Voices: 2025 Inklings Supplement

Front and back covers by Alex Gaines ’25

Must-Reads

17

Women in STEM

Upper-level STEM classes at Staples have gender divides as severe as 87% male to 13% female. Read about Staples women, enrolled in a wide variety of courses, sharing their experiences as the "odd one out."

Staples Divided

The United States has arguably never been more politically polarized than today. Has Staples fallen victim to this issue as well? Read the perspectives of anonymous students seeking one thing: compromise.

45

Microaggressions

26

Every year, Staples students of color experience mispelling, mispronounciation, and being mistaken for other students of the same race. Read Olivia Saw '26's take on the issue.

ENTS

A Letter From the Editor

Managing Editor

Angelina Matra

Associate Managing Editors

Anna Kercher

Demi Sasson

Creative Directors

Alex Gaines

Olivia Signorile

Editors

Camille Blundell

Avni Krishna

Bailey Lillvis

Ann Marie Maccaro

Danisha Nasution

Jack Robinson

Zara Saliba

Malena Tortorella

Editors-in-Chief

Nina Bowens

Lily Hultgren

Advisors

Joseph Delgobbo

Mary Elizabeth Fulco

Scan this QR code to subscribe to Inklings!

Send submissions to inklingsnews@westportps.org

What is “Voices?”

That’s a question I was asked many times in the process of putting together this paper. I was tasked with creating Inklings’ first-ever fall supplement (which, due to my extremely ambitious plans, became a winter supplement, and then a spring supplement). One of my responsibilities was choosing a theme. I had a list of ten or fifteen in my notes app: “Around the World,” “Staples Lifestyle” and “Spoonfuls of Staples” were a few tentative options.

So what is “Voices”? It’s option D: all of the above. Every single student, teacher, administrator and staff member within the collective Staples environment is so unique. Voices is the chatter in the hallways and locker rooms and concert stages and culinary classes and science labs and teachers’ lounges all thrown together in one huge, ambitious project.

I was nervous about pitching "Voices" at the beginning of the year for one simple reason: I was afraid no one would like it. I truly feared that high school students would find "Voices" boring or contrived or cliche. To my surprise, the support for Voices was nearly unanimous.

And that means a lot. It means that high school students care about making their voices heard. They want to read about the experiences of their peers and teachers.

They want to make a difference. The issue is that the vast majority of teenagers don't know how.

Voices is a collection of our community's most personal stories. Women in STEM (page 17) is made up of testimonials from girls of different ages and experience, who express the difficulty of being a girl in male-dominated courses. Microaggressions (page 45), a powerful opinion, contains deeply personal student testimonials about the difficulties of maintaining ethnic and cultural self-identity in the face of ignorance. And Staples Divided (page 26), an article so delicate it took us six months to complete, is entirely predicated on real Staples students having an open discussion about their political orientations, opinions and perceptions.

I would like to thank every Staples student, teacher, administrator and staff member who contributed their voice to this project. This paper is not only for you, but it's by you; without you it wouldn't exist.

Whether you read every story in this paper or just skim through to look at the pictures, if I can leave you with one message, let it be this: don’t be afraid to use your voice. The world needs it.

Inklings is a public forum; we welcome submissions from anyone and everyone. Email us at inklingsnews@westportps.org to submit your own work.

-Angelina Matra

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.

page design by Angelina

Matra ’25

Over the years, Staples High School has truly seen it all when it comes to style. While we all know the mantra "look good, feel good," some students go above and beyond.

Meet Louie Frascella '27, Hyla Dotson '26 and Audrey Bunan '25: Staples students who bring their own flair to the hallways. Whether they are designing their own clothes or hunting for gems while thrifting, these three are bringing back the joy of fashion for self expression.

Stylizing Staples

Avni Krishna ’27 Paper Editor

Camille Blundell ’27 Paper Editor

Written and designed by:

Meet fashion designer...

LOUIE FRASCELLA

Photos by Camille Blundell ’27

How do your designs reflect you?

"My designs reflect my creativity. I enjoy creating pieces that not everyone would wear. I prefer not to limit my creative freedom and avoid making simple designs that you’ve seen a million times before. I strive to create something new."

What are your inspirations?

"I am inspired by various designers such as Vivienne Westwood, Robert Wun and Alexander McQueen, among others. I am also inspired by Lady Gaga for her dramatic, over-the-top outfits and the statements made through her fashion choices, such as the iconic meat dress."

I love makeup. It makes me feel comfortable, confident and inspired.

- Louie Frascella '27

What got you into fashion?

"My grandma has been a significant inspiration to me and still is. She was very creative, and I feel that I share that same trait with her. She knew how to sew and made clothes. The idea that you could create what ever you want and wear it fascinated me."

Original artwork by

What are your future goals?

"My goals for the upcoming year are to finish the project I'm working on, design more, experiment with fashion and makeup, and build my portfolio in hopes of attending art college after graduating high school."

Louie's Creative Process

1. Research (get inspired)

2. Come up with design

3. Sketch it out on paper

4. Cut pattern out on paper

5. Make pattern on temporary fabric

6. Transfer pattern to actual fabric

7. Cut out fabric

8. Sew pieces together

Designedby

Where does the inspiration for your

"All my collections are inspired by something, either an interest or mood board I have and they act as the base of what I choose to create. Some of my recent sketches are designed from my interest in mushrooms."

What is the significance of the coral outfit [Pictured left]?

"These were my first pieces. I'm afraid of the deep sea but I found this pattern and I thought it was really cool. I wanted to make something for myself."

Meet South63 designer...

DOTSON

What Gave you inspiration to start your own clothing line?

"I’ve always been an entrepreneur and my parents were super involved in fashion and I felt a connection to it. Then I taught myself how to sew and took some classes at the Fashion Institute of Technology and that sparked the interest."

Whats behind the unique stitching for your clothes?

"It's my artists mark. It's the way I make my clothing so people can tell it's mine. If you look at different artists around the world, they all have their personal markings, like a way to sign their work. I use the lettering and stitching as my signature."

What are your hopes for the future?

"Ever since I was 14 and got into fashion, I’ve been saying I was going to be a millionaire by 25. I see my brand South63 getting established, gaining support, and making sales in the future and I’m going to keep working on it until it happens."

"I feel like my clothes are me. People can tell that it's me based on what im wearing from the back. I think fashion is a way of identification and comfort. I’ve always been an expressive person."

How have you used fashion and making clothes to express yourself? on instagram

Photographs taken from @southsixtythreeofficial

I don't filter myself

down

for people. I think that's seen in my style as

well.

How does your love for fashion help you express yourself?

"I think that your personal sense of style is something unique to you and not easily replicated. Style can be a big part of people’s identity as it acts as a form of self expression and reflects your taste and culture."

Audrey Bunan Meet thrifter...

Photographs by Camille Blundell ’27

How HAS your style evolved?

"My style has evolved a lot since I was young. I used to focus a lot more on staying on trend, while now I just wear what I find authentic and fit to my taste. I used to buy the majority of my clothing from fast fashion in comparison to now where most of my clothes are thrifted or from vintage shops."

Where do you draw your fashion inspiration from?

"I draw a lot of my style inspiration from the 1970’s and 90’s. Some style icons I love are the Olsen twins from the early 2000’s and of course the style of the 'Sex and the City' girls."

What got you into fashion?

"I got into fashion when I was younger when traveling to France annually to see my family. I absorbed a lot of the style from there. My dad's side of the family is also very into art, which, for me, translated into fashion."

Elsa D'Elia 25 Paper Editor

Anyone who’s anyone at Staples has wandered through the music hallway just in time to hear a chorus coming together to harmonize that nal, holding note. e orchestra strikes up with the melodious ring of bows against strings. en the band, with the crashing sound of drums, the hum of wind instruments and the blast of brass echo down the corridors. What’s particularly special about these sounds is that they're all generated by students.

Singer and guitarist, Vivian Shamie ’25, is one of the student musicians at Staples and has spent years honing her craft.

“I’ve kind of always grown surrounded by music," Shamie said. "My mom was on Broadway, so I grew up with her teaching me harmonies, [and] singing with my sister.”

Shamie is speci cally fond of singing with her sister and has pledged to make sure that remains a part of her life as she continues to create music.

“I’ve always wanted to perform with my sister; we’re a duo band,” Shamie said. “Singing with her would be a really big dream of mine.”

Shamie is, of course, not the only student who works collaboratively in music. Seamus Brannigan ’26 is a member of the band “Hibachi Dinner,” consisting of him and his college-aged brothers, Terry and Eamon Brannigan. ey frequent local venues, most notably Little Barn.

Celebrating Staples' student musicians The future of music

“I’ve pretty much been playing music since I was in rst grade. It’s when I started playing drums,” Brannigan said. “As I started to get older, I started to sing, play guitar, play bass—a little bit of everything.”

When he’s not playing with his brothers, Brannigan still nds ways to incorporate music into his everyday routine. Brannigan currently plays with a jazz band. He also prioritizes spending a lot of time surrounded by music.

“I’m constantly listening to music throughout the school day; my [time] on Spotify [is] crazy," Brannigan said. "I love listening to music and playing along to it.”

ere’s a wide variety of focuses within music, especially when it comes to instruments. Ryan Overley's '25 instrument of choice is the bass.

“I plan on sticking with the bass for the rest of my life,” Overley said. “It's de nitely something I’m always gonna do, and hopefully in the future I’ll have some albums out.”

No matter what route they’ve taken, student musicians at Staples all seem to share an important factor: music is a key part of their life.

“Music helps me focus; if I’m having a hard day, I’ll pick up my guitar and start singing,” Shamie said. “Becoming a role model for people, [speci cally] younger [people], and connecting people through music would be a dream.”

Photo by Ava Chun 25

and

showcase their talents. By playing various instruments outside of school such as guitar, drums, bass and vocals at local venues like Little Barn and Park City Music Hall. Seamus Brannigan 26 also performs with his band "Hibachi Dinner."

Photos contributed by Seamus Brannigan 26, Ryan Overley 25, Vivian Shamie 25 and George Maddaloni

STAPLES SPOTLIGHT Vivian Shamie 25, Willa Shamie 27, Ryan Overley 25

Seamus Brannigan 26

Sharing the Spotlight

Divino also emphasizes the importance of fostering a conversational atmosphere in interviews. He encourages athletes to open up, allowing a sense of realness to prevail during an interview. is approach is re ected in the experiences of the athletes themselves.

The thrill of victory goes beyond the scoreboard at Staples. In engaging interviews, student-athletes are nding their voices and showcasing their journeys through PrepZone, an up-andcoming sports news source. e founder, Estevao Divino, along with his family, hope to shed more light on exceptional athletes and the broader community.

Divino has been around sports his entire life and believes in spotlighting student-athletes. In order to do this, he interviews a variety of players besides captains or college commits.

“We watch the game closely and try to nd someone who really made a special play that maybe not everybody saw,” Divino said.

is method ensures that every athlete, not just the stars, has a chance to shine.

“During the interview, I felt very calm and involved," eld hockey player Mary Stevens '26 said, "I think that it’s very important because interviews can be a nerve-racking thing.”

Girls’ soccer player Alexa Vanaken ’28 is newly adapting to Staples High School this fall and nding her place in Staples athletics as a freshman on varsity. After a competitive matchup versus Wilton, she was selected for a post-game interview.

“It gives a lot of people from Staples the ability to be a part of the Staples community and have a special moment,” Vanaken said. “For me personally, it was big because it was my rst year playing at Staples.”

Divino’s mission is to create a platform where student voices are ampli ed, enhancing the community spirit at Staples.

Football player Justin Halky ’26 echoes

GO WRECKERS! Every game, PrepZone makes an effort to highlight one student who had an exceptional performance.

this sentiment.

“It feels great to have a spot like PrepZone where I can share my thoughts in a place that recognizes my success,” Halky said.

By highlighting individual stories, PrepZone helps strengthen the bond among athletes, fans and the school, ensuring that every player feels valued and celebrated.

"It’s not about the sport,” Divino said. “It’s about the athletes. Student-athletes."

Photos contributed by PrepZone's Instagram

Zander Bauer 26 Paper Editor

Anna Petrosino 26 Paper Editor

WORDSEARCH PrepZone Edition!

How to play: Find all the sports that PrepZone covers in this word search! Words can be found in a straight line either forward, backward, up, down or diagonal.

Staples nurses keep school healthy Beyond band-aids:

Ayaan Olasewere ʼ25 Web Sports Editor

Staples High School relies on the dedication of countless staff members to keep the community running smoothly, yet many of their efforts often go unnoticed. From administrative assistants and bus drivers to paraprofessionals, these individuals are the backbone of the school. Among these unsung heroes are the school nurses—an essential group whose efforts often go unrecognized. Despite having three nurses on staff, most students struggle to even name one.

ic issues like diabetes or food allergies or seizure disorders or maybe concussion, or new injuries,” school nurse Patti Falvey said. “We also provide information for all of the teachers through PowerSchool, and through 504s, meetings, and a lot of communication with the teachers.”

Falvey was first drawn to nursing because

there is no traditional day for the nurses. They typically see between 70 to 90 students, addressing everything from allergic reactions to seizures to mental health concerns, while also providing daily medications.

"We help manage kids that have chronic issues like diabetes or food allergies or seizure disorders or maybe concussion, or new injuries,”

Contrary to common belief, the nurses do much more than simply treat nosebleeds or send students home when they are feeling sick. The Staples nursing team takes on a wide range of health concerns that impact students’ daily lives.

“We help manage kids that have chron -

SAFETY INSTRUCTIONS A student is taught how to use an EpiPen, which is used to treat allergic reactions.

it was a career in which she could help others and also had a lot of diverse opportunities. Over her 15 years in Westport Public Schools, she has developed a passion for working with high school students, which eventually led her to Staples.

“It’s a career that you can do a lot of different things,” Falvey said. “When I first graduated, I worked in a hospital, and then I worked at a university, and now I’m in a school."

Unlike many other staff roles at Staples,

“Kids will often come find us and the counselor involved, or a social worker, psychologist involved,” Falvey said. “Kids also show up with crutches and broken bones, and we help accommodate them through the school.” The nurse’s office has played an important role in implementing both new and existing programs aimed at promoting health and safety within the school and the broader community. Many of these initiatives are coordinated through partnerships with the town, allowing the nurses to address a wide range of health concerns.

“We had a heart program we did a few years ago about cardiac safety,” school nurse Anna Fitzpatrick said. "We also coordinated the COVID vaccine, and we offer CBD testing strips.”

WHAT CAN I GET

YOU? Nurse Anna Fitzgerald carefully pours cold medicine for a students feeling under the weather. Student beds fill the back of the nurses' office and provide a resting place for any sick or injured student.

Photos contributed by Ann Marie Maccaro ʼ27

Graphic by Alex Gaines ʼ25

Teaching, Coaching, Advocating:

Amplifying student voices through Staples’ Special Education program

Alexis Jacobs ʼ26

Web Features Editor

Bianca Mastocciolo ʼ26

Assistant

Business Manager

Staples has one of the most well-funded and well-rounded special education programs in Connecticut, offering specific guidance to cater to each student's needs. It is a program that strives to provide inclusive education that offers students with special needs a voice and the support they need to thrive.

The Staples High School Special Education program’s success is due in part to the collaborative, inclusive environment fostered by its dedicated team of educators and paraprofessionals who promote self-advocacy, and celebrate each student’s unique abilities.

Through the dedication of educators like Christopher Wasik, Christie Petrella, Matthew Bohn and the paraprofessionals who support them, Staples creates a community where every student’s voice is heard and valued.

Christopher Wasik:

Christopher Wasik, a special education teacher at Staples, works with students with learning disabilities and special learning needs. He has his own classroom that is about half the size of a normal room, so he can hold smaller lessons and work more closely with each student. His main goal is to set his students up to be more independent, and better able to advocate for themselves. He strives to personalize each student’s learning needs in order to empower them to become self-advocates and develop a strong understanding of their own learning profiles.

“I enjoy working with kids in this [smaller] capacity,” Wasik said. “I get to have more intimate relationships with my students.”

Many know Christie Petrella as a health teacher, but she also coaches Unified Sports and teaches Unified P.E. Unified Sports, a part of the Special Olympics, which offers students the chance to play soccer, basketball, and track and field in an inclusive environment, encourages not only physical activity but also social interaction and emotional growth. They have one practice per week and even compete in a FCIAC tournament. She says these experiences are rewarding through seeing the difference she is making daily and feels the impact of being a part of something bigger than herself.

The impact of Unified Sports extends beyond the field. It fosters a school culture where students with special needs are not just participants, but valued members of the community.

“[My goal is] to allow for all students to have a similar experience physically and so-

cially around sports and physical activity,” Petrella said.

Matthew Bohn:

Matthew Bohn is a special education teacher at Staples High School. His days are spent helping students set academic goals and post-graduation transition plans, teaching them life skills such as organization and communication, and collaborating with other teachers, parents, and service providers to create the most supportive environment possible. He says the most important part of his job is having a good relationship with his students so he can best support them.

“Special Education teachers wear many hats,” Bohn said. “The hope is that we can help them learn and become better for having pushed through adversity.”

Paraprofessionals:

Paraprofessionals (paras) are the unsung heroes of the Special Education program. Their role is demanding but deeply rewarding. Paras support students by assisting with classes and helping to adjust to a general education environnment. They work one-on-one with students to build their skills, confidence, and independence, often providing a safe, distraction-free space for students to thrive.

“Those little moments are so rewarding,” an anonymous para said. “When they show they've learned and grown from something I've taught them, those moments keep me going.”

While the role can be challenging, the paras find purpose in their students’ progress. Their work reflects the deep commitment to ensuring that students are not just included, but heard, seen, and supported in ways that promote long-term success.

TEAM EXCELLENCE Staples' special education team, (left to right) Chris Wasik, Matthew Bohn and Christie Petrella, all specialize in different areas, but work together to support students' success.

Christie Petrella:

page design by Ann Marie Maccaro ʼ27 and Bailey Lillvis ʼ27 Lillvis

Photo by Bailey Lillvis ʼ27

Putting Others Before You Do NOT park in a handicapped space!

Katherine Phelps 25 Managing Editor

There is truly nothing I hate more than seeing a Westport mom walking into Starbucks after parking her matte black range rover in a handicap space. Just this past weekend I saw this phenomenon first hand. A perfectly healthy woman walking out of her car without a handicap sticker hanging from her mirror. Immediately, I felt infuriated and frustrated.

Despite the fact that parking in a handicap spot when not holding a permit is illegal, it is still so normalized. Parking spaces that are designated for people with disabilities are supposed to be as close to the building or walkway as possible in order to make their trip safer.

My aunt was born with down syndrome in the 1970s, something that was not nearly as accepted as it is today. She required an oxygen tank that my grandparents would help her carry. So, when people illegally parked in handicapped spaces, my aunt was left to travel a longer distance when she was the one who truly needed the help.

At six years old, I recall watching a friend of my parents park their Porsche in a handicapped space and walk their son into the elementary school building. Meanwhile, they were not disabled, nor did they have a handicap parking sticker. At that point in my lifetime, I had never seen my mother that angry before.

“Katherine, promise me in 10 years that you will never, ever, ever do what those people just did,” she said.

In order to keep my mother’s head from exploding, I nodded and made that promise. Now, over 10 years later, I have experienced that same type of emotion my mother felt.

While yes, it can be easier to just park closer to the store, it is important to think about the people who really need the spot.

The individuals who are oftentimes at a disadvantage physically should not be the ones who alter their behavior because others are too lazy.

In scenarios like this, all I ask is for people to be a little more empathetic. Think about your grandparents walking further when they’re in pain for the convenience of another person. Think about a mother who

people will take after. Think of those who really need the help. Your Starbucks will still be there if you walk into the building 30 seconds later.

Graphic by Angelina Matra ’25

1 in 4

adults in the U.S. live with a disability

74% of people acknowledge seeing an able-bodied person park improperly in a handicapped spot

[Accessible parking spaces] have specific features that make it easier for people with disabilities to access programs, goods or services."

- Americans with Disabilities Association

The bell rings for third period; time for your computer science class. Although you have always enjoyed comp sci, this class feels different from your other ones. That’s because you are one of only a handful of girls in your upper-level STEM class and, regardless of how much you engage in class or how hard you study, you always feel like the odd one out

According to MIT, women made up only 28% of the STEM workforce in 2023. This disparity is also expressed in the low number of girls enrolled in STEM classes in college and high school: upper-level physics courses at Staples range from 62% to 81% male, while computer science classes range from 71% to 84% male (these statistics about Staples classes, along with all others referenced, are from the Staples guidance office). The gender divide in Staples STEM classes can create an uncomfortable learning environment for girls, hindering their ability to succeed in the classroom.

“I feel less open to speak and share my answers, because it's very dominated by males,” Amanda, (fake name given to protect anonymity) a Staples girl taking AP Physics 1 said. “The people who dominate

"You’re almost trapped own head, so it’s go seek that outside

are very loud and take up a lot of space in the classroom.”

In the 2024-25 school year, the ratio of male to female students enrolled in AP Physics 1 is 74% to 26%.

A common theme in these classes involves female students feeling uncomfortable speaking up, asking questions or sharing their thought processes in certain STEM classes, while their male counterparts do not experience that same stigma.

“The privilege that the males generally have in these classes is that they feel so free to speak their minds, and I feel like girls just don’t have that privilege,” Amanda said. “Instead of just feeling open to speak or share my opinions, I feel like I have to disclaim by saying, ‘Oh, I’m not sure.’ I feel like I’ll be judged more by my male peers if mistakes are made or if my opinions or ideas aren’t a thousand percent correct.”

Other students corroborated a similar experience.

Carolina Proctor ’25, one of four girls in her 17-person AP Physics C class, describes that despite the boys in her class being generally respectful, the classroom environment can still be difficult to navigate.

“It’s not easy to be in a physics class with almost all boys because I don’t feel comfortable a lot of the time,” Proctor said. “In other classes—like bio, chem—I've always been very willing to share and participate. But when there are so many guys, it does get more difficult, just because you feel like you're more singled out and like you're being judged more.”

A study by the American Society for Cell Biology found that females participated more in classes with more females in attendance, which correlated to higher final grades. However, this phenomenon often goes unnoticed by male students and educators.

“I do think when [a question] pops into a [boy’s] head, they're immediately [willing to ask]. Whereas I'm always like, ‘Oh, okay, let me try my best not to ask a question,’” Proctor said. “You're almost trapped in your own head, so it's hard to actively go seek that outside help.”

To add to the issue, AP Physics C has even fewer girls than AP Physics 1, with an

by Jack Robinson ’

trapped in your it’s hard to actively outside help

-Carolina

81% male to 19% female ratio. Notably, while AP Physics 1 is considered an introductory class, AP Physics C has a Physics Honors prerequisite. While Physics Honors is already skewed male, (62% to 38%), there is a significant dropoff of female students who take the next step to AP Physics C.

“I don’t know [why many girls don’t go on to Physics C]. I can say that, for a long time, Physics Honors was taught by male teachers. I don’t think they did an active job to discourage [girls], but I don’t know if they did as much to encourage them,” physics teacher Joanne Klouda said. “When I taught Physics Honors, I was constantly saying ‘If you like this, take AP Physics. You’re going to be great.’”

Students also agree that the role teachers play in cultivating the classroom environment is vital to the comfort levels of girls taking male-dominated classes. In some cases, having a female teacher can help.

“Last year I took a different science course and I had a female teacher, and she was very inclusive of everyone," Amanda said. "When people were speaking out she’d tell them to stop speaking out and to give other people a chance to speak, which encouraged a more open environment for everyone.”

Teachers are not directly responsible for the problem, however, and no students have blamed their discomfort on having a male STEM teacher. Often, despite teachers’ best efforts to be kind, open and receptive to questions, girls feel intimidated

might be nervous to broach in class. It is also a resource for girls in computer science to connect with other girls interested in the same field.

"Proctor ’25

due to factors outside the teacher’s control.

“I never really felt like, when I was asking questions, I was put down because I’m a girl asking questions,” Stella St. Andre ’25 said. “I think [it’s] because my teacher is great and loves people asking questions. [But] for some people it can be intimidating being one of the few girls in class, which makes them not want to ask as many questions.”

St. Andre has taken computer science all four of her years of high school. At Staples, Introduction to Programming is a prerequisite for all upper-level computer science classes; it is the gateway to the APs and other advanced classes such as Applied Algorithmic Design. Mainly taken by underclassmen, Introduction to Programming is 71% male, 28% female.

St. Andre is also co-president of Girls Who Code, which is particularly valuable to underclassmen girls taking computer science classes, as a place for them to get help with homework, or ask questions they

“I was like, ‘Oh, I didn’t know this person coded,’ or, ‘Oh, I wouldn’t expect her to be in this club,’” Girls Who Code member Elena Nasar ’27 said. “[There is] the stereotype that ‘girly’ girls don’t like [coding]; they like English. I don’t agree with that stereotype, but that is something I thought at first. [Through Girls Who Code], I saw there’s a lot of different kinds of people who are interested in it.”

Stereotypes and assumptions can be a large barrier for women pursuing STEM fields. According to MIT, many individuals still associate STEM fields with masculine qualities. This leads to stereotypes that discourage women from pursuing STEM.

“I do think you’re expected to take a path [humanities or STEM],” Proctor said. “And since most girls pick that humanities path—for whatever reason, I don’t know if that’s actually what they want, or if that’s what they feel like they should do—[others] feel like they should also take that path.”

Another factor that can’t be ignored is a snowball effect: girls feel hesitant to take STEM classes such as computer science because they are concerned about the overwhelming percentage of male students, which leads to a cycle of fewer girls enrolling in those classes.

“I think [the gender divide] probably scares some girls out of doing it because

I think [the gender divide] probably scares some girls [...] because there is this stigma that girls don’t do comp sci because it’s a ‘guy thing.’

-Stella St. Andre ’25

there is this stigma that girls don’t do comp sci or because it’s like a ‘guy thing,’” St. Andre said. “That has reflected in there being more guys in the classroom, and it’s just a cycle.”

After taking Introduction to Programming, students can take upper-level computer science classes, including AP Computer Science Principles and AP Computer Science A. Both of the APs have fewer girls than Intro; AP CSP has a ratio of 79% to 21%, while AP CSA is 84% to 16%. Although both classes have the same prerequisites, AP CSA is colloquially considered to be the “more difficult” class; a popular progression of computer science classes for the average student starts with Intro, then CSP, and then CSA. With each step higher on the computer science ladder, the ratio of male to female students becomes more unequal.

The important takeaway? Intro to Programming starts out already skewed male, but far more girls than boys drop the computer science track between Intro and APs. This pattern is similar to the dropoff of female students between Physics Honors and AP Physics C.

Seeing a lack of female friends or peers taking computer science can often be a deterrent for girls. Leah Dombrow ’27, an AP

“Being in the class has been a good experience for me even though I was hesitant about joining it at first,” Dombrow said. “I wasn’t expecting to take computer science classes, because I didn't have a lot of friends or other people I knew in my grade who were going into this class.”

This year, Dombrow is the only girl in

[Teachers should] get more recommendations out to girls; just tell them to take it and tell them about the advantages.

-Ellie Ferraro ’25

her AP Computer Science A class.

“[Being the only girl in class] was definitely a little bit uncomfortable at first, because I didn’t expect it. I didn’t know the teacher or the students well, so it was a little hard to ask for help sometimes,” Dombrow said. “But I think I’ve definitely gotten used to it. I don’t talk much in the class, but I do enjoy it.”

What’s the solution to the gender gap 20 features

in STEM enrollment? How can administrators prevent another girl from being the only one in her 19-person AP Computer Science class? There is no easy answer, but the first step is showing strong support towards girls considering STEM paths.

“Even though we’re trying to get more women to be in STEM, that change doesn’t come right away. Guys just go into it having more confidence,” Proctor said. “I think there would have to be really active encouragement towards girls who are potentially going into a class like that [STEM], and just letting them know ‘Hey, you can do this.’”

Ellie Ferraro ’27, a current computer science student, credits her start in the subject area to her eighth grade engineering teacher, and implores more teachers on the middle school level to encourage their female students.

“My engineering teacher at the time was like, ‘You should go into this.’ When I did Intro to Programming, I loved it. It was my favorite class the whole year,” Ferraro said. “[Teachers should] get more recommendations out to girls; just tell them to take it and tell them about the advantages. I wouldn’t have even taken these classes in the first place [without my teacher’s recommendation], and they ended up being my favorite classes I’ve ever taken.”

Since Intro to Programming is mainly taken by underclassmen, it is important for middle school and freshman teachers to show encouragement towards their female students considering those paths. Sometimes, even just going out of the way to suggest a girl take a programming course can be enough. The same applies to the physics track.

CSA student, describes that while she now enjoys computer science, she was initially apprehensive.

Data from Staples Guidance

Graphic by Jack Robinson ’ 26

“I worked really hard in Physics Honors to encourage the women in the class to take AP Physics,” Klouda said. “The next year I didn’t teach AP Physics, but I think a lot of those women did go. I think it’s important to encourage girls in the prior science classes.”

A second step is to expand the commu-

nity for girls taking STEM classes once they get to high school, ensuring that girls on a STEM track don’t drop off that track due to external factors. A Girls in Physics club would be a good complement to the already-existing Girls Who Code club.

“Girls Who Code is valuable because it takes girls that might feel like they’re the

minority in their computer science classes, but shows them there’s so many girls out there who are also coding,” St. Andre said. “It’s a space where you don’t feel so small in this big male-dominated field.”

teacher spotlight:

Joanne klouda

Joanne Klouda attended the New York University Polytechnic School of Engineering, then achieved a Master of Science in Civil Engineering from M.I.T. She worked as a project engineer at Exxon and Monsanto; now, she teaches science at Staples, and seeks to give women in STEM a healthier learning environment.

All of the following quotes are from Klouda.

‘youdon'tbelonghere’

“I never had a problem with [the gender divide in engineering school]. It never really bothered me, maybe because I did feel like I was good at it and I did have confidence in it."

"I never felt held back by any of the guys in class. I never felt held back by the professors."

"There were definitely some prejudices when I started working as an engineer."

"I remember going to a seminar, [...] and then somebody [...] had put a note that said ‘you don’t belong here.’

I still remember the feeling that I got from that. [...] I was pissed and hurt a little bit, too. How can you not be?”

"Working with contractors, they’d want to talk to my ‘boss’ who was the guy even though I was the one in charge of the project. I’d be like, ‘Hello, I’m running the show.’"

Student Voices

Amplified Amplified

Jack Robinson ’26 Paper Editor

Student voice has been a hot topic for debate recently. Whether it be about reading the Bible in school, what students can and can't say on campus or what students wear to express themselves, it’s easy to feel that with everything going on politically, student voices are being silenced. However, there are a variety of classes and clubs at Staples that not only prioritize, but also teach, how students can use their voices in an effective way to create change.

Asian Student Association

Staples Feminists Club

Similarly to ASA, the Staples Feminists Club seeks to foster conversation as well as present on current events related to feminism and social injustice issues against women in American and global society.

“I think it's very important because it’s a place where you don’t have to try to argue that these issues exist, but instead support each other and figure out how to talk about them, [or] how to improve conditions for them,” club advisor and social studies teacher Cathy Schager said.

Beyond the classroom, affinity groups can provide a safe space for discussion and community for minority groups. One such affinity group, the Asian Students Association, was founded two years ago, and provides a positive environment for the school's Asian students.

“One of our goals for ASA is for sure activism and striving for equality,”ASA president Grace Zhang ’25 said. “So having a collective voice to work together towards that goal is really important, because it’s so much stronger than an individual voice.”

Photo by Alex Gaines ’ 25

Photo by Malena Tortorella ’27

Voices of Pro test

Rhetoric and Persuasion

Throughout high school English classes, students learn how to shape, alter and refine their argumentative skills using a precis outline. But no other class focuses as intensely on making speech effective as Rhetoric and Persuasion.

The class focuses on public speaking, making students as comfortable as possible, and examines ways to present effectively as well as learning how to engage and persuade an audience.

“[Rhetoric and Persuasion] helps me learn what I can do to get my way, in some cases,” Grace Sinclair ’26 said. “I’m able to better know how to use my voice, how to state things and how to think about the audience.”

One of the classes that focuses heavily on expression and advocacy is the Voices of Protest class, which explores a variety of mediums, including poetry, rhetoric, song lyrics, art, and more.

“The focus is on the use of art as rhetoric and the idea that at times in our nation's past and present, artists have used art to voice protest about civil society,” English teacher Meghan Scheck said.

Scheck originally designed the class to fill the gap from classes outside the aver age English curriculum that no longer run, like World Drama or African-Ameri can literature.

“I think classes that put other activists/artists in front of you to learn from are great to shape your craft,” she said.

Student Council

Will

Borowsky ’ 25

A surefire way for students to make their voices heard at Staples is through organizations like the student council. Founded last year, Will Borowsky ’25, the co-president, was one of the many students attracted by its promises to listen to and accommodate students' concern.

“I wanted to positively influence the experience of other students in the school,” Borowsky said. “I also felt that being able to collaborate with a diverse group of students would be enjoyable, which it has been.”

While the senior class has the two presidents of Student Council, there are class representatives, like Souleye Kebe ’26. They, too, collect feedback from students on ways that Staples can be improved, and bring those pieces of advice to administration.

“There are a lot of issues in this school that often go unaddressed by either the faculty or the students,” Kebe said. “[Student Council] allows me to speak about those issues.”

Photo by Zara Saliba ’26

Photo by Angelina Matra ’25

Graphics by Sophia Sheng ’27

Stars, they're just like us! Staples

Here are the real

of Celebs

Catherine Campagnino ʼ26

Paper Editor

Just like the classic magazines we all know and love, Staples has an all-star cast of characters who ALWAYS end up on the front cover. These are the celebrities of Staples, who have made a name for themselves in our community. Whether it be by always showing up for school spirit week, taking time out of their day to talk to students or just being general fixtures of our hallways, these Staples celebs make students feel seen, heard and valued.

Officer Ed

Whether by the caf, the bridge or the

working out or hanging out with family fave thing about Staples: "Watching you guys grow."

fun facts

fave movie: anything Hallmark

hidden talent: drawing cartoons message to Staples: "You guys make my day."

"Gladiator"

Malena Tortorella ʼ27

fun facts

background

from a family of dairy farmers

fave pastime:

reading and hanging out with her dog

fave movie: "Inside Out 2"

Ms. Wirkus

You might have heard her hype up her TikTok account in your biology class or seen her walk through the halls in her colorful Spirit Day attire. Really, the Staples science department wouldn’t be complete without Heather Wirkus. She tries to make her class into a comedy show, entertaining the students and keeping them engaged in their learning.

PhotobyAvaChunʼ25

Principal Thomas

Running Staples isn't for the faint of heart, and no one does that job like Principal Stafford W. Thomas Jr. He's one of the first faces students will see when they walk into Staples and he always greets them with a happy smile and a warm welcome. Every long period, students look forward to his announcements of a "wonderful Wednesday" or "terrific Tuesday." He balances running the school and supporting the students seamlessly.

Chef Colleen

fun facts

fave movie: "Glory"

fave sports team: the Yankees

hidden talent: tennis serve

The cafeteria wouldn’t be what it is without the sandwich line: that long line for a perfect panini is made so much more delicious with the help of Colleen Migliarese. As she crafts you a sandwich made exactly to your liking, she’ll always ask for life updates, and as time goes by she learns everyone's favorite order. She makes the sandwich line a joyous experience, and she's a fan favorite among students.

Photo by Malena Tortorella ʼ27

Photo by Angelina Matra ʼ25

d e d s t a p l e s

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OF

Creative Director

Editor

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Alex Gaines ’25

Zara Saliba ’26 Paper

written by

“We strive to become a community of learners who treat each other with care and respect; we think critically and creatively, use contemporary literacy skills, and work to solve real-world problems.”

This is Staples High School’s mission statement, yet after collecting responses from nine anonymous students who volunteered to take part in two-days worth of Inklings-hosted roundtable discussions centered around the question,“Do you feel that Staples is a safe space to share all beliefs?”, the answer to that question was not a resounding “yes.”

4

According to many students on the panel, self-censorship (the voluntary act of silencing your own voice, which often occurs when people are afraid of, or want to respect, what others think or prefer) is prevalent at Staples.

4 conservative

5

The feeling that Staples silences alternative voices through self-censorship made some students feel like only one story was being shared that of the popular majority—and didn’t reflect Staples’ varied demographic and array of opinions. Commonly known as the “Westport Bubble,” this perception of silencing outside voices and opinions was recognized by many students.

The Inklings roundtable discussions consisted of students from across Staples’ political and social spectrums and the challenge was to encourage individuals to speak openly and listen respectfully about differing beliefs. With the promise of anonymity and a welcoming environment, students shared their thoughts and experiences. liberal WHO'S INVOLVED

TThe round table discussions started off fairly awkwardly—students cleared their throats, hesitantly looking at each other as the buzzing of the classroom’s air duct system filled the otherwise silent space. Then, one of the moderators spoke up.

“Just a reminder, this is completely anonymous. No names are getting used.”

And that’s when the conversation took off.

“I think if you came to school wearing a MAGA hat, there are certain teachers who would give you worse grades, for sure,” one student said.

This sentiment was echoed by other students in the discussion.

“I’m a little bit more right, but I’m pretty much in the middle. A lot of times, I would pretend that I was more on the left side of the spectrum because that’s what [my teacher] was,” another student said.

The consensus from the anonymous student volunteers was that they can be nervous to provide honest points of view in private conversations with teachers, within project groups or in the classroom.

“A lot of people who want to talk about religion and have views contrary to the majority, if you want to have those kinds of discussions there is very little platform for respectful debate,” a student said. “It either becomes shut down or taken to an extreme, made fun of and not treated as equal.”

“I feel as if Westport is inherently skewed to the majority, which in this case is left-leaning,” a student said.

Community bias is a real issue throughout the country. According to a 2023 Harvard Business School study, spending one’s childhood in a county where permanent residents are 10% more democratic increases that person’s likelihood of registering as a Democrat themselves by 4.05%.

*Stats from CT.gov 2024 Presidential election votes out of 16,482 total Westport votes

71.4%

This statistic applies to Westport. Since 1996, Westport has voted democratic in Presidential elections. In the 2020 election, 74% of citizens voted for Joe Biden over Donald Trump. This strong liberal lean can feel like a staunch divide that leads to significant disagreement over government policies and ideological divides felt at every level of life in Westport, including at Staples.

Democrat

Simply put: Staples is, objectively, a left-leaning environment that houses a minority group of Republican students and faculty. As a result, despite the Staples mission statement, the students and faculty who hold alternative political viewpoints

“

Students said that supporting the views held by the so-called “Westport Bubble” was imperative to maintaining a person’s social status and grades. Students claimed that their reputations and success could be jeopardized by saying the wrong thing at the wrong time. And the “wrong thing” was any viewpoint that strays from that held by the majority.

feel silenced.

All of the roundtable participants agreed that there were no physical threats when debating in a classroom. Rather, the students claimed that the real deterrent to voicing their true views was feeling they would lose social acceptance. Many students worried that if they shared their actual beliefs on a topic, gossip would spread from student to student and cause them to feel further isolated within the Staples community.

“The girl I [was supposed to go to] Homecoming with was berated by her friends into not going to Hoco with me because I make conservative jokes,” one student said.

“ Why say what I actually believed when I could just get the good grade?

-

Roundtable participant

In addition, students admitted to feeling not only isolated by peers, but also by many teachers who, the students felt, reinforced specific political agendas and messages.

One round table student recalled that since one of their teachers seemed to be “pushing” more left-based ideas and policies throughout the course curriculum, the student chose to write essays that aligned more with the teacher’s ideologies instead of their own actual beliefs. The student claimed that they feared their grade could be lowered as a result of sharing an honest

opinion.

"Why say what I actually believed when I could just get the good grade?" one student asked.

Additionally, a different student shared a story about an essay they wrote. They chose to write their draft on a conservative topic, but received a low grade on the first draft. The student then felt the need to entirely revise the essay and, in an attempt to save their grade, took a stance that was significantly more left-leaning so that it aligned more with what the student assumed was their teacher’s political views.

Only engaging

“I spoke about half as much at the end of the year in the discussions as I did at the beginning and my grade was on a steady uptrend,” one student commented. “It wasn’t good though, because I [felt like] I was silenced.”

Multiple students recalled feeling alienated, scared and misjudged over broad statements and ideas, such as simply the political party they affiliate with.

“Just because we're Republican doesn't mean that you are racist,” a student explained. “[It] doesn't mean that you are hateful.”

A consequence of this self-censorship is the creation

of a democratic echo chamber. An echo chamber is defined as an environment in which a person encounters only beliefs or opinions that coincide with their own. In this case meaning that the existing democratic views are reinforced and alternative ideas are not considered.

with people who share similar ideas to you between people as a whole creates disunion

Echo chambers are further exacerbated when people only listen and follow news with which they politically align.

A 2023 study from UC Berkeley found that only 36% of Democrats watch news from an opposite political party’s news station, such as Fox News. In turn, only 13% of Republicans will engage in one hour a month of liberal media, like CNN.

The risk? Only engaging with people who share ideas similar to your own creates disunion between people as a whole.

Picture this: a confident, active student raises their hand, shares their disgust and complete disapproval of a conservative policy, and receives no actual counter point to consider. Maybe a couple “mhm”s, some nods from fellow students, but mostly silence. Students learn nothing from these selective echo chambers; no political theory, no compassion

for other perspectives and zero critical thinking skills.

But students aren't just separating themselves. States are also contributing to divisions.

For instance, Louisiana is set to enforce a policy that requires a Ten Commandments poster be displayed in all public school classrooms. This action forces Christian and Jewish ideologies onto students and may make it more dangerous to share contradicting beliefs.

Given that everyone is born with a bias that is perpetuated through what is witnessed in school and in homes, one’s ability to carry out healthy discussions regarding politics, beliefs and equality is threatened.

One key take away from the roundtable discussion was that all students felt a desire to create a more welcoming society that promoted acceptance and willingness to seek a wider truth.

If students don't consciously make efforts to hear opposing views, they won’t just be risking a bad grade they will lose the chance to truthfully understand the world.

“ - Roundtable participant There is an inherent bias within Staples High School that some views are

“

No names attached:

How anonymity empowers, endangers

Negative impacts

Zoe Boxenbaum ’25 On the Wreckord Producer

Everyone has wondered at some point in their life what they would do if they could get away with it. Maybe you have pondered what it would be like to do something as innocuous as telling someone how you feel about them, or perhaps you have contemplated something more sinister—theft, kidnapping, or even murder. In cases like these, your name is more than just a name—it represents accountability, and when that accountability is stripped, history has proven that people will abandon their morals in favor of acting on their impulses, with no consequence in sight.

In our own community, we have experienced no shortage of actions without a name to place blame. Anonymous school shooting threats, swatting incidents and anonymous social media platforms like Yik Yak are our present reality.

According to the Cybersecurity and Infrastructure Security Agency (CISA), over 6,000 anonymous threats directed at school were investigated by the FBI in 2023, an 11% uptick from the year prior. At Staples, this increase has created a tangible change in the attitudes of students, faculty and school officials, with a new, widespread fear of when these threats will become legitimate and when, or even if, law enforcement will be able to find and prosecute these offenders.

“The problem is, when they come and they're anonymous, we probably aren't

finding them. The hope is that we could track down every person who makes a threat and hold them accountable,” School Resource Officer Edward Wooldrige said. “When they’re purposely [making threats] to cause fear and anxiety in everyone, we want to be able to hold those people accountable in the end. And when we can't do that, it's a little frustrating.”

So, why do people feel emboldened to say egregious things when their name is not attached? Whether on or offline, some answers may lie in cultural norms and some answers may be more psychological.

“When someone’s name is tied to their action, it forces them to recognize the implications of their actions and how their actions reflect themselves,” Psychologist Kirsten Sharma said. “When an individual doesn’t have to claim their action, they don’t feel obligated to have pride or guilt.”

Positive impacts

In contentious times like these, it feels impossible to identify just how anonymity could possibly be a tool for good. But, behind the overwhelmingly negative instances of anonymity lies stories of anonymity giving a voice to the voiceless and allowing thoughts, feelings and experiences to be shared without fear of retaliation.

The guise of anonymity isn’t reser ved for the troublemakers among us. Staples students have used anonymity to generate positve debates of ideas when no names are attached.

“Knowing that no one would know that [my words] come from me would encourage me to speak my mind more, and give me reassurance that even if someone doesn’t agree with what I say, they won’t perceive me differently,” Noah Saed ’25 said.

There have been anonymous Sta-

ples-centric Instagram accounts about bad parking, multiple feet in bathroom stalls, Staples “Almost Fridaygffg” and college commitments, but few are more famous than @shshallupdates. Making its debut in the winter of 2021, the account has been run by a nameless senior each year, who then passes the torch to another student upon their graduation. @shshallupdates walks the line between comedy and criticism, sharing the intricacies of day-to-day life at Staples and garnering widespread support, all without revealing the identity of the poster.

“I feel like I have the chance to engage with more people than I would have if [my followers] knew my name,” @shshallupdates said. “The anonymity is just as much a part of the persona as the posts are […] and it allows me to post without worrying about what others will think.”

Overheard Staples

Everyone talks. Here, for your enjoyment, are some overheard quotes, submitted by your fellow Staples students.

“

I think I just blacked out my entire day.

I have to go find my brother's socks that he lost. “ " “ " “ " "

I'm so behind on my global essay."

"What global essay?

How was that nap yesterday in Gov?

Photo enhancement by Zara Saliba ’26

#brainrotcore

Modern slang has gone too far

Lila Boroujerdi ʼ26

Web Features Editor

What the sigma? He has no rizz. Negative aura points.

For all those reading with a normal sense of language, I apologize. But, in the name of journalism, I will be sacrificing the development of my prefrontal cortex to warn about the dangers of the plague that has been poisoning the vocabularies of Gen Z and Alpha TikTok users: brainrot.

Brainrot is the idea that one’s cognitive health is harmed with continuous exposure to social media. The rise of the digital age has caused the emergence of the concept of internet culture, and with it a whole new vocabulary.

I can not make it through a single passing period without some four foot tall freshman screaming “skibidi” or “alpha” at

their friend. Simple words like suspicious have been abbreviated to “sus,” confusing parents and teachers alike.

Slang is not a new concept. Originating in the mid 1700s, it began with thieves needing a secret language to communicate with each other. These thieves, often members of the lower class with no formal education, would refer to noble women they intended to rob as “gentry mort.” In the sixteenth century, gentry meant “wellborn” and mort meant “girl.” Even though the use of slang now is not to rob innocent women, its purpose as a means of communication remains.

di.” This might seem like an extreme hypothetical, but it's not that outrageous of an idea. People have misinterpreted the appropriate use of slang, bringing internet lingo to real life situations.

Classrooms, workplaces and dinner tables have been infiltrated with words like “yapping” or “bruh.”

Every generation has had their own set of lingo. Millennials had “vibe” and “gangsta.” Gen X had “gnarly” and “totally!” Baby Boomers had “groovy” and “far out.”

So what makes this generation’s slang so different? The answer? It’s gone too far.

The use of internet lingo has transcended one’s iPhone or iPad. Classrooms, workplaces and dinner tables have been infiltrated with words like “yapping” or “bruh.” Kids' understanding of language has become corrupt, causing them to use such words in formal settings.

Students have begun to use slang when writing emails to adults or participating in socratic seminars. Their understanding of “time and place” has gone out the window when it comes to interacting with others.

Imagine interviewing someone for a job and he or she blurts out the word “skibi-

But how has this happened? I believe it comes down to a universal human desire: inclusion. Humans crave community. Through slang, people are able to relate through a common language and understand each other on a level those of other generations cannot. In the same breath, this also creates a gap between generations. Grandparents are unable to relate with their grandchildren, harming their chances to connect with one another. In regards to the professional world, slang can cause confusion between those on either side of a business exchange or even between coworkers. As slang becomes more a part of our culture, it's important to understand when and where it is appropriate to use.

To some capacity, slang is what brings us together. It’s a method of connection that evolves over decades. However, like all good things, it must be used in moderation.

When slang infiltrates formal settings, it can blur the lines between casual and meaningful dialogue. It’s important to find balance in our discourse as a means of preserving the meaning of language for generations to come. Using “charisma” rather than “rizz” once in a while could do some good.

page design by Bailey Lillvis ʼ27 and Ann Marie Maccaro ʼ27

Graphic by Ann Marie Maccaro '27

GUESS THE SLANG THROUGH THE DECADES

a) "Mewing"

"Butters" b) "Milkshake duck"

2000s

f) "Wally wally, bloody and dolly" d) "Home skillet"

1970s

1980s e) "Barf me out"

1950s

2010s 1940s

1990s

Every Staples student is unique, as expressed through their own traditions and memories. From stories to hand-me-down recipes, here you can enjoy a slice of some Staples cuisine.

Italian Meatball

s p . 3 8

GraphicsbyAlexGaines'25

A Ramadan

Favorite:

Sinh Tố Bơ

Photos by Zara Saliba ’26

Graphic by Olivia Signorile ’25

An Italian Dish:

meatballs and the best tomato sauce

Katherine Phelps ’25 Paper Managing Editor

Since I was a little girl, my nona, who immigrated from Italy in 1954, has always made sure to educate me and my siblings on Ital ian cuisine and culture. Although my family eats the seven fishes dinner on Christmas Eve, we don’t eat too many stereotypical Italian dishes other than meatballs with sauce. My Nona loved to cook these meatballs for family dinners and holidays, and I’m proud to say that I can now cook these meatballs for my family and future generations.

The Ingredients:

ITALIAN INNOVATION

The first Italian meatballs were invented by Italian migrants moving to America in the late 19th to early 20th centuries.

Graphic by Olivia Signorile '25

Katherine's Recipe:

1) Prepare the meatballs:

• Preheat oven to 350°F. Add ground beef, one beaten egg, ½ cup Italian breadcrumbs and ¼ cup milk to a bowl.

• Mash ingredients with a large fork. Add the remaining beaten egg and remaining milk if the mixture is too dry. Add garlic powder for more flavor.

2) Roll the meatballs:

• Mix the meat by hand to guarantee that the breadcrumbs and garlic powder coat everything. Roll the meat into balls by hand, and place the meatballs on a metal baking pan with a sheet of tin foil and non-stick cooking spray at least an inch apart.

• Bake in the oven for about 20 minutes or until brown on the inside.

3) Prepare the sauce:

• For the sauce, add tomatoes to a bowl and crush them with your fingers. Then, add tomato paste and fresh basil to the tomato juice substance.

• Heat olive oil and butter in a pan on medium high heat until butter is completly melted. Chop up the onion, carrot and celery before adding this mixture to the pot of oil and butter, reducing the heat to low.

• Stir the ingredients to coat and allow the vegetables to sit for approximately 10 minutes.

4) After the time is up, add minced garlic and parsley and let that cook on medium high heat for two minutes, stirring constantly.

• Finally, add the tomato and tomato paste concoction from earlier, and reduce the heat to low. Then add in salt, pepper, onion powder and red pepper flakes for a deeper flavor. Let this cook for 10-15 minutes.

by Malena Tortorella ’27 and Zara Saliba ’26

ROOTS The predecessor to the strudel, baklava has significant cultural and religious roots varying from country to country. For example, Turkey and Greece have different versions of the dish.

Baklava: A Turkish Delight

Zara Saliba ’26 Paper Editor

When I was younger I always loved baking with my mom. Occasionally, the time would come when she would experiment with a new dish, and I would be the first to suggest something. Baklava is no different. When my mom announced that she was going to try and make it using a recipe from my grandmother, or "anneanne" in Turkish, I decided it would be the perfect time to be in tune with my roots and learn the recipe myself. Now, after learning the recipe by heart, I'm proud to hear the excited voices of my sisters and parents whenever I take the baklava dish out of the oven.

Ingredients:

For the Filling:

• 1 lb chopped nuts (walnuts, almonds or pistacios)

• 1 lb phyllo dough, thawed

• 1 cup of melted butter

• 1/3 cup of sugar

• 1 teaspoon ground cinnamon

• 1/3 teaspoon ground cloves

For the Syrup:

• 1 cup water

• 1 cup sugar

• 1/2 cup honey

• 2 tablespoons of lemon juice

• 1 cinnamon stick

• Finely ground pistacios for the garnish, optional

Anneanne's Recipe

1) Thaw the phyllo dough according to the label's directions. You might have to leave it overnight!

2) Preheat the oven to 350°F and lightly butter your pan. Make sure the dough fits comfortably in the pan.

3) Make the filling, melt the butter, and prep the dough:

• Cut the nuts until they are finely chopped. Then, combine with the sugar, cinnamon and cloves.

• In a separate bowl, melt the butter in the microwave.

• Roll out the phyllo sheets and cut in half so the sheets will fit in the pan.

4) Assemble the first layer:

• Place a sheet of phyllo dough into the pan. Brush the phyllo sheet with melted butter in a thin coating. Repeat 7 more times until it is 8 sheets thick, each sheet being "painted" with the butter.

5) Add the filling and continue layering:

• Add a thin layer of nuts above the phyllo dough. Then, cover with two more sheets of phyllo, brushing each one with butter.

• Continue to repeat the nut mixture and two buttered sheets of phyllo until the nut mixture is all used up. The top layer should be 8 phyllo sheets thick, each sheet being individually buttered. Do not worry if the sheets crinkle up a bit, it will just add more texture!

6) Score, then bake:

• Cut the finished baklava into diamond shapes and bake at 350°F for 30 to 35 minutes or until lightly golden brown, and edges appear slightly crisp.

7) Make the syrup:

• While the baklava is baking, make the syrup by combining sugar, lemon juice, honey, water and a cinnamon stick in the saucepan.

• Bring to a boil, then reduce to medium low heat and let simmer for 7 minutes and slightly thickened. Remove the cinnamon stick and allow to cool.

8) Spoon the syrup over the hot bakalava:

• Spoon the cooled syrup over the hot baklava and let it cool for two hours.

You're done! If you want, you can garnish the top with finely cut pistacios.

Zara Saliba ’26

Photos by Zara Saliba ’26 Graphics by Alex Gaines ’25

Lost in translation significance behind language

Ann Marie Maccaro ’27

Paper

Editor

Bailey Lillvis ’27

Paper

Editor

Language is more than just a means of communication; it holds cultural meaning. Words like ‘déjà vu’ and ‘status quo’ are commonly exchanged in English, although they’re not technically part of it. These words hold a meaning significant to other cultures that cannot be replicated in English.

German: Sturmfrei [SCHTURM-frai]

German is filled with concepts that are untranslatable in other languages. 'Sturmfrei' means without storm,” Liubov Ulianova, German teacher, said, “which refers to teenagers who like to organize a party secretly when the parents go away.” Ulianova believes that having these untranslatable concepts help to distinguish one language from the next.

by Ann Marie Maccaro ’27

Photo by Malena Tortorella ’2

Italian: Mare [mah-RAY]

Knowing the cultural significance of words in a specific country, such as ‘mare’ (sea) or ‘pescare’ (fish) in Italy, can help a person integrate into that culture. Additionally, slang words are crucial; learning them can feel rewarding. “When you know these colloquialisms,” Noonan said, “it’s like being in the secret smile club with the culture.”

Latin:

CarpeDiem [kaar-pay-DEE-uhm]

Latin is the root of most words, therefore, most of the language's concepts are transferable. “Carpe Diem: Seize the day,” Perry Tavenner, Latin teacher, said, “means to do things right now and don't put anything off for tomorrow.”

Mandarin:

Da Lian [da-LEE-en]

In China, the concept of “saving face” and avoiding embarrassment is very culturally important. So, phrases such as ‘da lian,’ which can roughly be translated to “to hit the face” in English, hold different meanings in Mandarin. Due to cultural differences between countries, it is difficult to directly translate this phrase.

Photo

Photo by Bailey Lillvis ’27

Photo by Ann Marie Maccaro ’27

Photo by Malena Tortorella ’27

The bilingual bridge how multilingualism shapes identity

Sophie Smith ’26 Paper Editor

Anna Berrod ’25

GAGraphics contributedby

Olivia Kuliga ’26

rowing up, Kuliga’s ability to speak both English and Swedish shaped her voice. She admits that navigating bilingualism and a multicultural household was confusing when she was younger.

“I have vivid memories of me in kindergarten trying to talk to someone but speaking a few words in Swedish accidentally, and then realizing I was using the wrong language,” Kuliga said.

The internalized pressure she put on herself to express the shift between languages without errors prompted a feeling of dis

nna Berrod ’25 grew up speaking Chinese, English and French. Her multilingualism made her academic experience very unique.

“I grew up in an international school, so being proficient in both languages was essential academically," Berrod said. “Speaking English helped me bond with the other English speakers.”

She uses her language to connect with different sides of her culture.

rassed about being bilingual, but I felt like I shouldn’t have been mixing up the languages.”

Her mom’s side of the family lives in Sweden, and although Kuliga visits every summer, she feels even more connected through language.

“I feel more comfortable in French so I'm usually more reserved in English especially in school,” Berrod said.

Berrod was raised in Shanghai until the age of 4, and is still very in touch with that side of her identity.

“Since each dialect and accent is very specific, I usually ‘identify’ or bond with other people from east central China,” Berrod said. “In some ways [that] feels like its own community.”

“Whenever I speak Swedish, it is comforting because I grew up speaking it with my mom and my brother, so it reminds me of my childhood and visiting Sweden

She advocates for speaking different languages encourages others to feel empowered, and use their languages with cultural

“Although I have never felt ashamed or bullied because of my bilingualism, I can empathize with others who have unfortunately gone through such experiences,” Kuliga said. “It makes me very upset to think that there are people who do not feel proud of their own national identity as a result of the insensitive stigmas surrounding multilingualism.”

Supporting Language Kuliga and her family made a collage with Swedish and English words that is hung up in their house.

page designed by Malena Tortorella ’27 & Jack Robinson ’25

SophiaSheng ’27

Photo contributed by Anna Berrod ’25

Photo contributed by Olivia Kuliga '26

Photo by Sophie Smith ’26

Beyond Bilingual Berrod speaks three languages, making her a polyglot.

From Stockholm to Staples Since a good portion of her family lives in Sweden, Kuliga regularly visits them, letting her remain connected to her culture.

Visual Language:

ASL could provide solution for students struggling with traditional foreign languages

Demi Sasson ’25 Associate Managing Editor

Only 1000 public schools across the nation offer American Sign Language (ASL) courses. That suggests that only 4% of the 23,882 public schools in the United States treat ASL as a legitimate foreign language worthy of being taught— unfortunately Staples is not one of them.

There used to be some opportunities to learn ASL in Westport. For example, the Avant STAMP language proficiency tests offered an evaluation for ASL, and the former club, SHS ASL Club, run by Tessa Cassell ’24 also brought attention to the overlooked language.

language,” speech language pathologist Alli Olefson said. “There are a lot of kids who are not organically able to learn Spanish or French or Italian just because it's difficult, especially kids with learning issues.”

Only 4% of the 23,882 public schools in the United States treat ASL as a legitimate language worthy of being taught.

Admittedly, implementing an ASL course could be difficult when it comes to taking tests or submitting assignments. Given the nature of the language, written or audio tests would not be applicable, and all tests would require one-onone, in-person assessments. Additionally, teachers need to have specialized training in ASL and certification to show proficiency in their field.

Still, there are options to incorporate an ASL course.

ASL is the 3rd most commonly used language in the United States

More than a half-million people throughout the U.S. use ASL to communicate as their primary language.

However, once the SHS ASL Club presidents graduated, the club collapsed. Offering ASL as a foreign language course would prove beneficial to students who have trouble picking up traditional, verbal languages.

“I think it's a great substitute for a foreign

“You know when you guys go to the language lab and you put the headphones on, I would do the same thing except I’d be watching someone sign and I would practice and write the little description down with what each sign looked like to me,” Olefson said. “So I think you would have a lot of kids choosing to take ASL over one of the other languages that are offered.”

ASL is a visualspatial language and its grammatical structure is different from English.

Graphic by Olivia Signorile ’25

Olivia Saw '26 reflects on her experience with microaggressions negatively impacts her in a school environment.

Assistant Business Manager

Olivia Saw ’26

Names as Identity

Names as Identity

Addressing microaggressions in the classroom

With a new school year comes new teachers who each have to learn a hundred new student names. It is obviously no easy task, and it's inevitable that there will be a few mix-ups or mispronunciations of names during the first few weeks or months. Learning names is difficult when there are so many faces to memorize, and no person should be expected to get it perfect on their first try.

This is the viewpoint that I’ve maintained as I greet new classes each year. Sure, it’s a little embarrassing to be addressed by the wrong name in front of the whole class, but other students are, too—at least, in the first quarter. However, when third quarter comes, and it's only your name that continues to get mixed up, it becomes extremely frustrating to gently correct a teacher for the 10th time. Especially when you keep getting called the same two or three wrong names.

For many students of color at Staples, this is a recurring issue. Although these

“

One of my teachers pronounced my name wrong despite me correcting her multiple times."

- Anonymous Staples boy ’27

mistakes may be unintentional, it becomes a problem when only students of color are on the receiving end. As an Asian student at Staples, I’ve repeatedly had my name mixed up with countless other Asian students despite having distinctly different features. While I wouldn’t call these

“ All students are vastly different and I find it hurtful that these teachers who we spend an entire year with won't put in the effort to see us as individuals."

- Anonymous Staples girl ’26

teachers racist, I do consider these incidents as microaggressions, which are subtle, indirect and usually unintentional forms of racism. Although calling students of color the wrong name isn’t done with malicious intent, it can still feel extremely disrespectful towards them, as names are a significant part of one’s identity.

Students of color at Staples not only have to deal with being called the wrong name, but also deal with having ethnic names butchered continuously. I haven’t personally been placed in this situation since I have a basic American name. Originally my parents wanted to give me a more Chinese name, however my mother was worried that I would be humiliated if others tried to pronounce it at school. This shouldn’t be an issue in the first place. And despite all of their efforts to make my name easier to pronounce, I’ve still had encounters where I’ve had to correct mispronunciations. A vivid memory that I have is from when a substitute was trying to write me a late pass, and asked for my last name. I pronounced it and spelled it out, yet they still asked me if my last name was pronounced “sah, spelled S-A?” I could only mask my disbelief and irritation as I repeated myself again. It becomes even more frustrating when teachers try to brush off their mistakes lightly. Statements such as “You two sit in

the same areas of the classroom,” or “I’m just not good with names,” are dismissive, and leave the impression that teachers just don’t care about respecting their students. Teachers can attempt to justify their mistakes with countless excuses that they believe to be legitimate, but at the end of the day, it's still a form of prejudice, and person of color (POC) students shouldn’t have to bear the burden of constantly having to correct their teachers. It isn’t too much to ask to be called by the correct name, and continuously acting as if these mistakes are insignificant is both belittling and insulting. A name is the foundation of a person’s identity, and is one of the most important qualities that distinguishes one from another. Even though these incidents are unintentional, consistent mispronunciation or confusions between names make it seem as if there is a lower regard of respect held for students of color. It’s outright offensive. In order to change a more inclusive, supportive environment at Staples, it is imperative that teachers and students take the time to properly learn the names and their pronunciations of POC students. Whether it’s having to use a seating chart until you recognize everyone’s faces by name, making students have name tags or having to ask someone’s name again, do what you must in order to properly learn all of your students’ names.

“

I was given a very basic English name because my parents knew my oldest brother had a tough time at Staples with his uniquely Chinese name."

- Anonymous Staples girl

page design by Zara Saliba ’26

6.1%

Information from 2024 U.S. News & World Report

Statistics STAPLES STATISTICS 21% Minority students Asian students

CONFRONTATION Olivia Saw '26 shares her perspective on what it is like to face microaggressions by her teachers and fellow peers at school.

Westport's housing market reflects

growing income inequality

Median household income in various parts of Fairfield County. Data from CTData.org.

Darien: $232,523

Westport: $206,466

Shelton: $97,131

Trumbull $122,451

Kelpin Gomez ’25 Staff Writer

Inequality continues to embed itself deeper into Westport’s roots as opportunity and equality continue to be drained from the town principles.

On Aug. 19-23, nine properties sold for a total of $25.1 million, with individual home prices reaching as high as $5.5 million. While this might seem like another ordinary week in the affluent community such as Westport, these sales underscore a deeper issue: Westport’s growing income inequality and the alarming lack of affordable housing.

According to Zillow, most home prices are pushing past the million-dollar mark and the average Westport, home value is $1.7 million, up 7.1% over the past year. What does this mean for those who work essential, lower-paying jobs in the town? How can a community thrive when its workforce cannot afford to live there?

The article "Irregular Work Scheduling and Its Consequences" from the Economic Policy Institute highlights that when local workers cannot afford to live near their jobs, it strains transportation systems, decreases overall job satisfaction and can lead to higher turnover rates. This has a direct impact on the businesses and services that the town relies on daily. Think about the

Norwalk: $85,769

teachers, first responders and small business employees who commute from neighboring towns, enduring long travel times because living in Westport is financially out of reach. Opportunity is neither fair nor equal to all.

Lower-income families are finding it increasingly impossible to secure housing considering that the average CT resident makes $49,862 annually. The average income in a Westport household is $206,466, according to the Data Census, and contributes to the reasons why the area remains financially segregated.

This problem isn’t unique to Westport and the town has fallen into a place where only the wealthy can afford to live. Recent spikes in property sales clearly highlight the excess in wealth, creating a divide between the town’s elite and those struggling to keep up with rising housing costs.

If left unchecked, this imbalance threatens Fairfield county’s diversity, vitality and economic sustainability.

Striving to preserve our American way of life is vital to our core values. Opportunity for all should be realistic. The best solution to this growing disparity is implementing affordable housing policies. Further distributions to charity must be done to ensure that Westport remains a place where individuals from all paths in life can afford to call it home.

COST SENSITIVE Darien has the highest median household income in Fairfield County. The county as a whole, however, has a median household income of $95,645 which is $17,201 higher than the median household income for all of Connecticut.

Bridgeport: $46,662

What is your telling you? inner voice

Answer these simple YES-or-NO questions and follow the corresponding colored arrows to uncover what your inner voice is trying to say!

Start

You hear a crazy rumor at school. Do you investigate it further?

A political conversation is getting heated. Do you offer your opinion?

Your friend hasn’t started on your

Your best friend is acting off lately. Do you give them

Listen

It’s not always about responding, but about giving space for others to express themselves. Your perspective can only get you so far. Sometimes silence speaks louder than words.

Do you change the

Your friend is telling a story but your Instagram reel feed is really funny. Do you put down your

Whether sharing an opinion, or standing up for what you believe, just start the conversation. Stop waiting for permission or the perfect moment, and take the risk. Break the silence- some things just need to be said.

Your friend is describing drama that you’ve heard before. Do you just go along with it?

Ask the tough questions no one is asking, because curiosity uncovers truth. It challenges your thinking, pushes you to explore new ideas, and helps you see the world differently. Keep wondering, it's your greatest strength.

page design by Demi Sasson ʼ25 & Anna Kercher ʼ25

’

Ava Chun 25 Broadcast Director

They say that the human brain blocks out traumatic events, which is probably why I don’t remember the first day of freshman year. All I remember is feeling anxiety coursing through my veins as I took my first steps into Staples High School. I was surrounded by people I didn't know and rooms I wasn’t familiar with. There is one thing I did know at the time. Keep your head low and disappear behind the other 2000 bodies at Staples. My logic was that if I hid, no one would notice me, therefore I wouldn’t have anything to worry about.

communities have helped me find my voice

From silence to spotlight: How

As I silenced myself throughout high school, I began to realize how detrimental this was for my mental health. Going through my day and not expressing my opinions only made me louder at home (sorry mom and dad).

But as I grew as a person, I started to find light in my quiet, dark days. I realized how many communities I was a part of and how each one of them valued what I had to say.

Through Inklings, Westport’s Academy of Dance and my very best friends here at Staples, I was able to confide in all of them and search for myself. If you’re reading this as someone who knows me now, you may be shocked as I am pretty loud and outgoing, but it was only because of all these communities that I was able to become like this.

I started to raise my hand more in class. I was now able to wear what I wanted and not what I thought others wanted me to wear. And I started to validate myself more than I had in the past.

I slowly began to advocate for myself more, and although I am still that strange girl who sits in the corner and doesn’t talk as often as most, I now realize that my opinions are valid.

Although I am not done growing as a person, I am proud of how far I have come and excited to see where I will go next.

My voice matters, and I can’t wait to continue using my voice and learn more about myself and others.

Photos contributed by

Graphic by Chloe Mitchell ’28

An ode to strangers in my life

Lily Hultgren ’25 Editor-in-Chief

From Instagram tributes to touching handmade notes, there are many ways that we voice our appreciaton to the people around us. The friends, families and mentors that are always there to offer their support continue to uplift us even in the darkest times.

However, I believe that among all those we typically express our gratitude towards, there are some key people who are often left out: the unsung heroes. For me, these include the people who have seen me at my worst and helped me through some of my hardest moments, and yet, I do not know any of their names.

These individuals include the student who knocked on the bathroom stall I was hiding in after I broke down over not finishing a math test, and she warmly checked to make sure I was okay. This small gesture was grounding and reminded me that someone was looking out for me, even when it felt like I couldn’t do that for myself.

A similar thing happened a few years back at a CrossFit class. I was doing a difficult workout, and before I knew it, my lungs gave way and I collapsed. The weight of feeling like a failure hit me like a truck. At that moment, a gym member

immediately came over. She guided me through each breath and even shared her own struggles with exercising and not giving up. After speaking with her, my chest felt lighter and I returned to finish the session.

And, how could I forget the volun -

I would not be where I am today without these individuals. In my most vulnerable moments, they didn't hesitate to support me.

teer who supported me backstage after I fell flat on my face in front of hundreds during a production of “The Nutcracker” when I was in first grade. She helped me wipe off the makeup streaks on my face and emphasized that everyone makes mistakes, even revealing to me that the sugar plum fairy herself fell on stage once.

I would not be where I am without these individuals. In my most vulnerable moments, they didn’t hesitate to support me. And, I see what they did as little reminders of the joys of humanity. There is humanity in all of us that binds

us together and drives a person to help someone else that they don’t even know just out of the kindness in their hearts. And it really just does make such an impact; I know it did for me. Even after many, many years, I still remember all of those individuals.

Beyond just helping you get through difficult moments, these strangers in our lives help us feel more connected to our communities. In fact, in NPR Health Correspondent Rhitu Chatterjee’s 2023 online article, Chatterjee references a 2022 study led by Harvard Business School graduate student Hanne Collins observed that those who interact daily with a variety of people, from strangers to family, tend to feel happier than those who only interact with a select few people like coworkers and friends. My interactions with these strangers were so important in that they also allowed me to feel a sense of belonging and connection that everyday interactions with the people I know doesn’t always provide.

I may not ever see any of these people ever again, but they live on forever in my most significant and life-changing memories. We all owe it to the strangers who have impacted our lives to pay it forward.

I may not ever see any of these people again, but they live on forever in my most significant and life-changing memories. We all owe it to the strangers who have impacted our lives to pay it forward.

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Use yourVOICE

Wondering how you can make a difference in your community? Visit any of the following sites for more information:

Westport Youth Commission westportyouthcommission.org

Westport Together westporttogether.org

Teen Awareness Group (TAG) teenawarenessgroup.com

Toquet Hall Teen Center toquethall.org

Or visit a Board of Education meeting on the first and third Thursdays of the month at 7 p.m. located in the Staples cafeteria. Every meeting will include a designated time for comments from the public.

Thank you for taking the time to read this issue! We hope you are motivated to use your voice to affect change in our community.