Inklings November 2021 Issue by inklingsnewsonline

Contents NEWS

Learn about the newly announced Voice4Change initiative, in which students propose and vote on how to spend $20,000.

OPINIONS

Elle Vail ’23 reﬂects on the changes in her personal and academic life that followed a dramatic change in her hair style.

FEATURES

Neha Arora ’22 sets the precedent for other young girls to join Scouts (previously known as Boy Scouts) as Senior Patrol Leader of her troop.

10 11

ARTS

SPORTS

The Westport Book Shop is a non-proﬁt bookstore that gives disabled people employment opportunities, while being Westport’s only used book shop.

The Olasewere twins excel on the swim team despite only being freshman, and they inspire healthy competition between each other.

Front and back cover design by Aedan Kiniry ’22 & Aidan Rogers ’22 Cover photos by Camille Vynerib ’23

Volume 89, Issue 3, November

Inklings Staff Editors-In-Chief

Natalie Bandura, Katie Simons

Creative Director Aidan Rogers

Social Media Director Lea Rivel

Broadcast Directors Ella Alpert, Lyah Muktavaram

Paper Managing Editors

Photography Director

Web Managing Editors

Asst. Business Managers

Lily Caplan, Betti Kobak Giselle Oldani, Anastasia Thumser

Associate Managing Editors Samantha Felner, Karina Murray

Business Directors Brooke Dembin, Margot Stack, Theresa Vandis

Asst. Creative Directors Rachel Greenberg, Madeline Michalowski, Lilly Weisz

Public Relations Director Chloe Murray

Outreach Manager Shira Zeiberg

Camille Vynerib

Meg Enquist, Allison Gillman, Mia Kirkorsky, Lucy Zuckerman

Breaking News Editor Tierney Kugel

News Editors

Features Editors

Mishael Gill & Emily Goldstein, Lily Klau & Ella Shi

Arts Editors

Anna Diorio & Abbie Goldstein, Maria Krug & Elle Vail

Sports Editors

Gabi Gerig & Kiswa Khan, Phoebe Miller & Tori Wilson

Web News Editors

Toby Goldfarb, Abby Nevin

Web Opinions Editors Hannah Conn, Margot Richlin

Web Features Editors

Finnegan Courtney & Maya Hruskar, Lucy Dockter & Julia Herlyn

Alix Glickman, Karlie Saed

Mimi Casey & Jared Leonard, Valerie Dreyfuss & Charley Guthartz

Julia Leitner, Sarah Marron

Opinions Editors

Web Arts Editors Audrey Kercher, Hannah Ratcliffe

Web Sports Editors

Web Photostory Editors

Amanda Rowan, Ella Stoler

Advisors

Joeseph DelGobbo, Mary Elizabeth Fulco

More About Us

Inklings News is uncensored, unedited by administration and does not allow for prior review.

Opinions

The Editorial Board determines editorial opinions that are authored by the Editors-in-Chief. Inklings News serves as an open forum for the public and welcomes letters to the editor and other submissions. Send signed letters to inklingsnews@ westportps.org. Submissions will not be edited prior to publication.

Advertisements

Inklings News reserves the right to not publish advertisements that promote products that could be harmful to student health.

Membership

Inklings News is a member of the Columbia Scholastic Press Association and the National Scholastic Press Association and supports the Student Press Law Center. ................................................................

The decisions of Inklings News and Westport Public Schools are made without regard to race, color, age, sex,religion, national origin, sexual orientation, marital status, disability or any other discriminating basis prohibited by local, state or federal law.

EDITORIAL

Have an opinion that you want to share? Write to Inklings at inklingsnews@westportps.org.

Graphic by Lilly Weisz ’23

Overabundance of end of quarter grading proves detrimental to student learning

icture this: only two of what will eventually be 15 assignments are presently entered in PowerSchool as the final week of the quarter approaches. Assignments from the first month of the quarter show only a checkmark and do not provide grades or teacher feedback. All quarter, the grade book has reflected an A+ for your GPA. Then, 200 points are entered on the very last day alloted for teachers to finalize grades. With a click of the teacher’s “submit” button, your grade drops from an A+ to a B-. Sound familiar? It should. This scenario is representative of the real first-quarter experiences of multiple students on the Inklings Editorial Board. Teachers must stop waiting until the end of a quarter to enter multiple major as-

signments that were initially completed at the start of the quarter. It is, quite simply, a bad educational practice. Receiving limited feedback throughout most of the marking period is detrimental to students and their ability to improve. Feedback on all work should be returned no later than two weeks from when it was first collected because students deserve to see and understand where they are struggling, or have confirmation of their improvement. One-onone meetings with teachers serve as an important resource for students to get individual assistance on their weaknesses, but without timely feedback, these conversations are not nearly as productive. Receiving timely feedback is especially pertinent for seniors who are applying Early Decision or Early Action to colleges and

are looking to submit their first quarter grades. Not knowing where they stand academically so close to colleges’ deadlines can make it challenging for students to decide whether or not to apply to a certain college or university. We recognize the necessity and inevitability of final quarter assessments, but there is a distinction between that and teachers taking an extended amount of time to grade major assignments that were completed much earlier in the quarter. So, steps must be taken to improve the present system of entering finalized grades. We must strike a balance between ensuring that students are receiving sufficient feedback without overwhelming teachers at the conclusion of a quarter. Therefore the Editorial Board proposes that the administration designates a mid-quarter

deadline for teachers to post all major grades and return all major assignments that have been completed by that midway point. This would provide a checkpoint to keep teachers on track with their grading as well as keep students sufficiently informed of their progress. As students, we have a responsibility to get our work done and to hand it in on time. So, while we acknowledge that there are many differences in circumstance between students and teachers, it seems reasonable enough for teachers to be held accountable to a similar standard of timeliness.

The Editorial Board voted unanimously in favor of this opinion.

Inklinations

Have you experienced late grading and how did it affect you?

Gaby Gonzalez ’22

“It’s especially stressful if you’re struggling in a class[…]and they aren’t putting in grades because then you don’t know what you end with.”

Savaira Baig ’22

“I had a really bad grade…and my teacher waited until the last minute[…]which made me really nervous.”

Sadie Vincini ’25

“[My teachers] did wait [to grade assignments] […]and I wasn’t able to make up any grades that were bad.”

NEWS

Graphic by Katie Simons ’22

New statewide initiative empowers students’ civic engagement

taples will participate in Voice4Change, an initiative in state educational financing, which allows students to craft, campaign for and vote on budget proposals for how to spend $20,000 allocated to each participating school. “Voice4Change’’ was announced on Nov. 10, promoting its goal of expanding student input on how state COVID-19 relief funds should be spent. Connecticut is the first state to launch a state-wide initiative such as Voice4Change. With the initiative investing $1.5 million of the state’s allocation of federal funds into student proposals, Voice4Change aims to promote greater civic engagement among high schoolers in the state. “I’ve found in life that the bigger the table the more ideas you get, the better the ideas are. I’ve just been hearing your ideas and I’m just glad we’re doing this,” Connecticut Governor Ned Lamont said. “I want you to have a stake in the outcomes as well. [...] I

but why not you?” Connecticut Education Commisioner Charlene Russell-Tucker asked, addressing high school students. “We want to hear from you. What are those things that you’ve always wanted to do and know? With some resources around it, you can actually bring it to life.” On the panel was Natalie Bandura ’22, the Connecticut Board of Education’s youngest member. Bandura offered up her idea for a potential proposal that connects Staples students with other students across the world during connections via Zoom. “The one thing that I think [Staples] would benefit the most from would be more of a cultural awareness and more focus on diversity,” Bandura said. To aid students, over-

STATE ANNOUNCEMENT State officials, including BOE student member Natalie Bandura ’22, announce a new statewide initiative, allowing students to propose and vote on how the given $20,000 will be spent at their school. Photo contributed by the Office of the Governor

Local Briefs On Nov. 25, starting at 8:15 a.m., the 43rd annual Turkey Trot will begin. All persons entering must be fully vaccinated and no pets or strollers will be allowed this year. The run and walk are about eight miles. It costs $35 and the money from the race will go towards local charities.

NOV. 25

Turkey Trot at Pequot Library

view sessions and Q&A webinars are set to take place in the near future, instructing high schoolers on how to construct their proposals. In addition, schools that have opted-in will be able to hear guest speakers. “We are trying to make it as easy as possible for high school students, while still making sure we satisfy the American Rescue Plan elementary and secondary school emergency relief fund—our ESSER guidelines,” Assistant to Commissioner Madi Csejka said. “We’re hoping that students come up with something that we never thought of. We the state have been working so hard to save this money and invest this money.” Students can register with their proposals at the Voice4Change website, as well as contact via the department’s email box. Meanwhile, the Staples administration feels upbeat and are excited about the new initiative. “Staples has always been very active civically,” Principal Stafford W. Thomas Jr. said. “This is the first time the state Department of Education in any state is giving this kind of agency to students to come up with an idea.”

Chris Tatusko ’22 Staff Writer

Local Christmas Tree Lighting On Dec. 3, starting at 5:00 p.m, Westport’s Town Hall will commence the annual lighting of the town Christmas tree, welcoming local residents in for the celebration. This event did not occur due to COVID-19 concerns last year, but is being reinstated this year with the decline in town COVID cases.

Outdoor Winter Market

The Westport Museum for History and Culture is hosting a free event on Dec. 4 from 10 a.m. to 4 p.m. at 25 Avery Place. The event will feature a gingerbread village of local buildings and businesses and will have stands along with possible complimentary gifts. Santa will also be making a guest appearance for photos.

DEC. 4

Arts Editor

want you to have the resources to make those ideas happen. The initiative so far spans across 43 districts, allotting funds to over 55,000 students in 77 schools. Students from these schools will submit their proposals via the CT.gov website, offering their own ideas for how the funds will be used. All of the proposals must follow specific Connecticut State Department of Education (CSDE) guidelines, aligning with American Rescue Plan Act of 2021 Elementary and Secondary School Emergency Relief Fund (ARP ESSER) priorities. Student proposals considered eligible for the CSDE agenda will ultimately be voted on by students on March 11, 2022. “The administrators have all of these ideas about spending,

DEC. 3

Anna Diorio ’23

BOE erupts in debate over equity study Lucy Dockter ’23 News Editor

he beginning of every Westport Board of Education (BOE) meeting is designated for “public comment on non-agenda items” and usually goes unused; however, over the last three months, community members have taken this time to express their opinions on the district’s equity study. When Superintendent Thomas Scarice began in Westport, he set out to conduct a school equity study as part of his agenda. The goal of the equity study was to create a multi-year action plan to “address disproportionality and inequalities that aligns with [the district’s] initiatives and student outcomes,” according to the Westport Public Schools website. In January of 2021, a faculty committee chose NYU Metro Center to facilitate the district’s work. The equity study committee, composed primarily of faculty, with a few parents and BOE members, has since met to review the data collected by NYU Metro Center about student achievement and discipline, and a report and an action plan are still forthcoming. However, since the study began, nothing about it has been on any BOE agenda. At the Oct. 18 public BOE meeting, parent Tara Tesoriero expressed concerns regarding the approach to the study. “I’m seriously concerned

about this Board’s lack of transparency with respect to the ongoing equity study,” Tesoriero said. “I believe that all the work product and analysis that has been provided to the BOE should be released to the public immediately.” Tesoriero declined an invitation to comment further. But proponents of the equity study responded that the BOE’s work has been open and defended the study by claiming that it will allow educators to create a more thoughtful curriculum as well as a more welcoming, inclusive school environment. “My hopes for this study are that we have a clear picture of whether every last student is getting the best education in the healthiest, -Tara Tesoriero safest enviparent ronment,” p a r ent Becky Martin said in an interview. “If there are kids who [do not] feel they are being treated equitably [or] do not feel like they go to school in a supportive, welcoming environment, then my hopes are we have an honest assessment of that.” Some opponents of the study, such as Camilo Riano, believe that the study is increasing “anti-American” sentiment and promoting “socialist” ideology. He said that the study is only creating more of a problem by dividing Americans and turning people against one another. “There’s the big possibility of discrimination when you start labeling people because we’re all Americans,” Riano said in an interview. “And we

“I’m seriously concerned about this Board’s lack of transparency with respect to the ongoing equity study,”

should be [treated equally,] not as Italian-Americans or Africanor Indian-Americans or Egyptian-Americans or Irish-Americans [...] So the whole concept of labeling people is un-American.” Parent Jonathan Alloy has argued the opposite. He believes that the specifics on how racism has affected minority groups needs to be addressed in schools. “The reality is that America is built on the idea of color,” Alloy said in an interview. “Even today there are policies or governmental policies that are explicitly designed to disproportionately impact negatively in particular Blacks, but also Asian Americans, native Americans, immigrants, people of color [and] people of all different stripes.” Anne Alcyone, at the Sept. 8 public meeting, made an unproven claim about the origi n of the equity study by linking it to the TEAM Westport essay contest from 2019 on microaggressions. “The claim that racism is a significant issue in our schools was based on claims of microaggressions made in student essay contests hosted by TEAM Westport, which offered monetary rewards as an incentive,” Alcyone said. “Likewise, the students who appeared before the BOE claiming to be the victims of microaggressions were also presumably coached by TEAM and its Teen outreach.” Alcyone declined an invitation to comment further. Despite divergent views over the initiation of the equity study, its goals and ultimate outcomes, advocates on both sides agree that there must be more opportunities for discussion among community members. “[The] Board of Education should have a town hall meeting [where] invited parents can have a discussion about this,” Riano said in an interview. “This study

NEWS| 5

Photo Dramatization by Mimi Casey ’22

is going to produce [...] a report, and that report has to be open and the data behind the report has to be open to the public, so we can see what was the logic, what was the methodology.” Danielle Teplica, parent and supporter of the study, concurs and believes open dialogue is necessary to come to a mutual understanding and for people to comprehend each other. “The way to fix the rift in our country, [...] mostly the rift between our two political parties, is with conversations between individuals,” Teplica said in an interview. “It seems like when individuals talk to each other, they do find empathy and common ground and build trust so that you can start to the consult problems together and agree on things.”

6 | NEWS

VISION OF A STAPLE Staples announces new polarizing graduation portfolio requirement Natalie Bandura ’22 Editor-in-Chief

Ryan Hong ’23 Staff Writer

tarting with the class of 2023, Staples students must complete a portfolio to satisfy a state-mandated mastery-based diploma assessment (MBDA). Completing this project is a graduation requirement. To meet the state graduation requirement, students must choose one of four domains— communication, critical thinking, collaboration or creativity— and complete one task aligned with that domain, according to the Connecticut Association of Public School Superintendents. In contrast, in order to fulfill Staples’ graduation requirement, students must show mastery by completing and reflecting upon multiple assignments that meet the criteria for each of the four domains. According to Principal Stafford W. Thomas Jr. the administration may also explore incorporating volunteer work or participation in clubs or sports to potentially be a part of the MBDA credit in the future. “We wanted something that was more robust, a little different,” Thomas said. “We wanted to create something that would also help to promote discussions with teachers, with students in the future as to what

our assignments are looking at.” Despite these intentions, many students feel irritated with the new portfolio requirement. “I think that the junior portfolios are a theatrical, feel-good solution, attempting to address a problem that doesn’t really exist,” Jeffrey Pogue ’23 said. “We have students who spend up to eight hours a night on homework, [...] students who can barely get themselves out of bed because of mental health issues, students who spend every waking moment worried about their grades. With all the chaos and stress in our school system already, a junior portfolio is unwise and inconsiderate.” Current juniors will begin to update assignments and projects identified by their teachers into the four domains on their Google sites portfolio. At the same time, all teachers are required to enter a list of their class’ assignments categorized by which domains each assignment applies -Jeffrey Pogue ’23 to, which is projected to be ready for student use by the end of November. After compiling and categorizing their assignments, students will be required to complete a reflection piece during the fall of their senior year. The portfolio will be assessed based on a rubric that is yet to be finalized, and if deemed inadequate, the student will have until May to revise. The local Board of Education, which holds au-

“A junior portfolio is unwise and inconsiderate.”

thority for awarding credit and significant amount of additional diplomas, can prevent a stu- effort to put together because it dent from graduating until they is composed of assignments that have completed their portfolio. students will already have comStill, Connecticut Chief pleted as part of their coursework. Academic Officer Irene Parisi “The new portfolio requiresupports Westport’s decision to ment helps guide teachers to center the MBDA around a stu- ensure that you’re actually getdent-driven portfolio and feels ting certain key skill sets out of that this document can be useful your study rather than just havto provide when applying for in- ing the administration display ternships them as our or to give core values to college without stuand mildents knowitary reing what cruiters. they even “ I t Mar-Irene Parisi are,” Connecticut Chief Academic Officer kova h e l p s said. people Earlier see you this year, beyond numbers,” Parisi said. science teacher Karen Thomp“The benefit of a portfolio is son and English teacher Kim that it’s your body of work, so Herzog were initially appointed as an individual, as a student, if by the school to send Connecit’s designed in such a way where tions Newsletters to teachers you have choice and voice [...], and develop Connections lesit can be incredibly beneficial in sons centered around two of any post-secondary experience.” the four portfolio domains. But a Staples ConnecBut now, no teachers are tions teacher who wished to currently involved in the deremain anonymous disagrees sign or function of either and claims that college recruit- Connections or the portfoers would not have time to lio graduation requirement. evaluate a student’s portfolio. Instead, Thomas, Assistant “It’s really just bureaucratic Principal James Farnen and Asbusywork that no one’s ever re- sistant Principal Chase Dunally going to look at, that doesn’t lap are in charge of portfolio really measure anything, and will rollout, according to Thomas. have no consequence for anyThomas said it is his intenbody,” the anonymous teacher tion to once again involve teachsaid. “This will never be used in ers at later stages of the process. a constructive way other than Next year, Thomas hopes to jumping through the hoop.” appoint full-time advisors to Others feel the portfolio is a work on the portfolio and alreasonable request that will not locate a stipend to the project. be overly daunting to complete. Students will work on their Katerina Markova ’24 reasons portfolios in Connections classthat the portfolio will not take a es, which is a change from the

“It helps people see you beyond numbers,”

NEWS| 7

ES GRADUATE

isz ’2

for students to adjust to new expectations and standards of learning, but both stress the value of approaching the new requirements with the understanding that the final product is something meant to benefit students. “I’d say the experience is what you make it,” Parisi said. “So if you are not willing to use this as an experience to really show who you are as a learner, then it’s a missed opportunity.”

ly W e

period similar to Connections. “There is a lot of flexibility in what that one credit mastery-based diploma assessment is and how that is operationalized by a school district,” Connecticut Chief Performance Officer Ajit Gopalakrishnan said. “Mastery could maybe be something you accumulate over time, but it could also be something that somebody shows at a point in time as well.” In recognition that many of these other options demand less time and effort to fulfill than the portfolio requires, Srushti Karve ’23 wishes the district had chosen a different way to meet the new graduation standards—one that would not place what she feels to be a disproportionate burden on juniors. “I feel like we’re quite late in our school careers to connect [the portfolio] to our previous activities,” Karve said. “If we’d known about it before, we could’ve focused on the completion of the criteria. Now it just seems like an extra thing piled up for the juniors to worry about.” Parisi and Gopalakrishnan acknowledge that it can be difficult

Grap hic b y Lil

original function of the Connections period. According to the student handbook, Connections was originally designed and implemented to be a space to “communicate school-related information, foster meaningful connections between students and staff members, and create a safe environment where students feel comfortable to hold open discussions throughout their Staples career.” Some teachers are concerned that by using the Connections period to fulfill a graduation requirement, it will inhibit the ability to fulfill the original purpose of Connections. “I feel like it’s not really staying true to the vision of what Connections is supposed to be,” Staples literacy coach and sophomore Connections teacher Rebecca Marsick said. “I understand why they decided to do it that way, because it’s a guaranteed period of time where you have the same group of kids; but I think it’s unfortunate that that was the decision that was made.” Social studies and junior Connections teacher Cathy Schager is also concerned about losing the spirit and original purpose of Connections. “[Connections] isn’t supposed to be an additional prep for teachers and it’s not supposed to be an additional class for students,” Schager said. The portfolio was not the only option that would have met the criteria for fulfilling the graduation requirement. In fact, some schools in the state have chosen to center their MBDAs around students’ SAT or PSAT scores or on engagement in civic duty or volunteer work, or even participation in an advisory

New Graduation Requirement:

Applies to Class of 2023 and beyond Needs portfolio and reflection of assignments Shows Mastery of:

Scan the QR code above to view a student poll highlighting freshmen, sophomore and junior opinions about the portfolio.

Communication Critical Thinking Collaboration Creativity

OPINIONS

Wellness day presents administration failures, overhaul a necessity Finnegan Courtney ’23 News Editor

ental health is an incredibly pressing issue across the country, particularly among teenagers. According to an NPR broadcast on Oct. 19, an estimated 80% of all teens in the country have suffered some type of mental health issue since the pandemic started. To combat this, Staples recently instituted Wellness Activity Days to take place once each month, from October to December. However, serious problems with the system were exposed on Oct. 20 when the first Wellness Activity Day commenced, and there are no solutions in sight. The first serious offense was that seniors were allowed to leave the inaugural day’s activities. According to the administration, they were allowed to leave on a Wednesday so they could prepare for the Homecoming dance taking place that coming Saturday. What kind of “preparation” was needed three days before a dance? While the administration may believe seniors were

“preparing” for festivities, they were more likely just preparing a Starbucks order for pick-up. Ultimately, the foundation was laid on that first Wellness Day that students can, on future days, simply leave campus early and that these Wellness Days should not be considered important. Additionally, Staples’ offering of three total Wellness hours spread over three months does not nearly suffice for the time and attention desperately needed for students’ mental health. The Wellness Days should therefore be scrapped and replaced with a more effective alternative. The selection of mental health days must be taken out of the administration’s hands and placed into the hands of those whose mental health is being impacted the most: students. Therefore, I propose that

WELLNESS DAY Staples sophomores partake in the first ever Wellness Day on Oct. 20 with games on the football field. Seniors and juniors were located in the fieldhouse and freshmen were located in the courtyard.

all students receive two excused mental health days that they can use at any time for the remaining two months of 2021. This is not as crazy suggestion as it may seem. In fact, Governor Ned Lamont has already implemented a similar solution when he signed Senate Bill 2, “An Act Concerning Social Equity and the Health, Safety and Education of Children” on June 16, 2021. This new law will require Connecticut schools to provide students four excused mental health days every year, starting January 2022. These mental health days do not require doctor’s notes, and are fully excused, which allows students to make up for all missed work without penalty. Unlike Staples’ Wellness Days that are scheduled and controlled by administration, this Connecticut law provides students with

Staples’ offering of three total Wellness hours spread over four months does not nearly suffice for the time and attention desperately needed for students’ mental health.

the freedom to choose their own mental health days to recharge. And yet, the administration has failed to even inform students of the mental health days offered by Senate Bill 2. Instead, they have implemented the Wellness Days that are nothing more than a watered-down version of the mental health days provided in the bill. So while the bill recognizes the great importance of mental health among teens and shows true awareness of the mental health crisis today, the district has failed to show the same respect for this crisis. To use a cliched yet appropriate metaphor, this school and district has slapped a bandaid on the gushing wound that is the mental health crisis. And for some students, it very well may be a matter of life and death if nothing changes. Students must stand up and demand better from this administration. All other priorities must be secondary behind the mental health of students. Quite frankly, the administration must fall on the sword and overhaul the Wellness Days because the administration’s present demonstrated awareness of and respect for student mental health problems is sorely lacking.

Photo by Finnegan Courtney ’23

OPINIONS | 9

Closed campus: outdated Open campus: unnecessary Tierney Kugal ’22 Breaking News Editor

or some students, nothing sounds better than being able to grab a coffee from Starbucks during their free period or go on a quick drive to clear their mind before their next class. School is stressful, and having the option to leave during a free period is a harmless way to improve student life. As long as it does not interfere with in-class attendance, students should have the freedom to leave campus during free periods. One function of the closed campus policy is to mitigate unexcused absences; however, an open campus is not a legitimate threat to attendance. Being marked with an unexcused absence is on its own enough of an incentive to attend class. The limited number of unexcused absences permitted per quarter, and the fear of facing their parents’ wrath if they were to cut class, are ample deterrents for students, making excessive restrictions surrounding free periods unnecessary. Additionally, an open campus does not pose a safety risk because the school is already a revolving door; students constant-

ly leave school early and come in late for free periods. Open campus would only be an extension of the current movement throughout the school. Confirming a student’s identity at the main entrance using student IDs would be a simple solution to any security concerns held by the administration. Additionally, if the district wanted to take additional precautions, parents could sign a waiver allowing their child permission to leave campus during free time, relieving any legal concerns from the school. Leaving campus during a free period has no impact on the quality of students’ education. Rather, leaving during a free would allow students, especially seniors, to practice real life skills such as time management and independence. For the many seniors who plan to attend college, there will be breaks in between their future classes a n d they will be expected to manage their t i m e accordingly. Establishing an open campus policy would provide students, especially upperclassmen, with the real world experience they need to ease the transition to college.

Having the option to leave during a free period is a harmless way to improve student life.

Graphics by Rachel Greenberg ’22

Chloe Murray ’22 Public Relations Director

ost students like the idea of an open campus. Recharging with a Starbucks sweet treat midday or driving home to relax during a double free period sounds appealing to any typical high schooler. No debate necessary. However, the debate of an open campus policy is convoluted, and does not solely revolve around the caffeine needs of students between their classes. Staples should not implement an open campus policy because it jeopardizes the safety of students and hinders students’ capabilities as diligent young adults. Most importantly, an open campus imposes an unwanted risk on the safety of students. Freedom to leave campus for free periods or lunch blocks would enable students to pile in cars with their friends and speed down North Avenue. Even if students chose not to behave this way, the opportunity would be present when it should not be. When parents send their children to school, they have the expectation and desire that their children will be safe inside the school walls or on school grounds. Implementing an open campus as a “privilege” that can

be taken away if abused sounds like a perfect solution to the potential drawback of dangerous off-campus behavior. However, it is ill-advised for the school to wait until the first off-campus accident and absorb the horrible legal and moral implications in order to discern that an open-campus is a bad idea. Additionally, I take issue with the concept that a student absolutely needs to leave campus at some p o i n t during our seven-hour school day. It is not a difficult task to simply go to school, attend the classes that we choose to take—likely with a free period built in — and return home at 2:45 p.m. Granting the opportunity for students to leave the campus for a midday break fosters the mentality that we are incapable of completing this simple duty, and it leaves us less prepared for the more demanding schedules that we will inevitably face in the future. Coming to you as a typical student with an extended free period who enjoys going out to eat: implementing an open campus policy is unsafe and unnecessary. Risking the safety of students is not worth the Dunkin’ break, and frankly, that small, overpriced, watered down iced caramel latte is not exactly recharging you anyway.

When parents send their children to school, they have the expectation and desire that their children will be safe inside the school walls or on school grounds.

10 |

A search for meaning: more than a haircut Elle Vail ’23 Arts Editor

ressed against one of my kitchen’s wooden chairs on my patio, I attempted to relax as I experienced my first haircut. With the feeling of my mom’s assessing eye and the sun’s heat sticking to me, each snip of the scissors only made me more anxious. As I watched each brown lock of hair fall to the floor, I couldn’t help but tighten my shoulders and grip my toes to my shoes. Then, I slowly walked towards the window to stare at my reflection. I wasn’t one to change my appearance, so when I became serious about getting a pixie cut, I think a certain level of alarm was raised, at least in my family. I was 14 and had just spent quarantine in an only-child household processing how many unknowns there were in my life, so cutting my hair meant more to me than a change in appearance. Despite how many hours I had spent on Pinterest, how many conversations I had had with loved ones to validate my decision and how many YouTube tutorials I had watched on how to Photoshop new hairstyles onto photographs, no amount of preparation could have readied me for my eight inch haircut last Aug. 14. But despite the initial shock,

I learned through the process that by letting go of my long hair, I was also letting go of the expectation of prioritizing school above my family, friends, and other activities. When I was a freshman, I rarely saw friends and family, as there was constant movement in my life between school and soccer. I was so focused on school that I put my own creative expression second in my life. Then quarantine hit and that was the first time in years I made the space in my

schedule for my own creative expression in my writing, fashion and drawing. At first, getting into the habit of creating art felt foreign because I was so out-of-practice. I struggled to fully embrace it. But this was just the first step in embracing my identity. I was finally doing what felt right to me and that included cutting my hair short. Now, I focus on the things I love, prioritizing my relationships, creativity and self-expression. This came with quitting soccer and working on journalism full time. I decided to provide myself with more free time and take the classes that made me happiest. These things used to be a second priority in my life, but they are now what bring me joy. It is harder to uphold personal values as an adult if you don’t spend time while you are young to cultivate them. These are passions I want to hold on to for my lifetime, so I encourage others to push back against the ingrained values and expectations of our society, and to trust in doing what feels right to you. It is scary, yes; but the freedom you gain is worth it ten fold. Photo dramatization by Cami Vynerib ’23

I was finally doing what felt right to me and that included cutting my hair short.

NEW DO Elle Vail ’23, pictured before and after her haircut, has found the experience profoundly liberating.

Photos contributed by Elle Vail ’23

Graph

ic by

Lily K

lau ’2

FEATURES

| 11

Graphic by Katie Simons ’22

Arora crushes gender stereotypes with Scout community service Theresa Vandis ’22 Business Director

he typical Girl Scout adorns a purple and green neck scarf and a brightly colored sash embellished with patches and pins to commemorate the completion of an award or journey. Every couple of years, that sash is replaced with a different shade of green or beige to resemble the scout growing older, graduating from Daisy to Brownie to Junior to Cadette to Senior to Ambassador. But this procession was not for Neha Arora ’22. Instead, Arora puts on her khaki shirt, embedded with pockets, army green pants and a matching necktie. Arora is a female Boy Scout. Arora joined the Boy Scouts (now referred to as just Scouts) in 2019, when the corpora-

LEADERSHIP Neha Arora ’22 is Senior Patrol Leader, which is recognized as the highest youth leadership position within a Scout’s troop.

tion opened its doors to young women as well as young men. “My brother did Boy Scouts and I was always interested in what he did,” Arora said. “Girl Scouts didn’t offer me the same experience [...] Boy Scouts was more wilderness survival and buildi n g fires a n d learning all of these skills.” Arora isn’t the only girl in her scout troop. The majority of the scouts range from 1118 years old, and many young girls from the middle schools have joined. Despite the influx of female scouts, Arora admits that the atmosphere wasn’t

always inviting. “At first it was kind of awkward, because the boys [would] give us weird looks,” Arora said. “I go to this camp every summer in Rhode Island and it’s like 10 girls out of 400 boys.” Nikhil Arora ’22, Neha’s brother and a Boy Scout since before 2019, believes the integration of the scouts w a s beneficial for everyone involved. “ I think it’s long overdue. BSA [Boy Scouts of America] should have implemented a coed environment or should have let girls in way earlier since the skills we learn in Scouts are valuable to everyone,” Nikhil Arora said.

Neha Arora is currently working on her Eagle project, which is the highest rank you can earn as a Scout. Approximately 55,000 youth achieve this milestone every year. The project’s emphasis is on growing leadership and collaborative skills through proper planning and development. “I am currently working on a project with veterans in Bridgeport. I am doing a food drive for them and collecting clothes and canned food,” Arora said. Arora recognizes that she is paving a path for younger girls to have someone to look up to. She also recognizes the importance of sharing her experience with others, so that once she graduates, there will be a legacy to follow. “It’s important to get people involved a n d m a k e them feel okay to have different interests,” Arora said. “I just want -Neha Arora ’22 girls to have the same chance as boys to get skills that are actually important.”

“I just want girls to have the same chance as boys to get skills that are actually important.”

Photos by Theresa Vandis ’22

12 | FEATURES

Graphics by Madeline Michalowski ’22

Teen skateboarders develop Allie Gillman ’23

Assistant Business Manager y slapping some roller skate wheels on a piece of plywood, the first skateboard was born in the 1950s. A lot has changed since then: new board materials; new board lengths and sizes; developing lines of extreme skateboarding. All these developments have helped cultivate enthusiastic skateboarding fans as they glide around towns and cities, ascending every hill, looking out over every vista, catching air over the sidewalk in a rush of adrenaline. But, almost inevitably, whenever this “sidewalk surfing” culture emerges, it is just as quickly slammed back down. Stereotypes creep through the grapevine, associating the activity with rebelliousness, misbehavior, drugs and destruction. In Westport, steps are being taken to address negative skateboarding stigmas and leave them in the dust as teen skateboarders cultivate a non-conventional sports culture that fosters inclusivity and promotes a sense of community. Staples skaters Noah Salpeter ’23 and Nic Roland ’22 are passionate about skating—both at school and on their own time. “I love that there’s always more to do and learn,” Roland said. “[Skateboarding] can get frustrating at times because you can never master it [...] but the greatest part about having endless tricks to learn is the [number] of

CAMPUS SKATI Aldridge ’24’s ex faculty members him to stop skate around campus.

differe n t s t y l e s and challenges it creates.” The individualistic nature of skateboarding allowed many skaters to continue developing their skills unduring quarantine. Certain c o n tricks are observably more com- d i t i o n friendly, plicated to master than others, ally such as the kickflip, a popular a p p r o a c h a b l e laid back. trick in the skating commu- and At times, however, the school nity in which the board rotates under the skater’s feet. community can pose a challenge “I remember spending hours to skateboarding. A disconnect trying to land [a kickflip] but has emerged between faculty could never land it, so when I concern for student safety and the skaters’ desire to practice finally landed their sport during my first kickthe school day. flip I felt like Salpeter skates I was on top in the Staples of the world,” courtyard and Salpeter said. around the outHowevside of the school er, teen skat-James Farnen two to three days ers don’t find Assistant Principal out of the school learning tricks week. He cited to be the only both positive and dimension of the sport. Skateboarding provides a relaxing out- negative interactions with facullet with a strong community fac- ty members when he and friends tor that is especially important for have skated in the courtyard. “Most students at Staples busy teens. Roland, who skates at several different locations, attests think skating is cool and express to communities of skaters being interest in learning, as well as

“Skateboarding brings everyone together.”

many s t a f f members who like to watch and ask questions,” Salpeter said. “However, in one case me and a few other skaters were yelled at by a teacher to stop [...] I just remember being in shock that we weren’t doing anything destructive or disrespectful and yet this teacher was flat-out yelling at us for just having fun and doing something we loved.” Assistant Principal James Farnen is among the faculty at Staples with a positive outlook on skateboarding. He bought his first wood skateboard in high school and later lived in a vibrant surfing community in California, where skateboarding was born, so he enjoys watching teens con-

FEATURES| 13

p unconventional sports culture

ING In Freddie xperience, most s have not asked eboarding

tinu e to skate around Westport. “I love watching it on TV and it’s a great workout,” Farnen said. “When I was in middle school it really took off, and now I see so many kids cruising on boards. It’s just awesome.” Faculty and even some skaters have acknowledged skateboarding on campus to be a safety issue. However, the same skaters believe there are measures that can be taken to reconcile the

KICKF LI (LEFT) P Noah Salp eter ’2 and Fr 3 e (RIGH T) do k ddie Aldridg e ’24 ickflip Skate s at Co Park. mpo

STAIR AIR For many skateboarders, including Noah Salpeter ’23, perfecting tricks is one of the most rewarding challenges the sport provides.

probl e m . They claim that by cultivating an understanding community around skateboarding, there can be an overall positive impact on teens’ mental, physical and social health. Farnen agrees, as he recognizes the benefits that skateboarding provides in building a diverse, inclusive and supportive community.

’22 land no R viro Nic ’22 ting en and D N a A sk riendly ROL the f NIC eciates e of its phere. s r s p u tmo ca ap t be rth a b ’23 men -to-ea neri y n V w do ami

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14 | FEATURES

Graphics by Lilly Weisz ’23

In-person school year prompts increase in reported mental health concerns Ella Shi ’23 Features Editor

return to normalcy may seem like the exact cure Staples needs to move past the darkest points of the pandemic. Yet, after losing loved ones, facing an untraditional school schedule and being forced to limit socialization, students have experienced a downward trend in mental health. A report by C.S. Mott Children’s Hospital in March 2021 discovered that 46% of parents say they have observed a new or worsening mental health condition for their teen since the beginning of the pandemic. Staples students and teachers have documented the mental health struggles they have faced this year due to numerous factors including schoolwork, the pandemic and the schedule adjustments. For many, this year has increased their stress and anxiety with little relief from the school. “Junior year is always difficult for a lot of students,” Scarlett Siegel ’23 said, “but having to bounce back after a year where learning was really difficult, and having to go straight into a [normal] year [...] has been quite difficult.” Siegel accounts for these hardships as the cause for her rise in mental health issues. Additionally, she feels like it is difficult to prioritize mental health

during the busy school year. “A rise in stress and anxiety has really started to impact my day-to-day life,” Siegel said. Health teacher Kelly Shamas has made it a priority in the health curriculum to educate students on mental illness and resources at Staples. “We discuss the resources that are available here in our school and community. I would say our mental health unit always seems to be the one that resonated with students most,” Shamas said. Melissa Rotante, TeenTalk Counselor, has noticed an influx of students seeking assistance in regards to mental health. Her role is to give Staples students free and direct access to mental health support, including counseling, crisis intervention, therapy and more. “I’ve seen a rise in referrals for mental health challenges related to the effects of the pandemic,” Rotante said. “High school is already a particularly stressful time in the lives of teens and the pandemic has exacerbated these feelings for many students.” She encourages students to reach out for support if needed in order to navigate through life with mental health challenges. “Support from a trained therapist, social worker, or clinician can significantly help reduce these feelings and enable students to feel more capable of coping with life’s stressors,” Rotante said. However, teachers and students alike, feel as though the cur-

rent schedule could be improved to accommodate students’ and teachers’ mental health. “I really think there was value and benefit in the flex time that we received last year on Wednesdays,” Shamas said. “I think the students were able to get some reprieve during the week and teachers were able to do the same with their workloads.” Many feel as though the current schedule provides little time to escape from overwhelming classes and work, especially for those who are busy with other activities, such as college applications, clubs and sports. “I think [the school] could prioritize [mental health] more, and talk about it in connections. They could talk more about stress and how to deal with these issues,” Evan Trock ’22 said. “Other than that, just give kids more time away from school to relax and reset.”

The following are results from an Inklings survey completed by 197 Staples students Have you experienced more mental health issues as a result of the pandemic?

Are you confident in your ability to cope with your mental health-related struggles?

Do you think that Staples offers adequate resources for students and staff to seek help with mental health?

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Konstanty lights up the stage in Katie Simons ’22 Editor-in-Chief

t was a Friday night in August when Colin Konstanty ’22 got a call from his manager, Jodi Schoenbrun Carter, to meet her at his house. With anticipation, he rushed home from his friend’s place and met Schoenbrun Carter in his driveway where she told him he booked the ensemble role of Luke in the new, off-broadway musical, “TREVOR: A New Musical.” “I just remember jumping around and being filled with adrenaline [...] It was a very emotional moment, and one I will never forget,” Konstanty said. “Getting to share that experience [with] my parents, my manager and later on, my acting coach, who have always been extremely supportive of me, made it that much more special.” “TREVOR” is based on the 1995 short film “Trevor,” which is about a 13-year-old who attempts to take his life after he is rejected from his classmates because of his sexuality. The film went on to inspire the creation of the Trevor Project, a sucide prevention line for LGBTQIA+ youth. Since being cast, Konstanty has been fully immersed in rehearsals and performances for the show. Now commuting into New York City nearly every day, he’s stopped attending Photo contributed by Colin Konstanty ’22

Staples and is now being tutored along with his castmates. “I have been able to handle it all with the support of my teachers, Mr. Dunlap and Principal Thomas,” Konstanty said. “I am truly grateful for all they have helped me with, and it’s why I have been able to balance my schoolwork and still get a great education while working on this show.” Despite his eight hour work days on top of school and commuting, Konstanty is reveling in every moment of the experience. “I have had so many pinchme moments, as well as many emotional moments,” Konstanty said. “It has been an amazing process, from getting there on the first day, and being welcomed into the ‘TREVOR’ com-

pany, to putting up our first preview and being able to perform on a professional New York stage for the first time ever.” For Konstanty, some of the most rewarding moments have been his friends, family and teachers coming to see the show. “One big moment for me was when my parents saw the show for the first time. It was an emotional moment for all of us, and getting to talk to them about it after was wonderful,” Konstanty said. “Mr. Dunlap and Mr. Rosenberg even came to the first preview of the show which meant the world to me.” Konstanty contributes much of his skill to the pre-professional training program he’s taken part in, The Acting Gym, since the eighth grade. Under his acting coach, Brian J. Carter, he’s taken classes and learned how to

work as a professional in the entertainment and theater industry. “Colin and I had a strong connection as coach and student from the start and have now worked together for over five years in classes and workshops,” Carter said. “I hope that I have helped him believe in himself as a truly gifted actor (because he is), but more importantly, [believe] in the amazing human that he is.” Reflecting on these past five years, Carter credits much of Konstanty’s skill to his dedication and interest in acting. “He is the hardest worker and a genuine study of show biz as a whole. I [have] never met a kid who is so interested in learning anything and everything about the craft of acting,” Carter said. “I truly could not express how impressed and proud of him I am.” Ultimately, for Konstanty, this experience is about more than just becoming a professional actor, but about telling a meaningful story. “I couldn’t have asked for a better and more talented group of artists and professionals to work with on this incredible show,” Konstanty said. “This is a story that needs to be told and is a show that I’m so honored to be a part of.” SHOW BUSINESS Colin Konstanty ’22 is currently performing in “TREVOR: A New Musical.” The off-broadway show had its opening night in New York City on Nov. 10 and you can currently purchase tickets at trevorthemusical.com

Graphics by Madeline Michalowski ’22 & Katie Simons ’22

16 | ARTS

Various interpretations of Adele’s new single encourages deeper connection to lyrics Abigail Nevin ’23 Web News Editor

dele’s recently released song, “Easy On Me,” has garnered the Spotify and Amazon Music records for the most streams for a song in a day or a week. It topped the charts in 23 countries, including her homeland, the United Kingdom, where it became Adele’s third number-one single. And it has racked up an impressive 152 million total views on YouTube (as of Nov. 12, 2021) since it was first posted on Oct. 14. Adele’s song was written in response to her recent divorce, and yet it resonates with her Gen Z audience because many fans cite that the lyrics apply beyond the topic of divorce and directly to their own personal anxieties. “The passion in her lyrics and in her voice allows people to connect her music to their own personal lives,” Ashley Julien ’23 said. “I think it truly deserves to be ranked highly on the charts, Graphic by Maya Hruskar ’23

and I’m not surprised by the had been more patient with me, amount of streams that it has.” and I wish she understood that Although the song is from I needed her to go easy on me.” Sophie Clemens ’22 views the Adele’s more sorrowful perspective of her recent divorce, song through an alternate lens. Clemens finds the song’s lyrics the concept to be touchof allowing ing to her as oneself to be she feels that human while they are able embracing to harness self-reflection the stress of and personsenior year. al growth “[The appeals to a song, to me] broad range relates a lot of listeners. -Phoebe Barnes ’22 to the college Various lisapplication teners have found themselves relating to process, especially after quaranthe song, having gone through tine,” Clemens said. “We are exa personal experience in which pected to know where we want they wished someone had treat- to go and what we want to do ed them with more empathy. with our lives at Savar Stocker ’24 recalls his freshman year math class and how he wished his teacher had been more patient with him. “I relate to the lyrics because when I was a freshman, I went in for extra help with my math teacher,” Stocker said. “I was struggling and grappling with a new topic. I wish my teacher

“All students want is for life and teachers to go easy on them regarding work and stress.”

only 17, and having been stuck in our houses for some of our sophomore and a good part of our junior year, it’s hard to get in the mindset of thinking [about] college when it feels like we’ve barely even been in high school.” Phoebe Barnes ’22 relates to the lyrics in regards to online learning and now students being fully back in person. Barnes, along with many other teenage students, feel the academic mental toll of going through an extensive change in learning while considering life after high school. “Having been virtually doing school for so long and then being thrown full force into going 100% in person, I personally experienced struggles with workload and balancing schoolwork and personal life,” Barnes said. “[This makes the] song relatable since all students want is for life and teachers to go easy on them regarding work and stress.”

Open Spotify and scan this code to listen to Adele’s new single “Easy on Me.”

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How well do you know Adele's Fill in the crossword puzzle with the song that corresponds to the lyrics below. Songs? 1

4 5

Crossword by Samantha Felner ’22 Graphic by Rachel Greenberg ’22

Down: Down: Across: Across: 1. We both know weknow ain’t kids no more Lose yourself in time 1. We both we ain't kids no 5. more 5. Lose yourself in time 2. You got head in the clouds me;the hadworld no time to choose 2. your You got your head in the clouds6. Feel the world around 6. Feel around me; had no tim 3. When3.it When crumbles we will stand tall 7. I wish nothing but thechoose best it crumbles 4. It feels we are oceans apart me once more 4. like It feels like we are oceans apart8. Baby please remember 7. I wish nothing but the best 9. You’ve got to stop8. holding the way you do me once more Babyme please remember

9. You've got to stop holding me the way do

18 | ARTS

Westport Book Shop enriches community, provides support for Westport Public Library Julia Herlyn ’23 News Editor

Photos by WESTPO Cami Vyn RT BOO erib ’23 K SHOP Catherin Manager e Caro (A s Ashley BOVE) w Through W il ork at th vo e store lo son and Westpor lunteers such as cated do Caroline t Book Sh wntown. Sorstein op place employe (BELOW sa es and co ), the ntributin n emphasis on he lp g to the s urroundin ing their g commu nity.

he Westport Book Shop, located in the heart of downtown Westport, is an inviting, intimate space, embellished with seasonal decorations, charming fairy lights and various pieces of local art. Although the book shop has only been operating since January 2021, it has quickly become essential to Westporters and other locals. “The book shop not only supports the Westport community, but it also supports the surrounding communities,” manager Katherine Caro said. “It’s a place for people to meet, but it’s also a place for people to find books at reasonable prices […] there is a book for everyone.” Offering used, antiquarian books, vinyl records, CDs, DVDs and audio books, the Westport Book Shop is the town’s only nonprofit bookstore. It works in collaboration with the nearby Westport Library through the library’s donations. Books that have been donated to the library are selected to be sold at the store based on their condition and/or potential appeal to readers. “It’s important to bring a book shop back to the community,” manager Ashley Wilson said. “It’s nice to have a book shop in the area, instead of everything being online or downloaded.” Since the book shop is a nonprofit enterprise, the revenue generated through book sales is contributed to the Westport Library, which is utilized to fund the programming and activities of the library. The book shop also places strong emphasis on providing employment and training opportunities, specifically to individuals with disabilities or “advancing abilities,” as described by Caro. “I like talking to people here, helping them find the books they want and helping organize the store,” employee Dylan Curran ’20 said. “[Working at the book shop] makes me feel happy and excited. I feel more connected to the people around here.” Community members–including Staples students like Tavan Bhatia ’23–can volunteer at the bookshop weekly, performing activities like ringing customers up, moving supplies and reviewing sales. “[Volunteering] is a good way to help out and feel like [you are] part of the community,” Bhatia said. “It’s a rewarding experience.” Looking forward, the Westport Book Shop hopes to continue serving Westport and neighboring communities, as well as attract more teenage customers. “I think that a lot of the high school kids don’t even know that we’re here or what we offer,” Caro said. “They could start creating their own library that they could use for book reports, research papers and to take to college [...] We want more people to know about us. That’s the goal for this book shop.”

Aidan Rogers ’22 Creative Director

* Contains spoilers

preading rapidly through media like a wildfire, Hwang Dong-hyuk’s eight hour, nine episode Korean drama, “Squid Game,” reached over 100 million viewers worldwide in its first month after being released on Sept. 17. The show’s shock value, vibrant color theme, and over-thetop gore perfectly align the Netflix original for success in mainstream culture. At face value, “Squid Game” t a k e s childhood

Netflix capitalizes on capitalist criticism

games and brings them to the extreme: winners stay in the running for around $40 million of prize money, but losers are eliminated… literally. The show focuses on the shocking experiences of Seong Gi-hun and other competitors both in and out of the game. Beyond the entertaining plot and visuals, the dynamic between the organizers of the game, the participants and their respective attitudes towards life offers a stark critique of capitalism. The premise for the game that is played is to take people who are down on their luck, unable to make ends meet, and put them in a game situation where they have fair conditions to succeed. This seemingly controlled, balanced and “fair” game environment contrasts with the hectic, desperate lives the contestants normally live in a capitalist society, where it is almost impossible for those on the bottom to improve their situation. Identified solely by num-

ber, the players in “Squid Game” are stripped of all that makes them human, including their name, in order to remove any advantages for winning the prize money. In the second half of “Squid Game,” a mysterious group of mask-wearing bourgeoisie is introduced as the coordinators of the inhumane games that have played out. It becomes clear that their lives of leisure and comfort are also bare of excitement. As a result of a capitalist system, they have been completely numbed to most human emotions and must resort to the most extreme experiences—death and violence—to truly feel something. In contrast, the players in the game are impoverished Korean citizens who were tricked into participating with the lure of money and the dream of possibly escaping their life of impoverished struggle.

Their experiences illustrate the desensitization of all people—both rich and poor—in a capitalist society.

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When they find out that the games will result in likely death, they are permitted to leave, but almost every contestant returns on his or her own volition after realizing that either death or winning the games would be preferable to the struggles and unforgiving nature of their daily lives. While the coordinators and participants are from opposite stations in life—bourgeoisie and proletariat—through the lens of the game, both groups are attempting to escape the unfortunate reality of their lives and seek a chance to truly live. Their experiences illustrate the desensitization of all people—both rich and poor— in a capitalist society.

sk by chalow s c Mi phi Gra deline Ma

i ’2

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SPORTS

Olasewere twins thrive off competition Anastasia Thumser ’22 Web Managing Editor

he horn goes off for the 200 meter individual medley race.Water splashes at astronomical levels as the swimmers in the middle lanes dive powerfully. After eight grueling laps, they sprint to the ﬁnish, neck-and-neck as they strive to touch the wall before the other. When their race is complete, two girls of similar height and appearance hop out of the pool for a congratulatory celebration. Spectators may think they’re seeing double, but twins Annam and Ayaan Olasewere ’25 are different, yet equally talented swimmers. While they are self-professed competitors, Annam and Ayaan are also each other’s biggest role models. “In the events where both of us are close to each other in time, we are always competing to see who had the better time, which motivates us to go faster,” Annam said. With Annam holding two Staples records in the 50 meter and 100 meter freestyle events, and both girls contributing to the school record-breaking freestyle relays, Annam and Ayaan are assets to the Staples’ girls swim team.

Photos by Camille Vynerib ’23

The sisters started swimming ic to the Staples’ girls swim when they were 18 months old, team in practice, dual and but they credit their previous championship meets, but head coach, Chandler Crosby, with coach Mike Anderson is adtheir success in championship amant that they entertain as meets as they became age-group well as inspire their teammates. “Coaching swimmers. Ayaan and “Coach Annam has Chandler been a lot was a of fun. They rare, one have a lot of of a kind energy,” Ancoach. derson said. He was “They push always each other, pushing they like to us to be the very race each other, they best we like to tease could be each other, [...] we and they’re always lishighly intertened to active with him and OLASEWERE RANKINGS Annam all of their took what Olasewere ’25 (LEFT) is seeded ﬁrst teammates. he said in the state for the 50 and 100 yard to heart,” freestyle. Ayaan Olasewere ’25 (RIGHT) T h e y ’ r e not above A n n a m is seeded 15th in the 50-yard freestyle said. “He and 12th in the 100-yard freestyle. pushing contineach other’s ued to develop our skills, and head under water.” Jessica Qi ’22, captain of eventually we started attending our ﬁrst championship the girls’ swim team, believes meets, then winning champi- that Annam and Ayaan’s onship meets and then going energy is infectious and into even higher level meets.” spiring to fellow swimmers. Annam and Ayaan apply “They constantly radiate postheir dedication and work eth- itivity both in and out of the

pool, which is awesome to have on the team,” Qi said. “They are two of the most hardworking and funniest people I know, always putting 110% effort into practice and making jokes to brighten up everyone’s moods.” In addition to swimming, Annam and Ayaan are motivated students and musicians. They do ﬁnd it mildly annoying when others compare them—whether in school or on the pool deck— but they agree that they perform best when they are together. “People often compare us— not maliciously—to see who is better at this or that,” Ayaan said. “But we believe that we each shine at individual things. [...] Point in case, I am an elite breaststroker and freestyler, while Annam shines in freestyle and butterﬂy. When we work together in relays, we exceed the expectations that are put on us, because we are each swimming what we swim best.” Despite the potential pressure from competing against a twin sister, Annam and Ayaan wouldn’t have it any other way. “There is no feeling like knowing that you will always have someone to inspire and motivate you,” Ayaan said, “Someone that knows exactly what you are going through.”

SWIM PRACTICE Annam Olasewere ’25 train for state opens in late November at the Staples pool.

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Cheerleader or housewife? Traditions prove sexist, outdated Amanda Rowan ’22 Photostory Editor

hen I signed up for cheer in eighth grade, I was so excited to tumble, stunt, learn routines and compete. What I didn’t realize was that being a cheerleader at Staples meant also being an unappreciated 1950’s housewife. At the beginning of every school year, each cheerleader is assigned to a senior football player. There is a pool party during the summer where all the cheerleaders are introduced to their senior football players. I enjoy this tradition. We all throw each other into the pool, do fun dives and swim around. It is a great bonding experience for the two teams; however, once the school year starts, this relationship becomes one sided. For each varsity game, the cheerleaders are required by their captains to make encouraging posters for their assigned football players. For the homecoming game, we are asked to decorate our football players locker with Photo by Emma Porzio ’23

balloons, streamers, posters, baked goods, candies and more. In return, the football players do very little to root for, celebrate or honor the cheerleaders. This cheerleader and football player tradition is sexist, outdated and degrading as an athlete. I love cheerleading, but this is not what I signed up for. Most people assume cheerleading is just standing on the sidelines at each football game cheering on the boys. This is not true. Our Staples competition cheer team practices 10 hours a week. From tumbling, stunting, jumping, dancing and conditioning, I leave each practice dripping in sweat. Cheerleading is a sport as deﬁned by the Olympics in 2021. When we continue to make posters for the football team we take away the legitimacy of our own sport. It makes it seem as though our only job is to support the football team, but who’s supporting us? If this tradition were to continue, it needs to be equal. In the four years I have been

I understand this might be a tradition, but traditions change and in 2009, Superintendent Elliot Landon banned cheerleaders from baking for their assigned football players. This was outdated then, and it’s still outdated now. Each time I bring up the misogyny and blatant sexism with the football players and cheerleaders, it’s passed off as just “something we’ve always done.” Unless both teams are willing to alter this tradition so that there is equal support, it shouldn’t continue. I am more than a football player’s poster maker and baker. I am an athlete, and I deserve to be treated like one.

il ’23

Graphic by Elle Va

Photos by Rachel Gr eenberg ’22

SUPPORTING THE TEAM Cheerleaders decorate the football players lockers for the Homecoming game on Oct. 22.

on the team, I have received two proper thank yous for supporting the football team. Before you get excited, the ﬁrst thank you was gifted to me by my assigned football player’s mom. She gave me a gift certificate,which I was thankful for, but I would have liked to have been thanked just once from the football player himself. The second thank you I received was when o u r cheerleadi n g captain asked the senior football players to thank us and buy us something for homecoming. Although I appreciated the gifts, I believe the gesture was forced and far too late. I am done asking for my work to be recognized. I shouldn’t have to ask for something in return. If this tradition is important to the football players, then they would reciprocate the favor without being asked.

CHEER PRACTICES The Staples cheer team practices for winter competition.

22| SPORTS

Winter sports look to thrash competition Eli Shorrock ’22 Staff Writer

s the winter season approaches, winter sports teams prepare for success. Photo by Lily Caplan ’22

The boys’ and girls’ basketball teams are looking forward to a great season. Although both teams lost key players like Lucas Basich ’21, Sean Clarke ’21, Alva Nordin ’21 and Nicole Holmes ’21, they are determined to compete for the FCIAC and CIAC championships. The boys’ team this year is loaded with upperclassmen talent including boys’ captains Derek Sale ’22 and starting center 6’7” Chris Zajac ’23. Players are chomping at the bit to get in and be able to prove themselves. “I want to be trusted with the basketball in my hands and do anything coach asks me to do,” Charlie Honig ’23 said. Girls’ Captain Jen Westphal ’22 also emphasized the importance of young players stepping up to ﬁll in bigger roles this season. “We lost our starting five players, so this year will definitely be an adjustment,” Westphal said. The girls’ and boys’ basketball teams were both ranked third in the FCIAC in the 2020-2021 season, and they are hoping to continue their legacies.

PRACTICES Jack Murphy ’22 (LEFT) and captain Sydelle Bernstein ’22 (RIGHT) both practice in the offseason.

Photo contributed by Devon Saunders ’22

WINTER SEASON PREPARATION The wrestling team prepares for the upcoming season after facing COVID-19 regulations in the 2020-21 season.

Like the girls’ basketball team, the girls’ ski team is also a young group looking to make an impact. “It’s very much it’s own family,” Elise Eisenberger ’24 said. “The upperclassmen are very inclusive not only on the course but outside of skiing as well.” The team is led by captains Emmy Marcus ’22, Kate Smith ’22 and Teagan Church ’22. “Being on the team since freshman year, I’m super sad this is my last year but I’m excited to see our success in the upcoming season,” Smith said. After ﬁnishing third last year in the state competition the girls have their focus set on one goal, ﬁrst place.

Photo by Kiswa Khan ’23

After losing out on the CIAC season last year due to COVID-19, the boys’ wrestling team is hungrier than ever to get back on the mat. Despite not competing last season, this group is anything but inexperienced. All of the captains are well accomplished including Nick Augeri ’22, who won the FCIAC title and the class LL championship during his sophomore year. Even with all this previous success, the team is expecting even better results this season. “We are looking to have one of the best seasons in Staples history,” Noah Fraas ’22 said. Photo by Lily Caplan ’22

TEAM BONDING The ski teams use team bonding activites to become a closer-knit unit.

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Inklings November 2021 Issue

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