tune out, says Head of Upper School Trevor Worcester.

“We’re looking at a national landscape where anything that is labeled as DEI has a stigma attached to it,” said Worcester. “So obviously with that, it’s become very challenging to demonstrate our goals.”

Pressure Points

National figures like conservative activist Christopher Rufo have become increasingly emboldened in their attempts to encourage the Trump administration to limit DEI funding in public institutions.

Due to this increased scrutiny, many organizations have shut down programs with DEI objectives. In Texas, Senate Bill 17 – signed into law in 2023 – banned DEI practices in all public institutions, well before Trump began his second term.

“The current political climate is challenging the importance of being a community that values equitable systems and practices,” Muñoz said.

Since 2001, Greenhill has been sending an average of six students to the Student Diversity Leadership Conference each year. This event, organized by the National Association of Independent Schools, invites high schoolers across the globe to celebrate and develop leadership through the various lenses of diversity, equity, inclusion and belonging.

The national association, however, recently announced that the Student Diversity Leadership Conference will not be held in 2025. The reason given was the “rapidly evolving political and legal landscape,” according to the NAIS website.

and skills that they would have otherwise gained from the conference. One possibility is the Dallas Area Diversity Youth Organization.

DADYO was formed 15 years ago by Greenhill’s former Director of Multicultural Programs Abe Wehmiller and former Episcopal School of Dallas Director of Diversity and Community Relations Justin Bradon. The aim was to bring together underrepresented students from various

This news came as a shock to many who had previously attended the conference, including Muñoz, who participated in the event when she was a Greenhill student.

“For me, it was a really wonderful experience that allowed me to grow in many ways, to learn about myself, my identity, gain leadership skills, to feel more comfortable, and to be able to share my voice,” said Muñoz.

Since the national event is on indefinite hold, Muñoz says she is identifying other ways for students to build the community

Balancing Voices

Greenhill’s increasingly diverse community, with people of color composing 56% of the student body, has also spawned a greater range of dissenting opinions regarding inclusion, Muñoz said.

Over the past year, the polarizing IsraelPalestine conflict has amplified divisions in all institutions, fueling a gathering backlash against DEI initiatives.

“I think the problem is that the way the [Greenhill] administration handles

Kaitlyn Yoo, Aanya Bhoria, Khushi Punnam

Crossroads

things like hate speech doesn’t necessarily factor in DEI policies,” sophomore Akash Bose said. “When there is a conflict, it goes straight to administration, meaning the things done in the DEI office to prevent underrepresentation [are] skimmed over.”

Another challenge for Greenhill administrators is deciding which religious and cultural holidays to observe as a school holiday. In an effort to include all voices, Worcester leads a calendar committee that

of creating one space for people of different identifiers has since evolved, as students have founded their own groups based on specific identifiers like race or religion.

Unlike typical clubs, a dedicated scheduling rotation for affinity groups highlights the importance of these spaces, said Worcester.

“It’s really important to demonstrate this is different from a club,” Worcester said. “These spaces are sacred; it’s not just a club

history teacher Sidrah Khan, who also acts as faculty sponsor for the Muslim Student Association and South Asian Student Association. “I think there is also some concern that it can be dividing, but sometimes, it’s the only space you have to share what you’re going through.”

Affinity groups first emerged at Greenhill in the late 1990s with Another Perspective, a space designed to bring together and give representation to student voices, mostly students of color. This idea

Khan says the war in Gaza has amplified sensitive conversations and discomfort between religious communities, a dynamic that has also been felt within the school

To foster respectful discussions, the Muslim Student Association, Christian Student Coalition and the Jewish Affinity Group began holding interfaith lunches in

“A lot of people who come to the interfaith lunches are really curious about different religions, so this gives them a dedicated space to learn about other people’s traditions and beliefs, challenge assumptions they may have about other people and become more open-minded,” said senior Saida Bidiwala, leader of the South Asian Student Association. As affirming as such gatherings can be, students and faculty sponsors are struggling to overcome the same passions and deeply held perspectives that polarized the country.

“It’s really hard to navigate these conversations,” Khan said. “There’s so much emotion and complexity involved, and it can feel almost impossible to know how to

Senior JJ Arbuckle, who attends the DADYO meetings, says a fear of consequences often causes people to back down from sharing opinions that challenge majority beliefs on the Greenhill campus.

“I think people are less willing to share their viewpoints on polarizing topics in fear of being shunned or ridiculed by others, even by certain teachers,” said Arbuckle.

From Arbuckle’s perspective, this calls into question the meaning of the words “diversity, equity and inclusion.”

Arbuckle frames the swirling criticism of DEI programs with a simple question: “If it is an all-encompassing thing, why can’t people have discourse around difficult issues?”

Holding Ground

As DEI programs face political pressure and the threat of federal defunding, efforts are underway at some educational institutions and corporate entities to rebrand these initiatives.

Greenhill’s equity and inclusion office is no stranger to rebranding. It was founded as Multicultural Programing in 1993, and over the past three decades has variously been known as the office of Diversity, then Diversity, Equity and Inclusion and now Equity and Inclusion.

The various name changes are “helpful to understand and to track the evolution of this work, both in our community but also in independent schools,” according to Muñoz.

The ideas that infuse Greenhill’s equity and inclusion initiatives – not the name – are what matters, Hark says.

“It is natural and normal for words and their use to evolve over time,” Hark said. “These days, though, the words ‘diversity, equity, inclusion’ have been politicized in a way that threatens to derail important work.”

Arbuckle has a similar view.

“DEI can be a buzz word, and when people hear it, they think ‘oh, this is some crazy woke ploy,’” Arbuckle said. “But at the end of the day, the intention behind it is very pure, and the actual values and tenets are honorable.”

As speculation swirls about the impact of national events on the future of campus equity and inclusion initiatives, some students express concerns.

“I am worried Greenhill will begin undervaluing DEI,” Bose said.

Hark describes “equity and inclusion” as more than a passing fad, but rather a set of ideals embedded in the school’s institutional values. These values and the resulting initiatives will be clearly outlined to students and families, Hark says.

Hark points to the school’s Board of Trustees as a reflection of the diversity of perspectives that fuels Greenhill’s efforts.

Greenhill parent Kamini Mamdani represents the perspective of the Board of Trustees in the school’s equity and inclusion work. In an email response to questions, Mamdani said the national upheaval represents an opportunity for members of the Greenhill community to consider how “[we] uphold our commitments to diversity, equity and inclusion in a way that reflects Greenhill’s mission, while evolving to meet the needs of today’s students.”

Echoing Hark’s statements, Mamdani said that Greenhill remains committed to a philosophy of equity and inclusion that is true to the school’s founding commitments.

“We continue to be mission driven, not trend driven,” Mamdani said Hark says it’s imperative that the school continues this work.

“I believe that we want a school where all community members feel like they belong, are fully vested and have significant role to play in the community,” said Hark. “If vocabulary is the issue, let’s remove those terms and just focus on the meaning and intention behind them.”

Whatever it’s called, Hark says Greenhill will continue to prioritize creating an inclusive environment that reflects its longstanding, embedded values.

“In times of uncertainty, people look to institutions for solidity and for continuity,” Hark said. “We are constantly working to reflect what we value in the work we do so that people can depend on that, and that’s what we’re going to keep doing despite what might be swirling outside the gates.”

Graphic by Lylah Pouratian

Special Report Honoring the Hill

Greenhill Prepares to Turn 75

Jordan Arbuckle, Scarlett Song

This fall Greenhill will begin celebrating 75 years of growth, community and legacy with a year of events to honor its past and shape its future.

Greenhill has long marked its milestones, including when students honored the 25th anniversary with a tribute to its history.

In 1975, Upper School students and former Head of Middle School Lucinda Carter celebrated Greenhill’s 25th anniversary by writing and performing a musical documentary on the school’s story. The performance debuted in the new school theater – now the West Dining Hall – where seventh-grader Tom Perryman ’81 watched in awe.

“I felt proud, and watched in a sense of wonder,” said Perryman, now associate head of school for mission, community, and culture. “It was just so clearly like this miracle story, and it is full of these ordinary people who did extraordinary things.”

Perryman returned to Greenhill as an English teacher and worked under Carter. When she retired in 2006, he says he felt a responsibility to continue her legacy.

“Lucinda made a real point of celebrating the school’s history and honoring people who were important to making the school the school that it became,” Perryman said. “I felt like I needed to continue [her] work.”

Now, Perryman is leading efforts to commemorate Greenhill’s 75th anniversary.

Founders’ Day

The preparations for the celebration include several different projects and events.

“Every department is beginning to see how they can celebrate Greenhill’s 75th in a meaningful way,” said Director of Alumni

Relations Katie Young.

These festivities, which aim to reflect Greenhill’s mission and evolving legacy, will begin with the annual Founders’ Day assembly on Sept. 11. Unlike previous years, no classes will be held and the whole day will be dedicated to all-school activities such as a picnic and a community service project.

“We’re going to have hopefully the coolest Founders’ Day celebration that we have ever had, with not only the assembly but with the whole day of celebration,” Perryman said.

School Festivities

To ensure students are fully involved in the festivities, each teacher has been tasked with celebrating the anniversary in their own unique way.

“Mr. Perryman challenged every faculty member to put a 75th anniversary filter on the work they are already doing,” said Young. “So, whether you’re teaching English or coaching a sport, you’re thinking: ‘How can we tie in this celebration?’”

These miniature celebrations are just another layer of this schoolwide event.

The Fine Arts Department hopes to engage the whole community by including Lower, Middle and Upper School students in the upcoming fall musical, “Disney’s Descendants: The Musical.”

“The spirit of working all together to put together a show and featuring everyone from every division – super important,” Upper School Drama and Theater teacher Valerie Hauss-Smith said.

The concept of an all-school musical is a nod to Greenhill’s early theater productions. However, as the school population grew over the years, producing a musical that included every division became more difficult to accomplish.

Hauss-Smith also emphasized that

this musical aligns with Greenhill’s values of courage, passion and excellence.

“It’s a show for everyone,” Hauss-Smith said. “The message of ‘Descendants’ is that, as a kid, you’re influenced by your parents, but at some point, you choose your own path.”

Fine Arts will also host an exhibition, which will showcase the creative work of Greenhill faculty in the Fine Arts Building.

“The 75th will celebrate and focus on everybody: students, faculty, alumni, legends and anyone involved in the community,” Perryman said.

The Athletics Department will have the cross country, track, baseball and girls soccer teams wear throwback uniforms from the school’s past to recognize the history of sports at Greenhill.

Certain teams have also planned individual festivities. Girls basketball Coach Darryn Sandler ’95 says he hopes to invite former basketball players to a game night and dinner with the current team.

“It’s really fun to see players that played for me 20 years ago connect with players that played for me five years ago,” Sandler said.

Grad Involvement

Greenhill’s oral history project, “Lift Every Voice,” will capture the stories of people throughout the school’s 75-year journey, focusing on students and faculty of color.

“The oral history project is a chance to correct and expand upon what was a limited history that we did at 50 [years],” Perryman said.

Young has been working closely with former Greenhill students to plan events across the country. As part of these events, Young has assembled alumni interviews to highlight how various generations are coming together for this milestone.

“We are identifying alumni that represent all 75 years and asking them similar questions so we can start to see these threads that connect generations of Greenhill students,” Young said.

Another highlight of the anniversary celebration is the Legends Expedition. This will showcase artifacts and stories from every Greenhill Legend, defined as members of the community who have been at the school for at least 25 years.

This event aims to show the community that Greenhill’s history represents diverse

people who made the school a better place.

“There is no such thing as one history,” Perryman said. “There’s no such thing as one experience. A school, as part of its history, includes joy, proud moments, meaningful accomplishments, but it also encompasses painful experience.”

Alumni Faculty

The 75th anniversary gives Greenhill graduates who are faculty members a chance to reflect on their personal ties to the school.

Upper School History Department Chair Amy Bresie ’96, who attended Greenhill from kindergarten through 12th grade, grew up watching her father teach at the school. Bresie has taught history at Greenhill for 11 years.

“This is a very special place to me. It has seen really good days, and it has seen really terrible days,” Bresie said. “But through it all, Greenhill has been a family. That’s what makes this anniversary so meaningful.”

For Upper School English teacher Alvaro Cantu ’99, the connection runs deep as well. He spent 12 years at Greenhill as a student and has now been teaching for five years.

“To experience it first as a student, and now as a faculty member, and even as a parent with my kids here – it’s a full circle,” Cantu said.

Over the years, Bresie and Cantu have witnessed the school’s evolution, both in its physical spaces and its culture.

“Our middle school had no walls,” said Bresie. “Just try to imagine concentrating in algebra when there’s literally an English lesson going on next to you.”

Cantu said that one of the most meaningful shifts has been the school’s growth in diversity.

“The school has always had awareness and intention around diversity, but to actually see that growth in real time, in both the student body and the faculty, is powerful,” he said.

For students and faculty, regardless of how long they have been at Greenhill, the 75th anniversary is a reminder of how far the school has come and a glimpse of its future possibilities.

“We are better every day than we were the day before, and I’m excited to get a chance to celebrate that,” Perryman said. “This school is a miracle.”

ALUMNI PORTRAITS: Valencia Drake McKinzie ’81 is photographed for the “Lift Every Voice” oral history project, which highlights Greenhill’s alumni of color.

LIVING LEGEND: Ron Ivery, who has worked in Facility Operations and Services since 1982, is often seen driving around campus handing out peacock feathers.

Photo by Nora Ahearn

Photo courtesy of Frank Lopez

Sports

Juan Barrientos

Greenhill is preparing to roll out the red carpet for its second-annual ESPYS, am awards show for studentathletes inspired by ESPN’s famous ceremony. The event will take place on Friday, May 17 from 5-7 p.m. in the Marshall Family Performing Arts Center’s Rose Hall.

Organized by the Athletics Department alongside student leaders on the Athletics Board, the ESPYS will honor standout performances, unforgettable game moments and team accomplishments from the 2024–2025 school year. The event aims to bring the athletic community together in an engaging and meaningful way, according to football Head Coach KJ Williams.

“This year, I want the overall experience to be something students will really remember,” said Athletic Department Coordinator Izayah Donnelly, an organizer of the event. “This event is about our student-athletes and highlighting their athletic abilities, so I want to make sure they feel appreciated and recognized for their efforts.”

Categories like “Best Male and Female Breakthrough Athlete” and “Best Record-Breaking Performance” will return, with coaches and other members of the Greenhill community participating in the nominating and voting

“The flow last year went pretty well, but this year we’re trying to beef up the content with more dynamic videos and some added entertainment that goes beyond what we did before,” said Head of Athletics and Physical Education Jarrett Shine.

The planning committee has also added more student involvement to the event, including team captains who will help present awards.

“I don’t want to give away too much, but we’ve found

Senior Chris Williams has put together a strong final season in track and field, delivering multiple recordbreaking performances in recent meets.

On April 10, Williams broke the school record for the 800-meters middle distance event.

“The 800 meters is a record that stood for 25 years,” said Coach Jason Yaffe, who oversees middle-distance and long-distance runners on the track and field team. “He barely missed it prior to Spring Break and then after [the break] broke it by two seconds.”

Williams also broke his own school record in the 1600 meters. The 1600-meters running event has replaced the mile run in most track and field competitions.

“He had the record from sophomore year in the 1600 and has lowered it on multiple occasions since then,” Yaffe said.

Yaffe attributes the continued improvement by Williams to hard work, at practice and on his own.

“I only work with [Williams] two hours a day,” Yaffe said. “The other 22 hours are critical, too.”

While Williams saw major improvement in his sophomore year, breaking records and making significant strides, he did not rest on his success.

“My biggest fear was not getting faster, because I don’t

want my sophomore year to be my fastest year,” Williams said. “I am so happy that I have been the fittest during my senior year.”

In April, when asked about his goals for the season, Williams said he wanted to win as many events as he could at the Southwest Preparatory Conference Championships in Houston on May 2-3.

Williams was able to achieve his goal and placed first in all three of his individual running events: the 800 meters, 1600 meters, and 3200 meters.

“I could not be happier with my results,” Williams said. “Everything worked out perfectly.”

Greenhill competes in the 4A division for track and field, which is a classification for larger private schools based on student enrollment.

Williams described preparing for the SPC races by decreasing the volume of his workouts at practice.

“Earlier in the season, we do longer [running], which is less intense, and we focus on volume,” Williams said. “But leading up to really fast races, we are running less miles but doing faster stuff.”

Prior to the SPC Championships, Yaffe said he was excited to see what Williams was going to do next.

“It’s wonderful to see [him improve],” Yaffe said. “It is a privilege to coach him.”

a way to make it more interactive, not just informative,” said Williams. “There’s going to be a little bit of a twist.”

The newly formed Captains’ Council, which is composed of students who help coordinate athletic events, has been involved in brainstorming, planning and building energy around the event.

“It’s been really cool to be part of something like this,” said senior Brynn Zawadzki, who is a member of the Captains’ Council. “We’ve been working on new ideas to make it more exciting and fun for everyone.”

Students and faculty are encouraged to dress up, cheer loudly and bring energy to the night, said Williams. The ESPYS are open to students, families, teachers and coaches, and are expected to draw a full house once again.

“I’m excited to celebrate our athletes after a great year,” Shine said.

by Ven Larson

Graphic

Photo courtesy of Greenhill Communications RUNNING FOR GOLD: Senior Chris Williams, front right, runs in a cross country meet last fall.

Jarrett Shine

Graphic by Lylah Pouratian

Avery Lonergan

Girls Golf Takes a Swing to Victory

with the girls’ golf team for all four years of her high school career.

The girls golf team finished 5th out on April 22-23.

Freshman Naomi Wien finished as Greenhill’s top golfer with a score of 158 strokes over 36 holes, 14 strokes over par. She placed 7th out of 53 competitors.

“The team was really supportive,” Wien said. “I’m really happy overall about how we did.”

The road to a successful SPC consisted of hard work and some structural changes to the program, according to Coach Will Turbyne.

“When they work hard, it really shows in the results,” Turbyne said.

Turbyne held qualifiers before every tournament, with team members having the opportunity to earn a spot in each upcoming event based on their finish in a 9-hole round. He says this created a more competitive spirit within the team.

“The team has been a lot more focused,

“A number of players have really competed hard to earn their spot in tournaments,” Turbyne said.

Turbyne also set a regular practice schedule for the girls. Every Wednesday the team works with Michelle Edgar, a teaching professional at a local club and a member of the Professional Golfers’ Association of America.

“We are trying to instill a little bit more accountability, a little more structure, and a little more discipline,” Turbyne said.

Senior captain Amanda Park competed

mentally prepare for their matches.

“He is very supportive during tournaments and is really inspirational,” Wien said. “He is also a strong coach who knows how to give good pep talks before tournaments.”

Game Time

Prior to the SPC Championships in April, the team participated in four tournaments.

In their first tournament, the Jesuit

The Greenhill girls track team concluded a successful season earlier this month, led by the continued improvement of 4x100 and the 4x400 meter teams.

The uptrend was underscored in the recent Southwest Preparatory Conference Championships, where the 4x400 team won the finals with a time of 3:58.21, a comfortable 4.5 seconds ahead of their closest competitors. The 4x400 relay team’s time was the third-best time in Greenhill history.

The five runners who are regular members of Greenhill’s girls relay teams are freshman Eden Collins, sophomores Rian Kinsler, Raelyn Young and Lilly Williams and junior Nia Harrison. Other runners filled in during the season when necessary.

One disappointing note at the SPC championships was the disqualification of the 4x100 team because of a lane violation during a baton exchange.

Among other season

Dallas Invitational, the team finished 7th out of 14 teams. Next, the girls pulled out a 1stplace finish at the Ennis Regional Preview.

“If you work at golf, you get better,” Turbyne said. “And if you work smart at golf, you can get even better. Discipline, repetition and a solid work ethic pay off with winning results.”

Following the Ennis victory, the team competed in the PTF Invitational against All Saints Episcopal School. Greenhill secured the overall team

victory, while sophomore Audrey Liu won the individual girls title in a one-hole playoff against the All Saints top player.

At the Trojan Invitational, the final tournament before the SPC championships, the Greenhill girls finished 2nd in a field of 12 teams.

With the team’s 5th-place finish at the SPC Championships and only one senior graduating, the focus is squarely on the future, according to Turbyne.

“I think we are building a solid program moving forward that I think the Greenhill community can be really proud of,” Turbyne said.

Girls Race to Success

Johnson adds that to get to this higher level of competition, it is important for the team to develop camaraderie.

“For relays, it’s really important to communicate and make sure our team is on the same page, and everyone is focused,” Harrison said.

As a third-year member of Greenhill track, as well as a Major Impact Track

finals.

“That’s the fastest time our girls have ever run at the Texas Relays in the 4x400, running 3:58.91,” said Head Coach Stacey Johnson. “That’s the fastest we’d ever run at that point of the season, just around a second off the school record.”

the members of the Greenhill relay teams to prepare to run as hard as they could, according to Johnson.

“You could tell they were very focused,” Johnson said.

Greenhill relay runners say track also gives them more confidence in themselves.

“I go into every meet with a can-do

mindset,” said Harrison.

Kinsler, who runs both the 4x100 and 4x400, shares these sentiments.

“Running has also made me a more confident person in general,” Kinsler said. This confidence helps their performance as a relay team and influences other aspects of their lives, Johnson said.

As they continue to grow as a team, Johnson says he believes the girls relay team is set to achieve great things in the coming years.

“This is a special group that could have a chance to set a school record that might not be broken for a while,” Johnson said.

Talia Sidikaro

Cate Simpson

Photo courtesy of Nia Harrison

TEAMWORK: From left to right, runners Raelyn Young, Eden Collins, Rian Kinsler and Nia Harrison pose at the Texas Relays after competing in the 4x400 relay event. Will Turbyne

Graphic by Nora Ahearn

Graphic by Ven Larson

Stacey Johnson

Photo courtesy of Will Turbyne

SWING PRACTICE: The girls golf team takes a photo break on the driving range ahead of winning 1st place in the Ennis Regional Preview Tournament.

Lillian Smith

SPaddles Up!

everal months ago, freshmen Gitanjali Agastya and Sophia Wang decided they wanted to play pickleball on campus to relax. In January, the two started the first student-led pickleball club on campus, Pickle Pals.

They’ve been serving up pickleball games ever since.

“We saw that Greenhill offered a lot of academicbased clubs,” said Agastya. “So, we really wanted to start a more activitybased club so people could unwind in between classes.”

As pickleball gains popularity across the country, the sport has emerged as a fan favorite in the Greenhill community, students and faculty say.

Pickle Pals currently meets every Gold 4 day and is primarily made up of underclassmen.

With the phone-free policy next year, Wang and Agastya say they hope to increase the club’s attendance and expand its audience to all grades in the Upper School. Agastya and Wang also want to broaden the leadership team so they can better accommodate the club’s growing popularity.

From a weekend activity to a professional sport, pickleball is a trending activity that provides an opportunity for fun, food and community connections.

Originating in the 1960s, the sport is often explained as a cross between ping pong and tennis. Pickleball requires at least two people to play. For that reason, the sport supports connections within the community, according to Wang.

“Especially with the new phone [ban] policy next year, pickleball will be a good way for people to bond and entertain themselves throughout the day,” said Wang.

In addition to pickleball’s presence on Greenhill’s campus, students also find ways to play outside of school. Through local pickleball centers such as Chicken N Pickle, the Sandy Pickle and recreational courts, players have a multitude of court options. These pickleball venues also offer casual food options.

“I went to Chicken N Pickle with a few of my friends about a year ago,” said sophomore Abbie Tsai. “We all bonded about our love for pickleball, and I felt like we got a lot closer through that.”

Especially in a busy community like Greenhill, Tsai says bonding over common interests supports more personal connections.

“Before going to play pickleball, I really didn’t think I had a lot in common with the people I went with,” said Tsai. “But after going I realized that we all shared a love for pickleball, and that was really helpful,

PICKLEBALL FUN: Members of a freshman-run pickleball club,

meet on Gold 4 days to enjoy good weather and play the sport with friends.

especially because I was at a really big school at the time.”

Though pickleball requires a lot of hand-eye coordination, typically it is not played at the same intensity level as tennis and other racket sports, according to Wang.

“I thought that pickleball was really easy to pick up, especially as a tennis player,” said Wang. “Even though the paddles are a lot smaller than they are in tennis, it’s still fairly easy to learn and get good at.”

In addition to playing with friends, junior Derian Herrmann uses pickleball as an opportunity to build stronger connections

with his family members.

“I occasionally play pickleball with my parents,” said Herrmann. “Doing so has definitely made our family closer.”

Whether it’s a way to connect with the community or a simple pastime, pickleball’s presence in the Greenhill community seems to be growing.

“Pickleball has brought me so much joy,” said Wang. “I think everyone should at least try it out at least once because they’ll be hooked.”

Graphic by Sadie Werner

Pickle Pals,

Photo by Vivian White

The deportation of Salvadoran national Kilmar Abrego Garcia from the United States has faced widespread condemnation – and not without reason.

The Trump administration admitted in a statement to a federal judge that his deportation was an error. Later, Trump’s deputy chief of staff and homeland security advisor Stephen Miller said, “He was not mistakenly sent to El Salvador.”

The conflicting narratives from government officials have stoked the flames of a national debate.

While his deportation violated a standing court order, the justification for deportation is not without merit. Abrego Garcia was not deported based on prejudice. In 2019, a judge reviewed confidential evidence in his case and found there was sufficient evidence to link him to gang activity, a decision later upheld by another judge that year.

During his 2019 arrest, Abrego Garcia was seen wearing a Chicago Bulls hat and a hoodie featuring money covering the faces of U.S. presidents – symbols known to be associated with MS-13 gang members, according to news reports.

Although Abrego Garcia has continued to deny any gang affiliation, he grew up in El Salvador, where MS-13 has a strong and well-known presence.

Given this, we can assume he was aware of the symbols associated with the gang. In fact, the U.S. government granted him temporary protected status due to the threat of persecution by local gangs in El Salvador. For a person fleeing from gang violence, publicly wearing clothing that features imagery associated with MS-13 should raise concerns about the legitimacy of his claims.

Additionally, the Department of Homeland Security released details of a traffic stop that raised suspicion of his involvement in human trafficking. The relevant law enforcement authorities didn’t further investigate the incident.

Although Abrego Garcia was never convicted of a crime, there was still a legitimate reason for suspicion. Prior incidents matter, and if U.S. national security is our primary goal, decisions must be made based on more than convictions. The U.S. Immigration and Customs Enforcement is tasked with making difficult decisions – decisions based on compelling information that may not be publicly available or complete.

It’s undeniable that America faces massive gang problems. With an estimated 33,000 gangs in the United States alone, according to the FBI, we must have stronger enforcement. If there is evidence connecting someone with a violent gang, we can’t ignore it.

Regardless, it is important to acknowledge that Abrego Garcia lived in the United States for over 14 years. He found employment, married an American citizen, had three American children and legally maintained his temporary protected status. It’s hard not to have compassion for a man who has been taken away from his children and shipped overseas to a maximum-security prison.

Compassion is natural, it’s part of what makes us human. Nevertheless, it can’t be a factor when it comes to immigration enforcement. If we set the precedent that criminal convictions are necessary for deportation, we would severely handicap our ability to act and perform counterterrorism measures.

Some have argued that this is a step toward a dictatorship or political persecution, rhetoric that is dangerous and may incite further political polarization. “America is sleepwalking into authoritarianism,” The Guardian recently editorialized, a provocative claim.

There is a clear difference between alleging flaws within the system and the rejection of political plurality.

The public debate surrounding Abrego Garcia’s deportation is the strongest proof against these claims of tyranny. The pushback we have seen is a crucial example of the checks and balances within our democracy. The fact that conservatives and liberals are publicly arguing is not a sign of collapse – it’s evidence that the democratic processes on which our country was founded are still alive.

To call Abrego Garcia’s case proof of authoritarianism is more than misleading – it downplays the reality of what true authoritarianism looks like.

The United States in no way resembles an authoritarian state. Yes, Donald Trump has pushed the bounds of executive power past what was previously thought possible. Yes, Trump has disregarded court orders.

These are legitimate concerns that deserve condemnation, but acknowledging them doesn’t mean we are on the precipice of collapse into tyranny. Even if things aren’t perfect, the system is still functioning.

Still, defending the integrity of our democratic system means holding the line – not just when power is abused broadly, but also in specific cases that test the limits of executive authority.

Even if Abrego Garcia’s deportation was justified, bypassing the judiciary sets a dangerous precedent. Instead of reacting with panic or partisanship, we must act in accordance with our democratic principles. Congress must reassert its constitutional authority and set enumerated limits on the power of the Executive Branch. This includes compelling the president to respect the authority of the courts and resolve immigration matters by the letter of the law.

Ilaw, President Donald Trump’s administration branded Kilmar Abrego Garcia a terrorist and a gang member. This was the administration’s justification for deporting him without a trial or even a semblance of due process.

The “terrorist” in question: a man who with no criminal record seeking asylum in the United States. Meanwhile, Trump has been convicted on 34 felony counts.

In 2012, when he was just 16 years old, Abrego Garcia fled El Salvador after receiving death threats and facing extortion by a local gang named Barrio 18. In 2019 he was arrested for loitering. Police believed his clothing – a Chicago Bulls hat and hoodie – signified membership in the transnational El Salvadoran gang MS-13.

In court, an immigration judge released Abrego Garcia, stating that he had proven a “well-founded fear of future persecution” from Salvadoran gangs if returned to his home country. He was granted legal status temporarily in the U.S. and received a work permit. Since then, Abrego Garcia had checked in with immigration authorities yearly.

On March 12, Abrego Garcia was pulled over by federal Immigration and Customs Enforcement officers. Taken from his wife and three children, he was sent to the CECOT mega prison in El Salvador –a facility notorious for denying prisoners access to lawyers, barring them from going outside and refusing rehabilitation services.

Prisoners detained at CECOT never return to their communities, according to El Salvador’s Minister of Justice and Public Security Héctor Gustavo Villatoro.

Remarkably, U.S. federal judges across the political spectrum uniformly upheld that Abrego Garcia was wrongfully deported. The Supreme Court ruled that the Trump administration must “facilitate” Abrego Garcia’s return to this country. Trump officials said they had made an “administrative error.”

Even more remarkably, Stephen Miller, Trump’s deputy chief of staff and homeland security advisor, spoke defiantly against the Supreme Court order.

“This was the right person sent to the right place,” asserted Miller, who isn’t a

Miller’s statement contradicted both the findings of the Supreme Court, previous assertions by members within the Trump administration and statements by the U.S. Justice Department’s newly appointed solicitor general.

of the crime gang Tren de Aragua under the Alien Enemies Act. The Act, passed in 1798, allows the president to deport citizens of an enemy nation without a hearing and based solely on their country of birth. It is most famously known for its role in the extrajudicial incarceration of people of Japanese ancestry in the western U.S. during World War II – a deeply racist stain on the administration of President Franklin D. Roosevelt and America’s core values of liberty.

The Supreme Court has temporarily blocked the removals to allow Venezuelans to fight their deportations in court.

Trump has criticized the decision, posting on social media that the government “cannot give everyone a trial” before deporting them. The Trump administration also stated there is nothing they can do about Abrego Garcia’s wrongful deportation. The U.S. has a long history of securing the release of people arbitrarily detained abroad and ensuring access to due process. This time should be no different. Instead, the administration has chosen to lie, perhaps out of bigotry or convenience.

Either way, the implications for the rule of law and justice are dire.

With the executive branch blatantly defying the Due Process Clause of the Fifth Amendment and ignoring federal court orders, nothing ensures that the Trump administration won’t do the same to political opponents.

Yes, this sounds alarmist, but Trump is cozying up with El Salvador’s right-wing president, Nayib Bukele, who many view as an authoritarian. Not to mention, Trump said he’d “love to” deport “homegrown criminals” from the U.S. to CECOT.

So, we ask, will “homegrown criminals” be denied due process like Abrego Garcia? Soon enough we might see journalists and activists Trump doesn’t agree with disappear.

And let’s not forget that Trump has threatened to prosecute his political opponents and exact his “retribution.”

It has barely been 100 days since Trump took office, and this nation is already inching closer toward autocracy.

The American people need to wake up and realize that the U.S. has been making headlines across the globe for narrowing civil liberties, and the Abrego Garcia situation is only amplifying concerns. If we don’t stand up now, the democratic principles that our nation is built on will continue to wither.

John Hurley

Evergreen

It feels like these last six issues have flown by, and we can’t believe that our time at the Evergreen has come to an end. Although there have been ups and downs – we sincerely hope no staff needs to stay at school until midnight again in the coming years – we have been honored to serve as your editors-in-chief. We have loved every second of it.

If you’ve ever written, drawn or photographed anything for the Evergreen, you’ve been an integral part of the process, and we are grateful for your support. For anyone who’s ever picked up a copy, you’re the reason we do what we do.

To our section editors, Sadie, Kaitlyn, Aanya, Vivian, Victoria and Lillian, it’s been amazing to see you all grow as journalists. You have come such a long way as writers and InDesigners, and we cannot wait to see what you accomplish in the next two years.

Noor and John, thank you for taking on the extra responsibility of making pages again this year. Your expertise has been incredibly valuable, and you always bring a positive attitude to layout, no matter how much busywork we give you.

Ella, you are such an important part of this staff. You have grown into a tremendous leader, and without you, our paper would look so plain. From scrambling to get headshots during layout to organizing a large photo team, you have taken on the responsibility that most would shy away from.

To our editing team, Rory, Nora, Kate, Sasha, Justin and Vedant, thank you for all you’ve done to maintain the high quality of writing we’ve had this year. We know editing is time-consuming and difficult, but you’ve taken this responsibility in stride. We may be a little biased, but you all have been instrumental in producing what might be the Evergreen’s best content yet.

Varun, you are truly one of a kind. From forcing us to play dinner games during layout to randomly dropping and giving us fifty push ups, you bring such joy and energy to this staff every day.

After months of begging us to write about you, we hope you’re satisfied with the 24 references in the April issue. What a way to go out.

last-minute issues and lending a hand to anyone who needs it. Somehow, in the chaos of layout, you always found a way to lock in with your headphones and ASMR videos – a truly admirable feat. Our senior staff wouldn’t have been the same without you.

Dani, we’re glad we were able to make your Chilangos Tacos wish come true! As our resident female Anthony Bourdain, you have brought a great sense of humor to our staff. Thank you for always being on call to get our layout dinners and proofing pages at a moment’s notice. We are grateful for all you do.

Chloe, you’re still our resident happy warrior. Even with a torn ACL, you always showed up to layout with a smile on your face, ready to help us out. Thank you for all the graphics, photos and pages. You’ve made this year so fun, and you have the brightest future ahead of you.

you and your InDesign and visual expertise. Best of luck to the rest of the staff – we know it’s going to be incredibly difficult not having Christan in the room during layout.

To our next editors-in-chief – Sasha, Kate, Nora and John – you are in for the ride of your lives. You’re going to face some tough obstacles, but remember to cherish every moment. There are times when you’re going to feel overwhelmed by a million moving parts, but we know that you can handle anything that comes your way.

We hope that we’ve created an environment that has inspired you to push the limits of what student journalism can be. If you have an idea, no matter how crazy it might sound, run with it. We’re so excited to see what the Evergreen will look like in the years to come.

EDITORS-IN-CHIEF

Nora Ahearn

John Hurley

Kate Ponnambalam

Sasha Wai

EXECUTIVE EDITORS

Rory Liu

Lylah Pouratian

Ella Sadka

Vedant Subramanian

Justin Wu

DEPUTY EXECUTIVE EDITOR

Noor Zaman

MANAGING EDITORS - PRINT

Vivian White

Kaitlyn Yoo

MANAGING EDITORS - ONLINE

Jin Huang

Scarlett Song Penelope Stone

ASST. MANAGING EDITORS

Aanya Bhoria

Victoria Gonchar

Sadie Werner

DIRECTOR OF PHOTOGRAPHY

Lillian Smith

NEWS EDITORS Griffin Green and Vivian White

FEATURES EDITORS

Alexis Chen and Victoria Gonchar

ARTS EDITORS

Cindy Chou and Khushi Punnam

SPORTS EDITOR

Jordan Arbuckle

VIEWS EDITORS

Talia Sidikaro and Cate Simpson

STAFF WRITERS

Lyna, you’ve been our resident firefighter this past year, always fixing any

As the school year comes to an end, students across the Upper School are swamped with work. This is expected and understandable. But in too many cases, students are being tested or writing essays when they haven’t gotten grades back for many Summative assignments.

Some students haven’t even received grades from months-old essays and tests. In rare cases, they haven’t received grades for certain assignments at all.

That raises a key question: How can Greenhill students be expected to learn and grow when they aren’t receiving adequate feedback?

We fully recognize that teachers have demanding workloads. Many are juggling multiple sections, extracurricular responsibilities and their own personal obligations. We appreciate the time and energy our teachers invest in Upper School students every day.

But just as students are expected to respect their teachers’ time and engage thoughtfully in class, teachers should also respect students’ time and effort. If there isn’t time to grade an assignment, perhaps it shouldn’t be assigned in the first place.

This isn’t about grades.

Feedback is a fundamental part of the learning process. It’s how we build confidence, correct our mistakes and refine

Christan, it’s hard to count how many thank-yous you deserve for all you’ve done this past year. From wrangling the section editors, to making graphics with a 10-minute turnaround, to catching miniscule mistakes that everyone else missed, you are truly the reason our paper looks as great as it does. We really don’t know what we would do without

And finally, Mr. Jones, words cannot express how grateful we are for you. From carefully editing every story to staying by us every moment of layout, this paper would not exist without you. You have instilled a love for journalism in us that we will carry throughout our lives. You’ve helped us become better writers, better leaders and better people. This year’s been a rollercoaster, but we hope it’s been just as memorable for you as it has been for us. Thank you for giving us the opportunity to serve the Evergreen, and we will forever be grateful.

Signing off, Aria Kutty & Evie Kwei

End Grading Delays

our skills. When that feedback is missing or delayed, students are left to navigate in the dark. We are trying to do our best without knowing where we need to improve.

This also isn’t a call for less work.

It is a call for more intentional work. If fewer menial Formative assignments were given to students, we all would have more time to have impactful conversations about our work and truly embrace what learning is all about.

Our objective isn’t to criticize, but to

open a conversation about how a healthier, more productive learning environment can be cultivated for everyone.

We urge the Student Council to initiate a discussion with Upper School administrators to implement clear guidelines regarding the rate at which grading turnarounds occur. This would be an important first step toward ensuring that the time and effort devoted to academic life is meaningful for both students and faculty.

Jackson Barron, Kacy Johnson, Ven Larson, Avery Lonergan

ASSISTANT ADVISOR

Amy Bresie

ADVISOR Gregg Jones

Have a response? Opinion? Original Idea?

Email the Editors-in-Chief: ahearnn26@greenhill.org ponnambalamk26@greenhill.org wais26@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 ahearnn26@greenhill.org, ponnambalamk26@greenhill.org or wais26@greenhill.org

END OF THE JOURNEY: Senior editors-in-chief Aria Kutty, right, and Evie Kwei, left, began their journey to leadership of the Evergreen as Middle School students.

Photo courtesy of Aria Kutty

Graphic by Lylah Pouratian

& Rants Raves

A RANT to the onslaught of year-end papers, projects and tests. Once you finish one, another one is right around the corner.

A RAVE to the class of 2025! This year 19 student-athletes have committed to play collegiate sports, making them the largest signing class in school history. Congrats, seniors!

A RAVENT to the University of South Carolina Speak Your Mind challenge. While it has raised awareness for youth mental health, getting soaked by ice water is never fun.

A RANT to the end of spring sports. The season was fun, but it went by so fast! Why does spring season always feel like the shortest? Now we will shift to mandatory summer workouts for fall athletes.

A RAVE to the delicious cookies at The Buzz. Sugar, chocolate chip and carnival flavors give us a variety of choices, plus the warm and sweet cookies are the perfect midday treat between classes.

A RAVENT to the phone ban. Though we are sad to lose our favorite devices, their absence might improve our academic focus and help us have more meaningful connections with friends.

Trump’s Orders Put College Funding at Risk

to be a place of free discussion. Although this does not exempt institutions from

Since taking office, the Trump administration has threatened to revoke federal research funding and grants unless targeted colleges comply with their demands. These actions were justified by claims of failing “intellectual and civil rights conditions,” as stated in the administration’s letter to Harvard University.

Despite failing to produce any substantial evidence to support these claims, the U.S. Department of Education sent letters demanding widespread policy changes to seven universities: Harvard, Cornell, Northwestern, Brown, Columbia, Princeton and Pennsylvania.

In its letter to Harvard, the Trump administration demanded data about admissions and hiring. Additionally, the administration ordered that Harvard be audited for viewpoint diversity by an external party and that misconduct of international students on campus be reported to the Department of Homeland Security.

Trump officials claimed that the university had violated U.S. principles in protecting civil rights, and thus, the federal government had to intervene or pull funding. However, the officials failed to provide evidence of such violations.

Some of the federal government’s demands may have merit, but their method of enforcing them sets a dangerous precedent. Every organization or individual inside the United States deserves due process in the appropriate arena. The government should not be able to act extremely without justification.; this leads to tyranny.

The Trump administration has clearly ignored this in levying demands and imposing financial penalties without clear explanation.

The Trump administration hopes to strongarm control of these institutions and bully them into submission to insert their own views into college campuses. This contradicts the

a large portion of its funding from federal grants, has also been forced to lay off workers and cancel research relating to cancer and infectious diseases, according to the Harvard

Withholding the funding of impactful research to force colleges to comply with an administration’s political agenda

The bigger picture is, the Trump mindset. He sees college campuses, especially elite ones, as a breeding ground of left-wing ideology.

“To every college president,” Trump said at a rally in Waukesha, Wis. , “Vanquish the radicals and take back our campuses for all of the normal students.”

Trump wants to control the curriculum and research priorities on these campuses without thorough investigations or care for the

The impact of these demands has extended beyond campus policy. Over 1,000 international students had their visas revoked, most without clear cause – an extreme action that the administration suspended under public pressure. This dramatic move, if allowed to stand, would put pressure on these universities to follow Trump’s agenda and strike fear in the hearts

Soon, Greenhill seniors will be leaving for college. Other Upper School students are not far behind. While these developments may seem far removed from Greenhill, it will no doubt affect our future experiences

Certain colleges have already changed their policies to appease the administration and public universities are already modifying their curriculum and eliminating DEI offices to escape the Trump administration’s wrath. When the federal government can arbitrarily decide what is acceptable discussion on campus or who is a “normal student,” how far will censorship go?

Harvard has taken a stand against the government, and other institutions may follow suit. In the coming months, we will see how far the academic integrity of these institutions will go, and if they will stand as bastions of free thinking that they seek to represent.

core mission of academic organizations:

The Harvard School of Public Health, which obtains

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Graphics by Lylah Pouratian and Kate Ponnambalam

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Dear Frankland Advisory,

When I first joined you in your sophomore year as your advisor, I knew I had big shoes to fill, and the start was a little rocky. But over time – through coffee runs, Buzz trips, party planning advisory lunches, and countless moments when you shared Netflix recommendations, vented about the latest tests, and talked about life’s ups and downs – we built something truly special together. Watching you all grow into the incredible individuals you are today has been one of the greatest highlights of my time at Greenhill. As you move on to new adventures know that I’ll always be cheering you on!

-Mr. Frankland

It was an honor and a pleasure to be your advisor these past four years. Here is a true statement that is somewhat extraordinary in retrospect: There really wasn’t a single moment in the past four years that I wasn’t excited to see you, whether individually or as a group. Not one. I’m going to miss y’all. But more importantly, I’m so proud of each and every one of you.

ItDearSolonickAdvisory, journey.hasbeenajoytoadviseyouthroughoutyourGreenhill Whilewedidnotobtainapermanenthomeinthe oursHistoryPoduntilthisyear,wemadeeachtemporarylocation (forthetimebeinganyway;untilwewererelocated).I willamproudofyourgroupandhavenodoubtthateachofyou hearingmakeyourownimpactontheworld.Ilookforwardto achievements,aboutyourfuturesuccesses.Congratulationsonyour andbestofluckduringthenextchapterofyourrespectiveacademiccareers! Withwarmwishesandfond memories.

Dear Parker Advisory,

-Dr.Solonick

Dear Frederick advisory,

What a journey our motley crew had together these past four years! It has been a pleasure and a privilege to watch each of you grow. We lost a few and gained a few advisees, you overcame many challenges, shared your talents, leadership, and skills, and just had a good time conversing and making new friendships shifting around those four round tables in the ARC. As you move forward, remember to appreciate the simple things in life, live in the moment, and take time to understand others with kindness and respect. May you discover your passions and always remember those who helped you along the way to find success. May you understand that success goes beyond your accomplishments. It is about how you make the world a better place with your skills and talents. Remember that you are the only one who gets to be you – the one and only you and the writer of your own life story. Make it a beautiful one! Big hugs to all of you!

-Ms. Parker

It has been an absolute joy to cheer you on for the last year and a half – what a resilient group you are! This group will always hold a special place in my heart. Thank you for welcoming me as your advisor. Thank you for showing up and contributing to our time together in such a fun and authentic way. Thank you for being YOU! I will miss you lots and can’t wait to see all the wonderful things you’ll do from here. I’m so proud of you!

-Ms. Frederick

Dear Cantanza Adviory, What a ride we have had, Cantanza advisory! Before you leave, we want to share a message with each of you: Ali, keep being the coolest and smartest person in the room. Evelyn, may you keep exploring the world and experiencing new cultures. Shreya, remember us when you save the world. Cole, your style of leadership is powerful. Itamar, keep making people laugh. Lauren, we are proud of you for moving on. Varun, keep moving with authenticity. Juan, stop hurting yourself – we want to see you reach your full potential. Garrett, may you forever be unapologetically yourself. Ellery, never stop singing. Jack, may your curiosity continue to make you the “jack” of all trades. Bette, whatever you accomplish, we know you will be the best dressed doing it. Bryson, keep drawing and surprising everyone around you. You are all gems! Though it comes with mixed emotions, 2025 is here, and we are incredibly excited to see you move toward your future! Congrats, grads!

-Ms. Almanza and Mr. Cantu

You’ve been such a blessing to me – a group of kind-hearted teenagers and a source of sweetness and joy. There’s a Chinese idiom, “huì xīn yí xiào,” which means a knowing, fond smile. Whenever I think back on the memories we’ve shared, that’s exactly what comes to my face – a gentle, heartfelt smile. As you each head off in different directions to begin this new chapter, I wish you all the very best. Stay in touch with your friends, know we’re always cheering you on… and don’t forget to call your mom!

-Ms. Lynch

It’s been a fun four years, starting back to the Science Village with a kickball championship to now enjoying the new space in the VSI. Although I was never successful in getting you to put your phones in the caddy, I enjoyed the few moments we had conversing during Advisory. I wish you the best in the years to come.

-Mr. Haskins

Saying goodbye to you is incredibly hard. From our early “land of misfit toys” days to now, you’ve become a beautiful, close-knit group – full of heart, laughter, and friendship. You’ve been a joy in our lives, and we’ll miss you deeply. We hope you carry your memories, friendships, and growth with pride. That college map? Maybe we’ll leave it up – so we can picture you out there, making the world better, just as you did here. We believe in you. Once a ShuBell, always a ShuBell. Come visit – we’ll be here, missing you at 11:43 a.m.

-Mrs. Shuman & Ms. Campbell

As a group you have continually been through changes in advisors and members. I will resist the urge to make jokes about your ability to chase people away because it is just too far from the truth. You welcomed me into the Greenhill community with kindness, honesty, and with a great deal of humor. I so greatly appreciate the honor of being witness to your final year on The Hill. Just like you have done in this group, my hope is that you continue to make community even during unexpected twists. Thank you for enriching this group and I wish you the best!

-Mr. Hearne