Cover photos contributed by Greershotz and Brian Divino ʼ25
Design and back cover by Olivia Signorile ʼ25
February Staff
Editors-in-Chief
Nina Bowens & Lily Hultgren
Managing Editor
Mia Bomback
Associate Managing Editor
Lily Rimm
Creative Directors
Alex Gaines & Olivia Signorile
Business Managers
Charlotte Berner, Rylie Cordella & Caroline Zajac
Editors
Camille Blundell
Catie Campagnino
Elsa D'Elia
Will Enquist
Avni Krishna
Phoebe Rosenberg
Sophie Smith
Advisers
Joseph DelGobbo & Mary Elizabeth Fulco
Scan to see the full staff!
More About Us Inklings News is uncensored, unedited by administration, and does not allow for prior review.
Opinions
The Editorial Board determines editorial opinions that are authored by the Editors-in-Chief. Inklings News serves as an open forum for the public and welcomes letters to the editor and other submissions. Send signed letters to inklingsnews@westportps.org. Submissions will not be edited prior to publication.
Advertisements
Inklings News reserves the right to not publish advertisements that promote products that could be harmful to student health.
Membership
Inklings News is a member of the Columbia Scholastic Press Association and the National Scholastic Press Association and supports the Student Press Law Center.
The decisions of Inklings News and Westport Public Schools are made without regard to race, color, age, sex, religion, national origin, sexual orientation, marital status, disability or any other discriminating basis prohibited by local, state or federal law.
Contents TABLE OF
Editorial
Rethinking Staples Sports Culture:
The Editorial Board voted unanimously in favor of this opinion.
Wreckers must better balance success with supportive environment
Offering nearly 40 sports across three seasons, Staples Athletics provides countless opportunities for students to push themselves toward success—and succeed they do! Football alone has won five State Championships, field hockey is ranked seventh in the nation by MaxPreps Field Hockey and boys’ lacrosse won FCIACs for the first time in program history just last spring. However, recent issues across the athletic department emerging at the intersection of coach, parent and athlete relationships have left many wondering: what should a healthy high school sports environment look like?
POSITIVE SUPPORT:
In order for a team to be functional, both students and coaches must maintain a positive and supportive environment. This is threatened if coaches rely on harsh tactics that can range from insensitive to abusive.
Some Ed Board members recalled participating in a drill designed to practice focusing in stressful situations. In this drill, one athlete would shoot while their teammates were instructed to yell insults in an attempt to distract them. Although most chose not to participate in the verbal abuse, the coach did. Even if these types of comments are made jokingly or with good intentions, they cross a line of respect and can break the trust between player and coach. Personal insults should have no place in high school sports.
The Board views the proactive actions of athletic director VJ Sarullo, such as implementing new boundary training and working on assembling a coach’s handbook, as positive changes that will help to set explicit standards.
One recent positive change is exemplified by the boys’ basketball program. For the past two years, the coach has brought
in mental health professionals from outside organizations who led team building activities and facilitated conversations with the team focusing on how they can build a healthy environment. Actions such as these, spearheaded by coaches, can help strengthen the team’s dynamic, mental health and overall supportive sports atmosphere.
RELATIONSHIPS AND COMMUNICATION:
The backbone of a healthy sports environment is the relationships that coaches form with their athletes. The Editorial Board found that when student-athletes are exposed to more communication with their coaches, such as if their coach doubles as a teacher or school professional, many feel more comfortable with them on the field.
For instance, many of the football team’s assistant coaches double as teachers or substitutes and are often seen high-fiving or chatting with players in the hallways.
On the alternate side, members of the Board mentioned participating in sports where they only see and hear from their head coach within the months of their season, and in turn, have found them to be less approachable when it comes to more seri-
ous issues.
The introduction of ParentSquare has also not fully facilitated effective communication. The app certainly promotes respectful conversations as a result of it being recorded and monitored by the school administration, but it has, overall, created more communication problems than it has solved. Editorial Board members reported captains and coaches alike not receiving the proper training for the app. Without continuous communication between coaches and captains, out-of-season issues are born, like scheduling for outside leagues or practices.
The Board believes that player-coach communication should be prioritized, and parents should support their child in taking the initiative to address any issues that arise. In Westport, parental involvement in team politics and dynamics is common, with many parents arranging meetings with coaches to question decisions—such as why their child wasn’t selected as captain. However, when parents step in to speak on behalf of their child, they inadvertently take away the child’s opportunity to develop self-advocacy skills.
CONCLUSION:
The Board celebrates the many excellent coaches who foster supportive relationships with their Staples athletes. However, the level of support and positivity needs to be more consistent across all teams. For the future, we hope there will be a reevaluation of Staples’ sports culture, where communication, respect and support are prioritized. Ultimately, success should never come at the expense of any student’s well-being. Afterall, athletic success is measured not just by victories, but by an environment where every athlete feels respected, supported, and empowered to grow.
Graphic by Alex Gaines 25
Junior parking lottery
With excess parking spots in the tennis lot at Staples, school administrators sent out a raffle for eligible juniors to win a spot. This is the first time juniors have been allowed to park on campus prior to senior internships. Many juniors who entered the raffle had to remedy previous parking violations in order to be considered. Additionally, they had to complete a Google form including information about their vehicle by Jan. 24. The winners of the drawing were contacted by the school through their email.
“"I used to park at my friend's house but with winning a spot, it’s a lot more convenient and easier to get to."
Technology restrictions
Google recently changed their product access policy to adhere to student data privacy requirements. This will restrict Westport students from accessing 15 apps when logged into their school Google account. The restrictions include popular apps like Chrome Web Store, Google Maps, Google Photos, Google Translate and Search and Assistant. Google’s action will take effect Feb. 20, blocking student accounts. However, the apps will still remain usable for teachers and administrators.
““I would label Google translate as a useful tool for language related subjects. Though it can be used for cheating, it can be used as a very helpful tool if needed. Having a ban on it could limit some productivity.”
March testing schedule
This March is filled with SAT and PSAT testing. The sophomore class has an opportunity to take the PSAT on March 5, while the freshman class will take their test on March 12. On March 19, the junior class will take a mandatory SAT. Both the SAT and PSAT are entirely digital and will be taken on students’ own devices. All students in testing grades received an email with further instructions on how to download the Bluebook software.
““I took the PSAT freshman and sophomore year and I always struggled with the longer reading/English sections. I went to a tutor and did a practice ACT and realized that was a better test for me."
Photos by Anna Petrosino
Graphics by Alex Gaines
Graphic by Alex Gaines
Schedule Suspension:
Proposed schedule suffers student pushback, unlikely for next year
Samantha Sandrew ʼ25 Web Managing Editor
Board of Education (BOE) student representatives Calum Madigan ’25 and Souleye Kebe ’26 called for larger student and teacher feedback regarding the new proposed school schedule during a Jan. 30 BOE meeting. At the meeting, they presented opinions and quotes collected from teachers and students, expressing strong concerns about the schedule’s implementation.
IMPLEMENTATION CONCERNS
Principal Stafford W. Thomas Jr. noted that any changes to the schedule would likely delay implementation until after the 202526 school year. However, Madigan and Kebe emphasized that the schedule had been introduced without a clear majority of faculty support.
“The fact this schedule was rolled out without consensus or even a majority ‘yes’ from the faculty should be alarming,” a teacher Madigan anonymously quoted said. “It seems to be a Frankenstein's monster of the wants and desires of many people to underwhelming and confusing effect with no research-proven, pedagogical, academic or social benefit.”
SCHOOL ADMINISTRATORS’ RATIONALE
The school cited two major concerns that were paramount when formulating the schedule: eliminating lab lunch and reducing class time lost due to athletic dismissals. Superintendent Thomas Scarice highlighted that when Staples switched from a schedule
View the schedule proposed at the Jan. 30 BOE Meeting.
of 7:30 a.m.–2:15 p.m. to 8 a.m.–2:45 p.m. in 2022, there was a 33% increase in early dismissals during the fall season, as reported by the athletic department.
“You don’t want a kid choosing between participating on my athletic team and missing a critical lesson or test in a classroom,” Scarice said.
To address these concerns, the proposed schedule includes a rotating format with four lunch rotations. A scheduling committee, consisting of asistant principals, coordinators and teachers from various departments, worked for two years to design the proposal.
“If we want to look at it and open it up, we probably won’t go into next year,” Thomas said at the BOE meeting. “This schedule wouldn’t move forward for the start of next year for sure.”
STUDENT RESPONSE
Madigan argued that the proposed solutions would create additional difficulties rather than solving existing issues.
“It seems like we are taking very minor current problems, if problems at all, and solving them by introducing much bigger and unnecessary problems,” Madigan said at the meeting. “I, and the majority of the student body and teachers I have spoken with, have expressed strong negative attitudes towards implementation of the schedule.”
CALL FOR CONSENSUS
Kebe reinforced the importance of student input in the decision-making process, emphasizing the direct impact on those in the classroom every day.
“We are the ones in the classrooms, we are the ones most affected by an ineffective schedule,” Kebe said. “This is our school.”
Souleye
Make Me Free
Tampons return to bathrooms, will they stay?
Nina Bowens ʼ25 Editor-in-Chief
Many Staples students have shared a similar experience: their menstrual period arrives early, and they are forced to make an uncomfortable decision of either wading up toilet paper or making the embarrassing trip to the nurse. White boxes hanging in female restrooms, once upon a time, housed easily accessible products for students to use. This school year, however, they’ve remained hollow, triggering glares from menstruators in need. Three students in the Women in Society course last semester decided that enough is enough. Jona Bernstein ’25, Mia Lewis ’25 and Melissa Pappas ’26 took on the issue for their activism final project.
“I wanted to take on this specific project because I personally have needed menstrual products in the Staples bathrooms when there weren’t any present,” Pappas said.
They were motivated by anger, but supported by the law. The Connecticut General Assembly passed legislation in 2023 that requires public schools to supply various menstrual products in school bathrooms. The Menstrual Equity Law works to ensure that schools provide free menstrual products in grades 3-12 in every female restroom, as well as unisex bathrooms and one male restroom. The goal of the law, according to the Connecticut State Department of Health (DPH), is to ensure that no student faces any stigmatizations, shame or hassle in accessing products regardless of
51% of menstruating students don't have access to free period supplies
Source: Connecticut Department of Public Health
age, gender or socioeconomic status. Connecticut public schools were given a year to comply with the law. The grace period ended this past September.
“The Menstrual Equity Law claims that based on the size of our school, a month's worth of tampons is about 21,000,” Bernstein said. “When the tampons were first stocked, Mr. Thomas told us that about a month's worth was used in three days. When we asked if it was near 21,000, he said that it wasn’t that much.”
Staples has been historically inconsistent with providing menstrual products throughout the school. After the COVID-19 pandemic, tampons and pads were no longer offered in female restrooms for 50 cents.
The most important thing is to speak up, but also for us to make it clear how to do so, in order to create muscle memory for citizenship.” “
- Social Studies teacher Catherine Schager
In 2022, “Make Me Free,” a Staples’ Feminists Club campaign dedicated to providing students with free menstrual products. This won the majority vote of students in the Voice4Change, a state-wide initiative that allowed students to craft, campaign and vote on budget proposals for how to spend $20,000 allocated to each participating school. The following year, however, the bathrooms remained mostly empty.
So, in early January, Lewis, Bernstein and Pappas talked with Principal Stafford Thomas Jr., Social Studies Department
1 in 5
menstruating students have to skip school due to a lack of period products
Source: Connecticut Department of Public Health
Chair Dr. Lauren Francese and also Physical Education and Health Coordinator Christine Wanner. The result was a full restockment of products after their discussions.
While Women in Society teacher Catherine Schager was not involved in the conversations, Lewis sought her out to celebrate.
“I remember running to find Schager [when I saw the restocked boxes], and we jumped in the hallway together,” Lewis said. “It’s so stupid that we are so excited over tampons because they are literally a necessity for every single menstruator at our school. ”
However, at time of publication, there is not one male bathroom at Staples that has products in it. This directly goes against the “inclusivity” section of the act, which requires products in a men’s bathroom to “affirm all genders in making empowered decisions about their health,” according to the Guidance and FAQ document provided by the DPH. Despite this, Staples does stock products in the unisex bathrooms and continues to provide them in the nurse.
The question remains: will they continue to be restocked? Ultimately, the responsibility falls to the students. If something is off, follow the lead of students in the Women in Society course.
“Obviously as a social studies teacher I am all about citizenship and empowerment,” Schager said. “The most important thing is to speak up, but also for us to make it clear how to do so, in order to create muscle memory for citizenship.”
BEYOND THE CLASSROOM Three students in the Women in Society class,
Melissa Jona
“
Speak Up
”
Photos by Mia Bomback ʼ25
Jona Bernstein ʼ25, Mia Lewis ʼ25 and Melissa Pappas ʼ26, use the class' platform to advocate for restoring of tampons in the bathroom.
ONCE A WRECKER,
ALWAYS
A
WRECKER.
Beloved football coach touches down in New Mexico
Mia
Bomback ʼ25 Managing Editor
The score is 21-20. With 1:13 left in the game, the West Haven Blue Devils make one last attempt to secure the win with a two-point conversion. All eyes are on Staples’ defensive backs as Max Maurillo ’24 makes a game-saving tackle to preserve their lead. They did it. For the fifth time in Staples history and the first time in 18 years, they are state champions, thanks in no small part to the efforts of Head Coach Adam Behrends.
within and outside the football program.
“Honestly, something that I’ll always remember is when I proctored the AP exams for all of you,” he said. “What’s really made [my time at Staples] stand out for me is that it’s not just the 120 kids in the football program. This is a really neat and special community as a whole.”
Five-and-a-half unforgettable seasons, 40 victories and hundreds of lives touched—this is Coach Behrends’ legacy as a Wrecker. Now, he is ready to take on his next challenge: on Feb. 3, Behrends announced that he was leaving Staples to accept an NCAA Division 1 collegiate-level coaching role as the Offensive Analyst for the University of New Mexico Lobos.
Behrends replaced Phil Treglia as the Head Coach of Staples Football in 2019. He was working as a private quarterback coach in Florida for a Westport family when they invited him to visit Staples.
“I remember pulling in [to Staples] and seeing how huge this high school was and how nice all the sports facilities were,” he said. “It was looking like there might be an opening, so I started kind of asking questions, and they asked if I'd be interested, and it kind of grew from there.”
When Behrends first assumed the role, it wasn’t all touchdowns and trophies. In his first season as a coach, the team finished with a record of 2-8.
“Going into 2021, when we were 7-3, and right on the cusp of going into the playoffs, [I was] really proud and happy for that group because of what they had to endure the first year in 2019,” he said.
“And even though we didn’t quite take it that year, they all stuck to their guns and kept belief in what we told them was possible.”
For Behrends, the most rewarding part of his experience as a coach has been the connections he’s made with students both
"He started at a program that was not doing so great, had a 2-8 season, then with all the pressure on his back won a state championship."
-Charley Leahy ʼ25
Athletic Director VJ Sarullo has started the thorough process of choosing Coach Behrends’ replacement. In coordination with the Gridiron leadership and assistant coaching staff, a job posting has already been released, and the Athletic Department hopes to announce the next head coach in mid-March.
“The most important thing that we look for when we hire coaches is that they are good for student-athletes, specifically our Staples student-athletes,” Sarullo said in an email. “While we ensure that they have expertise in their sport, are excellent communicators, etc., the main area of focus is to make sure they are good people."
Behrends similarly believes that a good coach is willing to build relationships with every member on a team, not just the stars.
“I’d always heard growing up, ‘You're only as strong as your weakest link,’ and I remember sitting there thinking like, well, ‘There's only 11 people on the field, so the weak ones aren't going to affect this at all,’” he said. “But since I became a coach, I started to really believe that because even if it's just somebody in the weight room being negative and not trying, now, that pulls other people's energy down, and nobody’s getting better.”
Behrends left for the University of New Mexico on Saturday, Feb. 8, where he will join the recently-hired Lobos Head Coach, Jason Eck’s new coaching staff.
“I've really appreciated my time here,” he said. “This community is awesome. I love this place. It's definitely become a home to me, so I'll definitely be back visiting, and I’ll always be a Wrecker.”
"[Coach Behrends'] ability to connect with players made him more than just a coach, he was someone we could always talk to."
"He started at a program that was not doing so great, had a 2-8 season, then with all the pressure on his back won a state championship."
-Nathan Smith ʼ25
Photos by Greershotz Photography
Just say ʻCongratsʼ
Use the cards you’re dealt in the college admissions process
Samantha Sandrew ’25
Web Managing Editor
As soon as a top 20 school finds its way under a baby picture on a @ staplesgrads2025 Instagram post, the whispers start. Fellow pupils say congratulations to their face, but express confusion behind their back.
People wonder, seek answers and fabricate any possible reasons (besides actual merit) to justify the acceptance: “She had an uncle on the admission board;” “Their family gave a thousand dollar donation;” “A campus building dons their last name.”
Staples students have a fundamental inability to celebrate others success, particularly when it comes to college, and unfairly diminish the accomplishments of others. There is a constant shaming around legacy admits and those who use their connections to gain an acceptance.
This kind of “put down culture” comes from an atmosphere of competitiveness and jealousy. But it isn’t hard to understand why.
As students, we are pitted against each other in the college process, competing against our peers for the same spots at the best universities. So, when people are rejected, they look for an explanation as to why an alternate person was accepted into the same college. These attitudes, which I also am guilty of, are incredibly toxic and often misguided.
Legacy can play a factor when it comes to admission. But, legacy cannot carry your application entirely.
According to a study by the Daily Princeton, legacy students had higher SAT scores, with 38% having had a score higher than 1550, compared to 32.5% of non legacy students. The same was found for GPA at Princeton. According to the 2023 Senior Survey, over 75% of legacy students ended with a GPA of 3.7 or above, with less
than 60% of non-legacies accomplishing the same.
Legacy does often correlate to a higher socioeconomic background, which is associated with higher test scores and academic success. The playing field is even more leveled between applicants in Westport, because most individuals have a similar high socioeconomic standing regardless of legacy status, therefore having access to similar resources.
Should we be shaming those for using their resources? We all use the cards we are dealt to better our advantages. Using legacy or donating to school isn’t necessarily a bad thing; it is simply using your resources to get ahead.
Most Westport students already do this. Having an SAT tutor, a college counselor or attending a pre-college program is the same idea, just on a smaller scale. You use your resources, in these cases, money, to better your chances of success. If you had a greater edge in the game, you would use it too.
However, the duty of rectifying this criticism culture also falls on those who have these special connections. When these individuals refuse to acknowledge their privilege it creates feelings of re sentment and anger towards their ad mission. They should recognize the reality, instead of acting like their special connection does not aid them. This honesty would lessen ill feelings and create a more open and supportive conversation about the college admission process.
I’m not sitting here in the building that my grandfather donated, de fending my fellow trust fund babies. I don’t have any substantial legacy or connec tions. But I don’t blame those who do, and neither should you.
"There's a campus buiding with her last name on it." "He only got in because his dad is on the board." "Her family gave them money." "His dad went there, his brother, too." "How much
Photo by Elsa D'Elia ’25
Honoring Black History: Staples
continues efforts as national policies change
Lily Hultgren ʼ25 Editor-in-Chief
As debates over cultural recognition unfold at the national level, local communities continue to navigate their own approaches to honoring history and diversity.
On Jan. 31, the White House issued its annual proclamation recognizing February 2025 as National Black History Month. However, on the same day, the U.S. Department of Defense, now led by Pete Hegseth, released a memo declaring “Identity Months Dead at DoD.” The department further explained that it and its military branches “will not use official resources to include man-hours, to host celebrations or events related to cultural awareness months,” including Black History Month.
As for Staples High School, it remains committed to recognizing Black History Month and working to incorporate Black history into its curriculum.
“The importance of recognizing Black History Month is to highlight both the historical and present-day contributions of Black Americans to our society and communities across the country,” Principal Stafford W. Thomas Jr. said. “These contributions had been largely overlooked given in our society and certainly underappreciated and underrepresented.”
Throughout February, Thomas has honored Black History Month in his daily morning announcements and, alongside Assistant Principals Christine Cincotta and Micah Lawrence, served as an emcee for a Black History trivia event hosted
by the school library on Feb. 7 during lunch waves.
Librarian Nicole Moeller highlighted the role of student leadership in planning such events.
“The [library events and activities] that are led by students are the ones we go with,” Moeller said. “So two weeks ago, the Asian Students Association came and they led a Lunar New Year project [and the Black History Month trivia activity] was created by a student.”
Just as the library fosters student-led initiatives, the social studies department also incorporates student input into its cur riculum development.
“We can always improve and reflect on the curriculum regularly during profession al learning time,” social studies coordinator Lauren Francese said. “Teachers also seek feedback from students, and it's always great to receive that feedback from students on their course reflections.”
Beyond Black History Month events, the department is currently reviewing its curriculum to integrate more Black history topics.
“We are currently conducting a program review and looking at how aligned we are with the new state social studies standards,” Francese said. “These standards include several Black history topics, so we will be discussing those standards and consider content that should be incorporated when we make revisions.”
Social studies teacher Catherine Schager stressed the importance of embedding Black history and the histories of other
marginalized to teach us, and that, in my opinion, and the opinion of many other people, is insanely inappropriate because they are busy trying to be taken seriously in our society,” Schager said. “So, my argument would be that white allies could work together with people within these communities to try to create something that is not offensive because sometimes well-meaning people create things that are problematic because they haven't been taught about the realities of the situation.”
Schager’s students have engaged in various activism projects over the years based on their interests. In one instance, students in her Women in Society class created posters highlighting influential women in different fields and displayed them throughout the school hallways.
“There are all kinds of ways to do it,” Schager said. “But it just takes some effort and willingness to accept the fact that we can't teach everything, but we also have to realize that we can't make marginalized populations tokenistically marginalistic
and think that that's inclusion.”
Outside of the school, local organizations are also working to highlight Black history year-round. TEAM Westport, Westport’s official committee focused on inclusivity regarding race, ethnicity, religion and LGBTQ+ issues, hosted an author discussion on Feb. 6 featuring Jean Marie Wiesen and Harriet Tubman’s descendant, Rita Daniels, on their book Harriet Tubman: Military Scout and Tenacious Visionary. The group also announced the prompt for its annual Teen Diversity Essay Contest on Feb. 10.
“There are unresolved things now,” TEAM Westport Chair Harold Bailey Jr. said. “The income gaps, the knowledge gaps, the housing differences, all these things are there for a reason [...] And if you can’t understand that, you can’t understand why we are where we are now.”
While inconsistencies in Black history education persist, Schager believes the path forward lies in utilizing existing resources and ensuring that those dedicated to inclusivity take the lead.
“The wheel doesn't need to be invented,” Schager said. “Loads of people have done this kind of stuff, but responsible people who care about the populations we're talking about need to be involved.”
“English 10 Honors covered a lot of Black history, spanning from the age of Frederick Douglass and slavery all the way up until modern day BLM with the work of Ta-Nehisi Coates.”
-Anonymous student from
“I can barely recall anytime that any class mentioned [Black history] specifically. I think that the school can do much more in regards to teaching it.”
WESTPORT HISTORY In 1964, Martin Luther King Jr. addressed Westporters at Temple Israel. He locally advocated for civil rights just nine months after his iconic "I Have a Dream" speech in Washington, D.C.
Photo by Sophie Smith ʼ26
ON DISPLAY In celebration of Black History Month, the library created a book exhibit showcasing influential Black icons.
Inklings
Chef Fox Schanzer ʼ18 excels in the culinary world
Executive TV Producer
Fi ive years after graduating from the Culinary Institute of America, Chef Fox Schanzer ’18 has ample kitchen experience under his belt, including the renowned The Barn at Blackberry Farm in Tennessee and the 2 Michelin Star Gabriel Kreuther in New York City, among others. But now, he is charting his own path, leading two initiatives focused on sustainability and culinary education.
Rooted Enterprises curates plant-based meal boxes sourced from local farmers markets while Chef Fox LLC provides private dining experiences and cooking lessons, as well as consulting for restaurants.
“Coming from a place like Westport, I learned the importance of using my resources to their fullest potential,” Schanzer said. “Taking every opportunity has given me the skill set to pursue my own initiatives. But just because I work for myself doesn’t mean I don’t ask for help all the time.”
At just 25 years old, Schanzer’s culinary resume rivals that of established chefs. Part of the reason for his early success was him taking initiative in his own life and starting his cooking journey in 10th grade at Staples. He had previously struggled in school and never
found any activity that “stuck,” but found belonging in the haven that was the culinary classroom.
“When Fox first came into my classroom," Chef Gans said, “I saw that he kind of loved the whole thing. He stuck around and made sure everything was finished, he always addressed me properly, and he did his homework. That is the most important ‘spark’ I see in kids. When their thinking about cooking doesn’t stop at the kitchen door.”
But his passion for food was not always so apparent. Growing up, Schanzer's home didn’t embrace cooking. Like many, his family had different schedules and varying food preferences, creating a challenge when it came to mealtime.
“I was a picky eater and didn’t have a great diet,” Schanzer said.
So Schanzer stayed in his comfort zone for most of his life without complaint.
“Fox liked what he liked, and since he was always independent, I just let him make what he wanted, which was pretty much just peanut butter and jelly sandwiches and Trader Joe’s frozen food,” Schanzer’s father, Alan Schanzer, said.
But then Schanzer’s culinary eyes were opened one day when his mother ordered oysters for dinner.
“I was just really curious.” Schanzer said. “I kind of thought to myself ‘This is one ingredient. Why do people think it's so special?’ The curiosity overtook me for long enough that it made me realize that trying new foods is very low-risk.”
Beyond the food he was cooking, Schanzer enjoyed the independence that came with being able to cook for
himself and what that confidence allowed him to do outside of the kitchen.
“So when he came home and told me he was joining the culinary club,” Schanzer's father said, “I was like, ‘Great. He’ll go after school and make cookies.’ But I never imagined what was to come.”
Recognizing his talent and passion, Chef Gans connected him with local chefs. After working at The Whelk and The Cottage and partnering with the Westport Farmers market, Schanzer decided to graduate high school a semester early in winter 2018 and pursue an education at the Culinary Institute of America.
“I always knew a four-year college wasn’t for me. But my family was concerned about whether culinary school would be sustainable, especially since I was still really young,” Schanzer said.
But Schanzer's parents eventually realized that cooking was a future just as viable as any when their son was featured in articles by Westport Magazine and 06880 and was given the opportunity to lead cooking classes for the community at Savannah Bee company on Church Lane (now Crêpes Choupette) at just 17.
“Chef Gans encouraged me to trust my intuition and to remember that if things didn’t work out, I had a strong support system to fall back on,” Schan zer said. “But I knew that I would do anything to make food my life.”
Zoe Boxenbaum ʼ25
CHEF FOX
worked at: The Whelk The Cottage
Gabriel Kreuther (2 Michelin stars)
YES, CHEF! Executive Chef Fox
Schanzer ʼ18 and Chef De Cuisine
Nathaniel Lettieri of Chef Fox LLC pride themselves on using high quality ingredients from local farms. Schanzer and his team at Chef Fox prepare private and public dinners with their fresh, gourmet dishes.
Photos contibuted by Fox Schanzer ʼ18
Graphic from Chef Fox LLC menu
AI in film: the great debate
Oscar-nominated films used AI, prompts need for boundaries
Director
There are two widely-agreed-upon frontrunners for this year’s Academy Awards “Best Picture” race, according to critics. “The Brutalist,” directed by Brady Corbet, is a sprawling, 3.5 hour epic of a Hungarian immigrant’s experiences in a post-WWII America. “Emilia
Pérez,” directed by Jacque Audeard, is more of an enigma: a crime-drama-thriller-musical concoction about a Mexican cartel lord who decides to undergo a series of transgender operations to reinvent herself. These films appeal to the Academy in the scope of their technical prowess and their underlying themes addressing modern issues plaguing our world. Yet both of them contain one entirely unappealing factor that has spawned an intense debate among the public: the use of artificial intelligence.
When Adrien Brody passionately speaks Hungarian in his leading role in “The Brutalist,” his accent that seems too good to be true is in fact just that. The crew behind the film used Respeecher software to correct his Hungarian pronunciation in post-production.
“Emilia Pérez” used the same AI program to increase the vocal range of its lead actress, Karla Sofía Gáscon.
These decisions have ignited a storm of disapproval online from those who believe the usage of AI decreases the inherent quality of the film and the actors’ performances. If Brody’s accent, and therefore his acting, isn’t completely and authentically his own, then should he actually be awarded “Best Actor” over a performance like Timothée Chalamet’s, who spent years perfecting his Bob Dylan impression for “A Complete Unknown?”
To find an answer, we have to look to the future of movie technology, and perhaps cinema itself; as more and more jobs are replaced by AI, it’s rational to assume that the same will happen to the artistry of movies themselves. A couple years into the future, we might be watching movies made entirely with AI, in the same way robots are now replacing systematic jobs.
The Academy and movie critics may have to accept that AI might become an essential part of the art-form itself. Brady Corbet has defended the film’s usage of the software in a statement to The Hollywood Reporter. He noted that “the aim was to preserve the authenticity of Adrien and Felicity’s performances in another language, not to replace or alter them and done with the utmost respect for the craft.”
Here, Corbet suggests a future where AI exists as a tool rather than a substitute, but the question remains: where do we draw the line?
When does an AI-enhanced performance not become a performance at all?
For now, these performances should be deemed acceptable, but in the future, the Academy must endorse a certain level of ethical filmmaking guidelines before a robot wins an Oscar.
page design by Elsa D'Elia ʼ25
Alex Gaines ʼ25 Creative
G ar hp i
s by C h loe Mitchell
"The Brutalist" (left) and "Emilia Perez" (right) have been nominated 10 and 13 times respectively, topping other popular films from the year, including "Wicked."
COACH COACH
Amid recent controversies around Staples coaches, the BOE has issued contract non-renewals. This has sparked conversation about what truly defines a good coach. Turn the page to read more.
Camille Blundell ’27 & Avni Krishna ’27
WHAT DOES IT MEAN TO BE A COACH?
SInsubordination
rules and procedures
Decision to end the program
everal Staples coaches faced contract non-renewals following conflicts with athletes and parents. Ensuing Board of Education meetings saw varsity tennis coach Kris Hrisovulos reinstated, while soccer coaches Russell Oost-Lievense, Harry O’Campo and Chris O’Dell were not. These incidents have raised questions for the Staples athletics community: what does it mean to be a coach? Where is the line between discipline and abuse? What role should parents play in their childrens’ athletic careers?
18%
of coaches reported in the national coach survey reported that they felt confident in their ability to provide Mental health support.
225
westport parents signed an open letter to ensure that parents do not have power over coaching decisions.
Link to open letter
THE EMOTIONAL IMPACT OF COACHING
As told by the testimonies of anonymous student athletes
"My coach shows that school comes first and that we're human beings before athletes."
"We were just getting zero encouragement. The team atmosphere was just really negative."
MODEL COACHING
"[COACH] has worked with me for countless hours in strengthening my self-confidence."
really lean, long and leggy. "
“Being a coach is being a teacher. It’s not about wins and losses or championships. All that is a product of caring about the kids and doing what’s right for our student athletes.”
"I think its three things, making sure your atheletes take care of themselves, making sure they are being a good member of our community and making sure they can be the best athlete they can be."
"He supports everyone and is almost fatherly to all of us."
“Listening, communicating, and really having a good pulse of a student/athlete’s body language. Being able to kind of read their actions without any words.”
Katherine Phelps ʼ25 Managing Editor
It is finally the second semester. That means that we are one step closer to warmer days ahead, one step closer to summer, and for seniors, one step closer to graduating. In honor of the second semester, the beloved tradition for senior girls returns: childhood backpacks, which come in all different shapes, sizes and colors.
“The other horse [bag] I wanted wouldn’t ship in time,” Emerson Dodge said. “I am not a horse girl but I thought it was funny.”
Dodge is proud of her choice, especially because it was “one of the cheapest [bags she] could find” on Amazon.
“JoJo Siwa has kind of been an inside joke between the two of us for a while, so we thought it was the perfect little kid backpack to wear for our second semester,” Molly Whittle said.
Email inklingsnewsbusiness@gmail.com to inquire about having your business advertised in our paper or on our website. Alternatively, fill out our advertisement form by scanning the QR code or visiting inklingsnews.com.
