The first six or seven weeks of the year are always an exciting time. New and returning staff members come in with a renewed motivation and zest for journalism. When our staff was brainstorming the first issue, we wanted to make sure our Special Section would be something that resonated with students and made them want to pick up a copy of our first issue. Originally, we planned on covering artificial intelligence in the classroom, but we wanted something students could connect with more. We had an epiphany when we saw our advisor’s seminar bonding over brainrot terms such as “six seven” and Tung
Tung Tung Sahur. That is when we knew we had found our Special Section: brainrot.
There’s always a hesitance to cover something trendy, especially brainrot, which is rapidly evolving. However, when we interviewed students, it was clear this was a huge piece of their lives and social connections. Seeing students’ passion for brainrot captivated our staff and made us feel confident in our choice to cover this.
A first issue is never easy, but seeing the excitement from all of our staff members helped us persevere through the challenges. We hope you enjoy reading this issue as much as we enjoyed making it.
2025-26 JAGWIRE STAFF
Editors in Chief
avery clement
editor in chief
maddie martin
editor in chief
quinlyn peters
editor in chief
Online Editors in
maddie martin
online editor in chief
evan leroy online editor in chief
Photo Editor
eva hernandez
photo editor
Chief
Copy Editors
madelyn mulryan copy editor
kennedy botkin copy editor
Managing Editors
natalia castillejos ramírez managing editor
gracyn schreiber managing editor
Analytics Manager
oliver feiring analytics manager
with love,
Staff
doreen mahugu
writer/photographer
mya franco writer/photographer
ryan bloomer writer/photographer
gwen ansel writer/photographer
cal bierl
writer/photographer
asher clement
writer/photographer
emma cooper writer/photographer
kady coulibaly writer/photographer
avery curry writer/photographer
bella davidson writer/photographer
jason sweany writer/photographer
lucas pennel writer/photographer
@millvalleynews1
@MillValleyNews
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JagWire, a monthly publication of Mill Valley High School, is printed by Valley Offset Printing
Censorship Policy
The Kansas Student Publications Act guarantees the same rights for student journalists as are guaranteed for professional journalists. These rights include, but are not limited to, all First Amendment rights, including the rights of freedom of speech and the press, insofar as published items may not contain libelous, slanderous or obscene statements, may not incite or promote illegal conduct and may not cause a substantial disruption to normal school activity. This law also prevents censorship of any kind by the adviser, building or district administration.
Junior Ethan Broxterman scoops cookies and cream ice cream to serve a customer at Betty Rae’s Ice Cream on Friday Sept. 12. photo by avery clement
In today’s society, anyone can get their phone out and scroll. Suddenly, their mind is in another world that allows them to be distracted from responsibilities, life or from being bored, creating a mechanism to turn off their brain.
The National Institute of Health showed that students were prone to use their phones when they reached a level of ”boredom, avoidance of uncomfortable situations and the need for entertainment.”
A large factor in this is that using a phone has become today’s standard. The majority of students have a smart phone, because phones are the basis of communication, safety and lifestyle for any teenager. Phones are not going away and are bound to be a large part of teenagers’ lives.
During this process, teens have become increasingly reliant on the internet. It is this content that builds teenage culture. However, now it’s no longer average pop culture references that bring teenagers together, but rather a new form of references known as brainrot. The main difference is that it is not always creatively made by humans but by AI, and is spread by algorithms made from recycled content to all teenagers.
Connections will emerge in a world where most teenagers are exposed to the same jokes. Because of this, making a joke relating to brainrot in class is likely to make students laugh together and start commenting on the
joke. This demonstrates that for some, brainrot is not completely negative since it can also be interpreted as harmless and lighthearted.
With that being said, brainrot can have negative impacts that outweigh the positives. If students only makes jokes about the same content, teenagers may lose the ability to make jokes and be humorous on their own. If a teenager doesn’t have social media, they may feel left out of the joke amongst their peers.
The most dangerous outcomes are those that affect students’ critical thinking abilities and their focus. This can impact teens’ lives as students, and may later affect their education. A study by the NIH found that this decline could later influence a student’s ability to stay on top of their assignments or a decrease their cognitive thinking, resulting in lower grades. Ultimately, the negative effects of brainrot may outweigh the positives.
Even so, teenagers are constantly searching for the next best thing online. In six or seven years, brainrot may be left in the past.
Despite what may come, the biggest take away is that teenag-
THE TECH TRAP
ers don’t constantly need to be consumed by an online world to just be a teenager. Being a teen means making mistakes; people learn who they are and they take their first steps into the future. Students don’t always need to scroll to separate themselves from their responsibilities; sometimes, they need to talk to others or spend time doing things that relax them. They shouldn’t need to rely on brainrot to make jokes, instead they should laugh about the things that make living life as a teenager so special.
A SITE FOR SORE EYES
A SPLASH OF COLOR
Tby mya franco writer/photographer by avery curry writer/photographer
Skyward Qmlativ’s new interface is a learning curve for students and staff
he school implemented an updated student information system, Skyward Qmlativ, over the summer, and many teachers and students have been struggling to figure out the new interface.
Technology information systems and district specialist for Skyward Qmlativ Misty Swarner explains why the district decided to make the switch.
“The reason that we migrated was [because Skyward Qmlativ] has a better, smarter user interface,” Swarner said. “Overall, the look and feel of it has been revamped, and there’s a lot more reporting options for us on the district side to help us get data collected.”
Deputy chief of staff and communications Alvie Cater also feels like the switch was to gain a more easily operated system.
“The move by Skyward is part of a broader effort to provide a more user-friendly design and improve performance,” Cater said via email. “Skyward has informed districts to be patient and flexible during the transition, as there will be some bumps before experiencing the full benefits of Qmlativ.”
Although this switch has seemed abrupt to some, Skyward has been modernizing its system for 10 years and is aiming to be more widespread, so Swarner and the district made the decision to make the switch.
“The [district] curriculum and instruction department put together a team of teachers and other staff and said, ‘Would you like to do this now or later?’ Skyward gave us a sunset date
where the old system would be supported for three more years,” Swarner said. “We would have to [decide to] do it now or within the next three years.”
Many teachers are struggling due to this new update, such as science teacher Ryan Johnston. Johnston feels the updates aren’t helping him.
“There’s more functionality as far as reports and seating charts,” Johnston said. “However, it’s not what I was looking for. It’s more useful from an administrator perspective, which generated the shift to the new Skyward. I understand that there are a lot more bells and whistles, but from a teacher’s perspective, I didn’t need them.”
Not only does this update affect teachers and students, but also the school’s registrar, Deana Thom.
“The lack of training and the lack of [Skyward Qmlativ] being ready for us to use [was difficult],” Thom said. “It doesn’t feel like it was ready when they applied it. A little more time should have been put in getting all of the pieces together.”
Principal Doctor Gail Holder sees this update not as a bad thing, but as a normal struggle when switching to a new system.
“Anytime you switch a student information system or learning platform, it’s going to be bumpy, and you have some things that have remained in place and tried and true, like Canvas,” Holder said. “But when you update one system, and you don’t update both systems, they’re not always talking to each other and super friendly.”
Thom describes how the district provided little information to staff members on how to navigate Skyward Qmlativ.
“It doesn’t seem to be as user friendly as [when it] was presented to us,” Thom said. “I have been using Skyward since 2006, so they [told] me that it would be very intuitive to maneuver, but it’s not.”
help teachers maneuver through Skyward Qmlativ.
“I built a website that [teachers] can access [for help],” Swarner said. “There’s an icon within their user access that they can click on, and it has a bunch of
” ”
Johnston shares how he has been troubleshooting to try and figure out the new system.
“The things that were routine in the past are things that I’ve done for several years,” Johnston said. “Here I go to do it on the new one, and I don’t even know where to begin. I have to start hunting and poking and trying things out. When it comes to setting up the grade book and then setting up the semester exam, all these things that used to be done in just two or three clicks have now become a process.”
To address the obstacles, Swarner has worked to provide accommodating resources to
There will be some bumps before experiencing the full benefits of Qmlativ.
Deputy chief of staff and communications Alvie Cater
them being the Knowledge Hub, and the other being the website that I built out that makes it a little easier to get to the Knowledge Hub.”
Students are also feeling the effects of the switch, such as junior Lydia Reynolds who finds the switch inconvenient.
“[The switch] seems unnecessary,” Reynolds said. “There was nothing wrong with the old Skyward. It’s like ‘Why did we change it?’. Its annoying because it opens multiple tabs when you view your grades and the way it shows your schedule is very confusing.”
” ”
documentation on how to enter grades, how to enter attendance, how to run a progress report, mark grades that are missing [and] how to figure out some data analytics. There are a couple of different locations, one of
Although there have been many issues, Holder sees this as a learning experience that everybody needs to get through on their own.
“Every teacher has experienced something that has been positive and something that’s been a challenge,” Holder said. “I don’t think there’s anybody that’s experienced all challenges or all positives.”
OUT WITH THE OLD, IN WITH THE NEW
Comparing and contrasting the differences between Skyward and the new SkywardQ’s features Clunky navigation with limited customization
of students use Skyward to check their grades
Teachers can enter grades from their phones A design centered toward desktop access
Relied on custom requests from I.T.
Designed to be accessed from any device
Office staff can generate reports without coding or advanced queries
Source: Misty Swarner
FIXING IT UP
Students modify and enhance the power of their vehicles
Everybody has their own way of relaxing at the end of a long day. For some, it’s resting and doing no physical work. For others, it’s spending a lot of time getting their hands dirty and modifying their cars to enhance the performance and looks of the vehicle.
For junior Chris Hale, the hobby is not only a great way to learn and grow, but it also helps her develop a sense of community with other people who are fascinated by cars.
“I enjoy learning more about cars while getting hands-on experience, even if it’s something simple like an at-home oil change,” Hale said. “The community is also amazing. I’ve
learned a lot by talking to other people in the hobby, and I’ve made a lot of new friends too.”
Junior Eli Duby likes to modify his car as a way to relax and unwind from his daily stresses.
“I don’t know if [modding cars] would be a career path, but it’s definitely something that I’d stick with forever, just as a hobby,” Duby said.
By modifying their cars, students can gain hands-on experience in automotive work. Senior Adam Mack sees it as a way to turn his favorite hobby into a lucrative business.
“It used to be a hobby, but now I flip and sell all sorts of different things with motors, like motorcycles and four-wheelers,” Mack said. “I also do side jobs, not only
PARTS ASSEMBLED
Students’ favorite modifications they have added to their cars
by evan leroy online editor in chief
by ryan bloomer writer/photographer
for cars, but I’ve gotten more into doing maintenance on boats and fixing up four-wheelers.”
While making money is great, Hale believes that the biggest reward she gets comes from the benefits of her physical work.
“It makes me have a sense of individuality and control over an aspect in my life, and I enjoy every step of the way,” Hale said.
“My favorite part of the ‘accomplishment’ side of things has to be at car shows when I have the opportunity to compete and earn rewards for my hard work.”
Although working on cars can be a fun pastime, it doesn’t come without its challenges. For Mack, however, his biggest struggle is something he can’t control.
“The hardest part about mod-
JUNIOR ELI DUBY
“My favorite addition is probably the interior swap. I did not like the tan interiors so I switched it to black, and then I put fiberglass bucket seats in there too.”
ding cars is where we live,” Mack said. “We live in the rustbelt which makes everything a pain to take off. The rustbelt is when the area you live in has lots of rust. Snowy winters with lots of salt on the roads cause cars to rust. Lots of the bolts and other parts can be so rusted that they break when you try to take them off. When this happens, it takes much longer to remove these parts.”
don’t have the patience, it can get super frustrating,” Hale said. “I’ve found that, especially for my car, I have to modify some
Despite these challenges, Mack feels that the reward is worth all the effort he puts in.
”Hale’s biggest struggle is the stressful workload with putting on different parts using the equipment for the car, such as jacks and other tools.
“The actual physical part of doing the mods has to be the hardest because sometimes you don’t know what works and what doesn’t work [and] you have to experiment a lot. If you
SENIOR
”
I enjoy the satisfaction of knowing that you were the one who got the car running and driving.
Senior
Adam Mack
“I like going out and cruising in something that not many people get to cruise in,” Mack said. “I also enjoy the satisfaction of knowing that you were the one who got the car running and driving, and that you know how to fix it if it breaks.”
Mack’s love for working on cars all circles back to all of the memories he has of working on cars with his family.
”
”of the parts I put on because my car isn’t specifically made to be modified in the way I’m doing it, so running back and forth to the store can get annoying.”
“My favorite mod is the one that I am currently doing, which is the brake conversion kit. This will help the car stop a lot better and make it much safer.”
“I used to work on cars with my dad, and I used to do simple maintenance jobs when I was little. Now I have moved on to my own projects,” Mack said. “I always enjoyed working on cars because it gives you a great sense of accomplishment when you get something done.”
JUNIOR
CHRIS
HALE
SCOOTER SURGE
by mya franco writer/photographer
EA recent fad of using electric scooters as transportation to various places has led to several sightings around school
lectric scooters have been the talk of the town since they gained popularity with the younger generation. According to Hiboy, electric scooters come in three price groups: budget, which ranges from $300 to $500, mid-range, which costs between $500 and $800 and premium, which costs anything over $800.
Junior Aiden Finell doesn’t see the need to buy these scooters.
“[Electric scooters] are a big waste of money, and people should buy a bike or a normal scooter instead,” Finell said. “When I see them I think, ‘Man, why couldn’t you have just bought a normal scooter? You could just push it and get some exercise.’”
Although these scooters are pricey, freshman Copeland King rides his to school every day.
“My mom bought my [elec- tric scooter] because my house is outside of the bus jurisdiction, so my scooter lets me get to school,” King said.
However, even though these scooters are so expensive, Finell has seen many people riding to- gether
“Sometimes they’re in groups of, like, six or seven, but most of the time, it’s just like one person or like two people on one scoot- er,” Finell said.
Due to this boom in electric scooters being on the streets, there has been concern about how safe it is. According to the Johnson County Post, Johnson County Management will no longer permit individuals 17 and younger to ride e-bikes and e-scooters on its properties due to safety concerns.
In early August, First Wash ington Realty also banned e-bikes and e-scooters at its Prai rie Village shopping centers.
Although these concerns are very much present, Finell doesn’t see these scooters as a threat.
“[Electric scooters] can be dangerous if you’re really irre sponsible with how you ride and control them, but other than that, I don’t feel like much could go wrong,” Finell said.
Junior Kenna Nichols also doesn’t see these scooters as a threat; instead, she sees them as the same as normal scoot ers.
“I wouldn’t say they’re neces
sarily dangerous. I mean, it’s the same thing as an actual scooter or a bike,” Nichols said.
While these regulations only apply to electric scooters, Finell doesn’t see why they don’t apply to similar transportation.
“If they make [laws and reg- ulations] for scooters, then why wouldn’t they have any for bikes or other forms of transportation like that,” Finell said.
Nichols doesn’t think these regulations should not apply to chil dren because they made specifically
“That’s what it’s made for, so I’d say kids are supposed to ride them,” Nichols said.
“I would say no to these regulations because it’s just riding scooters and it’s formainly kids.”
On his way home from school, freshman Copeland King rides his electric scooter on Monday, Sept. 15. photo by eva hernandez
SPIRITED STUDENTS
Themed games allow students to get more involved in the student section
The roar of the student section echoes through the entire football stadium and every student is on their feet, cheering and chanting together. The energy in the crowd is amplified by the fact that every student is dressed to match the theme of the game.
Whether that be wearing head to toe camouflage for camo night or cowboy boots and hats for western night, students enjoy dressing up for the games.
During football season, each game is given a different theme, and these themes allow students to get more involved in the student section. Junior Reese Miller enjoys this aspect of going to games.
“I feel like you get some creativity out of it. I like researching my outfits beforehand trying to figure out what I’m gonna wear,” Miller said.
In fact, Miller enjoys picking her outfits for the weekly themes so much that she started prepping for this year’s games over the summer.
“I looked for them on Pinterest,
by maddie martin editor in chief
or I found Amazon links because I’ll keep reusing them,” Miller said. “I just used the ones from last year for this year because the themes keep repeating.”
Football isn’t the only sport that has themes; Jaguar Leadership Corps has worked hard to plan themes for all volleyball and soccer games as well. Senior JLC member Paige Roth hopes these themes will encourage more students to go to these games.
“There are so many other programs that work hard and don’t play on Friday nights when everyone’s available, so we want to have every sport get that same exposure and the same amount of people every game,” Roth said.
Roth believes that when people go with the themes for the week, it encourages participation.
“I think when you’re dressed up you look silly already,” Roth said. “If [the theme is] USA and you’re painting yourself red, white and blue, you’re more likely to cheer, to be loud, to be into the game, because you’re already dressed for it.”
ON THEME
Who participates in the sprit wear themes in student section at games
Football Themes
Hawaiian Sept. 26
Blue Out Homecoming Oct. 3
Pink Out Oct. 10
Jersey vs Jersey Shore Oct.17
Volleyball Themes
Frat and Sorority Sept. 23
Adam Sandler Sept. 25
Spirit Wear Oct. 2
Hawaiian Oct. 7
Soccer Themes
Purple Out Sept. 23
Pink Out Oct. 7
White Out Oct. 9
Jungle Oct. 14
Fans cheer at the football game against Olathe East, showing school spirit by dressing for the theme of Soccer Mom vs. BBQ Dad, Thursday, Sept. 6. photo by lucas pennel Survey of 120 students
WHAT’S THE SCOOP?
Betty Rae’s Ice Cream, a local ice cream chain, recently opened near the school. The store is known for adventurous flavors like Goat Cheese, Apricots and Candied Walnuts alongside familiar flavors such as Cookie Dough and S’mores.
Sophomore Ava Munsey, a frequent visitor of Betty Rae’s, has noted Betty Rae’s uniqueness.
“the atmosphere is very different than most ice cream shops,” Munsey said. “The flavors are very unique [as in they had] different flavors I’ve never tried before.”
Matt Shatto, the owner of Betty Rae’s, chose to build here because there were no local ice cream shops.
“I believed that [Shawnee has] been underserved for some period of time with ice cream,” Shatto said. “It was an opportunity for us to get to an area that was a good trade area that would be a good place for us to set up some roots.”
Several students have found employment at Betty Rae’s, including junior Ethan Broxterman,
by gwen ansell writer/photographer
New local Betty Rae’s location sparks student engagement
who has been working at Betty Rae’s for over a month. Broxterman is able to balance his social, school and work lives because Betty Rae’s allows him to choose his shifts and are very flexible.
“I like the friendliness of my co-workers and having a job that’s close by,” Broxterman said. “It’s a really fun job for high school.”
Shatto looks for excellence from Betty Rae’s team members. This includes showing up on time, being consistent, having good communication skills and a smile on their face when interacting with customers.
“[My employees] embody the brand, [which is] somebody that’s going to be excited to come to work and serve customers,” Shatto said.
Beyond its fun flavors, Betty Rae’s cultivated interior drew Munsey to the shop.
“I’ve gone to it many times to get ice cream and hang out with friends,” Munsey said. “The atmosphere is really nice.”
During his shift at Betty Rae’s, Junior Ethan Broxterman reaches out to get a waffle cone for customer senior Reece Riedel on Friday Sept. 12. photo by avery clement
Survey of
1ST most popular flavor
CHOCOLATE 2ND most popular flavor
3RD most popular flavor
MINT & CHOCOLATE FLAKES
Students’ preferred flavors at Betty Rae’s
GLOSS
47% of students use jelly lip balm 49% of students use a lip mask 24%
of students use lip gloss
From liners to glosses, fun lip products are trending with students
23%
32%
LOVELY LOOKING LIP COMBOS
By combining their favorite products, students create a unique lip look of students use stick lip balm
SOPHOMORE PEYTON YOWELL
“I usually use the Maybelline lip liner and I use the Summer Fridays lip gloss. They have good shades, they’re really shiny and glossy and they last a long time.” of students use lip oil
SENIOR AVA MENDEZ
“I typically use the Maybelline Super Stay lip liner. Then I use any lip gloss [or] lip balm that I have. I find that Maybelline actually stays pretty well. I’ll put it on before I go to school, and I just have to reapply once.”
design by kennedy botkin photos by kady coulibaly and jason sweany
by emma cooper writer/photographer
Survey of 120 students
Top social media trends through the years
SCROLLING THROUGH TIME 2013
DRAIN YOUR
Sources: Pew Research and app data
Vine has over 200 million active users and the app is announced that it would shut down. Some of the most viewed Vines at this point are “Look at all those chickens!” and “It is Wednesday my dudes”
More than half of American children say they watch YouTube almost every day.
James Charles’ “No More Lies” video is #1 trending in 2019.
TikTok reaches 1 billion active users, and the average user spends an hour on the app a day. Biggest trends are“Berries and Cream,” “Adult Swim” and “Devious Licks.”
Vine becomes the most downloaded video app on the App Store and will soon hit 40 million users.
BRAINROT BREAKDOWN
by avery curry writer/photographer
Understanding the meaning and evolution of brainrot
BThe most viewed Vine this year is “What are those?” by KingVader
Musical.ly partners with TikTok and has over 200 million users. The most viewed songs on Musical. ly are “The Muffin Song,” “Pretty Boy Swag” and “God’s Plan”
Kids are spending on average 75 minutes on TikTok a day.
Top TikTok trends in 2020 were “Renegade,” “Sus” and “Ratatouille: The TikTok Musical.”
2016 2018 2019 2020 2021 2023 2024 2025
‘Brainrot’ is Oxford’s word of the year. Usage of the word Brainrot went up 230% between 2023 and 2024. Popular brainrot terms are “Sigma,”and “John Pork is Calling.”
“Skibidi Toilet” is released and gains popularity on YouTube, particularly with Gen Alpha. It features a head coming out of a toilet while singing.
TikTok has over 1.6 billion active users who spend on average an hour and a half on the app a day. Biggest brainrot trends so far for this year are “Italian Brainrot,” and “Six Seven.”
rainrot was named Oxford’s word of the year in 2024, defined as “the supposed deterioration of a person’s mental or intellectual state, especially viewed as the result of overconsumption of material (now particularly online content) considered to be trivial or unchallenging. Also: something characterized as likely to lead to such deterioration.”
Along with 68% of students from a survey of 120 students at the school, sophomore Elynne Strack spends much of her time scrolling through brainrot on TikTok.
“I would define brainrot as stupid stuff you see online [on] the Internet and trends that go around that usually have some backstory,” Strack said.
The term describes videos or phrases that are popular in Gen Z and Gen Alpha communities that come in various forms. Many students like to use trending words or phrases such as ‘sigma’ or ‘rizz’ to describe how they feel about someone or something.
An article by ThinkHouse suggests brainrot can begin with a viral TikTok video that leads to what they call a “collective brainrot” that dominates TikTok feeds for weeks. For example, “Six seven” is a popular term kids have adapted from TikTok, initially referring to the lyric in the song ‘Doot Doot’ by Skrilla.
Sophomore Jack Musil describes this evolution as a spectrum that starts authentic, but then becomes unfunny.
“What we see a lot nowadays is that we go through a cycle where the brainrot starts genuine. We pass time, it’s decided to be unfunny, and then miraculously it becomes funny again through irony and satirization,” Musil said.
while Goodman shows 6-7, a term from the Skrilla rap song. photo by asher clement
Sophomores Jack Musil (left) and Stella Goodman (right) use their hands to display different numerical brainrot terms Musil shows 41, a term inspired by the Blizziboi rap song
BRAIN
How online trends associated with brainrot affect different aspects of teens’ lives
STRAIN ON STUDENTS
The negative influences of brainrot on students’ attention span in school
Even for the students who don’t consume brainrot, they might find it hard to escape the culture it’s created at school, as sophomore Stella Goodman points out.
“I’ll be in chemistry class, and we’ll be solving an equation, and a kid across the room will be yelling ‘six seven’ because he sees it on the board,” Goodman said. “[Brainrot] might not affect me, but it affects a bunch of people around me.”
Brainrot has crept into the lives of students because it’s addictive. After spending hours every night doomscrolling, the brain relies on the constant pump of dopamine that brainrot gives. This feedback loop causes what the National Institute of Health (NIH) calls “digital overstimulation,” a fatigue that comes with heavy technology use. Some students, like senior Cayden Rotich, are able to notice how consuming brainrot has affected them
and their concentration.
“TikTok has genuinely messed up my attention span. Sometimes I won’t be able to focus on anything for longer than 30 seconds,” Rotich said. “Some TikTok videos I have
I think [brainrot] has definitely shortened attention spans and harmed that critical thinking element.”
History teacher Carter Sebasto
to put into 2x speed because I’m too lazy to sit through it all.”
History teacher Carter Sebasto has not only seen the connection between brainrot and interference when teaching, but also how the
On his phone, senior Cayden Rotich often feels the negative affects of brainrot,“Tiktok has genuinely messed up my attention span, sometimes I won’t be able to focus on anything for longer than 30 seconds.”photo by asher clement
by madelyn mulryan copy editor
disruptions have changed.
“There’s no creativity behind disrupting class anymore,” Sebasto said. “The kids that want to be disruptive just say brainrot, and then all the other kids laugh. I think it’s definitely shortened attention spans [that] harmed that critical thinking element.”
The NIH conducted a study on the impact of brainrot on a teenager’s mind, and discovered that a high screentime or over exposure to brainrot content diminishes cognitive function. The study also explains why it might be easier to lose focus on schoolwork, as Rotich points out.
“I can’t do homework sometimes because it will say anything even slightly connected to brainrot and I get distracted,” Rotich said. “I saw a math problem where one kid’s name was Mason, [a term connected with brainrot], and it was terrible. I couldn’t focus.”
BRAINROT VOCABULARY
Trending brainrot terms and their definitions
BRAINROT
BRAINROT
Mindless digital content; the fixation on it and harmful mental effects of it.
AI SLOP
AI SLOP
Low quality media made using generative artificial intelligence technology, characterized by an inherent lack of effort, being generated at an overwhelming volume.
DOOMSCROLL
DOOMSCROLL
To spend excessive time online scrolling through news or other content that makes one feel sad, anxious or angry.
ITALIAN BRAINROT
ITALIAN BRAINROT
A series of surrealist internet memes that emerged in early 2025, characterized by absurd images of AI-generated creatures who are given pseudo-Italian names.
PUTTING THE SOCIAL IN MEDIA
by cal bierl writer/photographer
The effects of online brainrot trends on teenagers’ social lives today
Outside of in class instruction time, brainrot affects interpersonal lives within school. There may be both perceived benefits and drawbacks to consuming brainrot content, but it is clear that it has created social and cultural shifts. However, opinions on these effects and their magnitude may differ from student to student.
For example, Musil believes that knowledge and awareness of
Browsing brainrot videos during seminar,w students connect and find a common ground
“Since everybody knows [brainrot], everybody can be included and I think it’s a very big inside joke.”
Sophomore Stella Goodman said. photo by asher clement
brainrot terms is the key to avoiding being excluded among one’s peers.
“General social standing is greatly affected by your prowess of understanding and utilizing the terms that people use in brainrot, because it’s become ingrained in the culture of society,” Musil said. “It’s a huge part of the cultural zeitgeist right now.”
In contrast to what Musil believes, Goodman thinks that brainrot content is inclusive due to its widespread nature.
“Everybody, even if I’m not friends with someone, and they make a funny joke about brainrot, everybody knows it,” Goodman said. “Since everybody knows it, everybody can be included and I think it’s a big inside joke. It’s really funny because the teachers don’t understand it.”
Acknowledging both the positive and negative effects on society, Rotich agrees with Goodman about the idea that brainrot can create shared bonds through collective inside jokes.
“[Brainrot] is affecting our culture,” Rotich said. “It’s terrible, but it’s so awesome at the same time. I can go up to anybody, even if I have no clue who they are, say ‘six seven’ and I know they’ll understand and love it. In that sense, it brings all types of people together.”
LET HIM COOK
To give someone space and time to do their thing. It’s generally intended as a way to support someone.
AURA SIX SEVEN
AURA LET HIM COOK SIX SEVEN
An Internet meme and slang term that originated from the repeated lyric “six seven” in the song “Doot Doot (6 7)” by Skrilla, which was used in social media edits of professional basketball players such as LaMelo Ball who is six feet seven inches tall.
Sources: Merriam Webster and Wikipedia
A way to rank one’s cool factor on social media. Those with high “aura points” are cool, while those with low “aura points” are not.
RAGE BAIT
RAGE BAIT
Online content that is intentionally offensive or provocative.
by maddie martin editor in chief
Escaping brainrot and navigating life without social media
Brainrot has found its way into students’ everyday lives, but for those students who aren’t on social media, the negative effects of brainrot content haven’t invaded their lives.
Brainrot content mostly exists on platforms like TikTok and Instagram. Senior Rider Rew isn’t on either and believes that stu-
Brain nourishment is the opposite of brain rot, in which you can learn new things and expand your brain.
Sophomore Jack Musil
dents should find healthier ways to decompress that don’t include spending hours scrolling.
“I think it’s replacing already healthy ways to de-stress,” Rew said. “Read a book, listen to music, learn how to play an instrument, go on a walk. Do you need to watch regurgitated content to calm yourself down?”
Similar to Rew, sophomore Shriya Mihir isn’t on social media and suggests others avoid these plat-
forms and explore other interests.
“I’d recommend to delete the app totally,” Mihir said. “Try to fill your life with other activities. If you don’t do any clubs, maybe join a new club that seems to interest you, join a sport or go out with friends and hang out with others. Take your attention away from the chronically online blindness.”
However, for those still on social media, there are ways to combat brainrot. A report published by The Newport Institute recommends trying to limit screen time or pursue non-online interests. Many people, such as Musil, call these attempts to combat brainrot “brain nourishment.”
“I think that brainrot and brain nourishment are two sides of the same coin,” Musil said. “Brain nourishment is the opposite of brainrot, in which you learn new things and expand your brain.”
A healthy balance of the two can help students combat negative effects. For those still online, Mihir suggests limiting screen time.
“I don’t think you have to get rid of social media, but you should consume it in healthy doses,” Mihir said. “There are some kids who are chronically online, and I’m like, ‘You should set your phone down and take a break, maybe touch some grass.’”
TIME OFFLINE
JagWire reporter Cal Bierl believes that spending too much time doomscrolling can worsen critical thinking by cal bierl writer/photographer
Watching short video clips showing people with ridiculous hand gestures repeating two common numbers for hours on end can increase intelligence, right? If that were true I would be a genius.
Research by the US Department of Education shows that excessive consumption of social media decreases attention span. This leads to lower levels of thinking ability and weakens the logical ability to identify lies in social media.
reenergized after frying the brain for hours before finally starting on the homework pile.
When a person’s mental state becomes “cooked” in this fashion, it is easy to start believing whatever one sees on their phone screen. False information that infests social media screens starts looking too true. This doesn’t just happen to students, even my
just “hopping off,” is to educate themselves on the logical fallacies used as a part of social media disinformation. Logical fallacies are flaws in reasoning that can be used in speech and in the media to fool people. Some of the most common logical fallacies include arguments that attack personal characteristics or misrepresent opposing arguments to make them easier to attack.
”The more time students spend on shortform videos, the less ability they have to sustain attention, according to the US DOE. This concept is self explanatory considering how the design platforms such as Instagram Reels involve repeatedly scrolling through less than a minute long videos. The constant refresh of dopamine after each swipe alters the brain to the point where one’s cognitive functions, or critical thinking, are impaired. It is impossible for me to feel
”
When I scroll for a long period of time, it becomes nearly impossible to focus
JagWire reporter Cal Bierl
”
Some could say that correlation does not equal causation. While skepticism always has merit, there is strong reason to believe my claim because of experiences I have that are common among my peers. When I scroll for a long period of time, it becomes nearly impossible to focus.
”social studies teacher recalled a time when she was convinced that a popular country music star was in the hospital with cancer due to an AI-generated post.
Running into cognitive fatigue due to social media use is practically inevitable in our increasingly interconnected world. Because of this, the best action people can take to protect their digital critical thinking skills, besides
If I can’t stay “locked in” and study, there’s no way that I would be able to figure out if the video I just watched is generated by artificial intelligence.
It’s best to learn about the types of misleading arguments so that one can relax with Italian brainrot while maintaining a defense against the many lies on the internet. Or they can just take the simpler but more difficult path and spend some time offline.
THE PERFORMATIVE MAN
JagWire reporter Oliver Feiring reports on the performative male: man, myth, or misogynist?
The performative male, or the performative man, is a type of persona that has garnered attention in online communities over the years. The performative male is a title given to men who are seen superficially performing hobbies or interests like feminism, underground music or drinking matcha. Unconventionality is the life force of the performative man: creating a character out of one’s self who is simply ‘not like other guys.’
Truthfully, the epitomized performative male, who dons a tote bag and feminist literature, is rare. That being said, the impacts of this phenomenon can be ultimately harmful to women and men alike.
In short, the performative male is a product misogyny. The main appeal of the performative male is that he is the antithesis of misogyny or sexism.
However, by doing this he perpetuates misogyny by using it to his advantage.
According to Merriam-Webster, Misogyny refers to hostility, aversion, or even violence against women. In subtle ways, misogyny hurts everyone. Misogyny is not only composed of contempt towards women, but it also creates and solidifies the divide between men and women. Even feminine words are commonly given a negative connotation compared to male counterparts. For example, governor compared to governess or master compared to mistress. The subtle influence of misogyny is everywhere— even in our language.
The subtle contempt towards femininity in the general population bred the ‘performative male’.
The performative male is created by superficially rejecting the notions of the patriarchy for
by oliver feiring analytics manager
the sake of novelty.
Things like using nail polish or eyeliner, studying feminism or being inclined toward fashion may come to mind as common examples. What makes these actions performative is when they are being performed to signal uniqueness, or that they are unlike other men to women.
Additionally, what makes these men performative is their apathy towards feminism beyond a surface level. What separates a performative man from a genuine, authentic feminist who happens to be male is the honest empathy towards women’s struggles.
It would be irresponsible to assume that every man who fits this style is performing for female approval. Especially considering how many real men authentically have somewhat unconventional interests. The criticism of performative men becomes unjust when it is sweepingly generalized towards all male feminists or effeminate men. I have noticed that the current conversation of male feminism seems to be centered on men exclusively using feminism for their own gain.
While it is true that the stereotypical performative male is closer to a myth than reality, elements of the performative man linger throughout many men in our society. That being said, it is essential to be cautious and carefully consider the actions of those around you, as well as train your mind to spot inauthenticity. Additionally, I suggest that everyone, regardless of gender, should not feel pressured to perform for others. In the long run, it is entirely healthier and responsible to be true to oneself.
THROWBACK
THROWBACK BACKPACKS
JANIYA’H BILBERRY
I picked [Moana] because I just genuinely like her personality. She’s a great big sister, just like me. I’m a big sister of 11 siblings. I love her so much.
Seniors reconnect with their childhood favorite characters through their backpacks by kennedy botkin copy editor
BARRON FOX
Character:
Stitch has always been my favorite, and I still think he’s pretty cute, even today. I picked this backpack because I think it represents me and also who I was as a child.
PAITYN REYNOLDS
Character:
CHILDHOOD FAVORITES
The amount of seniors participating in having
I chose this as my senior backpack because as a little kid, I loved Hello Kitty. That was my character. I wanted a little memory
PETE WILLIAMS
When I was [younger] I would watch the first Cars movie every day. I went to Walmart to find [my senior backpack] and I saw this, and I was like, ‘Oh my gosh, that’s perfect.’
GUIDING STARS
Cheer team coaches the Junior Jag teams annually to help teach cheers and dances
The Junior Jags program, led by the high school cheer team, allows girls who as- pire to be cheerleaders grow in their skills while creating mean- ingful memories with the high school cheer team.
Junior Jags is a special pro- gram where girls from grades K-6 are led by the school’s cheer team to learn new cheers and perform at games.
According to Tonya Housman, who coaches the kindergarten and first grade Junior Jags, the program is vital because it is more accessible than competitive cheer.
“It’s really good for them to get out there, be in front of people, be able to cheer, speak in front of people, chant and not be shy to be in front of people,” Housman said. “It helps them with their self esteem.”
For the high school cheer team, it’s a great commitment that comes with its own responsibili- ties and obstacles. One challenge that senior Callaway Clifton fac- es is wanting to give her all with limited time.
“[It’s hard] finding time to manage [Junior Jags] because it’s only one day a week,” Clifton said. “It’s a big responsibility, and you want to do your best.”
Challenges aside, a main posi- tive of the program is how heartwarming cheerleaders find mentoring to be. For cheerleadmanyers who enjoyed cheer
by natalia castillejos ramírez managing editor
when they were younger, getting to mentor young girls allows them to feel fulfilled.
Senior Stella Beins finds the program nostalgic because she was part of the program in ele- mentary school.
“[It’s] a full circle because I see the younger kids, and I’m like, ‘Oh my god, I can’t believe that was me.’ It’s crazy to look at them and see how little I was,” Beins said.
Another aspect of the program that allows it to be successful is collaboration between parent volunteers and cheerleaders.
Junior Amanda Makalous, who mentors kindergartners, is grateful for the parent volunteers because they are dedicated to helping the team.
“[The parent volunteers] are really the ones organizing the whole thing,” Makalous said.” They do the logistical side, and they’re good at managing, because kindergarten is not easy”
Housman sees the high school- ers as leaders who bring joy to all of the “[Thegirls.girls] look up to them so much and light up whenever they see them,” Housman said. “They’re so good, calm and such good role models.”
A Junior Jag cheerleader rides on junior Kenadi Harris’s back as she walks her around the track to the spot she is cheering at during Night Lights Thursday, Aug. 28. photo by doreen mahugu
CHEER SCHEDULE
Average cheer schedule during the annual Junior Jag season
MONDAY: Blue 5 practice, Junior Jag practice 7-7:30 p.m., Monday night practice 7:30-10 p.m.
TUESDAY: No practices
WEDNESDAY: Blue 5 practice
THURSDAY: Thursday night practice 7:30-10 p.m.
FRIDAY: Blue 5 practice, football games typically from 4:30/5-9:30 p.m
SATURDAY: Junior Jag football games in the morning
SUNDAY: No practices
Arms raised, juniors Annie Bohon and Kenna Long practice cheers with their group of Junior Jags during Night Lights, Thursday, Aug. 28. photo by avery clement
READY, SET, HIKE
New flag football team gives girls the chance to be involved in sports and gain new opportunities by
evan leroy online editor in chief
Fby bella davidson reporter
ootball has always been a huge part of the school’s culture, with eight state football titles in 10 years. Thanks to KSHAA and the Kansas City Chiefs, girls can now get involved in their own, unique way.
Girls flag football has won 3 of the 4 games they have played as of Sept. 16. is the newest club sport at the school that offers girls, such as sophomore Lyla Cinotto, a way
Discussing with his offense team, officer Hillman creates a plan on his clipboard for the team to score a touchdown during the game against Wellsville on Wednesday, Sept. 3. photo by eva hernandez
to participate in a traditionally male-dominated sport.
“It’s especially important because boys football is so important here, and it’s important for the girls to have the same thing because you don’t see girls playing on our football team,” Cinotto said.
Junior Kate Mikuls is also a part of the team and loves having another way for girls to get involved
FLAG FOOTBALL HISTORY
in club sports at the school.
“Football is traditionally a male sport, so to have girls playing it, and at this high a level is pretty awesome. It really shows that we can pretty much do anything
It’s so fun, and the team energy is so hype on the sideline, and everyone gets along.
Junior Kate Mikuls
and we can be great at it too,” Mikuls said.
Flag football coach Sarah Haub was approached by athletics director Brent Bechard to start the club as a pilot program with the hopes of having flag football become an official KSHAA sport in the near
The history behind the development of flag football and how it became what it is today
1953
A P.E. teacher named Porter Wilson invents the first flag football belts
1971
The first female league is created
1974
The first female team participates in a flag football tournament
1995
The National Women’s Flag Football Association was created to provide order to the sport
Source: International Women’s Flag Football Association
The National Football League launches NFL Flag, a program aiming to allow everyone to play flag football 1996 2025
The largest flag football ment was held 11,779 participants
future.
“We have a lot of really wonderful girls at the school, and I thought it would be fun for them,” Haub said. “They showed a lot of interest in playing flag [football]. They’re very competitive and very athletic, so I thought it would be fun to be around and coach them.”
Haub believes the flag football team also allows girls to build a community, like any other sport.
“I think it gives girls another outlet to play a sport, have fun, build a community, support each other [and] be competitive,” Haub
said. “It’s an enjoyable way to build a community of girls together and give them an outlet and opportunity to play.”
Advisor to the head coach Darion Hillman has already seen the positive effects the team has caused.
“It builds more chemistry within the school,” Hillman said. “A lot of people are meeting people that they have never met before. Anytime you’re in a team atmosphere, you’re learning about challenges and how to overcome them together as a team.”
FOOTBALL FACTS
Facts about the school’s new girls flag football team Flag football will be played in the Los Angeles Summer Olympics
Record of 3-1 with six games left in their season
Passing by with ease, sophomore Lauren Woods runs by the defenders trying to grab on to her flag during the game on Wednesday, Sept. 3. photo by eva hernandez
Preparing to throw the ball, junior Kate Mikuls locks on to one of her wide receivers to catch the ball for a touchdown on Wednesday, Sept. 3. photo by eva hernandez
I AM MV is a series that showcases students at the school and their unique interests, hobbies and talents
In July, senior Beau Peterson won the National Home Run Derby at Truist Park in Atlanta, Georgia. He won with nine home runs.
Each batter gets two and a half minutes to hit as many home runs as possible against a pitching machine or coach. The derby is a single elimination bracket tournament with a total of nine batters.
“Me and eight kids were brought in, and the top two qual- ified for the Home Run Derby. [It] happened to be me, it was an awesome experience,” Peterson said.
Peterson plays across many different leagues. These showcases, such as the Home Run Derby, can be crucial to players’ futures, many college and professional level recruiters could be in attendance.
For Peterson, these events
MV I AM
played an important role in his commitment to play at the University of Texas next year.
“The dream is to play in the big leagues one day. But I mean, wherever that is to go, develop and get college experience, or, start out of high school, wherev- er it takes me is, that’s the best route.”
Peterson elaborates on travel baseball becoming much more competitive, due to the fact that teams take players from all over the country to compete
“Going from state to state you’re playing against everybody, trying to play for a chance to either play for a college team or get drafted,” Peterson said.
Peterson’s mom Lori Peterson is an import ant support for him.
STUDENT VS. THE STARS
How Beau’s stats stack up against the professionals
60YD DASH: 6.57s
60YD DASH: 6.7s
FASTBALL: 93mph
FASTBALL: 94mph
BEAU PETERS
by ryan bloomer writer/photographer
Over the summer, Senior Beau Peterson won National High School Home Run Derby in Atlanta, Georgia
“It’s been a tough road. The highs and the lows, baseball is one of the toughest sports you could play, his mental game his junior year was when it was obvious for us how much he’s grown,” Lori said. “[Seeing him] be able to learn from his mistakes
