Inklings March 2025 Issue by inklingsnewsonline

March Staff

Editors-in-Chief

Nina Bowens & Lily Hultgren

Managing Editor

Katherine Phelps

Associate Managing Editor

Siena Petrosinelli

Creative Directors

Alex Gaines & Olivia Signorile

Business Managers

Charlotte Berner, Rylie Cordella & Caroline Zajac

Editors

Storey Ahl

Zander Bauer

Sage Cohen Camilla Garfield

Sophia Jaramillo

Anna Petrosino

Sophia Reeves

Nash Teran

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.

About the Cover

Mieszko Solowinski ʼ25 has a passion for bushcraft and building with outdoor materials.

The Board expresses their concerns regarding new policies with the Dept. of Education.

Westport is renovating Compo Beach playground for full accessibility and inclusivity.

Juniors stress over college recs, while teachers see requests as an honor rather than a burden.

Serena Diamond ’28 helps NASA track asteroids and advance space exploration.

Mieszko Solowinski '25 practices bushcraft skills and weaves natural fibers into ropes.

Trump's administration overrides the WHCA to hand-pick White House press corps, limiting media and threatening press freedom.

10 | Trump & Journalists 11 | Women's History Month

Many push for greater action at Staples for W.H.M.

12-13 | 504 Plans 14-16| Cell Phone Policy

Staples students have diverse perspectives on the effectiveness of 504 plans.

Inklings visited Wilton High to see their phone policies in action.

17-19 | Jamie Mann

Staples alum Jamie Mann ’21 makes his Broadway debut in "Stranger Things".

20-21 | AI Student Submission

AI integration in education threatens student learning and teacher roles.

22 | Interactive

Spring into the new season with this crozzword puzzle.

23 | Best of Sno & Ads

A student-led nonprofit advocates for safer gun policies for schools.

Editorial

Trump Administration pushes to dismantle Department of Education: What does this mean for Staples?

Since Donald Trump has taken office over two months ago, every day has come with frequent breaking news regarding new policies and changes to the government. One government agency has been a regular in the swamp of headlines, and it is especially relevant to us at Staples: the Department of Education (DOE).

Trump has repeatedly attacked the agency, describing it as a “big con job,” and cut nearly 50% of its workforce on March 11 according to a DOE press release published on the same day. In response to these cuts, a total of 21 states, including Connecticut, sued the Trump administration.

All throughout his campaign, Trump made continuous promises to abolish the department, which was established in 1979 under the Carter administration. The initiative was born in efforts to push back against progressive agendas such as supporting LGBTQ+ students, DEI programs and mandating certain expectations of educational levels, which many saw as undermining parental rights and values.

President Trump’s reasoning to cut the federal department is to send “education back to the states.” However, he is unable to do so without congressional approval.

Yet, despite Republicans having control of both the House and the Senate, their narrow majority makes it nearly impossible to pass such legislation without the support of both parties. That being said, Trump can gut the department through various efforts, such as staff cuts.

Although the DOE faces these threats, many students remain unaware of what it actually does.

The reality is, the DOE plays an essential role in making education accessible to everyone, and without it, important programs could face the consequences.

In 2024, Connecticut received a total of $394.5 million from the DOE, which accounts for 10.47% of the total funding for

education in the state. These funds go to Title I grants which provide lower-income students with access to education, Title IV funds for various federal student aid programs and teacher quality improvement initiatives which can include grants for teacher preparation and professional development programs. The funds can also go to purposes such as special education, career and technical education, English language acquisition, adult basic education and more.

The Editorial Board opposes the Trump Administration’s goals to dismantle the DOE. While President Trump believes the department is wasteful and pushes the limits of the government’s role, in reality, the department is a vessel for upholding civil rights, specifically for low-income students and students with disabilities. Abolishing it would create further inequalities and widen educational gaps.

In towns such as Westport, where property taxes, which make up a majority of education funding, are high, the effects may not be felt as heavily. However, there are zip codes nearby that rely on the federal funding delegated to them from the DOE. Without it, teacher training, educational legislation development and upkeep, college funds and even educational statistical tracking will crumble. Many will be unable to access quality education, especially at the secondary and post-high school levels.

For decades, the DOE has worked alongside state governments, and its abolishment would mean states taking on additional burdens of funding educational initiatives and supporting students with disabilities.

In sum, the Board believes that states should continue to determine curriculum, and understands the desire to reign back the federal government’s power. That being said, the DOE’s initiatives are crucial to bridging major educational disparities between communities. The people who will suffer the greatest from these cuts are those who need the most assistance.

The Editorial Board voted unanimously in favor of this opinion. Want to be published in Inklings? Submit to inklingsnews@westportps.org

Graphic by Alex Gaines ʼ

Information from the Connecticut Post, the Education Data Initiative and CBS News

A C A C A Co o omp mp mpo o o F F Fo o or Al r Al r Allll

Playground renovation focuses on accessibility

Westport has taken a significant step toward achieving

tered around providing a playground which will be welcoming to all children regardless of physical and/or mental challenges,” Chair of the Parks and Recreation Commission David Floyd said.

2022, former first selectman Jim Marpe and I approached the town. We knew [Rotary’s] centennial was coming, and we wanted to make something significant for the community,” Benson said. “So we start ed asking the town a year-and-a-half ago what they thought would be appropriate, and we had generated a number of ideas for things that might work, but the renovation of the playground meant a lot to us and just sort of naturally worked out.”

Westport has a variety of strong programs for residents with disabilities. Stae Best Buddies help students with disabilities build friendships, while adult-focused programs like Club 203 offer enriching and educational opportunities for those over 18. Designed to accommodate individuals of any age, the new playground leaves no one behind.

“Through Best Buddies, I have a bunch of friends with physical disabilities and have been working to make it a more inclusive environment,” Best Buddies president Lucy Barney ’25 said. “So hearing about the new accessible playground makes me so happy because I know the joy it will bring to children with disabilities when they have access to play with all their friends.”

The accessible surfaces were purchased from New Zealand-based company PlayMatta, and consist of a rubber safety surface over a concrete foundation in the center portion of the playground. which will provide a solid, stable surface, while a

Zoe Boxenbaum ʼ25

Executive TV Producer

smaller PlayMatta surface will be installed to provide access to a few accessible play elements which are not connected to the existing boardwalk.

The new accessibility features start with the playground’s surface and extend to dynamic and educational apparatuses to ensure that no child’s experience is compromised due to a disability. These include Brava Swing, an accessible multiple person swing, swing seats, sand diggers, a replica ice cream truck, music Zone, STEM Play and communication board.

“Play is vital for developing social, emotional and cognitive skills, and these new features will enable children of all abilities to connect, fostering empathy, acceptance and understanding,” Westport Director of Human Services Elaine Daignault said. “Additionally, the shared spaces will strengthen friendships, promote active lifestyles and contribute to the overall health and well-being of the community.”

PLAYFUL PLANS Westport is renovating its Compo Beach playground to be more accessible and inclusive.

of the town with this unique opportunity to build something for the next generation.

“Additional fundraising will be through citizen purchases of fence pickets, sponsorship of individual play-equipment pieces and donations. Pickets are still being sold and tool donations are also requested,” Floyd said. “Town citizens will rebuild much of the facility from April 12 to 26, working in teams over three shifts per day.”

The main partners in the project are the Westport Rotary, The Westport Women's Club, The Westport Women's League, The Young Women's League and The Police Foundation, who take the lead in funding and planning. They are looking to build community support for the project not only financially, but also through the inclusion

The playground closed in February to begin demolition and install temporary power and new concrete footings in preparation for volunteers to start building. There will be childcare and food available, as well as jobs for all ages and abilities, turning a construction process into a community-wide event.

“While this construction process is focused on Westport residents, we hope that not only will it provide joy to children to children from surrounding areas too, but also create a ripple effect, inspiring other towns to make more efforts towards accessibility,” Benson said. “Every kid deserves a place to be a kid, simple as that.”

“

I’m definitely going to miss the old playground, but I feel like it’s going to be a great new improvement for the town.”

“

I think it’s great that it’s gonna be more accessible for people with disabilities.”

Rec letter panic:

the ins and outs of asking for teacher recommendations

Alex Gaines '25 Creative Director

You’re currently a junior-hundreds of days away from even writing your first college essay-so that senior college-application dread must be kicking in already, right? It’s only natural to start worrying this early. The first step, then, is to ask the two teachers that hate you the least for a recommendation letter. Sounds awful, doesn’t it?

Many current juniors feel nervous about asking the right teachers at the right time.

“[Asking for a recommendation] was so scary,” Romy Gordon ’26 said. “I had held off on it for like two weeks. When I asked, I was literally just mumbling words. I was

How important are teacher recs?

kind of terrified she was gonna say, ‘no.’” College applications have suddenly become nightmare fuel for juniors as more are asking earlier and earlier in the year for a teacher recommendation. Counselors encourage students to ask before April break; this year, juniors were asking as early as December.

“We tried to put a kibosh on it because in part, you’re pigeonholing yourself,” counselor Thomas Brown said. “If you have any second semester teachers, you’re neglecting them as an opportunity.”

Attaining two teacher recommendation letters is a requirement for most college applications. The College Board website suggests getting a recommendation from a teacher who knows you well, noting that “colleges want to know who you are and what you are like now.” Subsequently, many students end up choosing their “favorite” teachers.

“I knew I wanted to ask my history teacher, Mr. Mongirdas, because I had him for two years in a row,” Kate Rodriguez ’25 said. “We had a close relationship and I felt pretty comfortable asking him.”

Additionally, a common suggestion from counselors is to acquire a letter from teachers of different subject areas, such as one from a humanities class and one from STEM.

“It shows diversity in a student,” Brown said. “Those teachers sometimes have different ways of perceiving students [...] if all

"I prefer when students ask me about recomendations in person."

your recs are math and science teachers, it’s a little too one-dimensional. We encourage it, but by no means is it required.”

Teachers themselves end up writing a wide range of recommendations, with AP teachers that teach more upperclassmen often having a much larger influx.

“It’s been more and more every year,” AP English Language and Composition teacher Michael Mezzo said. “This year I think I wrote 23 or 24.”

While teachers rarely deny student recommendation requests, the process of writing them is not in their job description. Teachers are writing these letters by choice on their own time.

“If a teacher agrees to write you a letter, they’re really doing it because they genuinely want to,” Mezzo said. “If you get the kind of request that seems like: ‘I’m asking you because I need it,’ or they seem indifferent to their experience in your class [...] I don’t know if that student really cares that I am the one speaking for them. It colors the thought process.”

Juniors might also keep in mind that a teacher’s perception of a student can also be influenced by what happens after the recommendation is written.

“The only thing I think teachers ever express frustration about, is after the letter, it’s radio silence,” Brown said. “They’re curious how it played out. They want to celebrate with you.”

Ultimately, many teachers and counselors see being asked to write a recommendation letter as an indication of the student’s respect and admiration.

“In most if not all cases, teachers consider it an honor to have a student see them in that way,” Brown said. “So it’s not a burden. They’re not annoyed by it. I think a lot of them are touched.”

what are your thoughts on teacher recs?

"I like it when kids ask me in the spring."

"We want to know what school you end up choosing."

Alexandra McHale

Jonathan Feagin

Dana Dolyak

page design by Sage Cohen

Survey by the National Association for College Admission Counseling features

Photos by Sage Cohen

NASA NOVICE

Serena Diamond ʼ28 assists NASA’s Lucy Mission by capturing and analyzing asteroid occultations.

Planet Protector Serena Diamond teams up with NASA to map asteroid data Planet Protector

Zara Saliba ʼ26 Paper

Editor

before the spacecraft approaches them.”

Upon completion of an astrophysics course at the Center for Talented Youth, Serena Diamond ’28 became infatuated with space. Now, at the Westport Astronomical Society (WAS), Diamond contributes to NASA’s Lucy Mission and collaborates with other scientists to record and analyze asteroid occultations to send to their Jet Propulsion Laboratory in California.

The purpose of the Lucy Mission is to explore the Trojan asteroids, which orbit the Sun and Jupiter in the outer belt of the solar system. The data that Diamond collects on asteroid occultations will help NASA researchers understand the shape and size of them.

Asteroid occultations are the fairly common instance of an asteroid passing in front of a distant star from the earth’s point of view. As the asteroid moves, it temporarily blocks the light from the star and creates a mini eclipse that casts a shadow over Earth.

“Occultations are particularly important for the Lucy Mission,” NASA astrophysicist David Dezell Turner wrote on NASA’s Lucy Mission webpage, “since finding and measuring shadows cast by asteroids means pinning down the positions of the asteroids

NASA gets its data from all over the nation, including the team at WAS. Diamond logs the shape and position of the asteroids in relation to the current position of Westport and the greater planet.

The data collected also helps to protect people on Earth.

“ It's amazing that we can protect our planet while gaining so much knowledge about where we are on Earth.

- Serena Diamond ʼ28 “

“This allows astronomers to monitor potential threats and supports planetary defense efforts, in addition to contributing to other scientific and observational advancements,” Diamond said.

But Diamond’s work at WAS is only one part in a national network of researchers working toward NASA’s mission.

“The amount of people working on it is incredible,” Diamond said. “The amount of people worldwide shows how it's really a global effort to do this, from astronomers all across the world.”

Diamond’s passion for astronomy start-

ed at a young age. The astrophysics course she took the summer going into eighth grade was merely a stepping stone to learning how to do bigger things, like operating the telescope at Westport’s observatory. Working with a team of mostly adults, Diamond is the youngest member studying occultations at WAS.

“I had taken a training class at the Westport Astronomical Society to learn how to use the telescope,” Diamond said, “but I learned how to use the softwares to analyze and predict asteroid occultations after I started the research.”

It can take Diamond up to an hourand-a-half to set up and close down the telescope for a single asteroid occultation. At the beginning of every month, she runs a software on her computer that predicts asteroid occultations. But even when she is not at the observatory, she continues to research by analyzing data from her computer at home.

Diamond’s entrance to the astronomical world is only just the beginning, and she is eager to find more opportunities to protect the planet and leave her impact on Earth.

“I think it’s fascinating,” Diamond said. “It's amazing that we can protect our planet while gaining so much knowledge about where we are on Earth. I think occultation research is a great opportunity for learning and growth.”

Photo contributed by Serena Diamond ʼ28

Photos contributed

Mieszko Solowinski

No tent, no problem

Mieszko Solowinski takes on unique hobby: bushcraft

Ann Marie Maccaro '27 Paper Editor

ou hear it all the time: bushcraft is a dying art. Okay, maybe you don’t hear it. But it is dying.

Bushcraft is a practice of skills to survive and thrive in a natural environment. Essential bushcraft skills are building a shelter, creating a fire, foraging for food and collecting water. In comparison to camping, bushcraft strips the comfort of a sleeping bag and tent, and only allows for natural materials.

Mieszko Solowinski ’25 practices bushcraft by making cordage and building structures out of natural materials.

“As I got older and got more into the survival side of things, I gained a deeper appreciation for what I would come to know as bushcraft,” Solowinski said. “I dove into survivalist texts and hoped to gather and preserve knowledge which our ancestors might have previously held.”

A common technique used in bushcraft is using natural fibers to make

cordage, which is like a rope made from natural fiber. Solowinski uses this to hold up the roof of his shelters and as a fishing line.

“Making cordage out of natural fiber was something I learned alongside bushcraft skills,” Solowinski said. “Me and my friend were always outdoors people and even as kids would mess around and build anything.”

Solowinski uses survival channels on YouTube helping him to learn the insights of bushcraft, but YouTube is not the only source that has helped him. He also has relatives who are familiar with the practice who help him in his journey of learning.

Nature is willing to teach you, if you are only willing to go out and listen “ "

- Mieszko Solowinski '25

“When I go to see my relatives in Poland, I hope to learn the art of basket weaving as it is something increasingly less people know how to do on their own,” he said.

Solowinski also hopes to learn crafts like shelter building, making of pine pitch glue, plant identification and foraging.

“Nature is willing to teach you,” Solowinski said, “ if you are only willing to go out and listen. ”

Master of the media:

Trump administration oversteps with new control of White House press corps

Lila Boroujerdi ʼ26 Web Features Editor

Cameras snap. Pencils scratch against notepads. With exclusive access to the Oval Office and Air Force One, a selective group of 13 reporters raise their hands and extend their microphones out to the president.

The reporters who make up the White House press corps serve as the public’s window into the president’s unseen world. With each administration, the group rotates out at the discretion of the White House Correspondents Association (WHCA), an independent organization which oversees the selection of journalists in the press corps. Since 1914, White House press corps journalists have represented news outlets with a range of political affiliations.

People must be able to form their opinions based on the objective truth, rather than fabricated, biased stories.

- Lila Boroujerdi ʼ26

However, White House Press Secretary Karoline Leavitt announced on Feb. 25 that the Trump administration will begin hand-selecting which networks are to be represented in the corps, breaking the longstanding practice of the WHCA. Trump is the first president to override the WHCA, choosing to prioritize his own image instead of informing the people he's meant to serve.

This decision followed a 10-day ban of The Associated Press from the White House press corps for their refusal to refer to the Gulf of Mexico as the Gulf of America and their subsequent lawsuit against the Trump administration.

The current administration’s intention

to prioritize conservative outlets like Newsmax and Right Side Broadcasting Network while continuing to exclude the Associated Press from the corps limits the scope of political coverage and impedes diverse public discourse. In addition, it challenges freedom of speech and the press, both fundamental rights under the First Amendment.

At this decision’s core is a question of censorship. The United States was founded on the principle of freedom: the freedom to speak, read and believe what one feels without government interference. Trump stripping the WHCA of the power to select media coverage allows him to control how he is covered and, thus, extends the Executive Branch’s powers.

As someone who is both a frequent consumer of news and a student journalist, this decision is troubling. Journalists act as monitors of public figures and seekers of truth. If their access to the nation’s chief executive is restricted, their voice is weakened and the public is worse off.

I do believe modernization of the press is important; however, when free speech is compromised in the process, it does more harm than good. People must be able to form their opinions based on the objective truth, rather than fabricated, biased stories.

Graphicby

Moving forward together

Recognizing women’s importance at Staples

Katherine Phelps '25 Managing Editor

Roe v. Wade has been overturned.”

This message was broadcast around the world on June 24, 2022, leaving many women shocked, scared, and uncertain about their rights. At the time, then-President Donald Trump’s rhetoric and policies reflected a broader rollback of women's rights, igniting calls for stronger female representation and advocacy.

Now, three years later, during Women’s History Month in March 2025, these

However, Staples strives to create an environment where students feel seen.

- Katherine Phelps '25

this year’s International Women’s Month, “Moving Forward Together,” created by the National Women’s History Alliance, is meant to celebrate progress, but for some, it highlights the contradiction between advocacy efforts and the reality of ongoing struggles.

Malaika Glin ’26 finds this theme ironic, given the state of women's rights.

“If we’re having conversations about the theme of ‘moving forward together,’ and women and our rights are the topic of discussion, it’s honestly a bit of an oxymoron,” Glin said. “It’s difficult to ‘move forward

Guess the year...

together’ when women’s rights seem to be regressing, as seen with the overturning of Roe v. Wade.”

In the past, the “Women in Society” class organized initiatives to bring awareness to the month, such as playing female empowerment songs over the loudspeakers.

Social studies teacher Cathy Schager teaches the Women in Society”class at Staples, which has made her more observant of the lack of education regarding women’s history.

“We have to make up for the fact that in K-12, most people haven't really learned anything about the influence of women on our societies, especially nationally,” Schager said.

The fight for gender equality has seen both progress and setbacks. While movements continue to push for change, many feel that women's rights—including reproductive freedoms—are still under threat.

As a result, Staples strives to create an environment where students feel seen. The library replaced March Madness books with empowering female novels, and a Friday Fun Day on March 28 will feature women’s trivia and other games.

But even in a progressive community like Westport, Mia Lewis ’25, a leader of Make Me Free, believes Staples could do more.

“I think Staples is closer to doing enough for women, but there’s still a lot of aspects that have been kind of ignored,” Lewis said. “It’s better than it has been, but there’s always more to improve on.”

1 First country grants women the right to vote.

2 First time a woman was allowed to legally run the Boston Marathon.

First woman elected to U.S. Congress.

4 Equal Rights Amendment fails to be ratified.

5 Roe v. Wade is overturned, removing federal protection for abortion rights.

6 Women still earn 84 cents for every $1 a man makes.

Alexis Jacobs

Web Editor

Sophie Smith ʼ26

Paper Editor

Amanda* ʼ23 has always been academically strong but struggled with AP Calculus in High School. No matter how much she studied, she couldn’t finish the tests in time. The pressure of multiple AP classes was weighing on her. In desperation, she saw only one way out of her struggle: extra time.

She had controllable amounts of stress that were primarily driven by the challenging nature of the tests, and while she knew that her anxiety was not debilitating, she felt that extra time could be beneficial to her grade. Afterall, Amanda and her family had seen several students and friends benefit from getting 504 plans for anxiety that included an extra time accommodation. So they decided to explore the option.

Amanda went to a therapist and explained how stressed she was. After a couple of sessions, Amanda received an anxiety diagnosis.

“She went to a therapist and said she had stress but it was really just [AP Calc AB tests] are really hard,” Amanda’s sister said.

Then, Amanda and her family requested a 504 plan that allowed her a timeand-a-half accommodation, which was approved shortly after. Almost instantly, her grade improved.

shared this story with Inklings, but it’s not unique.

A significant increase in 504 plans implemented at Staples has been documented over the past six years. In 2019, 19% of Staples students had 504 plans, compared to a national average of just 1.5%. Today, that number has risen to 433 students—26.6% of the student body—while the national average remains significantly lower at 2.3%. This means that while the percentage of Staples students with 504 plans has grown by 6.5% since 2019, the national increase has been just 0.8%.

“Certainly there's been a rise in the number of 504 plans, and certainly when it comes to more issues around mental health - anxiety, depression and things like that,” Director of School Counseling William Plunkett said.

cate, an expert in the 504 process. From there, the specific accommodations the student will receive are decided.

“[Getting a 504 is] not about maximizing potential. That's something that we hear a lot about,” Plunkett said. “Maybe the student's getting all B's in some honors and AP classes, but they could get an A—that's really not Section 504. The law is written so that students can access the regular curriculum just like everybody else.”

But despite the law’s intention, the uptick in the number of 504s suggests that the process may be flawed.

“There has been overuse and exploitation of the program, which is not so good,” Bailey*, a student without a 504 plan, said. “And the students that are aware will misuse the system to their advantage.”

The purpose of a 504 plan under the law is to allow students with a disadvantage to perform at the academic level they would

achieve

Students or parents begin the process of receiving a 504 plan by requesting a meeting with their school counselor. The meeting is composed of the student, legal guardians, counselor and the assistant principal. Teachers are also invited. Some families may involve an educational advo-

The rising number of 504 plans at Staples may, in part, be driven by the immense academic pressure students face. Both students and parents may seek accommodations to manage the rigorous expectations placed on adolescents.

“I think sometimes there's more pressure in this school. I think students put more pressure on themselves, too, so you might see stress levels rising,” school counselor P.J. Washenko said. “It’s tricky because there’s everyday stress that’s just part of life, and then there are higher levels of stress where there’s more in play because so much is going on.”

Comparing Staples with a similar high-performing high school suggests that this steep increase in the number of 504s is unique to Westport.

The law is written so that students can access the regular curriculum just like everybody else - William Plunkett

*Names have been changed for anonymity

page design by Zander Bauer ʼ26

without their disability.

to Staples within public schools, as they both are in the top 10% of testing scores and the top 5% of graduation rates. Median household incomes are also comparable, with Wilton at $227,165 and Westport at $236,892. Yet, according to Andrea J. Leonardi, the Assistant Superintendent of Schools for Student Services at Wilton, only 14.2% of their students have 504 plans. This means Staples has 12.4% more.

Westport’s process for receiving a 504 may explain why Staples has an increased number of 504s. Unlike other academic evaluations that rely on measurable factors like grades or test scores, the 504 process places a lot of trust in the student to accurately convey their challenges. 504 plans are granted based on a student’s individual experiences and needs, which are often not immediately visible.

Many disabilities or conditions that qualify for accommodations—such as anxiety, ADHD, or chronic illnesses—do not always manifest in obvious ways, making it difficult for teachers and administrators to assess them at a glance.

narrative, medical documentation and the extent to which their condition impacts their ability to access education on an equal playing field.

This reliance on personal disclosure and professional assessments means that students who have strong parental or institutional backing have a more likely chance of attaining a 504.

We’re labeled, judged, and either envied for something as basic as extended time or quietly scrutinized, as if requiring accommodations makes us inherently unintelligent. - 504 student

“When people who need a 504 get one, it only levels the playing field,” Alex* a Staples student without a 504 plan said. “However, when people who don't need a 504 get one, they get an advantage.”

If students receive 504s that are not truly warranted, the accommodations contradict their purpose under the law to provide equity. This may lead to students who need accommodations to feel a growing stigma, as others assume that

envied for something as basic as extended time or quietly scrutinized, as if requiring accommodations makes us inherently unintelligent,” Sam*, a Staples student with a 504 plan, said.

This stigma is compounded by the challenges teachers face in managing a growing number of 504 accommodations. Many teachers claim to have a large number of students with 504 plans that increasingly call for extra time.

“It is difficult to accommodate all the 1.5 extra time requests, especially when such a large percentage of students have it,” one anonymous teacher wrote as a response in an Inklings survey.

As some educators struggle to implement the accommodations effectively, some students who depend on these supports get frustrated.

Rachel* ’26, with a 504 plan, said that in one of her classes, so many students had accommodations that the teacher started giving the whole class extra time.

This practice is in direct violation of the 504 plans. If a teacher gives extra time to everyone, then nobody is actually receiving their extra time accommodation.

“Everyone has extra time now,” Rachel* said. “it feels like the norm at Staples.”

NinaBowens

LOCKED PHONES, UNLOCKED MINDS

Inklings and Westport administrators visited Wilton High School to observe their cell phone ban policy

Nina Bowens ʼ25 Editor-in-Chief

Wilton High School’s administrators greet students with smiles and by name as kids trickle into the building, flashing grey and green Yondr pouches back at them. A clear routine has been established: show your pouch—full, empty or even folded—in order to get into the school building without question. If a student forgets their pouch, they are stopped by an administrator and must explain where their phone is before they are let in.

The relatively smooth morning is only disrupted by the presence of Staples representatives: Superintendent Thomas Scarice, Principal Stafford W. Thomas Jr., a handful of other administrators, and us—two Inklings student reporters. As kids lock up their phones for the day, Scarice takes mental notes on how a similar restrictive cell phone policy might play out at Staples next year.

The “site visit” to Wilton High School, which has been phone free since November, gave Westport administration the opportunity to observe what a cell-phone-free environment might look like at Staples.

“When we found out that Wilton was doing this, we said, ‘Let them go through the wall, get bloody and figure out what works and what doesn’t work,’” Scarice said.

THE SHIFT TOWARD A PHONEFREE ENVIRONMENT

The desire to move in a phone-free direction has spread throughout the nation. It was amplified in Connecticut in August, when the Connecticut State Board of Education set out a recommendation that cell phone usage should be limited at the high school level. Just recently, Connecticut Governor Ned Lamont met with teachers around the state to discuss cell phone policies. The main purpose is for the betterment of students’ mental health rather than merely academic focus.

Schools throughout Fairfield County, including Staples, turned to phone caddies during the past couple of years, but administrators in Wilton found similar problems to what is currently being seen at Staples: most teachers weren’t able to consistently enforce the policy or had to spend minutes of lesson time every day to do so.

The solution for Wilton was turning to Yondr pouches: green and grey phone pouches that lock through magnetization and stay on your person but can only be opened at the end of the school day using a powerful magnet located at stations outside the main doors. Wilton’s Superintendent Kevin Smith made the $80,000 investment to purchase around 1,200 of them.

Photoby

Zara Saliba ʼ26 Paper Editor

IMPLEMENTATION AND ENFORCEMENT

We arrived at Wilton High School’s front doors around 7:45 a.m. to witness students shuffle in. With only two main entrances in sight of each other, and just about 1200 students, the morning flow was well-oiled. At Staples, with 2000 kids and multiple entrances, how traffic will play out before the first bell rings remains to be seen. However, the schools are relatively similar, and Staples administration is hoping to achieve similar results.

Staples Assistant Principal James Farnen stated that roughly 85% of incidents he manages arise from phone usage. Wilton Assistant Principal Brian Keating highlighted that Wilton also faced a similar number of incidents, but found that banning phones has reduced the number of student conflicts.

STUDENT PERSPECTIVES AND CULTURAL SHIFTS:

As for the students, the limited use of cell phones has only been as impactful as they make it out to be.

There are some students who have prioritized finding loopholes, reducing the impact of the policy. One such way

" "

They have reclaimed their thoughts and ownership of their own mind

peers. While only 25-30% participated, this allowed them to see if they could sustain school life without their phone for a day.

“There was a visible change in the atmosphere. People in the hallways were having their heads up and not bumping into groups,” Zach Mangino ’26 said.

- Wilton Assistant Principal Keating

Now that the phone policy is official, Mangino has also seen the social benefits beyond the hallways.

“Just walking in the cafeteria, I see people actually talking instead of looking at their phones, which I think is one of the biggest goals of this,” Mangino said.

So, how did Wilton’s implementation of Yondr pouches achieve this result?

Wilton Principal Dr. Robert O’Donnell escorted us to a conference room filled with Wilton representatives to explain.

Initially, he admitted, some students did push back against the use of Yondr pouches. He cited that the number of students violating the policy ranged from three to 10 a day, but the number of violators dipped significantly within a few months, partly because the penalties for not using the

is screen mirroring: where students with Apple products are able to broadcast their phone’s home screen onto their computer. Others just blatantly take the risk to use their phone.

“People break the rule sometimes. A lot of people just go into the bathrooms,” Gigi Sutherland ’26 said. “I've seen someone do it during class, which is crazy.”

Ultimately, Wilton runs its cell phone ban relying heavily on an honor system. The administration has decided to neither search Yondr pouches or backpacks to look for devices. Scarice mentioned many times during the meeting that they are “not try ing to prevent an explosive from coming through the doors,” but merely phones.

“The honor system [at Wilton] is a strength and weakness. I believe that this can be exploited, but I also feel strongly that this approach shows a great deal of re spect to the students,” Scarice said.

Despite having computers to act as cell phones in classrooms, students still had to make an adjustment. They lost their con stant ability to check the time, their sched ules, or figure out where their friends were in the school.

“Last year I remember I would have my cell phone out everyday in the staircase because I didn’t know where to go,” Lila Hidalgo ’27 said. “Now I have to memorize my schedule. You now have to just remem ber what you have to remember.”

Wilton students had an opportunity to test out a ‘screen-free day’ last spring. The “Phone Free Day” was optional and encouraged students to put their devices down and make conversation with their

FACULTY PERSPECTIVES

Wilton administration is confident that enforcing the use of Yondr pouches was the right move.

“I think within about two weeks, it became very clear to me that we made a really good decision to help kids break the addiction that they didn't even know they had,” Wilton Assistant Principal Keating said. “I see and hear more students laughing and smiling. They have reclaimed their thoughts

Graphic by

THE YONDR LOCK This magnet is used to lock and unlock students' phones everyday.

Photo by Nina Bowens ʼ25

A

FREE LUNCH

only a few tables had a laptop out.

Some Wilton teachers were also enthusiastic in their support of the Yondr pouch policy. English teacher Jean Brey mentioned she feels like she now has more class time and appreciates that she no longer needs to “be the bad guy” since the cell phone policy is no longer the teachers responsibility to enforce.

“I’ve been here for a long time, and when the cell phones first crept into the classroom, it began feeling like they almost had to be there,” Brey said. “ I wouldn’t be surprised if [the cell-phone free policy] spread throughout the country.”

CHALLENGES AND CONCERNS

Starting in February, Wilton administrators mentioned they have been seeing an uptick in policy violations, though not

Westport, Scarice mentioned he plans to do a ‘screen free day’ once the seniors leave for internships. It would be an opportunity for Staples students to get used to a day without phones.

Principal O’Donnell noted that the most passionate emails he has received from parents centered on the $80,000 spent for the Yondr pouches.

The Wilton administration acknowledged the steep price, but also mentioned a plan to have graduating students return the pouches in an effort to reuse materials and minimize overall cost.

“I think we needed the Yondr [pouches] to show that we were going to be making this move, and we had a symbol that kind of represented that,” Wilton Assistant Principal Joshua Marko said.

That said, many students avoid using the Yondrs by simply leaving their phones in their cars or backpack.

“I think that the no-phone policy could

People are more annoyed that no one knew about it until they were buying the pouches " "

- Abby Phelan '25

enough to cause concern.

Wilton teachers have also noticed students testing the policy.

“Now, because most phones are in backpacks and not the pouches, the phones are out right at the last bell. So, I do think the phones will come back, because they are already starting to trickle back,” a Wilton math teacher said.

LOOKING AHEAD

One concern for a school as big as Staples will be determining which students might be granted exceptions to the policy. If Staples follows Wilton’s procedures, then medical issues would be the only exception.

Specifically, diabetic students are allowed to use their phones for monitoring their blood sugar. Other cases are generally dismissed by Wilton’s administration.

“For everything else, we just said, ‘There's no educational purpose for your request. This is something that doesn't nec-

He also plans to have many points of discussion and preparation, such as a town-hall meeting with parents and students, as well as having Principal Thomas meet with the student council.

Many Wilton students stressed the importance of having a voice in the process, especially since they felt sidelined.

“I feel like people are more annoyed that no one knew about it until they were buying the pouches,”Abby Phelan ’25 said. Scarice believes that enhanced communication will make Staples’ implementation successful.

“The administration must send a clear ‘prior notice’ message of the consequences for misconduct,” Scarice said. “Technology is always evolving and it is necessary to respond to those changes along the way and to address any unintended consequences following potential implementation.”

WATCH HOW TO USE A YONDR POUCH:

PHONE

Wilton High School students sit and talk while their phones are locked in their Yondr pouches.

Photo by Nina Bowens ʼ25

Jamie Mann ʼ21 debuts in the Broadway production of “Stranger Things: The First Shadow”

Jamie Mann makes Broadway debut in ʻStranger Things: The First Shadowʼ

Kasey Feeley ʼ26

Staff Writer

While most spend their 21st birthday celebrating their first drink, Staples Players alumn Jamie Mann ’21 spent his celebrating being cast as Ted Wheeler in his first Broadway play, “Stranger Things: The First Shadow.”

Fans of the show may recognize Ted Wheeler as the 45-year-old father of Nancy, Mike and Holly Wheeler. The play takes place 24 years before the Netflix pilot, and fans can expect to get a look into the past lives of the characters as they explore the town of Hawkins’ supernatural relationship to the mysterious Upside Down.

“The casting is definitely not reflective of looks,” Mann said. “It's been fun comparing and contrasting who's playing the role in the play versus in the TV series.”

Mann’s passion for performing arts began in second grade at Ballet Eludes in Westport. In fifth grade, Mann danced for the New York City Ballet’s productions of “The Nutcracker,” “Harlequinade” and “Swan Lake.” As a 12 year-old attending Bedford Middle School, he debuted as Billy Elliot in the East Coast production of “Billy Elliot” directed by Stephen Daldry.

In his freshman year, Mann joined Staples Players. There, he discovered a closeknit community of talented performers who shared his passion for musical theater and unique emotional maturity.

“There was a sense of respect for having emotional vulnerability that I think is pretty rare among friend groups of that age,” Mann said. “I feel very lucky and grateful for all of them.”

During the next three years, he partook in Players productions of “Merrily We Roll Along,” “Legally Blonde,” “Mama Mia!” and “Curtains.”

“I think my class's strong suit was that we could all act our faces off, and I think that to be a good actor, you have to also be emotionally available,” Mann said.

In his senior year, COVID-19 interrupted his high school theater experience. During this year, Players kept up camaraderie with radio plays where theater and radio students collaborated to create an audio theater experience.

“Looking back, I really feel like I didn't lose or miss out on that much because we still had the opportunity to be together and be in productions,” Mann said.

While his lifelong dream had been to join a ballet company, Mann’s experience in Players shifted his sights towards a new stage, Broadway. Mann is also working toward getting his Bachelor of Fine Arts in Musical Theatre at the University of Michigan.

“I've always said that acting is like being an English major, except that you also have to perform the information that you're reading,” Mann said.

With this new role, Mann’s journey has built up to a long-anticipated debut alongside one of his earliest mentors, director

Stephen Daldry.

“It's really full circle to be working with the director who created a show that I absolutely adored and was so inspirational to me, and I was so lucky to get to play that role as well,” Mann said.

While musical theater has taken the main stage in Mann’s life, he still finds himself returning to dance classes simply for the love of it.

“I love ballet. Trying to keep up that technique is really nice, and I spend a lot of time doing it throughout my life. So returning to that feels like home,” Mann said. Thanks in part to the support he received from mentors, classmates, friends and family over the years, Mann will make his Broadway debut in April of 2025.

“It's quite an ingenious art form,” Mann said, “and I love being a part of it.”

Graphics by Alex Gaines ʼ25

Scan the QR code to purchase tickets to see the show!

MEET THE CAST The full cast of the Broadway production, "Stranger Things: The First Shadow," including Jamie Mann, pictured top right.

Photo contributed by Jamie Mann ʼ21

Student Submission

Jessica DiPrato '27 urges Superintendent

Dear Superintendent Scarice, I never imagined that I would take a stand like this, but this issue is one that I simply cannot ignore, so please take everything I say into consideration.

First, I am aware of the recent rising prominence of artificial intelligence in our society and the pressure to adapt to the rapid changes that follow AI’s growing presence. Even so, I believe that integrating artificial intelligence into education will negatively impact students, teachers, and the future of education. To combat and keep up with AI is to focus on improving, supporting, and preserving the value of our current education, and if done proficiently, the school would be able to provide students with the ability to stand out against AI.

In order to diligently approach this topic, it's imperative to understand what artificial intelligence really means. According to the United Nations Environmental Programme, AI is “a group of technologies that can process information and, at least superficially, mimic human thinking.” I would like to highlight an aspect of that definition: that all artificial intelligence systems are designed to “think or act like a human, including cognitive architectures and neural networks.” (NASA) This definition clearly states that artificial intelligence is intended to be used in place of traditionally human technological endeavors, and considering that almost everything in school is online, this especially targets education.

With that in mind, let's delve into how AI threatens education, the potential impact of incorporating AI, and alternatives to pursue in place of an AI approach. To start, just the act of allowing AI to be utilized within a classroom environment by teachers or students to any extent would lower the value of the education the school provides. By allowing AI to be used, it

opens up the possibility for further implementation, and conveys that our schools are tolerant of AI usage. The issue with this concept is that it’s the first step of an AI takeover. Even if teachers were given an AI tool for simply basic organization, it still replaces a portion of their work. This not only would impose on the personalization that teachers can incorporate in their teaching, but as AI quickly advances to become more complex, efficient, and human-like, it's only a matter of time before minuscule incorporations of AI are capable to replace or rework vital parts of a teacher’s profession and the curriculum overall. Personally, as a student, if I saw my teacher using AI in any form I would become alarmed to see someone, who should be against AI because of the threat it poses to their occupation, use it so casually. I also become depressed to think that the information that is supposed to educate me to become an independent member of society is just copy-pastes of information that I could find anywhere, with no personalized contribution, nor value because it doesn’t come from an actual, educated, and qualified person.

The implications that come with allowing AI in school are equally concerning. By adding AI into the schools it shows that we will choose the easy route, rather than the most educational. This displays to the students a tolerance for AI when it comes to learning, which could easily escalate and increase the reliance on AI, making students less motivated to learn. I have learned so much this year. My teachers have helped me excel on all fronts through hard work and kindness. From them, I’ve grown to understand the value of my education, and being aneducated person in general. I’m now grasping the importance of the information we learn, the application of such information, and by working hard, earnestly,

and without AI, we can stay ahead of AI.

The largest concern surrounding AI regards its environmental impact. The largest and most popular AI systems create extreme amounts of waste, and are very harmful to the environment. The Foreign Press Association found that “training a single LLM(Large Language Model) reportedly results in a carbon footprint of approximately 300,000 kg of CO2 emissions, comparable to 125 round-trip flights between New York and Beijing.” This doesn’t even include the manufacturing of the microchips that AI is powered by which are made of rare materials that aren’t collected in an environmentally sustainable manner. Considering our schools' eco-friendly initiatives, I can’t imagine how AI could be tolerated when it has such terrible consequences on the environment. Furthermore, the UN’s Environment Programme has stated that in the near future the data centres used for AI, which have to be cooled by large amounts of water, “may soon consume six times more water than Denmark, a country of 6 million.” This makes AI even more problematic due to the increasing concern of global water scarcity. With the expansion of AI, minor contributions will only increase, and cause irreversible damage to our planet.

Another example of AI’s negative environmental impact comes from a similar statement from the United Nations University which claims, “the International Energy Agency (IEA) estimates that global electricity demand from data centres could double in the next two years, reaching the electricity consumption level of Japan.” Therefore, in total, the environmental impact alone should be enough to convince you not to implement AI into the schools. By doing so, it not only turns a blind eye to today’s pressing environmental issues, but it

to reject AI in Westport Public schools

also goes against the fundamental principle of sustainability that has been a constant in our schools.

Finally, I want to address the dangers AI poses to the Arts and Humanities. I’m very passionate about Art and Literature and I believe that they are foundations of our society and culture. It is important for students to learn from books, experiment with the Arts, and interact with physical material. Also, I am aware that some students tend to use AI when writing essays, making study guides, etc, but when it comes to any written assignment there is a clear distinction between AI writing and human writing. Human creations reflect the character, experience, and time period, giving human works greater value when compared to AI. Students who use these AI tools in their work do not gain the same knowledge or understanding of their coursework that is gained through the hands-on approach of traditional learning. Using AI tools in the school environment will encourage students to abuse AI because it doesn’t display any opposition to using AI as a learning resource. If students and staff begin to rely on AI, it could cause the slow erasure of traditional learning, and in turn a decrease in quality and productivity within the school. In terms of the Arts, AI has been proven to be detrimental for artists. Many companies will use AI art, which uses hundreds artists' work without their permission or compensation in order to replicate and mimic art. This saves money, but it’s unethical and damaging for artists. For example, my school used posters

of AI artwork for a school play. I couldn’t believe that an art program at my school would make such a choice. AI only takes away the opportunity for artists to make a living off of their art, and diminishes the value of the Arts to non-artists. I have been drawing for my whole life, and it's one of my greatest passions, so to see the world turn its back on artists in favor of AI is heartbreaking. Some alternatives in place of implementing AI are expanding education on media literacy, environmental issues, hands-on work, public speaking, and study skills. By incorporating these alternatives we can stay focused on sustaining our human-based society and weaken the threat of AI.

But Ultimately, it’s no secret that AI

will become unavoidable as the world progresses, but if the schools work to combat AI, rather than to give into it, students will be able to obtain a more beneficial education.

Thank you, and please take these concerns into consideration.

Springtime Word Bloom

1. made into perfumes

3. first full month of spring

5. what happens in April to bring May flowers?

6. good luck once landed on your hand

8. young name for a duck 11. they die once they sting someone

once they sting someone small pool of water

13.

religious holiday in April what happens in April to bring may flowers? month of spring young name for a duck

1. made into perfumes

3. first full month of spring

5. what happens in April to bring May flowers? 6. good luck once landed on your hand 8. young name for a duck

2. blossoms from caterpillar

4. a flower name that starts with cherry

7. small pool of water 9. religious holiday often in April

1. made into perfumes 2. activity done to plant fruits or vegetables 3. comes from rain 4. blossoms from a caterpillar

comes from rain

5. what does the sun do?

6. what do flowers do?

activity done to plant fruits or vegetables

flower represents deep love

7. flower that represents deep love

8. good luck once landed on your hand

Best of SNO

*Student News Online (SNO)

and awards students of exemplary journalism.

Students Demand Action: school club combats gun violence through educational efforts

Lila Boroujerdi ’26

Web Features Editor

One dead in Louisiana. Two in Illinois. It’s been two months into 2025 and the words “mass shooting” have once again dominate of national headlines. Rather than celebrating the new year, communities have spent it grieving.

The issue of gun violence in the United States is not new. According to the Centers for Disease Control (CDC), firearm-related injuries have been the leading cause of death for children since 2022. As debates continue surrounding gun reform continue to circle desks of politicians in Washington, Staples students have begun combating the issue head on in Westport.

Desiring the chance to make a direct impact at a local level, co-presidents Logan Noorily ’25 and Aidan Lapatine ’26 reinstated Staples’ chapter of Students Demand Action (SDA) in 2023.

“I wanted to make real-time changes that could [make] my own school safer,” Lapatine said. “We are not trying to reinvent the wheel with legislation or amendments.”

A student-led nonprofit, SDA advocates for safer gun policies, with the ultimate goal of ending gun violence in the United States. As one of the organization’s more than 700 chapters, the Staples branch hopes to bring their message to the greater Westport community.

“Coming from a community so connected to Sandy Hook, students have to be a part of the conversation since gun violence can impact our everyday [lives],” Noorily said.

Since its reinstatement, the club has undertaken multiple initiatives, all focused

on the importance of taking safe storage measures.

“I believe that we can not sit by and watch shooting after shooting without taking action,” Lapatine said.

In collaboration with the Westport Police Department, Noorily and Lapatine worked to write a letter addressed to parents of students in the Westport Public School System. The letter focused on the importance of secure gun storage and fostering discussions with kids about the dangers of firearms.

“We hope that the community as a whole as well as parents and educators take on the role of educating,” Westport PD Administrative Lieutenant Eric Woods said. “The topic[s] of gun violence and school threats [are] important.”

The club’s work doesn’t stop there. In November 2024, Lapatine and Noorily, along with other members of Staples SDA, handed out free gun locks to residents in Downtown Westport.

“We want to [make] small changes within our community, with the hope that other towns and states will follow suit,” Lapatine said.

With the uptick of school shooting threats in Westport, including the recent incident at Greens Farms Elementary School, the club’s efforts have become even more essential in

opening conversations among local state legislators in addressing the public health epidemic that is gun violence.

“Clubs [like SDA] help complement the district’s broader efforts to promote a safe and informed school environment,” Westport Public Schools Superintendent Thomas Scarice said.

In the future, Noorily and Lapatine intend to increase the club’s engagement, hoping to strengthen their message through the voices of more members. The club meets once a month on Tuesdays in room 2038.

“Talking about gun violence is not political,” Noorily said, “and it has to be done.”

photo by Lila Boroujerdi ’26

CREATING CHANGE Aidan Lapatine ’26 (left) and Logan Noorily ’25 (right) co-lead Staples’ Students Demand Action chapter, aiming to educate the greater Westport community about gun violence.

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