CONTENTS
more about us about the cover
Kevin Christie won the 2025 election for Westport First Selectman. He is the first democrat to hold the office in 12 years.
Inklings News is uncensored, unedited by administration, and does not allow 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.
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Membership
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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
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| Editorial
The Editorial Board shares its first impressions of the bell-to-bell cell phone ban
4 | Rosenwaks
David Rosenwaks reflects on campaigning as an independent in Westport
5 | Obergefell upheld
Staples reacts to the Supreme Court refusing to hear an appeal of this landmark case
must-reads
06
14
staff
Editors-In-Chief
7 | Sharing is not caring
Ella Turner critiques the culture of grade sharing at Staples
8 | Pass the pie
Anna Petrosino challenges diet culture during the holidays
9 | Spreading literacy
Inside a Staples club working to make reading accessable to indigenous communities
AirPod Addict
Jack Robinson opines on life without his beloved buds
Champions
Andi Jacobs, Sophie Smith
Managing Editor
Will Enquist
Associate Managing Editor(s) Anna Petrosino
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16
Creative Directors
Camille Blundell & Bianca Mastocciolo
Business Manager
Olivia Saw Advisors
Joseph DelGobbo & Mary Elizabeth Fulco
12 | Veterans day
Learn the stories of five veterans related to the Staples community
18 | Head start
Inklings catches up with four juniors already committed to play lacrosse in college
19 | Interactive
Create your ideal Thanksgiving seating arrangement for Staples teachers
Election
Newly elected government leaders share their platform and vision for the future
Absent
Inklings investigates a troubling trend of students skipping class on test day
Editors Lily Ashford
Katie Brill
Sutton Bulkeley
Ann Marie Maccaro
Chloe Mitchell
Ella Turner
Juliet Varsov
Editorial
The phone ban is working. The policy behind it isn’t.
The Editorial Board voted 20-1 in favor of this opinion
Life at Staples will never be the same. As we all know, an official policy barring students from using smart devices in school—the bell-to-bell ban—went into effect after months of deliberation.
While students were initially opposed to this ban, they quickly discovered that it was the right thing to do, and surprisingly found themselves appreciating the break from their obsessive scrolling. The Board noticed that students have more conversations with their friends and are less distracted. Surveyed teachers also said they enjoy no longer being surrounded by phone-absorbed teens.
However, the policy is imperfect. The Board believes that small adjustments could foster more transparency between staff and students, resulting in a more realistic implementation with less confusion and inconvenience.
Although there are 5 minutes at the end of the day to retrieve phones from lockers, few students are actually using their lockers. Instead, they store their phones in their backpacks. Students know this. Teachers know this. Administrators know this. While keeping a phone in your bag is supposed to put students at risk of detention, Board members have repeatedly witnessed incidents where a phone rang during class and the teacher did not give out a detention.
So, why are we advertising a
policy that very obviously isn’t being enforced?
If the policy were written to require students to simply keep their phones in their backpacks, and if the severe penalties for being caught using a phone remained the same, the policy would be just as effective as it is now, but there would be less dishonesty and confusion.
Another concern is that classes who used phones in their curriculum are finding it difficult to adjust. It is up to each department to make purchases of the equipment that is now needed in order to replace what was once covered for free by phones.
Science had to purchase stopwatches to use in their labs to replace the clock app on phones, and art had to purchase iPads so students could take photos of their work for sub mission.
replace the effectiveness of the phones.
The spontaneity of journalism has been lost. It is now impossible to capture candid moments because, by the time a student can get their hands on a camera, the moment is often over.
If the administration wants the phone policy to be as effective as possible, they should do more to financially support the transition.
Why are we advertising a policy that very obviously isn’t being enforced?
Finally, students are struggling to understand the reasoning behind the wireless headphones restriction. Noise cancelling headphones are considered by many students to be a necessity in order to study or complete work at school. This year, the library has become exceedingly loud, and it
feature, and the ones that do are frequently $200-$300. So when we are told to "Just buy wired headphones," it's not so easily done, and the true problem is not really solved.
Not to mention the fact that, yet again, the “no AirPod” aspect of the policy is rarely enforced. While students have reported getting reprimanded for wearing AirPods, they also report that the AirPods were not confiscated and the policy’s official disciplinary action was not upheld.
A solution might be to, at least, allow AirPods in the library. This will support the overall goal of limiting distractions in the classroom while giving students adequate tools to be productive during their free period.
Furthermore, our journalism class must rethink the way that we curate social media posts, record interviews, capture photos, film vid eos and create podcasts—steps that we take in almost every project that we do. We are sincerely grateful to the English de partment and Staples library for providing record ers and cameras to us, but still find that they do not fully
Overall, the bell-to-bell ban has achieved its primary goal, but it is imperfect. The Board believes that while an all-ornothing policy is well-intended, it is disingenuous in practice and only creates pushback from students. The policy will be more effective if it is nuanced, reasonable and realistic.
Graphics by Bianca Mastocciolo ʼ26
The community and the campaign: DAVID ROSENWAKS
First-ever Independent Party-endorsed candidate Rosenwaks comes up short this
Paper Managing Editor
David Rosenwaks marked the results of election night, setting a record for Independents and representing 13% of votes for First Selectman on Nov. 4 at Blondinit Restaurant.
Rosenwaks secured
13%
of votes for First Selectman
The buzz of chatter from family, friends and new acquaintances filled the air as voters and campaign party members gathered to hear about the Westport First Selectman results. Thirty-five people gathered in the small Israeli Eatery, some of whom
waks’s campaign goals and was eager to join when she got the chance.
“I truly believe [Rosenwaks] wants the best for Westport and the community, and his heart is in the right place,” Little said. “So when I met him and he asked me to help with his campaign, I didn’t hesitate.
Earlier in the day, volunteers from Staples High School and other organizations within it, primarily the Service League of Boys (SLOBS), participated in the election by manning en
44%, a similar number to that of four years ago, when Rosenwaks last ran. Despite not reaching 50% of eligible voters, volunteers and civic participants like Suzanne Propp, a teacher at Greens Farms Elementary School, believes it is the responsibility of citizens to vote.
“Voting is the greatest privilege I have living in this country,” Propp said. “I would never not vote, even when it’s a difficult decision.”
Zara Saliba ʼ26
FAMILY TIME David Rosenwaks, joined by wife Liz Fye and daughters Ella and Ava, met with campaign advisors and friends at Blondinit Restaurant to usher in election results.
Photo by Zara Saliba ʼ26
Photo contributed by 06880
Supreme Court protects samesex marriage rights marriage
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Anna Petrosino
26 Assistant Manager
The U.S. Supreme Court declined on Nov 7 to hear former Kentucky clerk Kim Davis’ petition to overturn Obergefell v. Hodges (2015)— a monumental ruling that legalized same-sex marriage nationwide. Davis was sued for damages and legal fees by David Moore and David Ermold a er Davis refused to issue them a marriage license, citing her religious beliefs. e Supreme Court Justices rejected without comment Davis’ petition, rea rming the landmark precedent.
“[I felt] a weight o my shoulders, just knowing that [ e Supreme Court’s] not completely corrupt,” Julian Gravelle ’26.
Science teacher Kayla Ianetta cried and was relieved when she found out the Supreme Court dismissed the case. But, also acknowledged an eerie feeling that the battle is not yet over. Math
teacher Nicole Giuliani expressed similar concerns.
“I was cautiously happy,” Giuliani said. “I felt happy but then sort of like, ‘Okay, what’s next?’”
Gravelle felt a similar uncertainty of the future as well.
“Nothing is guaranteed for somebody like me,” Gravelle said.
Iannetta emphasized that queer students are still vulnerable in schools, o en facing discrimination due to misunder-
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- Nicole Giuliani In the United States, you’re allowed to love who you want to
standings or lack of education about LGBTQ+ issues.
At Staples High School, Giuliani and Iannetta co-lead the Staples Pride Coalition, providing a safe and inclusive space for LGBTQ+ students and sta .
“Queer people in schools are one of the most attacked and least protected in school
because of a lack of [understanding of LGBTQ+],” Iannetta said.
Davis’ main claim in her petition to the Supreme Court was on the basis of her First Amendment right to religion. According to SCOTUSBlog, Davis was le “with a choice between her religious beliefs and her job.”
However, a Christian Staples student believes that people of faith and LGBTQ+ communities can connect with one another as the core values in religion is love, not judgement.
“Instead, I choose to love those around me regardless of their sexuality as God loves every single one of us,” the
anonymous student said.
Despite some support, there are caveats and challenges that LGBTQ+ members still face.
“ ere are teachers that have outright said, ‘I don’t believe in same-sex marriages,’ and students have come to us about that,” Giuliani said.
Additionally, Ianetta has also faced homophobia by openly being out.
“A person at the Board of Education meeting said I need to be red because I am causing an increase in the LGBTQ+ population of students,” Iannetta said.
Regardless of the beliefs against same-sex marriage, members of the LGBTQ+ community remain resilient, fostering a sense of hope for full inclusivity into society.
“In the United States, you’re allowed to love who you want to love and hold hands with who you want to hold hands with,” Giuliani said.
Grapic by Juliet Varsov
Grapic by Bianca Mastocciolo
AirPod addict anonymous
Life as a recovering headphone headcase
Jack Robinson ʼ26 Managing Editor
If you’re trapped on a desert island and you can only take three things, what would you bring? For me, there’s only one answer: left AirPod, right AirPod and phone. I’m sure there will be a water source there, but my meticulously crafted, 30hour fall playlist? I haven’t found that growing naturally on any of the desert islands I’ve visited.
When I rst discovered in my sophomore year that I could put in my headphones in the hallway between classes, my quality of life vastly improved. Now, whenever I can have my AirPods in school, TRUST, they will be in. I’m not some antisocial lunatic who sits on his phone all day; I just wanna listen to music, man. Groove is in the heart, as they say. After that crucial discovery, I found I could ignore others when I wanted to with maximum e ciency.
While the point
of the phone ban may be to encourage more
on the ban, I subtly revealed how independent I was from technology by saying I only missed my music time. No phone addict here! I simply want my headphones in whenever I walk. Is that really
I’ve diagnosed myself with a new and potentially dangerous illness: phantom pod syndrome™. At random intervals in the day, I readjust my headphones, which are very much not in my ears. A brief yet poignant montage of my favorite memories with my 3-year-old JackPods then plays in my head: it’s a real tearjerker. I’m left looking not only schizophrenic, but also chronically online. We can’t have that, now can we?
engagement with our surroundings, consider this: I literally just do not want to do that at all sometimes. In those short 5 minutes of music time, I can recalibrate and reenergize. I have all day to talk to people, but those 25 minutes a day of not talking to people and just vibing out are invaluable to my mental sanity. On that dreaded Nov. 6, the rst day without phones, I put my phone in my locker (No proof that I didn’t), closed my AirPod case, and prepared for a day of hell. When teachers asked for my thoughts
a long period, break in period three, etc. When I nish tests, what will I do? My AirPod case taunts me from my pocket. “Oh how easy it would be to turn away from the teacher and open Spotify.” But I am a faithful follower of school rules. It was time to go full analog and nd an iPod (or other leading competitor).
Here are some alternatives that I recommend if you also su er from phantom pod syndrome™.
1. Buy wired headphones and cut the wires o . ey won’t play music, but we can’t have it all.
2. Put acorns in your ears. is one’s sustainable!
3. Plug your ears with your ring ngers and sing as loudly as possible. You’ve got the music in you, after all.
By period six, I reach my limit. By this time I have lost some of my most lucrative headphone time: rst 10 minutes of a long period, break in
Unfortunately, I fell in the camp of people who didn’t have iPods lying around their house that have been gathering dust for 15 years. If I could go back in time, I would curse my parents for throwing out obsolete devices, as rose gold iPods have become a hotter commodity than precious gems. I went on to eBay, and then I logged o of eBay almost immediately. eBay was throwing $300 vintage iPods and Walkmans in my face, and I didn’t need vintage or quality or aesthetic. I just needed a thingamajig that played my music, preferably above 32 GB. Instead, I went on to Amazon and bought an MP3 player (with 64 GB!) for the best $30 I ever spent. From now on, if you see me in the hallway tangled up in my wired headphones, ghting for my life as I furiously jab the ‘next’ button, don’t stop me. I’m exactly where I need to be, and the pain is worth it to get my music x.
Graphic by Camille Blundell ’27
Graphic by Katie Brill ’28
Photo by Serena Goldfarb ’28
Oversharing & too much comparing
Discourse over grades remains a dark cloud over Staples
Ella Turner ʼ28 Paper Editor
Ithe academic process at Staples, and I, like countless other students, don’t bat an eye at it. But recently, I have been wondering why this is the case.
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grade, and that they are not falling behind others in the constant race to an unknown nish line.
quit tennis when I was 10 years old. As someone who couldn’t stand the stress of constant competition, I told my mom that competitive sports just weren’t for me and started a career in dance. A er a while, though, I realized that in any activity, there would be a level of healthy competition, and I slowly adjusted to it, realizing
Some of the blame for the increasingly public nature of grades at Staples is also one of my unfortunately cherished pastimes: checking PowerSchool. Despite the ease that technology has created, students having full access to their grades at any time of day is a risky power. Rather than avoiding the question, or avoiding discussing grades altogether, there’s always the ability to “just pull it up!” a phrase that I am sadly
- Ella Turner Grade sharing is a common occurrence at Staples “just guilty of. a grade good
that it could actually push me rather than hinder my progress. At school however, I loved to be in competition with myself, and consequently, that meant taking harder classes and adding more stress. As most Staples students do, I would stress about tests, and then worry about the grade I got. But that’s not the end of it. Once I receive my grade, I am forced to add another level of stress to the already mountain-high stack: the stress of telling others how I did.
For most students, grade sharing is the norm, and it has become customary that the second you receive a grade, you feel obligated to share it. Even when I try to avoid disseminating my grade purposefully, I’m o en asked outright by others. Sharing grades is now a part of
A signi cant portion of the pressure to share grades stems from the desire for comparison. e culture at Staples is undeniably a feeling of constant preparation for college and the workforce. is leads to yet another feeling that each grade is the de ning factor in a student’s future success.
is culture not only enables unnecessary anxiety, but rather creates an underlying sense of competition, the kind that can drag a student’s self esteem down without them even realizing. If they get a bad grade, they need the reassurance that it was still an average or above average
Once a grade is out in the open, whether positive or negative, there are serious underlying consequences that students put on themselves. If my classmate aces an English essay, there becomes this expectation that they are good at English and should be living up to the bar they set for themselves. Effort becomes judged by a letter rather than time and energy. And once stereotypes and expectations are made, breaking those assumptions can feel like an impossible task.
It’s understandable that comparing grades with peers can be exciting, and there are many people who don’t feel uncomfortable with that level of openness. But it’s also important to take into account that many people need a level of privacy when it comes to grades, whether they say it out loud or not. Rather than asking “What did you get?” and forcing students to reply with a letter grade, try instead “How was the test?” or “How did you do?” is will enable students who are uncomfortable to respond indirectly, which provides a sense of comfort that as of now, not many students have.
“How
As a sophomore who has two more years at high school, I believe it is important that we take a step back and reassess the motives for the constant grade sharing by asking ourselves: Is sharing your grades for the bene t of others, or the bene t of your self-validation?
Eat your pie, not your guilt
Don’t serve diet culture at Thanksgiving table
Anna Petrosino ʼ26 Associate Managing Editor
Thanksgiving is supposed to be about slowing down, enjoying food and appreciating the people around you. But in 2025,
giving, a day that should be indulgent, is poised with restrictive eating.
Somehow, mac & cheese has moral weight and judgy Aunt Susan is whispering, “Are you really going back for seconds?”
And don’t get me started on the high protein, refined-sugar-free, gluten-free, and
that tastes like curdy regret and sadness.
The truth is, nobody remembers how many carbs are in the sweet potato casserole. What sticks are the laughs at the table, the gravy disasters, the awkward hugs from relatives you haven’t seen in months and the simple fact that we get to eat real food in
It’s a chance to fill your stomach and your heart. Nobody is asking you to pig out on the entire feast, but you shouldn’t deprive yourself of a single bite. If you want sec-
A New Chapter for Native Readers
Staples’ Native American Literacy club inspires young readers
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Sophia Jarmillo
27 Staff Writter
Alaptop, a story book and a Zoom call. at’s all it takes for the Native American Literacy Club president Chloe Beitel ‘27 to spark con dence in children on local reservations. is club strives to help Native American children develop their reading skills. e club helps to teach members how to e ectively read through group reading sessions which are designed to strengthen critical literacy skills in elementry school children.
“I believe that reading helps people to become informed, engaged citizens,” Beitel said.
Her inspiration to start the club came from her father, Mark Beitel, a Yale professor who works closely with Native American tribes across the U.S. rough his work, she met di erent people from various tribes and listened to their stories. ese conversations opened her eyes to the educational inequities Native American children face, especially
“
when it comes to early reading.
According to the National Assessment of Education Progress (NAEP), only 23% of fourth grade Native American students scored at or above the pro cient level in reading in 2022 compared to 32% of all students. e goal of the club is ambitious yet straightforward: diminish the literacy gap among reservations.
To build the program, Beitel worked closely with a director from the Native Services Boys and Girls Club in the Akwesasne community to develop lesson structures and smallgroup reading activities.
“I learned so much,” Beitel said. “It was amazing to see the students improve their skills over time.”
After gaining experience, she o cially launched the Staples chapter last May. Since then, a growing group of students has worked together to impact children’s lives one lesson at a time.
I believe that reading helps people to become informed, engaged citizens.
- Chloe Beitel ’27
“I didn’t learn about this in school,” club vice president Luka Kuokalas ’27 said. “Many children in reservations still aren’t getting the education they need, but with this club I feel I am really making an impact on their lives because spreading awareness brings focus to their struggles and eventually inspires others to take action.”
SWEETGRASS
This sweetgrass sun was gifted to Beitel ’27 from some native kids that she had tutored previously. Since then, the sweetgrass sun has become the logo of the club.
WELCOME TO THE CLUB
is
& Luka
at their very first meeting of the Native American Literacy Club on Oct 23. During this meeting they introduced the club to new members and their mission.
Pictured above
Chloe Beitel ’27
Kuakalus ’27
SUN
Photo contributed by Celia Moccia ’27
Photo contributed by Chloe Beitel ’27
Meet the Winners of
Lila Boroujerdi ʼ26
Web Managing Editor
After months of campaigning, debating and canvassing, Westport has selected its new town officials for the next two to four years. With a 50% turnout, thousands of residents took to the polls on Nov. 4 to cast their votes in Westport’s 2025 municipal election. Inklings spoke with several of the incoming officials to learn more about their plans for the future.
Selectman + Second Selectwoman
emocrat Kevin Christie earned the title of First Selectman, becoming the town’s first African American man to hold office, in addition to being the first Democrat since 2009. Christie’s strong background in finance and on the Board of Education made him a competitive candidate in the race. With policies focused on infrastructure, he hopes to modernize
public schools in addition to fixing traffic and parking issues while also maintaining fiscal discipline.
We [want to] plan more responsibly for the future, ensuring that taxpayer dollars are used wisely and reflect the community’s priorities,” Christie said.
Christie also hopes to implement policies that increase his engagement with and invest in the town’s student population. Whether it be through mental health resources or recreational facilities, he is committed to creating a town that supports its students.
“Through meeting with students through the Youth Commission, open forums, or student events,” he said, “I want [students] to see local government as something they can be part of, not just observe.”
Christie will serve alongside his running mate, Second Selectwoman Amy Wistreich.
Amy Wistreich
Photo contributed by the Christie Campaign
Kevin Christie
Westport’s 2025 Election
Board of Finance
Republican Brian Gaines received one of three open seats for the Board of Finance after running unopposed. Gaines campaigned on maintaining the town’s strong financial position through investing in infrastructure without having to increase taxes.
“There’s choices that we have to make, some of which
relate to students at Staples and some of which relate to the whole town,” Gaines said.
Gaines highlighted the importance of financing the renovation of school facilities including the girls’ team locker rooms and installing better cellular reception service at the football field in addition to Ginny Parker.
“I’m interested in making
Board of Education
Republican Andy Frankel received one of the two Republican seats on the Board of Education.
Frankel, despite having no past experience in local government, is eager to get started on work to further strengthen the district’s effectiveness.
“Having four kids, I’ve seen a lot of excellence in our schools
Democrat Stephen Shackleford, who campaigned beside Jodi Harris, received one of the two Democrat seats on the Board of Education. Following his time on the RTM in District 8, Shackleford began to see the Board as a means of continuing his service to Westport.
“I thought I could help get the Board back where it was back in 2019,” Shackelford said, “and be a real governing partner
for the administration.”
Shackleford intends to focus on tackling shortcomings in special education services, shortages of substitute teachers and paraprofessionals and budgeting pertaining to the athletic and arts programs, including the renovation of the auditorium. He intends to have initiatives to be carried out sooner and in a more transparent manner.
“The new Board is going
good decisions for the town,” he said, “and making sure our finances remain in good shape.”
He will join the board alongside Democrat incumbent Allyson Stollenwerck and Democrat Elaine Whitney.
but also room for improvement in some areas,” Frankel said.
Frankel hopes to bring issues pertaining to the district’s artificial intelligence strategic plan, funding for athletic facilities and communication in special education programs. In addition, he intends to emphasize creating a more consistent curriculum between courses
to need to get moving on costing out all the different projects,” he said, “so we can make real decisions and understand what tradeoffs we need to agree to.”
offerings at the high school level.
“We should strive to ensure that grading is consistent for given classes regardless of teacher,” he said, “recognizing that there will be differences in teachers’ approaches.”
Brian Gaines(R)
Andy Frankel(R)
Stephen Shackleford(D)
Photo contributed by Brian Gaines
Photo contributed by
Staples’ Stories of Service:
Lila Boroujerdi ʼ26 Web Managing Editor
In honor of Veterans Day, Nov. 11, Inklings collected stories and photographs from past active members and their relatives to recognize their service. We thank them for their courage and sacrifice in protecting the lives of millions of Americans.
Sergeant Fray
My grandfather Sergeant Fray was awarded the Distinguished Service Cross “for extraordinary heroism in action” at St. Hilaire, France, Sept. 18, 1918. While under heavy enemy machine-gun fire, he charged a machine gun single-handed, putting it out of action and dispersing its crew. He also received the Croix de Guerre from the French government for his heroic action.
William J. Stockwell
My father William J. Stockwell was born July 18, 1939 in Elmwood, Connecticut, a neighborhood of West Hartford. After high school and UCONN, he got on the first airplane trip of his life and flew to Pensacola, Florida, to earn his pilot’s license as a new Marine. During his years in Vietnam, stationed in DaNang, he wrote countless letters home to Karen TenEyck, who became his wife and my mother. I have read some of these letters and wonder how a man could do two very different things in life at the same time–flight combat fighter missions while at war, and nurture a budding love affair from nearly 9,000 miles away. He passed away 14 years ago and remains in Arlington forever. Happy Veterans Day, Dad.
Private First Class Frank P. Aloi was stationed in Germany where he was responsible for transmitting morse code messages between the US government and our allies and enemies. Frank proudly played on the US Army Football team. The team took tremendous pride in beating other teams throughout Europe and other countries.
Contributed by social studies Teacher Nell-Ann Lynch
Frank P. Aloi
Contributed by English teacher David Stockwell
Contributed by Mandarin teacher Chris Fray
Recognizing our Veterans
Graphics by Lily Ashford ʼ27
Ned Breen
My son-in-law,Commander
Ned Breen, is a 2006 US Naval Academy graduate and served as a Navy pilot of F-18 jets which he flew from our aircraft carriers for many years during the Iraqi and Afghanistan wars.He made a career move and received a degree in Diplomacy fromTufts University and became the Naval Attache to the US Ambassador at the US Embassy in Honduras for three years. He is currently teaching at the Naval War College in Newport,Rhode Island and will be there for three years when he will retire from the Navy.
Thomas Sykes Mason
My grandpa, Thomas Sykes Mason was in the Navy for four years from 1962-1966 during the Vietnam War. He served as the Weapons Officer with the rank of Lieutenant (Junior Grade) on the USS Samuel B. Roberts (DD- 823), a Gearing-class destroyer. During his time serving on this destroyer he was assigned to overseas operations mainly in Vietnamese and Philippine waters. For as long as I can remem- ber, he has been an inspiration to me. Growing up I had the privilege of hearing his stories from his time in the Navy, and as I learned how to sail, we bonded over our shared love of the ocean. Even today, with his dementia, he still talks so fondly about his time serving. He carries himself with the precision of a naval officer and the kindness and generosity of a selfless man.
Contributed by Kate Bulkeley ʼ26
Contributed by subsitute teacher John Olgetree
Does Staples have a skipping culture?
The unspoken trend in Staples classrooms that both students and teachers notice
Web Managing Editor
“Skipping Culture” is defined as a trend of students not attending a class, excused or not, in an attempt to delay having to take a test, turn in an assignment, give a presentation etc. Inklings decided to investigate if Staples students have adopted this practice, and, if so, discover how skipping culture has affected Staples classes.
features **All names have been changed for student and teacher anonymity.**
Inklings conducted an anonymous survey of students, nding that out of 173 responses, 49.8% admitted to having skipped a test. is nding aligns closely with results Inklings gathered from an anonymous teacher survey, in which 18 out of 37 teachers (48.6%) reported noticing an increase in students skipping class on test days. Together, these numbers suggest that Staples may, in fact, have a culture of skipping.
e survey results also suggest higher-achieving students are more likely to be the ones skipping the most tests.
“I’m concerned because I see this most often with my high-performing seniors,” anonymous Teacher 1 said.
Responses suggest these students feel intense pressure to both excel in extracurricular activities while maintaining high grades. Students fear that a single low score could have lasting effects. For them, skipping a test isn’t about avoiding school, but about protecting their academic standing. Amy* a Staples Player, said that she had trouble studying during tech week and decided to skip classes to give her more time to study.
night.
“I had so much other work for classes that I didn’t have time to study enough for my test,” Blake* said. “I would rather take an absence than a bad grade on the test.” at said, some students also admitted to more questionable motives for skipping tests.
“I wanted to nd out what the test was like from classmates. If the study guide had a lot of material, then I wanted to know what to study speci cally,” Taylor* said.
at kind of “strategic” delay has not gone unnoticed.
“[I was] staying after school a ton for rehearsals [tech week] which led me to have almost no time to study,” she said.
Amy is not alone. Many students claimed having diculties with balancing demanding academic schedules, multiple assignments and tests each
“ ey take advantage of the chaotic makeup center and cheat. e work that they produce there is always better than what they produce in class,” Teacher 2 said. However Skipping tests for any illegitimate reasons can come with academic consequences. According to the Student Code of Conduct, in the case of an unexcused absence: “A teacher may determine if makeup work is allowed for class periods where a student has accrued an unexcused absence…Such absences will be counted towards loss of credit and makeup privileges will be forfeited.”
come with ac-
But the Code of Conduct might also be contributing to the development of the skipping culture.
“[ e code of conduct policy] is never enforced,” Teacher 3 said. “We have these problems because we are inconsistent and soft.”
Teachers claimed that the
Alexis Jacobs ʼ26
lack of speci city in the written guidelines results in variations in implementation across classes.
“[ e unexcused absence policy is] cumbersome. It becomes the responsibility of the teacher to monitor each student and each absence,” Teacher 4 said.
Another teacher described feeling isolated in their e orts to uphold the policy.
“I am not supported when I try to do it,” Teacher 5 said.
For those teachers who still try to uphold the policy, it requires them to repeatedly check for attendance updates and patterns.
“To be honest, it is too time consuming [...] to check. Students might start out unexcused, and then a parent will make a call and change it to excused later on,” Teacher 6 said. e survey data also suggests that parents might be complicit in this trend. Out of the 81 students who admitted to skipping tests in the survey, 55 of them (about 68%) reported that their parents know.
“I had gotten home very late the night before, and I didn’t have it in me to study properly that night,” Frank* said. “ erefore, I went to school and just had a parent pick me up during that class period.”
e new PowerSchool feature that allows parents to excuse absences could also be making it easier for students to skip, especially since only a parent’s email is needed to log in. Teachers have noticed this trend as well.
“ e EX/Not excused is not genuine. As soon as the parents know that the student will not get credit, it becomes excused,” Teacher 7 said.
So, instead of trying to “catch” students skipping, some teachers have resorted to actively working to motivate students to come to class for the
test. For example, Teacher 8 gives students who attend class on test day a 3% bonus.
ere are also natural bene ts to taking tests on time in the classroom.
“I monitor the quiz, answer myriad questions as they work and provide encouragement and reinforcement to those students who come to class,” Teacher 9 said, “Students who [skipped] have a whole extra week, per department policy, to study and prepare themselves better for an assessment can certainly wait to get it graded.”
Other teachers have chosen to implement severe penalties to deter students from skipping out on the regularly scheduled test days. Nine teachers (24.3%) claimed to give alternate versions of exams or create more challenging makeup tests. Teachers also penalize unexcused students by deducting points or giving them a zero.
“ e grade remains a zero unless the absence is excused,” Teacher 10 said.
e administration says it is aware of a pattern of students skipping classes and the assistant principals are actively working to nd a way to streamline communication and promote transparency with attendance.
“We know it’s an issue. We know teachers have brought it up before,” Assistant Principal Christine Cincotta said. “And we want to make sure we are confronting it head on.”
With the culture of skipping tests, both students and teachers are left navigating a system that often blurs accountability which can lead to real consequences for students.
“Ultimately, this behavior is more harmful than helpful to them and their mental health,” Teacher 11 said. “But many students do not recognize the big picture.”
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15 features
Graphic by Alexis Jacobs ’26
CHAMPIONS
Boys’ soccer enjoys victory in both F.C.I.A.C.S and state competition
Will
Enquist ʼ26 Paper Managing Editor
Celia Moccia ʼ27 Brodcast Director
After an abrupt and disappointing end to the Staples boys’ soccer season in 2024 – in which the team fell short early in both rounds of the playoffs –the Wreckers have once again reached the promised land. Last year’s failures fueled a season defined by determination and hard work, culminating in both the FCIAC and State Championship titles — a historic feat and the program’s first such double victory in 16 years.
In their final game, the Wreckers defeated historic rival, Greenwich, in a commanding 3-0 contest. The game also marked the second time this year that Staples beat Greenwich in a championship game, having previously topped the Cardinals in the FCIAC title game.
“[The state championship] means everything to us,” right
fore us, and to bring the program forward with not just one but two titles is unbelievable.”
Considering the typically close matches between Staples and Greenwich in soccer, the one-sided result came as a surprise. A marked Wrecker improvement on both sides of the ball was evident throughout the game.
“A big part of it was that we believed in each other,” Striker Noah Rossoni ’27 said. “And even though everyone else was doubting us, we were able to do it in the end. We went through states knowing that every practice could be our last ever practice if we didn’t win the next game, so we were all very locked in.”
ebration of the historic win.
To reach the state finals, the Wreckers dominated game after game, continuing their success even as the field narrowed. They defeated Trumbull 1–0 on Oct. 31, Darien 2–1 on Nov. 3, and Ridgefield 2–0 on Nov. 5. Only then did they secure their place in the state final with a 3–1 semifinal win over Hall on Nov. 11.
The state Championship was not Staples’ only standout performance this season; the team also displayed tactical excellence in the FCIAC championship.
to bring the program foward with not just one but two tiles is unbelievable “
- Gabe Hellman ’26
Gabe Duque ’26 opened scoring in the state championship during the 15th minute of play, off a corner kick from Hellman. Fifteen minutes later, a header from Dylan Shackleford would extend the lead to 2-0. To seal the victory, Striker
Adrian Rodriguez ’27 added the third Wrecker goal in the last 18 minutes.
As the final whistle sounded at Trinity Health Stadium in Hartford, members of the Staples soccer program —past and present—erupted in cel-
“[The FCIAC win was] huge. It was the first time in 15 years that we had won the FCIAC,” head coach Liam Witham said.
Rodriguez struck first in the 18th minute and later secured the Wreckers’ third goal late in the second half. Center midfielder Brendan Allen ’26 also impressed, scoring off the post in the last minutes of the first half.
“It was awesome to score those two goals. It was nice to score in front of a huge crowd.” Rodriguez said. “They were good team goals, not really individual goals.”
But offense was not the only factor. Center back Spencer Girling ’26 turned in a dominant defensive performance, earning him game MVP.
Despite facing a highly ranked Greenwich striker who was fed the ball throughout the match, Girling repeatedly shut down scoring opportunities.
“In moments when we were very scared because of how close [Greenwich’s offense] was to the goal, Spencer always shut [the striker] down. He kept us in the game.” Midfielder Nico Reyna ’27 said.
Goalkeeper Jack D’Amore ’27 anchored the defense with five saves on seven shots, including a crucial stop in the final 10 seconds to preserve the Wrecker win.
“The team has been putting effort in ever since the season started,” Reyna said. “We went to the beach for morning swims, morning lifts. During training, we’re all giving it 100%. We’re always putting in effort. The second we stop putting in effort is when things start to go bad, and that’s what happened last season. But this season, the team has always given it 100%.”
The postseason also allowed the Wreckers to avenge two regular-season losses, defeating both Stamford and Greenwich.
“The first time we played Stamford, we had a couple players out, but I had said I wasn’t going to make that an excuse. I just don’t think we were out in the races [the day we played Stamford]. I knew that if we were at our best the next time we played them, we would be fine,” Witham said. “In the game against
Teamwork makes the dreamwork Players such as Zach Gillman ’26, captain Gabe Duque ’26, Adrian Rodriguez ’27, and Emmett Zahler ’26 sprint, skid, and cartwheel down the field to win Staples a championship. Photos contributed by Ryan Allen ʼ27 Greenwich, we had two sendins off against them, so I knew that if we just played them with 11 v. 11, we would cause some problems.”
The season concluded in dream-like fashion: an FCIAC title, a State title and the program’s most successful season in well over a decade. Fueled by hard work, grit, and a habit of avenging losses, the Wreckers delivered one of the memorable sports seasons in recent Staples history. Congratulations to the boys’ soccer team for their incredible achievement this season.
Lacrosse juniors reflect on recruitment
Sophie Smith ʼ26
Editor-in-cheif
Camilla Garfield ʼ27
Paper Editor
Staples Lacrosse programs have surged in both popularity and performance over the last decade and have been contributing consistently to the prestige of Staples athletics. Lacrosse has provided students with recreation, but also for high level players to earn an opportunity to play collegiately. Since Sept. 1, multiple juniors have committed to various colleges for lacrosse.
Q: What was the recruitment process like?
A: It was very stressful at times because of the pressure, but I tried my best to just focus on getting better and found comfort when realizing everyone else is going through the same thing. I would say that everyone’s process is different and although talking to other recruits can be helpful to get a sense for what the process is like, focus on yourself.
Q: What challenges have you overcome throughout the process?
A: I think knowing what school was right for me was challenging, and because of that I had to make some hard decisions.
Q: What would you say to other young athletes who want to get recruited?
A: I would say that it is really important to take your time because this is a decision that will have a big impact on your future.
Q: What challenges have you overcome throughout the process?
A: One of the biggest challenges was dealing with the pressure of playing in front of coaches. Early on, when I didn’t know much about the process, it felt like every single play was life or death. Once I stopped worrying about who was watching and focused on what I could control, everything slowed down and I started playing to my real potential.
Q: When did you start playing your sport?
A: My dad played and was a captain at Fairfield University, so I had a stick in my hand my whole life. I first started playing lacrosse about 11 years ago when I was in kindergarten.
Q: What would you say to other young athletes who want to get recruited?
A: I’d tell young athletes to believe in themselves and stay consistent, even when it feels tough. It’s such a roller coaster, with some days feeling super stressful and other days being really exciting. It took up so much of my time, but in the end its worth it because you see your hard work paid off.
Photo contributed by Max Hill ’27
Photo contributed by Noelle Tybur ’27
Photo contributed by Nate Maurillo ’27
Photo contributed by Chloe Smith ’27
MAX HILL: YALE UNIVERSITY
NOELLE TYBUR: LEHIGH UNIVERSITY
CHLOE SMITH: SIENA UNIVERSITY
NATE MAURILLO: COLGATE UNIVERSITY
A StaplesSeatingThankgiving Chart
Directions: Design your ideal faculty feast! Read what each teacher “brings” to the table and keep in mind how many seats they require. Who is stuck at the kids table? Who is not invited this year?
The Contendors:
Mr. Mongirdas: launches into the complete history of Thanksgiving (1 seat)
Mr. Jones: might ditch the invitation to go to the Hamptons or France (1 seat)
Mr. Messina: cracks inside jokes with Mr. Jones that other people wouldn’t understand. Will be emo if Jones doesn’t show. (1 seat)
Mr. DelGobbo: a little cranky after chasing baby Elio all day (2 seats)
Ms. Wirkus: will bring up grooling crime scenes that makes your turkey and cranberry sauce look like dead bodies (1 seat)
Ms. Kaye: nods off into sleep halfway through dinner into the mashed potatoes. If she is not sleeping, she will talk about how much she loves sleeping. (1 seat)
Mr. Tippy: will make his dog sit next to him at the table. (2 seats)
Ms. James: might show you the splits at the table?? (1 seat)
Mr. Bauks: has one-sided beef with Mr. Mongirdas because of fantasy baseball. (1 seat)
ADULT TABLE
KIDS TABLE
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