Lifestyle Editor Ezra
Rosenberg shares how awareness movements should have a clear focus
PAGE 6
IN-DEPTH
Read about how peer pressure affects students in the local school community
PAGES 8–9
THEOraclE
Universities push back on Trump administration initiatives, policies geared against higher education
Lena Duggan Features Editor
On April 15, Stanford University’s chapter of the American Association of University Professors wrote a letter to University President Jonathan Levin and Provost Jenny Martinez urging for a stronger condemnation of the Trump administration’s directives on higher education, which includes threats to funding, universities’ diversity programs and enrollment of international students.
The AAUP’s letter — urging Stanford to “ make a strong, public statement of support and stand with Harvard” — responded to a statement Levin issued earlier in support of Harvard University’s refusal to implement the government’s requests.
Background
According to Stanford Professor of International History Priya Satia, who helped author the chapter’s letter as an AAUP member, it is responding to what they describe as a growing political attack on academic freedom. She urged the university to denounce the government’s stance on higher education before Stanford potentially becomes the next target, looking at the Trump administration’s letter of federal funding-related demands to Harvard as a precedent.
“We crafted this letter urging (Stanford’s) administration to stand up with Harvard, to go further, take their own stand (and) make a kind of analogous statement against the White House’s assault on higher education,” she said.
Along with other efforts, the AAUP is asking Stanford faculty to sign a
joint statement addressing the Trump administration’s actions on higher education and the student-faculty impact.
This statement is supported by the American Association of Colleges and Universities, the American Academy of Arts & Sciences and other universities and educational leaders.
“We’re the ones who are losing research grants,” Satia said. “We’re the ones who are being told you can’t teach this or that topic or use this in that language, and we’re the ones who also stand for the open pursuit of knowledge and for imparting that knowledge to our students and the public.”
The conflict between higher education institutions and the Trump administration has intensified as the government pushes reforms aimed at reshaping academia.
The Trump administration, alleging antisemitism, investigated 60 universities, demanding they eliminate Diversity Equity and Inclusion programs, audit faculty and students and reform international enrollment, under threat of defunding.
The administra tion’s actions are already having material conse quences for universities, particularly in funding for departments such as Research & Devel opment, according to United States Govern ment teacher Ben Beres ford. He emphasized that
reduced federal support also weakens national innovation — both of which contribute to fueling new industries and economic growth.
“There are grants that have already been awarded that the federal government is just stopping payment on,” he said. “In addition, there are grants that have been outright canceled, and there are other grants that have been frozen. These federal organizations are slashing (the grants’) budgets and the amount of money that’s going to be available for research.”
Community response
For junior Iris Blanchet, the widely publicized feud between higher education and the federal government has direct implications. Having been directly involved in a local political campaign, Blanchet believes that defunding educational institutions not only weakens academic organizations domestically, but also risks damaging America’s international relations by discouraging international students from pursuing studies in
“I think we’re going to see some irreparable harm being done to our credibility and the academic world,” she said. “I think all of this points to a wider problem that we’re
isn’t just ruining our country. He’s ruining our international credibility.”
Junior Angelise Chang builds on this perspective, emphasizing the importance that Stanford could play in defending academia.
“Stanford should be doing anything they can to protect research and students, (making) sure academia can continue to thrive,” she said.
Satia explains that the hope for higher education can be sustained only when individuals and academic institutions actively join forces to defend universities. She highlights efforts, letters and lawsuits opposing federal actions determining how universities operate.
“There’s reason to be hopeful that there will be pushback against what the Trump administration is doing,” she said. “There’s so many court cases now and so many bodies involved, we would like to see Stanford more involved in them.”
94.7% of gunn students believe that universities are justified in opposing the trump administration’s policies regarding the schools and their students
Source: Self-selected survey sent out to Gunn students by The Oracle from May 6 to May 16 with 95 responses.
Monthly Highlights : Global Cultures Week
“I liked that the food at the (Global Tastings) Event was different from what we usually have at lunch every day. It was nice to see the different cuisines and foods, like falafel and potato dumplings.”
BY THE NUMBERS
• 5440 tastings — bites of flavor from around the world
• 4830 pieces of candy from different cultures
• 65 volunteers who helped make things possible
• 20 performers throughout the week
• 16 different cultures represented at the booths
• 8 regional foods at Global Tastings Event
“I liked the (mariachi) music and the round-backed guitar, which was really cool. The performance in general was really fun to listen to.”
Gunn Foundation awards scholarships, increases opportunity
Melody Song Forum Editor
On May 1, the Gunn Foundation hosted 19 collegebound seniors and their families in the Flex Room for its annual scholarship award ceremony. Gunn Foundation Board President Kimberly Eng Lee wrote in an email that, this year, the foundation awarded over $120,000 in need-based scholarships to bridge financial gaps for those pursuing post-secondary education.
According to Eng Lee, students receive scholarships upon college enrollment, after which they can use the funds for any personal and education-related expenses needed for the transition to college, including tuition, room and board, textbooks and meals.
The scholarships are between $1000 to $4200 per student, and though the recipient application process includes an essay and interview, Eng Lee emphasized that the primary purpose of the screening is to assess financial needs, rather than to be selective.
“Our hope is to attract as many students as possible who are in need (of financial support), and for us to have done our very best to raise enough money to give to them,” she said. “It’s really not meant to be a weeding out type process. It’s really meant to be inclusive.”
Our hope is to attract as many students as possible who are in need (of financial support), and for us to have done our very best to raise enough money to give to them.
Gunn Foundation Board President Kimberly Eng Lee
Garcia and Jocelyn Perez-Gutierrez are among this year’s scholarship recipients. Respectively, they will be attending the University of California, Davis; San Jose State University and Foothill College.
For Fisiiahi, who plans to study food science — which was sparked by a chemistry lab in his sophomore year — his scholarship money will help cover textbooks and other school supplies.
“I feel like (this scholarship) is going to help me financially with basic necessities for education,” he said. “Maybe a laptop so I can (study), since I’ve been living off of a Chromebook.”
At his university, Fisiiahi hopes to continue playing sports — even if not professionally or at the collegiate level — as he did on Gunn’s sports team. He mainly plays football, but has also branched out into volleyball and basketball.
“I’m very happy and excited (that) I got into (UC Davis),” he said. “I heard there are a lot of opportunities for intramural sports, so if I don’t really want to play for a league or division, I could just have fun.”
Carranza Garcia also intends to transfer to a UC campus after completing his studies in engineering at Foothill College, a process which takes approximately two years. He plans to dedicate part of his scholarship for school supplies and put the rest in savings.
Perez-Gutierrez, who was drawn to studying business because of its math and problem-solving components, expresses a similar sentiment as her award funds will go towards her tuition.
“The money that I am going to receive is really going to help me take that step forward and be able to afford the school that I’m going to,” she said. “So it’s really important that I got this money, and I’m thankful for it.”
The Gunn Foundation fundraises year-round to secure enough money to provide scholarships for all the students who apply. Most contributors are private donors, including current and past Gunn parents and other community members. Eng Lee explained that most donations occur around the beginning of the school year, when the Gunn Foundation appeals to parents at events like Back to School Night.
“We’ve had a back-to-school packet for a long time, so there’s sort of this ask within the Gunn community,” she said. “We also have donors who have returned year after year, even after their children have finished Gunn, (and)
The money that I am going to receive is really going to help me take that step forward and be able to afford the school that I’m going to. So it’s really important that I got this money, and I’m thankful for it.
Senior Jocelyn Perez-Gutierrez
Ultimately, the foundation’s efforts work to ensure that every student attending Gunn has a chance to further their education, regardless of financial circumstances.
“It’s super corny when people say, ‘If I were to see myself four years ago where I am now, I’d be surprised,’” Fisiiahi said. “(But) that corny stuff — it’s somewhat true. When you first enter high school, you feel like you’re going to stay here forever. I’m just still in awe about going to college, it’s just a whole new experience.”
GUNN FOUNDATION SCHOLARSHIP
• 33 scholarships awarded to lowincome students
• $120k+ awarded in scholarships
• 57 years of history behind the scholarship
PTSA volunteers hand out samples of BBQ pork buns at the East and Southeast Asia food stall.
Top: A mariachi band performs for the Gunn community on behalf of the Gunn Spanish Club. Bottom: Students watch the performance.
Top and bottom: Club presidents and students hold boots honoring diverse cultures at Gunn.
On Monday, April 28, a lion dancer greets students on the quad during the lion dance performance organized by Chinese Culture Club.
— Quotations compiled by Vanisha Vig
Evelyn Chow
Evelyn Chow
Evelyn Chow
Source: SEC Diversity Commissioner Namya Kasturi
Jessie Han
—Ella Bergmann, 9
Seniors TuUta Fisiiahi, Valentin Carranza
past board members from (the) Gunn Foundation.”
During study hall, students enjoy multiple short films from various cultures at the International Film Festival in Spangenberg Theatre.
Chloe Wu
Evelyn Chow
Siyona Dhingra, 12
Evelyn Chow
Source: Gunn Foundation
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This school year, three staff members organized a pilot of the “Champion a Titan” program, an initiative that strives to support students’ individual needs and create a sense of belonging in the Gunn community. During third quarter, from January through March, various teachers paired up with students, assisting them academically and socially by shadowing their classes and conducting oneon-one check-ins.
Developed by Literacy Coordinator Nicole Menache, Assistant Principal Erik Olah and Intervention Teacher on Special Assignment Kristen Owen, the initiative’s primary focus is supporting students with the resources they need to stay on track with their learning and address challenges.
“One of our jobs is to help students (keep up with) their education and to make sure that we’re catching them before they fall too far,”
Owen said. “It includes behavior, attendance and academics. We’re trying to keep an eye on all of those things.”
at home with adults,” Olah said. “From that, we identified some students who reported not having a lot of connections with adults on campus, and we were like, ‘What can we do? How can we follow up?’”
The group then compiled this data into a list of potential students, which was divided among staff.
“We sent that list out to teachers and asked them if they’d be interested in ‘championing’ a student,” Owen said. “We didn’t want superficial relationships, so most of the teachers picked kids they already knew or had in their classes. That way, they would naturally develop that relationship and connection.”
The “Champion a Titan” program’s foundation uses Multi-Tiered Systems of Support, a three-tiered approach that assigns specific solutions to a student based on what they are struggling with and adapts, if necessary, to the varying severity of different issues. It begins at Tier One, which consists of baseline supports such as moving seats for proximity to teachers or calling home. Students who need literacy help specifically can use some of PAUSD’s Chrome extensions, like Read&Write for Google (Chrome) or Learning Ally, both of which fall under the Tier One umbrella as well.
Menache said. “It could be a visit home. It could be something where we meet as a team with counseling, your parents and maybe even an outside resource, if need be, too.”
Although the pilot officially ended in March, teachers have the option of continuing to support their student. According to Owen, the development team is now working to measure the program’s impact with statistical evidence, as its effectiveness is difficult to quantify and largely depends on qualitative observations of individual student growth.
We identified some students who reported not having a lot of connections with adults on campus, and we were like, ‘What can we do? How can we follow up?’
Assistant Principal Erik Olah
“It’s hard to measure (or) to know if it’s working,” she said. “Other than the ‘champions’ recording, ‘Yes, I think I have developed a great connection with this kid. He’s starting to open up to me a little bit more,’ we don’t really have concrete evidence to show data.”
As “champions” help build stronger interpersonal support systems with students, the effort’s focus extends beyond grades to include students’ well-being and goals. To gauge who, in particular, could benefit from this support, the program guides its outreach using the Panorama Student Survey results from the beginning of the school year.
“One of the things (the survey asks) is about connections at school and connections
“Then it goes to Tier Two, which is a more supportive (level),” Menache said. “That might be when we say, ‘Okay, you can’t choose your PRIME anymore. Now we’re going to choose it for you, and we’re going to say you need to be going to chemistry PRIME because you’re not doing well in chemistry, and I want to make sure that you’re really getting some targeted support.’”
If a student, after going through these first two tiers, still has not exhibited any form of improvement, then they move to Tier Three — in which the support includes more intensive intervention to ensure that the student succeeds academically.
“(It) could be a support class (or) something that goes for behavior or attendance,”
Despite this, Menache, Olah and Owen have noticed positive effects overall, and they are each “championing” a student themselves.
“The student that I’m working with has definitely made improvements in their academics,” Menache said. “(They also now) know that they can rely more heavily on me.”
Olah explains that this initiative is most likely set to continue next school year, as it has generally been a success. The program’s directing team will adapt its structure based on feedback and results from this first round.
“In the next couple of weeks with our MTSS leadership team, (we’ll) talk about how it went,” he said. “(We’ll discuss) building it up for however we want it to look next year.”
The Oracle strongly encourages and publishes signed Letters to the Editor and Comments. Comments are generally shorter responses, while Letters are longer pieces of writing.
Please include your name, grade and contact information should you choose to write one.
“(I enjoyed reading about) the trip to New York for the people on The Oracle because it looked really fun.”
“I
liked the front page story about political tensions; it seems like something that is more pressing on the student
“I would love to see more stories written about the teachers and who they are outside of school.”
Letters and Comments may be edited to meet space requirements, and the writer is solely responsible for the accuracy of the content.
Letters to the Editor, Comments and ideas for coverage may be sent to oraclegunn@gmail.com. These letters do not need to be from current students.
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FORUM
Excessive parent interference inhibits student development, independence
Hovering, bulldozing or nagging? Take your parenting pick. Every student knows the anxiety of opening their to-do list and seeing the assignments pile up one after another. Imagine having a parent who organizes all of them for you, completes part of your assignment or constantly reminds you of all the tasks you need to finish. While it sounds great, this only harms students in the long run, as they will never learn how to manage their own tasks. Now, imagine having a parent who tries to help by finding you a tutor or teaching you how to manage your tasks. It’s apparent which style people would prefer.
Filled with sports practices, studying, extracurricular activities and more, the lives of high schoolers are packed. While some parents take a step back, allowing their kids to navigate these challenges on their own, others feel that it’s best to get heavily involved in their students’ lives. Some parents assume that it would be more beneficial to take charge and have their kids relax, but when the children inevitably move toward independence, they won’t succeed. For example, parents may start by doing simple tasks for their kids to make their lives easier, but eventually, they are roped into getting more and more involved, creating dependency in their child.
If the goal of all parenting styles is to raise independent adults, then the hardest and most essential lesson for parents is trusting their children to find their own way and giving aid only when students are stumped. Then, the discomfort of deadlines or low grades might be the greater power that teaches responsibility.
In 2019, a major college admissions offense, referred to as the Varsity Blues scandal, shook the world. Parents took helping their students to a criminal extreme, bribing admissions officers of prestigious universities to weasel their child in. This scandal popularized the term “snowplow parent,” used to describe a parent who removes obstacles out of their children’s way, with the intentions that they will make their lives easier and reduce pressure. While this is an severe case of snowplow parenting, it shows how easy it is for well-intentioned parents to get carried away. Not only did these students miss an opportunity for hard work and integrity, they also paid for their parents’ actions.
According to a 2019 poll by The New York Times with parents of 18- to 28-year-olds, 76% of respondents said
however, young adults should be managing their lives and workload mostly on their own.
This approach of constantly being at your child’s side will only hinder their ability to succeed when they start to live alone or get a job. Using parenting styles that enhance a child’s independence, which will inevitably be needed, will improve their lives overall. Whether it’s cooking, cleaning or doing basic chores, everyone needs to obtain these skills.
How can someone be trusted to work and thrive in a work environment if their upbringing was one where parents did everything for them? The truth is, they can’t — not until they’re given the chance to take charge of their own lives.
Children develop life-long beliefs and habits from the environment they grow up in. Even though it is important for parents to help their kids learn basic social and emotional skills, too much involvement may hinder growth. A 2021 study by Stanford Professor of Education Jelena Obradović found that if parents are too involved in their children’s lives, specifically during their early years, they prevent behavioral development. In the experiment, young children were given tasks to do and problems to solve. Kids who had more overbearing parents had more issues controlling their behavior and emotions when faced with challenges.
Obradović’s key point is clear: parents must have a balance between helping their kids and allowing them to manage their own issues. In other words, guide them and show them the way, but don’t hold their hand.
When comparing the different parenting styles, having a healthy balance has been proven to be the most beneficial. There are four main types of parenting: Authoritarian, which enforces strict rules; Permissive, which offers support but lacks structure; Uninvolved, which provides neither guidance nor support; and Authoritative, the most balanced and effective approach. Parents who follow this parenting style raise kids with confidence, resilience, improved mental health and strong academic performance, according to the National Library of Medicine. An approach that prioritizes compassion and guidance will make a significant positive difference in how people turn out.
In high school, teens are going through the most pivotal years of their lives, and they have to learn how to navigate it themselves. No matter how wellintentioned, over-helping can hold students back in the long run. If they aren’t given the space to struggle and grow independently, they won’t be prepared for life beyond home. Even though it seems that helping kids in academics won’t harm them, if they have everything laid out for them, no matter if it’s academic or not, how will they learn to put it together on their own? If everything that they have done has been with the aid of a parent, they will be incapable of doing it on their own.
Board conflicts hinder learning environment, downplay student value
Let me start with a disclaimer: I’m not here to paint this district as bad — in fact, I’d argue it’s one of the best out there. However, being the best doesn’t preclude us from missteps. As someone who regularly tunes into PAUSD School Board meeting livestreams, I’ve grown accustomed to watching adults talk in echo chambers, digging in their heels against even the mildest suggestions of change. This resistance comes from various ideological viewpoints. Whether the debate is over advanced math pathways, Ethnic Studies or the intentions of individual trustees, the meetings often feel more like arenas than spaces for thoughtful decision-making. And honestly? It’s exhausting.
We talk a lot about improving student outcomes in this district, à la PAUSD Promise — in fact, the Board recently focused on student outcomes in considering their new Promise goals at their May 13 Board meeting. But while Board trustees and parents argue over politics, students like me are stuck wondering when we’ll actually become the priority. It’s frustrating to watch people who are supposed to support our education get caught up in power struggles and personal agendas. All the while, our needs — better mental health support, consistent leadership and stronger, more equitable academics — are left behind.
This isn’t just a feeling. It’s backed by data. A 2024 study by UCLA researchers found that school districts spent over $3.2 billion last year handling conflicts tied to controversial issues. That money could have funded crucial resources like additional counselors, mental health supports, new classes and more. Instead, it went toward legal fees, extra security and damage control.
Worse still, all this chaos affects our learning environment. Take the Schenectady City School District located in New York, for instance. Years of dysfunction and frequent superintendent changes, driven in part by board disagreements, led to a noticeable drop in student achievement — especially for Black students. Since 2013, fewer than 10% of Black fourth graders have earned a “proficient” grade on New York State Testing. When leadership is unstable, teachers are left without clear direction, staff morale drops and students lose the consistency we need to succeed. Thus, it should be clear by this point that school board infighting is detrimental to student outcomes.
But here’s the thing: it doesn’t have to be this way. A 2022 University of Connecticut study shows that when school boards, superintendents and communities work together — with a shared vision and open communication — student outcomes improve. In districts where leaders focus on collaboration instead of conflict, eighth-grade reading and math scores have been observed to go up. In our district, the same can happen — if and only if our district officials put aside their differences and focus on student outcomes.
We — parents, board trustees, and, most importantly, students — need to remember that schools don’t exist to host adult debates. They exist to teach kids and to prepare us as students for the future. I’m not saying disagreements will disappear: on the contrary, I’m glad they won’t. But I am saying that we need to choose our battles carefully and make sure they’re truly about us, not a political platform or ego.
86.3%
We deserve better than dysfunction. We deserve leaders and community members who model the kind of cooperation and problem-solving they expect us to learn. Because at the end of the day, board battles were never part of the required curriculum. And they never should be.
The question that remains is: will we allow adult disagreements to continue overshadowing the very purpose of our schools, or will we rise to the occasion and create education environments where students truly come first?
Vin Bhat News Editor
Vaani Saxena Lifestyle Editor
Photo illustration by Vin Bhat and Azuki Radhakrishnan
Awareness trends must have clear purpose, avoid performative media-centric advocacy
Ezra Rosenberg Lifestyle Editor
This April, posts online showed participants of the University of South Carolina’s Speak Your Mind Ice Bucket Challenge being hit with a wave of shock as they were doused with ice-cold water. The challenge — thanking nominators, pouring ice on one’s head and nominating friends to do the same — was created by USC’s student club Mental Illness Needs Discussion to spread awareness for mental health and suicide prevention. High-schoolers and young adults led the trend on social media, generating over 200,000 posts across Instagram and TikTok.
Raising over $400,000 in donations for the nonprofit Active Minds which promotes mental health among youth, the Ice Bucket Challenge shows how momentum can help a cause gain attention — but fades quickly without a system to sustain it. The challenge went viral, with participants from around the world, yet by April 27, it had mostly subsided. While it sparked awareness, an underlying challenge for lasting action was obvious. The social media trend easily generated awareness for mental health in this case, but there was no subsequent step to channel all the momentum created, whether toward donations, protests, petitions or other resources that supply long-lasting change.
Raising over $400,000 in donations for the nonprofit Active Minds which promotes mental health among young people, the Ice Bucket Challenge shows how momentum can help a cause gain attention — but it fades quickly without a system to sustain it.
An issue with the Ice Bucket Challenge was that its trendiness on social media, while sufficient for spreading awareness, also attracted participants who were more motivated by the initiative’s social influence than the cause itself. For many, posting their video became more about joining others than making a meaningful impact.
This social influence plays a large role in what people choose to do, such as having a bucket of ice being dumped on them. People do things because they see other people doing it. The fallacy of such events is the superficiality that is generated. That is, people see the Ice Bucket Challenge, participate in its baseline phase with the iced water and that’s it. When people filmed themselves to post their participation in the trend, they didn’t mention actionable items like donating to the cause or adding clickable awareness links. Without a purpose, the momentum will die in the awareness step and never move further than that.
Though the Ice Bucket Challenge had its own difficulties, it avoided an issue that awareness months undergo: Having too many causes to support at once.
To illustrate, according to the medical network Clinical Advisor, there are over 430 awareness months, weeks and days for health-related issues alone and this number doesn’t include numerous other cultural and historical observance dates. With so many movements, resources can spread thin. The amount of diversity isn’t negative, but it makes it much harder for any one cause to gain outstanding awareness and contributions necessary for change.
Another issue is when media industries become oversaturated with different movements — though this isn’t necessarily the result of negative intentions. Industries catering to their consumers will promote diversity by addressing as many awareness months as possible. This is a common example of performative activism, which is driven by a desire to expand one’s popularity or enhance public image rather than create a genuinely beneficial outcome for the cause. An example of this is rainbow washing — when companies spread awareness for LGBTQ+ related causes with the goal of improving public image without prioritizing the bettering of the LGBTQ+ community which though well-intentioned, leads to inauthentic support. Promotion without specific planning is when problems begin. Ulterior motives dilute the awareness raised through social media and companies seeking branding or sales opportunities.
The USC Ice Bucket Challenge isn’t the first of its kind. In the summer of 2014, three men living with Amyotrophic lateral sclerosis, a disease that leads to paralysis and has no known cure, started the ALS Ice Bucket Challenge. In six weeks, over 220 million dollars were raised, according to the Washingtonbased ALS Association. So, why did the ALS challenge raise over 500 times more money than USC’s? For one thing, the campaign is straightforward and specific. The ALS disease is a singular issue allowing all to unite
under one cause, while the USC Ice Bucket Challenge encompasses a wide range of mental health disorders, dividing support.
For awareness efforts to make substantial impact on the community or issue it’s supporting, a clear message and good trend timing is important to help people understand what the issue is and keep attention concentrated on the cause. An extreme example is the Black Lives Matter campaign that began in 2013, stretching across social media platforms, donation outlets and protests: Three words, four syllables and easy to understand. However, the campaign’s popularity fluctuated. According to a 2023 Pew Research Center report, the daily use of the #BlackLivesMatter hashtag on X, formerly known as Twitter, was in the hundreds of thousands around the time of impactful events, most notably being the death of George Floyd, while being used much less frequently otherwise.
Awareness initiatives – whether on social media or by brands – that lack genuine connections generate superficial engagement, where viewers only learn about the surface of the issue.
In all, social media does make spreading awareness easier and accessible to potential supporters. An important cause could be summed up in a 10-second video with eye-catching graphics and trending audios, but the benefits come at a cost. Awareness initiatives — whether on social media or by brands — that lack genuine connections may generate superficial engagement, where viewers only learn about the surface of the issue. Instead, active and direct elements will increase levels of connection between the viewer and the cause. The ALS Ice Bucket Challenge did this effectively, creating a strong connection between viewers in many ways, including celebrity participation — which motivated many to participate after seeing their favorite celebrity getting drenched.
For an awareness effort that is both wide-reaching and societal-influencing, people need to understand that spreading awareness alone isn’t the final piece of the puzzle. The momentum gained from awareness needs to be taken advantage of. Attention spans must be exceeded. Engagement has to be deep, not superficial and a clear path to contributions has to be made. For social media and companies, awareness is necessary, but not sufficient enough on it’s own.
Campus supervisors: ‘Saving the campus’ by making connections, ensuring safety
Brandon Boyd Chris Chan
It’s another school day at Gunn, and Campus Supervisor Brandon Boyd surveys the grounds in his golf cart, making sure everything is in order. Students in class? Check. No technical malfunctions or damages to the grounds? Check. Construction or groundskeeping regulated? Check. These are just some of Boyd’s duties on paper. Beyond logistics, it’s the human connection with students that he looks forward to, giving his role a deeper meaning.
“It seems like just a normal job,” he said. “But after working here (for) around ten years, there’s so much more to it that makes me want to come here every morning.”
One of those aspects Boyd refers to is the very thing he works for: Gunn’s students. Boyd sees his mission as far more than just security. It is a daily opportunity to support students with both their academic and personal journeys. While he recognizes some students may see campus supervisors as disciplinarians, Boyd hopes to shift that perception. For him, the main priority is expanding the purpose of security into one of well-rounded support for each student.
“I think it’s important for all the students to understand that we’re here for them and we’re here to support them,” he said. “We’re not their enemies or trying to get them in trouble or anything. We’re just trying to make sure everyone stays on task (so) we can keep everyone safe.”
Boyd has longstanding ties to the Palo Alto community as a Paly graduate and a former Menlo College football player. Boyd eventually returned to the school setting at PAUSD, but instead of Paly, he came to coach sports at Gunn in 2015.
“Gunn had a football opportunity to come coach and help out, so I came here,” he said. “Then, within the first year of my coaching, I was offered a new position here.”
Boyd’s mentorship and connections with student athletes extends beyond the field and into the fulltime campus role he holds today, something that feels like a natural extension of the connections he had built within the sporting community.
Campus Supervisor Chris Chan first joined PAUSD as a custodian at various middle schools within the district. He later stepped into a twoweek substitute campus supervisor role at Gunn — a position that became permanent shortly after. Now, Chan is a hard-to-miss face on the school grounds, connecting with community members in a way he knows best: By proudly repping Bay Area teams like the Giants, Sharks, Warriors or 49ers gear, Chan sparks conversations.
In particular, his signature style, including Chan’s iconic Sharks jersey, is more than just fan wear. It reflects his strong sense of local pride. His love for the team traces back to playing hockey with broomsticks and trash cans on San Jose’s streets.
“(The) Sharks (and hockey) are actually my favorite (team and sport) out of all (in) the Bay Area, and also, that was the first professional sports team in San Jose,” he said.
A typical day for Chan starts with a department debrief. This includes meeting with fellow Campus Supervisors Brandon Boyd and Jorge Sanchez to discuss the previous day’s events and review any updates that happened overnight. Following this, the trio splits up and conducts a perimeter sweep, checking for signs of potential break-ins, vandalism or safety concerns. Each monitor one of Gunn’s three primary zones, including buildings and athletic facilities, according to Chan.
“Since I had already built a good relationship with students through coaching sports, the administrators thought that it would be helpful for me to be on campus full time to help more students,” he said. “It was a smooth transition because I felt like I already worked well with the students.”
Reflecting on his own Palo Alto educational journey, Boyd is familiar with how students experience the stresses and successes that Gunn’s culture offers. Having navigated this path himself, Boyd hopes to serve as a sort of guidepost for students and their years throughout high school.
“ I want to give kids guidance by telling the stories of how I grew up throughout Palo Alto, because I also graduated from Paly,” he said. “Letting my experiences be a lesson for those moving forward can help give kids a better way to navigate for themselves.”
But for Boyd, nothing is more rewarding than seeing his efforts to aid students pay off.
“ I’ve been coaching and advising in Palo Alto for a long time, and to see kids go from ninth grade to college is amazing,” he said. “Seeing them carry skills that they used in high school (and into) their future lives, and (witnessing) some of them come back to show us their successes really is meaningful.”
—Written By Claire Jittipun
“(We have) the freedom to work at our own pace,” he said. “We try to stay pretty communicative with each other as well. If we see something fishy on campus, or if we see something out of place, we’ll go ahead and let each other know.”
These relationships are an essential part of his position, but Chan also finds that his interactions with the youth anchor his passion, enthusiasm and dedication for the job.
“I’m ultimately here for security, but (I’m) also (here) for safety and wellness,” he said. “And nowadays, that includes mental wellness, not just physical. So I approach it with that type of an attitude, because building relationships with you guys also allows us to break the ice and build some type of a bond and
The impact of Chan’s campus supervisor role doesn’t end when the school day does: it has also impacted his life outside of his work. For example, although Chan has a long commute to Gunn, he has adjusted to sleeping earlier in order to give himself and the student body his maximum energy the next day.
“If you don’t have motivation, you’re not going to really want to wake up and drive those distances,” he said. “Certain aspects like that have changed me, parts of my daily lifestyle and routine. And it’s for the better.”
Student relationships resonate with Chan on a deeper level too, encouraging him to build even stronger bonds in order to best support Gunn.
“I look at you guys like my little niece and nephews,” he said. “So if I don’t say anything to them, I feel guilty hearing that something happened, because I could have given them my two cents just through life experience.”
While having been at Gunn for only a year, Chan’s warm greetings, hearty fist bumps and friendly presence have made an outsized impact. From checking for graffiti to handling bee infestations, Chan hopes he can become both a pillar on campus and a rock for Gunn’s students, and greater community.
“I’m going to be seeing and interacting with you guys multiple times,” he said. “I’m here to ultimately impact your lives as positively as possible.”
—Written By Gwen Domine
Photo illustration by Albert Zhang and Sophie Kou
Peer pressure: students, community complex social influences, adapt
The rolling credits fade, and an upbeat pop song begins playing as the scene pans to a crowded high school party. The lights are low and the music’s loud as the main character navigates his way through a sea of red plastic cups. He’s the stereotypical nerd, usually not the type to drink, but tonight is different. When his friends shove a beer into his hand, the hurling insults, laughter and expectant gazes make one thing clear: He won’t be taken seriously unless he plays along.
Sound familiar? This is a cliche movie trope, found in many high school film staples like “Can’t Hardly Wait” (1998), “Whatever it Takes” (2000) and “Mean Girls” (2004), that attempts to portray the potent effects of peer pressure.
However, while Hollywood often distills this complex phenomenon into easily digestible scenes of social conformity around substance use, the reality of peer pressure in high school is far more nuanced and widespread, shaping everything from the clothes one wears to the academic paths they pursue. Without understanding its psychological and developmental roots or contextualizing it within one’s everyday environments, one risks overlooking the many ways — socially, academically, positively and negatively — peer pressure influences one’s life and how one might begin to heal from its effects.
Although peer pressure can manifest itself as substance usage, party culture and academic dishonesty, they are just symptoms of the phenomenon. According to psychology teacher Warren Collier, the existence of peer pressure in society can be traced back to the theory of mind: As children mature, they begin to understand that others
culture that facilitate one’s mental development contribute to the external influences — another subtle force that acts as a vehicle for peer pressure.
“(Exploring) might mean trying on different personas, hanging with different friends or trying new hobbies,” Collier said. “(People might think) I want to fit in with these certain groups, so I want to try out these different things and I want to be accepted by certain people. So we’re being influenced by many different groups growing up.”
One example of this societal shift is the emphasis on individualism. According to the Association for Psychological Science, statistical models from 2017 indicate that individualism has increased by about 12% worldwide since 1960. Due to this trend, growing up becomes a quest to seek out one’s own desires and dreams. This push, combined with the competitive nature of Gunn — an environment illustrated in The Oracle student poll with 101 responses, in which 85.1% of students state they have experienced academic pressure in the past year — creates pressure in academic pursuits to set up a successful future through colleges, majors and jobs.
Overall Impacts
Peer pressure can often lead to feelings of anxiety and guilt when succumbing to outside influences or isolation if one decides to stand their ground. This predominantly negative impact is echoed by Gunn students; in The Oracle survey with 94 responses, 68.1% of students believed that peer pressure has had a negative effect on their lives.
According to Foothill College sociology professor John Fox, the deviant behaviors many are familiar with, like substance use and crime, are typically influenced and learned by others — another product of peer pressure.
“There is this theory of differential association that says that just about anybody has learned more reasons to do something than (to not do something) within these interpersonal groups,” he said. “So a lot of times, people have learned — part of the reason why they should (do something) to conform, like commit a deviant act — is
This desire to conform can transform one’s life in a number of ways. According to the National Institute of Health, surrounding oneself with high-quality friendships can cause one to be more empathetic, feel more understood and lead to an overall higher life
For junior Talal Zabadi, these positive effects of peer pressure can especially be felt him academically motivated — a subtype of peer pressure called positive social support.
“Let’s say you don’t want to do something like log your community service hours (because you are too lazy),” he said. “But then your friends are all telling you ‘just log them,’ (and) ‘it’s not that hard, we’ve all logged them,’ so you feel left out and end up logging your service hours. In that case, (peer pressure) would be good for you.”
According to Collier, there is a delicate balance between the positive and the negative, but one’s human inclination to feel accepted can tinker with that balance.
“Certain amounts of pressure (are) fine — it’s good,” he said. “But we can definitely have too much pressure. That’s going to make us make choices that we probably would not normally make, (but you can feel like) if you don’t do them, you’ll lose your friend, and the social cost of that is usually too much for a person We have been trained to take a one-dimensional look at
Cheng Forum Editor
community members navigate adapt to conflicting impacts
in the mix of identities around the Bay Area.
“This (conflict) happens a lot with second-generation immigrants,” he said. “The parents want the kids to embrace and conform to certain cultural ideals, but they’ve been raised in the United States and they are embracing a lot of parts of American culture that might be in conflict. It’s individualism versus community-oriented things.”
Coping Strategies
Living Skills instructor Joshua Little, who teaches about peer pressure and the strategies to overcome it, personally struggled with a form of peer pressure and self-worth when he first came to PAUSD.
“Even as a teacher, when I first came here eight years ago, I felt peer pressure from my colleagues and (I felt like) I was way out of my depth here (because) the teachers seemed to all have it together,” he said. “I felt that I wasn’t good enough to be here as a teacher.”
What helped Little overcome this initial barrier was talking to former science teacher Maria Powell and asking for help. He eventually formed a support system of other science teachers that helped him strategize a grading system, reassuring him that what he thought was flawless was capable after their 20 years of teaching experience.
“(That experience) really helped me through navigating my own self-worth,” he said. “And because I came out on the positive side of that experience, I want that for my students as well. So helping students navigate that feeling of, ‘Yeah, if you feel like you didn’t do well, then you didn’t do well. Let’s take a look and see how that happened, and let’s not compare ourselves to other people.’”
Fox echoes the importance of having a support system and building a community to mitigate the negative effects of peer pressure.
“I think forming your own community is very valuable,” he said. “This (can be seen a lot) in the LGBTQ+ community, where, if they were rejected by their families or the people of their upbringing, then they look to their peers to form their own families. It’s about forming a support system that reinforces who you are.”
Ultimately, finding a specific universal approach to tackle peer pressure is difficult because it is an umbrella term that encompasses everything from social anxieties to academic pursuits. One widely acknowledged truth, however, is that prioritizing oneself and one’s well-being over the judgement of others can help prevent peer pressure from driving one’s life.
For Zabadi, this means having a set of morals and core values that he tethers himself to at all times.
“People who don’t stand on their morals or stand their ground (will be more influenced by peer pressure),” he said. “If you have boundaries that you set for yourself, you are likely to not (be pressured) to do things you don’t want to.”
Collier finds that growing up and recognizing the spotlight effect — one’s tendency to overestimate how much others notice and care about one’s actions — diminishes the crippling negative impact of external pressure, making it more manageable.
“As we become more confident in ourselves, which takes a while, we can become more okay with the idea of ‘I don’t fit in with this group, and I’m okay with that,’” he said.
Science teacher Casey O’Connell
Whether it is a student revealing information to others about what to expect on an assessment or sharing grades after a test is passed back, science teacher Casey O’Connell has observed that academic peer pressure influences an individual’s decision-making on school performance, creating ethical gray areas.
“Students have reported to me that they feel a tremendous amount of pressure to disclose (assessment) information in situations where they don’t want to,” he said.
According to O’Connell, cheating culture is often fueled by the continuous cycle of receiving and passing on information. For example, those who accept unauthorized test content from others may return the favor by sharing material from other assessments to cope with the fear of their peers labeling them as “hypocritical.”
To mitigate the difficult social dynamics that academic peer pressure encourages, O’Connell urges teachers to take greater responsibility in implementing clearer practices that reduce opportunities for students to potentially cheat.
“(Teachers) need to be more diligent about writing different versions of assessments so they discourage students in different (class periods) from feeling like they can game the system by talking to each other,” he said.
O’Connell hopes that with these visions of healthier classroom environments in mind, students may feel less pressured to go along with unethical behavior — not because they lack values, but because the social cost of saying “no” can be high.
“If you take that (toxic social interaction) all away, imagine how much better students would feel,” he said. “Imagine how open to healthy social interaction they would be, how much more vibrant our class discussions would be and how much better they would bounce back from setbacks (in class).”
— Written by Melody Na
ROCK club member junior Tove Kaleba
For junior Tove Kaleba, a Reach Out, Care, Know club member, the first line of defense against peer pressure includes the club’s student-led community care activities: watch parties, animal farms and gratitude events. Especially during finals week, Kaleba notes that initiatives like these foster greater understanding of the emotional mechanics behind test-related stress, helping students avoid susceptibility to peer pressure.
“When you’re aware of your emotional state and mental health struggles you might be going through, it’s easier to take a step back and determine if you’re making a decision of your own volition or if you are feeling pressured into doing it,” she said.
Kaleba acknowledges that these influences may happen without ill intent. Still, she encourages students to mitigate peer pressure’s effects by employing mindful mental health strategies, including recognizing and adjusting these behaviors.
“A lot of the ways that we can harm people are not on purpose (but instead are) because we don’t know that we’re causing harm to other people,” she said. “If you see someone else struggling with it or you notice that you’re putting pressure on somebody else, correct yourself and really try to be better for your community.”
As the incoming 2025-26 ROCK club co-president, Kaleba encourages people to lean on the club’s principles in everyday life, whether it be through open talks with friends and family to ease the emotional weight of peer pressure, educating oneself about mental health or building awareness about challenges of standing one’s own ground.
“I think you need to accept that there’s always going to be a stigma around saying ‘no,’ especially to a friend,” she said. “But, you can’t make decisions about your life based on what other people think you should do.”
— Written by Vanisha Vig
Students aid canine community through volunteering Sophomore Evan Little: Fostering
Scrambled, Poached, Omelet, Sunny Side Up, Over Easy, Benedict and Hard Boiled: these are the names of the seven puppies that share the same mother, Egg. Every morning, sophomore Evan Little would wake up, take the litter outside and watch as they ran and tackled each other.
“They’re crazy, they’re insane,” he said. “Because we had them in a little pen, you would go into the pen and all seven of them would start trying to climb on you. They were the size of guinea pigs.”
Filled with passion for dogs and hope for companionship, Little and his family’s journey to fostering pups took root after they first adopted their own Labrador, Murphy, in 2017.
Because we had them in a little pen, you would go into the pen and all seven of them would start trying to climb on you. They were the size of guinea pigs.”
Sophomore Evan Little
“I think one of the reasons (why we fostered) was (because) we first got our dog, Murphy,” he said. “We got her after Trump was first elected into office as a way to cope with the election results.”
weeks old, with the last pup being adopted recently.
To watch after the puppies, Little’s family used leftover supplies from when they adopted Murphy and other resources provided by DPS Rescue. Fostering a large litter size was a tiring process that included training, feeding and taking the pups out to relieve themselves. However, the experience was rewarding and exciting to Little, even if it got slightly stressful when he was home alone.
“We needed to have a lot of puppy pads because they were not house trained,” he said. “We didn’t really train them with their names because their names were eventually changed. They all responded (to) ‘puppies’ because my mom would yell out ‘puppies’ before she fed them.
Little recalls many special memories with the pups — whether they were falling asleep on his lap or playing with children in the pen — but he especially cherishes when they became more vocal and barked for the first time. Along with other light-hearted moments, Little created individual bonds with each puppy.
few months old, but getting a batch of newborns and a hormonal mother is hard (the) first time,” he said.
Although quieter now, the family’s home is still full, with a dog, three cats — Bailey, Guinness and Yara — and even a neighborhood cat they’ve unofficially taken in as their own.
“The house feels a bit emptier without the puppies,” Little said. “But, we still have plenty of animals to love.”
— Written by Yael Gottesman
” My mom’s been volunteering (at DPS Rescue) for a while, so we went to a few events, and we had been thinking about fostering for (some time).
Later, through volunteering every other Saturday with local rescue organization Dog Protective Services Rescue, Little was introduced to Egg, a two- to threeyear-old stray Labrador mix rescued from Fresno, Calif., and her week-old pups, whom they welcomed into their home in February this year.
“We like dogs (and) we (already) have a Labrador,” he said. ”My mom’s been volunteering (at DPS Rescue) for a while, so we went to a few events, and we had been thinking about fostering for (some time).”
While waiting for the puppies to be adopted, Little cared for them until they were about three to eight
“ ”
Sophomore Evan Little
“Scrambled was one of my favorites,” he said. “I have fond memories of lying down and Scrambled coming up and lying on me. She fell asleep on me a few times, and then she started eating my hair. Benedict (also) tried to eat my hair. I swear I heard a crunch one time.”
Little recommends to those interested in fostering that they first gain experience taking care of dogs or a single pup before moving on to puppies.
“I’d try an older dog or one puppy that’s already a
Juniors Lilia Alishahian and Violet Hayes: Puppy blankets
Since they were young, juniors Lilia Alishahian and Violet Hayes have had a love for animals and an understanding of how meaningful pet adoption can be. For Hayes, this deep care began when she visited a family member who fostered rescues.
“(Visiting her) was a big moment for me,” she said. “She told me the story about how (she rescued animals from) the street, and it made me really happy. That’s how (my family) ended up adopting our cats.”
For Alishahian, her care for animals was sparked by a close connection with her dog.
“I have always really liked animals, ever since I was a young kid, because I’ve always wanted a dog,” she said.
“When I did get a dog, I found a lot of peace in my pet.”
there’s so much wealth in the area that (families) have enough money to buy from a breeder instead of adopting.”
With this passion for helping animals in need of a home, the pair decided to focus their project for the Advanced Authentic Research course on advocating against the breeding of pets and promoting adoption from shelters. They began their research through expert interviews with organizations supporting animal shelters and rights.
“One thing that really struck me was (that) a part of (this issue) is because of COVID-19,” Alishahian said. “A lot of people lost their homes (during the pandemic), and they were unable to take care of their pets.”
She was telling me the story about how (she rescued the animals from) the street, and it made me really happy.
Junior Violet Hayes
After expanding their knowledge on shelter overcrowding, Alishahian and Hayes learned that the problem was worsened by the continued demand for breeder-sold pets. The two set out to increase community awareness on the corresponding issue by giving presentations in Social and Emotional Literacy and Functionality classes.
“We decided we wanted to do some social outreach with the Gunn community because one of the big problems is that people didn’t know (buying from breeders) was a problem,” Hayes said. “So, they continue to buy from breeders, especially because
In addition to their efforts in advocacy, Alishahian and Hayes partnered with local animal shelter Berkeley Humane for the interactive portion of their project — making dog blankets. The pair set up workshops in the SELF classes they presented to, including SELF Program Coordinator Lauren Howard’s, for students to participate in the activity and learn about the purpose of their project.
“Someone in Ms. Howard’s SELF classroom (wasn’t even a part of Ms. Howard’s) SELF,” Alishahian said. “She just found out that (the SELF class) was making blankets that day and came to support us.”
The project also broadened its impact through other outlets, including the AAR 2025-26 cohort’s shared Instagram account, @aarsj_atgunn, where they posted their flyers online.
“(We promoted) the workshops through social media,” Hayes said. “We shared adoption stories, provided adoption forms on our presentation and flyers (that were posted around school) and collected information (on our) posts (while) tracking engagement.”
All of Alishahian and Hayes’ efforts reflect not just a project, but a genuine passion for animal welfare. Their commitment to positively contributing to the general attitude towards adoption stems from their care for the well-being of animals.
“I hate to see any individual suffer, no matter what type of animal (they) are,” Alishahian said. “With animals, I can see them suffering, and I have a direct way I can help. Therefore, I will and want to do what’s in my power.”
— Written by Anne Dong
Graphics by Sophie Kou and Vin Bhat
Sophomore Evan Little holds his foster pup.
Junior Lilia Alishahian’s dog, Summer, sits on a blanket made in SELF.
CourtesyofEvanLittle
peers at the beginning of each class are his favorite part of Unity Physical Education, a course that merges General Education and Special Education students. This shared space has given Rao the opportunity to form and strengthen friendships while cheering for one another to finish a mile run.
“We walk around the track and talk about what we’re going to do (or have already done) over the weekend,” he said. “Like yesterday, there was a sophomore asking me about what classes I took because he wanted (advice).”
Experiences like Rao’s are reflections of what PAUSD’s Adaptive P.E. teacher Angel Sheridan and retired P.E. teacher Kim Sabbag — creators of Unity P.E. — hoped to foster when they first developed the class before the COVID-19 pandemic.
“We both had a passion for making sure our kids felt seen and included in the community, and trying to find a way to make that (happen even more) was part of the catalyst to get this class going,” Sheridan said.
Though the pandemic delayed the course’s launch, Unity P.E. eventually became a permanent offering after students returned to in-person classes in 2022-23, turning the mission of broadening inclusive education tools into a reality, according to Sheridan.
We both had a passion for making sure our kids felt seen and included in the community, and trying to find a way to make that (happen even more) was part of the catalyst to get this class going.
Adaptive P.E. teacher Angel Sheridan
“Especially as we get to high school, it’s harder sometimes for our SpEd kids to find community in school, and (Unity P.E.) was one way they could (achieve more belonging),” she said.
Unity P.E. follows the same curriculum activities as GenEd P.E., including running around the track, athletic training and sports units such as volleyball. However, Sheridan notes that Unity P.E. uses a more adaptive approach to meet students’ comfort and capability levels. One method is grouping students by skill level or focus area, where they can work at their own pace while participating in the same activity.
“We practice the skills together and learn together,” she said. “Then, when we (go) to game play, we split up into areas that we (felt) the kids could really focus on what they (need) for the class.”
Rao describes how this structure builds individual bonds between all students, including those with moderate to severe learning needs from the Futures program.
“(Student pairs) help during the unit (because the teachers) try to pair off each of the Future kids, and they try to have a response and a bond with them,” he said. “(This) motivates them to finish the mile and the other activities the teachers have planned for us.”
Sheridan also explains that another key aspect of Unity P.E. is that it encourages a shared responsibility between the GenEd and SpEd students to support each other.
“We just kind of really hone in on working together and collaborating, (while) also giving opportunities for you to
Instructional aide Maria Camacho-Acosta also mentions that Unity P.E. embraces outdoor movement and expression, removing some barriers that are present in other classes which support GenEd students’ understanding of how their SpEd peers feel and act. Indoor classes have potential to become disrupted due to behavioral problems, leading to the removal of SpEd students. In Unity P.E., however, students are able to express themselves more freely without causing disturbances.
(Student pairs) help during the unit (because the teachers) try to pair off each of the Future kids, and they try to have a response and a bond with them.
Junior Arez Rao
“I feel like (Unity P.E.) gives GenEd students the tools to get to know (SpEd students),” she said.
Despite the program’s inclusivity goals, Rao acknowledges that challenges may arise due to students’ differing needs. However, he emphasizes that patience and an open mind have helped participants succeed, specifically in social and emotional development.
“(Sometimes people) think (SpEd students) are going to be violent or hostile, but that is not true,” he said. “They are kids, just like us, expressing themselves (differently), and this class shows you this.”
Striking a similar chord, Camacho-Acosta mentions that these interactions spark a sense of community that leads to increased confidence among SpEd students.
“They get their safe space, which is with the aides and their homeroom friends, which would be our SpEd students, but I (also) feel like the GenEd students give them a sense of independence,” she said.
By joining Unity P.E., GenEd students, CamachoAcosta describes, have the chance to connect with SpEd students and fortify a mutual sense of belonging.
“I would encourage more people to join (Unity P.E.) to get to know (the SpEd students) (because) it’s harder (to do that) in other GenEd classes, but (with) Unity P.E. you get that liberty,” she said.
Sophomore and Unity P.E. student Chelsea Liu echoes this sentiment. Since up for the class, Liu has been able to better understand her SpEd peers, particularly through Talking Thursday, a day when GenEd-SpEd student pairs are assigned a specific topic to discuss.
“It has helped me know more and understand more about students with disabilities and (know) what difficulties they are facing,” she said. “(It also) helps me to learn to become more inclusive and patient.”
Liu mentions that while she had a good experience in the class, she believes its fit may depend on the individual.
“If you want to learn more about students with disabilities, make friendships and develop your ability of teamwork (skills), it is definitely a good choice for youth to join Unity P.E.,” she said.
—Written by Eanam Maor
the field into a vibrant celebration of inclusion, perseverance and school spirit.
Over 200 students from PAUSD and neighboring districts gathered to compete in events such as the mile run, throwing and relays, having previously trained in their adaptive physical education classes.
This year, the event was hosted in partnership with Special Olympics Northern California, the Palo Alto Community Advisory Committee for Special Education
elementary school Special Education students, who sang and danced to set a joyful tone for the day.
Gunn SpEd Specialist Natalia Hawthorne emphasized the value of inclusion that Special Olympics promotes.
“Special Olympics has provided a great opportunity for (Gunn’s SpEd) students and all other Special Education students to engage in not only an athletic experience, but also a unifying one,” she said.
Founded by Eunice Kennedy Shriver in 1968 to provide athletic opportunities for individuals with intellectual disabilities, Special Olympics began as a backyard summer camp and has grown into a global movement empowering millions of diverse athletes. Emphasizing dignity, acceptance and the transformative power of sports, Special Olympics events like the one held at Gunn continue to celebrate every athlete’s ability and uphold the legacy of unity.
Top: Junior Kiyan Jhaveri high-fives freshman Diego Delgado Ardon after reaching homeplate. Middle: Junior Arez Rao participates in kickball. Bottom: Freshman Diego Delgado Ardon, at kick, sends the ball to his right.
Photos by Mars Ezakadan
Graphic by Michael Lu and Vin Bhat
—Written by Vin Bhat
SPORTS
Sport popularity relies on media coverage
Sports with big marketing budgets enjoy the spotlight and large fanbases while others remain in obscurity
Basketball, soccer and football are extremely popular sports, with massive fan bases that fill stadiums to the brim. However, equally demanding sports such as water polo, fencing or rowing struggle for even a fraction of the exposure and visibility mainstream sports receive, often going unnoticed. This isn’t because these athletes lack talent, but because popularity doesn’t purely rely on performance. The myriad of factors determining popularity in sports create a divide where mainstream sports thrive off exposure that fuels further growth and attention while lesser-known sports remain overlooked due to a lack of visibility.
Certain sports become popular not only because of what happens out on the field or courts, but also because of what surrounds it. For example, over the last 20 years, the Super Bowl has had an average length of 3.5 hours but social media coverage and highlight videos, which audiences are drawn to, often stretch interest out for days.
“I see a lot of sports edits, but a lot of the time, there are big highlights that I see,” he said. “Sometimes it’s funny moments, and other times, it’s the best or most impactful moments of the game.”
Smaller sports without this media backing receive fewer viewers. This causes less media coverage which means fewer viewers. This cycle repeats itself on and on.
Audience mindsets also focus on drama and storylines outside the arena, frequently over statistics and outcomes.
900 million estimated volleyball fans
This media visibility is selective and determined by the resources each sports league holds. Billiondollar sports leagues secure media deals with large broadcasting organizations, expanding their outreach easily. From simple highlights on sports-streaming platforms to edited videos on social media, these sports dominate feeds, reaching a larger and more diverse audience. The most intriguing types of media also come from the popular sports like basketball and football. Sophomore Sports Fan Club member Jake Wood finds
Source: The US Sun
According to SportsOnSocial’s Global Sports Properties 2025 report, there was a 322% increase in 2024 in online searches for the WNBA. This growing attention has been driven by the highly
publicized debut of star Caitlin Clark, whose viral personality and electrifying skills captured national attention and attracted new WNBA fans on a scale never seen before. With the media highlighting specific scenes and personal interviews, viewers and fans become emotionally invested in the individual athletes. The players aren’t just athletes, but rather cultural icons, influencers, celebrities and more. This emotional connection developed in popular sports is much harder to create in niche sports, such as rowing and fencing, since they often receive less attention not only on a team scale, but also on an individual scale. Without this presence, it’s harder for fans to feel emotionally invested in their journeys.
experienced this phenomenon.
“I like watching sports with other people who enjoy the same sport, because it’s like a form of bonding,” she said.
However, smaller sports are limited to a fan base made up of those who play the sport or live in a community where it is popular. According to market research from the International Cricket Council in 2018, 90% of cricket fans are from India. While cricket is popular in South Asian regions, it isn’t as part of the American mainstream. Most fans get into a sport by growing up with it or seeing others involved. Without that connection, engagement is unlikely.
This is especially relevant as many people are drawn to sports that they grew up playing, and some sports to young players.
42.3 million viewers for rowing at the rio olympics in 2016
Source: World Rowing Viewership Statistics
sports like skiing and rowing require specific conditions and complex equipment.
Sports have consistently been a form of entertainment that makes up a country’s cultural identity. For example, in the United States, celebrating football and basketball with tailgating and wearing team colors have deep roots within American culture. Whatever tradition they practice, sports help create connections between those with mutual interests, serving as a way to create community and a shared sense of belonging. Therefore, these sports will be able to gain more popularity through the word of mouth.
Junior Hannah Casale has
In the end, popularity isn’t just decided on the competitiveness of a sport, but how, well audiences can connect with it. Without these connections, even the most intense sports can go unnoticed. Sophomore Thea Kissiov, who is part of the wrestling and track and field teams, echoed this idea, noting how her sports have not recieved the same recognition compared to mainstream sports at Gunn.
“In general, the only sports that get attention at school are football and basketball, so I don’t think my sports receive enough attention from the school or through the media,” she said. “I think those sports are more popular because they’re a big part of American culture, so more people grew up watching those sports.” and playing them.”
50 million
extra f1 fans between 2021 and 2024
Source: GrandPrix 247
In recent years, Formula One racing has seen a meteoric rise in popularity, and through impressive marketing, the sport has established itself as a fixture in pop culture. Many new fans like junior Emma Lipp have been entranced by the sport.
“One of my close friends kept posting about it on Instagram and TikTok, so I just got interested in it,” she said. “(That) got me into watching races. Then I got into it and kept talking about it with my Lipp first watched “Drive to Survive”, a Netflix series documenting the behind-the-scenes of the races. She explains that the series, displaying the drama of F1, has introduced many people to racing.
“It helps explain more of the sides you don’t see through just watching races,” she said.
In the show, viewers learn about the unique personalities of each driver. This media strategy has propelled drivers to a celebrity status, which Lipp believes has helped draw more fans in.
“What I thought was really interesting was the strategies they have for every race, because (each circuit) is different,” she said. “Then also, (there are) two drivers being in the same (kind of) car, but both of them perform so differently. I think a lot of it has to do with the drivers (themselves), but I think it’s just a cool sport.”
—Written by Melody Song
Graphics by Sophie Kou and Sylvie Nguyen
Graphics by Sylvie Nguyen and The Oracle Archive
—Written by Olivia Lee
Greatest player of all time: lebron vs mj?
Team Lebron James
lebron JaMes has scored 42,184 total points, the Most by any nba player ever.
Team Michael Jordan
—Written by Roy Lao
In the early ‘80s, the Chicago Sting, a professional indoor soccer team, sold more tickets than the Chicago Bulls, the now-popular team in the NBA, selling 13,000 tickets per game compared to the Bulls’ just 9,000 during the 1981-82 season. Then, Michael Jordan came along in 1984. During his 13 seasons with the Chicago Bulls, Jordan almost single-handedly elevated the city, the team and the NBA to new heights of popularity. For instance, when the Bulls played the Atlanta Hawks in 1998 at the Georgia Dome, a record 62,046 fans were in attendance to see Jordan play. On the court, Jordan was the most dominant player and remains the greatest basketball player of all time, gaining some of the most impressive accolades ever with his Jordan’s long list of achievements reads like a fantasy: six NBA championships in six Finals appearances, five MVP awards, 10 season-scoring titles and 14 All-Star selections. He also has the highest average points per game of all time at 30.1. With these statistics, LeBron James’ resume pales in comparison, with only four rings in 10 Finals appearances and just one season-scoring title. While every single NBA player exemplifies discipline and hard work, Jordan’s intensity is unmatched. On the Chicago Bulls’ documentary, “The Last Dance,” former NBA star James Worthy recalled that when they played in college together, Jordan immediately sought him — the best player on the team at the time — out to play one-on-one every day after practice. According to Worthy, he was better than Jordan for only about two weeks. Over his career, this mindset of being the greatest led him to domination and two threepeats, and is a major reason he is definitely the GOAT. Even when Jordan faced stiff competition, he still managed to dominate: during his renowned playoff runs in the 90s, Jordan faced countless NBA legends. To list a few, in the playoffs, he faced Patrick Ewing, Isiah Thomas, Magic Johnson, Charles Barkley, Clyde Drexler, Gary Payton, Karl Malone and John Stockton. He toppled all of them, leading the Bulls to secure half a dozen championships for the city. In a time of such extreme competition, Jordan excelled in every single series, averaging an NBA record of 33.4 points per game in the playoffs. Jordan never backed down from a challenge, and in the end, his stories, combined with his awards, prove that he is undoubtedly the greatest player to ever have walked the court.
—Written by Yu-Ming Liu
Graphics by Yael Gottesman
coach vin’s playbook of bizarre sports brilliance
Coach Vin advises: Not washing your lucky sock isn’t bad unless you consider fungal kingdoms and romantic breakups “bad.” That crusty tube of nostalgia might smell like regret, but if your team hasn’t lost since you were born in ‘09, who are we to argue? Just store it in a well-ventilated shrine and maybe “or definitely” avoid bringing it to any first dates. Or second ones. Or even third ones. Or maybe anywhere near humans.
Coach Vin advises: Pre-meet spaghetti is a must. Precision pasta fueling is the future of peak performance. Bring the exact amount of pasta needed and a solemn sense of ceremony. If anyone questions it, just whisper “carbloading mysticism” and continue counting your sacred noodles. Champions are built on a solid consistent routine that is… and starch.
Coach Vin advises: Remote placement is everything. Misplaced remotes cause interceptions, missed shots on goals and existential dread. For optimal results, measure your table-to-couch angle to three significant figures, calibrate the vibe and protect the sacred clicker at all costs. Sports gods reward precision. And snacking. They love snacking.
Azuki Radhakrishnan
Rin Sanami
Azuki Radhakrishnan
Generation Z revisits nostalgic 2000s trends, expresses identity with fashion
Today, digital and Polaroid cameras can be spotted from miles away, becoming tools to recreate the retro vibes of the Y2K era, which refers to the late 1990s and early 2000s. Fashion items — like small shoulder bags, low-rise jeans and velour tracksuits — have also made a comeback.
Despite the growth of modern trends today, many born in Generation Z romanticize the past, especially the Y2K era. According to a 2023 survey by consumer trends tracker GlobalWebIndex Zeitgeist, 56% and 37% of Gen Z respondents feel nostalgia for the 2000s and 1990s, respectively. Their nostalgia for a decade they did not experience first-hand is an interesting psychological phenomenon.
With so many decades and past trends to choose from, why has Y2K become so popular? Well, it’s because of the 20 years that have passed since the 2000s, which turns out to be the perfect time period to feel nostalgic.
This is explained by the 20-year cycle theory, which was proposed in the 1930s by English museum curator James Laver. According to the theory, trends will inevitably come back in cycles that repeat every 20 years. Romanticizing the past isn’t unique to just our generation. While Gen Z in the 2020s yearn for the 2000s, the 1980s nostalgia was just as pervasive
In a digitalized society, it’s very easy for Gen Z teens to be exposed to Y2K trends online and revive old trends by reusing items. With numerous societal problems today, such as political polarization and climate change, aestheticizing items from the past becomes a source of psychological comfort that allows Gen Z to find peace and avoid society’s tumult.
For sophomore Victoria Segal, the 2000s reminds her of her childhood where the environment seemed more positive.
“It takes me back to being a kid with all the old teen movies, and there was a lot more excitement in the (1990s and) 2000s with all the colors,” she said. “It makes me think of my childhood before social media, (with) the colorful, sparkly (elements) and clothing. It makes me happier because it reminds me of a time where I was carefree about the world.”
Segal reminisces about the past mainly due to school-related stress that often overwhelms her in the present.
“I definitely feel (nostalgia) because life is changing so much right now and it’s full of stress, so it’s nice to go back and remember the moments,” she said. “Now, there’s so much stress because (of factors such as) colleges and APs.”
fashion, such as baggy jeans and goth clothing. These items are seen as more expressive and colorful than current trends that lean more towards minimalism or fast fashion due to the more carefree vibe back then.
Gen Z often refers to the 2000s, especially, as “the good old days,” even though the good old days had problems of their own. While romanticizing the past could be the result of sidestepping today’s turmoil or counteracting stress, appreciating and cherishing the present could help the younger generation discover more meaning in the present.
Due to these stressors, Segal often seeks comfort from Y2K trends, and especially enjoys wearing Y2K
Pop music deemed ‘basic’ due to universal listening, repetitive chord progressions, song frequencies
Pop music dominates airwaves, TikToks and mall playlists alike, often at the cost of being called basic. This criticism isn’t just about taste — music theory backs this accusation. Student singer freshman Hailey Matta often encounters this simplicity when playing guitar chords.
“I’ve played some pop music (on the guitar) before,” she said. “There are very similar chord progressions in pop songs, but it’s not necessarily a bad thing. I think with the same chord progression, there could be a lot done with a song.”
Pop music is often built around the same musical foundation: many songs use the 1-5-6-4 chord progression, a sequence of continuous notes that build a pattern within the song. It’s a harmony so ubiquitous that it forms the backbone of thousands of hits from The Beatles to Justin Bieber. It’s accessible and predictable, which is often the point.
Matta finds that pop music has a certain feeling to it that a wide range of people can connect with, no matter what music they listen to.
“I think some forms of pop music could be considered basic,” she said. “I’ve heard lots of people say it doesn’t have any merit to it, but I feel like pop music can set the mood for certain occasions or parties.”
This isn’t just a coincidence: Pop music being
suitable for most events has a biological explanation. According to University of Arts Helsinki researcher Ivan Jimenez, our auditory system is neurologically wired to favor predictable, mid-frequency harmonies, making these chord structures not only catchy, but biologically appealing, which explains why pop music can be universally used.
Explaining how frequencies relate to chord progressions, the 1-5-6-4 progression tends to highlight consonant intervals — particularly perfect fifths and major thirds — that fall within the most sensitive range of human hearing, between 50 and 4000 hertz. This frequency band is also where our ears are most attuned to speech, which explains why pop music using these progressions often feels instantly familiar or emotionally resonant.
Repetition, whether in lyrics or in melody, also helps listeners remember and come back to the song, increasing profit and popularity for the artist.
Junior Reece Giresi, an avid music listener, notices that song structures are often very similar.
“There’s usually a catchy hook, which is repeated frequently,” he said. “Sonically, (there’s) a lot of lighter sounding instruments and (less) hard bass or drums.”
Giresi adds that these choices aren’t inherently bad, but they do contribute to why pop music is often
deemed formulaic for many.
Giresi points out that the stigma around pop being basic may have more cultural forces than musical.
“There’s this idea that if something is really popular, then it’s not deep or meaningful,” he said. “It’s like calling blue jeans basic. Everyone wears them, but they’re also functional. Pop is just the most common form of music, but there’s nothing wrong with that.”
Giresi also believes that many pop artists are pushing the boundaries, creatively coming up with lyrics or blending smaller sub-genres.
“One of the reasons I like Sabrina Carpenter’s music is because she’s really funny in her lyrics,” he said. “Her personality really shines through. (It’s the same with) Chappell Roan too — people love her because she brings something different.”
Matta echoes that sentiment, remarking on unique aspects of songs that can make them more original, despite having a similar format and sound to other music.
“There can also be a creative side to pop,” she said. “Just because the patterns are similar doesn’t mean an artist can’t add their own personal touches that make it more interesting.”
—Written by Melody Na
—Written by Claire Jittipun
Graphics by Michael Lu. Photo courtesy of Victoria Segal
Kaylee Cheng
Ezra Rosenberg
Kaylee Cheng Vin Bhat
THE ORACLE’ S HERITAGE MONTH THEMED CROSSWORD
ACROSS DOWN
1. Hawaiian coffee district 2. Baba au ___
A big fan of
Caused by a cramp
Place to say “I do” 6. Hawaiian garland
Spanish years
8. Rational
9. Ring-shaped reef 10. Rich dessert
11. Prince in “Frozen”
12. Concludes 15. Bestowed with 17. Sacred Egyptian bird
21. People taking les examens
23. A peacock’s walk (2 words)
25. Went back and forth
26. Comes up
27. Study of food and culture
29. ___lero ___la
30. Spoiled
32. Skate tightener
33. Joints with caps
35. Like policies prohibited by Title IX
38. Edits
tellers
46. Singer Redding
48. Obligation
50. Texas symbol
54. “To be, or not to be” speaker
58. “Fingers crossed!” (2 words) 59. Coconut treats
Rounded roofs 62. Neutral shade 63. Radius’s
42. “Little Shop of Horrors” hero
45. Michelin rating unit
47. Conical home
49. Mover’s rental
50. Jar tops
51. “Now I get it” (2 words)
52. Prayer ending
53. Marathon, e.g.
55. Obama’s stepfather ___ Soetoro
56. Sicilian city
57. Old Russian ruler
60. Dernier ___
Finished the crossword? Come to P-115 during lunch or 5th period with your completed puzzle to collect a prize!
California Avenue brings affordable, authentic cuisine
Jewish: Izzy’s Brooklyn Bagels
Nestled in a corner of Palo Alto’s California Avenue lies a shop with bold white words spelling out “Izzy’s Brooklyn Bagels.” This gem brings East Coast Jewish deli to the Bay Area and has been a favorite among locals, offering traditional Jewish-American foods that melt in your mouth.
As the name suggests, bagels are the heart of Izzy’s, baked fresh at the beginning of each day. They are dense, flavorful and come in a variety of flavors, ranging from a regular bagel all the way to garlic and chocolate chip. Not only do they have a variety of bagels, but they also offer a schmear to go along with each, priced at $1.95. Each combination is delicious, but especially the lox and cream cheese bagel piled high with silky Nova lox, red onions, capers and whipped cream cheese. It’s a fun BuildA-Bear, but with food!
If you’re ever craving something
creating a tasty combination.
Obviously, Izzy’s can’t bring “East Coast Jewish” without classic Jewish foods. Their babka is braided with a generous chocolate layer — each bite makes you want another. They have other baked goods such as a crescentshaped rugelach, all little nods to Jewish deli dessert staples.
For those wanting to explore the options at Izzy’s, they offer traditional hot pastrami and corned beef sandwiches, both stacked on rye or your choice of bagel. Each dish comes with potatoes or knishes — potato-filled pastries — and even traditional Jewish foods such as matzo ball soup and latkes — potato pancakes.
Izzy’s is truly a hidden gem. Affordable, welcoming and with a deeply-rooted ode to traditional Jewish food, this bakery blends flavor and familiarity.
—Written by Yael Gottesman
South Asian: Zareen’s
As ethnically diverse as it is, Palo Alto shares history with Pakistani and Indian flavors, but few places embody those cultures like Zareen’s. Under a multicultural mural and framed pieces of Pakistani truck art, silver trays bear silken curries, chicken tikka rolls wrapped in buttery paratha and samosas lashed with cumin.
Before you touch your plate, it’s irresistible not to feast your eyes — whether on the complementary chai or your neighbor’s tray of papri chaat crowned with yogurt and tamarind. At Zareen’s, even the vegetarian dishes, often an afterthought elsewhere, are another realm that is equally enjoyable, like the Palak Paneer Thali that features spinach and Indian cheese.
The elements reflect the vision of Zareen Khan, the owner and a South Asian immigrant. Crafting her heritage and cuisine into a culinary empire for the past 10 years, Khan opened a third location in Redwood City in 2020. Still, the Palo Alto location draws high attraction for families, co-workers
and hoodie-clad students as the only location open until midnight daily.
With an abundant blend of sizzling spices and the vibrancy of femaleillustrated artwork, Zareen’s is living proof of a myriad of themes, including ethnic cuisine and women’s empowerment.
The Bay Area is home to one of the country’s largest South Asian populations, a community that Zareen’s serves and represents. By bringing Pakistani and Indian food to the forefront, the eatery has also helped establish these flavors.
Every bite at Zareen’s is as authentic as what you would find in the very places that shaped Khan’s family’s journey and continue to inspire her recipes at Zareen’s.
—Crossword by Anne Dong
—Written by Sylvie Nguyen
Photo illustration by Azuki Radhakrishnan, Ezra Rosenberg and Vaani Saxena
Photo illustration by Sylvie Nguyen, Azuki Radhakrishnan and Ezra Rosenberg
51. 52. 53.
Drive in: Movies, television shows slated for the summer
‘F1’ brings racing to the movie screen
Start your engines and gear up for the movie of the summer. Set to release on June 27, sports action film “F1” is directed by Joseph Kosinski and stars Brad Pitt as Sonny Hayes, a fictional retired Formula One driver who makes a surprise reappearance to aid a struggling team.
After leaving the racing world due to an injury, Hayes returns to help APXGP — the crew owned by his friend Ruben Cervantes, played by Javier Bardem — which is on the
verge of collapse. Attempting to bring the team back to success, hotshot rookie Joshua Pearce, played by Damson Idris, must work together with Hayes, balancing old-school driving traditions with new, modern styles to win the race to redemption. F1 fans and film buffs alike should prepare to have their axles blown off by this future blockbuster release.
—Written by Gwen Domine
‘The Summer I Turned Pretty’ returns for Season 3
The love triangle of the summer is back for another season. Team Jeremiah or Team Conrad? The tense debate continues as the popular Amazon Prime show, “The Summer I Turned Pretty,” will begin streaming its third season on July 16. The question is: who will Belly choose?
The show starts off by introducing 16-year-old Belly Conklin, who has had a childhood crush on Conrad Fisher. When
she finally gets sick of chasing him without any reciprocation, she realizes she could turn to Jeremiah, Conrad’s younger brother, instead. Through the first two seasons, tensions increase as the two brothers vie for Belly’s affection, and in the upcoming final season, she will make her official choice.
—Written by Vaani Saxena
Plans in the group chat Learning life skills Making memories
Every senior trip starts in the same sacred place: a group chat with 27 people, 400 unread messages and zero decisions.
It begins with big dreams: “Let’s go to the beach,” “No, the mountains” and “Wait, what about a cabin with a beach on a mountain?” Somewhere in there, someone makes a Google Doc that three people edit and no one reads.
Weeks go by. Suggestions pile up. Dates conflict. Someone’s mom says no. Someone else drops out but stays in the chat just to react with emojis. The group name changes from “Senior Trip!” to “Trip Planning” and finally to “Is This Even Happening?”
But just when you begin to think the trip is dead — buried under indecision and memes about packing light — one person actually books a place. It’s real. It’s happening. You’ve made it.
As high school seniors wave goodbye to piles of homework, pop quizzes and “See me after class” emails, they leap into post-graduation adventures. Four years of notes and papers are tossed into recycling bins as they set off for either sunny beaches or bustling cities.
Procrastination pros who once crammed for exams now swap calculators for airport security checks and P.E. classes for packing woes.
Forgetting quotes from AP Lit and lab data from science classes, recent graduates pick up life skills — like asking for directions in a language they don’t speak or thriving on instant noodles. They explore new places, snap selfies and “find themselves,” though they mostly end up finding overpriced souvenirs.
Senior summer means road trips — a classic adventure before heading off to college. With friends crammed into a car, a playlist of singalong anthems and a backseat cooler overflowing with snacks, they chase sunsets and roadside attractions. Along the way, they battle over which fast food drive-through reigns supreme. During the course, the road itself becomes a canvas for memories — long drives filled with laughter, random bursts of deep philosophical reflection and the thrill of an unscheduled detour that somehow turns into a three-hour adventure. It’s not about the destination — it’s about the five-minute stretches of silence where you realize you have no idea where you are.
—Compiled by Ya-An Xue
Spring Into Summer Lizzy McAlpine
Graphics by Michael Lu, Sylvie Nguyen and Azuki Radhakrishnan
Courtesy of Amazon Prime Video
Courtesy of Warner Bros. Pictures