Perspectives at SCH Spring 2026 | 8th Grade Girls

PERSPECTIVES AT SCH Spring 2026

Vol. 03

Sasha

Lily

Table of Contents Inside SCH Upper School CEL .....................................................................................Pages 8-9 Dream Classes ............................................................................................Pages 10-11 Middle School Highlights........................................................................Pages 12-18 Dining al Fresco..........................................................................................Pages 19-20 Outward Bound .........................................................................................Pages 21-22

Outside SCH Global Mental Health ..............................................................................Pages 24-27 Screens and FOMO...................................................................................Pages 28-29 Tech Woes.....................................................................................................Pages 30-31

Where to Eat Now Restaurant Reviews...................................................................................Pages 32-33

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CONTRIBUTORS Alexa Rosenblatt Arielle Gillen Ava Houston Caroline Bloy Libby Katz Lily Mcgowan Evelyn Dews Graciella Norcini Hazel Walter Kiera Evans 5

CONTRIBUTORS Kiley Cheeseborough Laila Sylla Mala Richardson Marin Toconita Sasha Couzin-Frankel

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Inside

SCH

Upper school CEL What to expect in 9th grade cel?

What classes are in 9th grade?

By: Gracie Norcini and Alexa Rosenblatt

Students can see a snapshot of the 9th grade classes on display in the CEL space.

At SCH, 9th grade students select from four different CEL classes. Ninth grade students take two of these classes in the course of the year. One of the choices, product design, is taught by Ms. Fajardo. Students find real-world problems and find solutions through different projects. They also create 2d and 3d designs for these products. Taught by Mr. Kilbane and Dr. Jacobs, Smart Engineering Design is a class

Plant Tunes, this Spring’s award winning Capstone project, started in 9th grade Product Design.

Credit

that allows students to build products with both hardware and software. This class involves both design and programming. Another option for students is Intro to AI taught by Mr. Kirker. Students learn about the impact of AI and also create and design AI tools. The fourth and final option, Business Fundamentals, is taught by Mr. Kreher. This class teaches entrepreneurship, communication, and learning how to launch and pitch a product. We spoke with Mr. Kreher about this course and how it’s evolved over his years at SCH. 8

Mr. Kreher’s Class Mr. Kreher’s class for ninth grade teaches students about business fundamentals. When Mr. Kreher first started at SCH in 2015, this class used to be more based on work sheets and data/facts, but it has changed to be focused more on business skills and how to design a product. With these changes, it helped students become more prepared for 10th grade CEL and the Capstone project process.

Mr. Kreher

Mr. Kreher explains how his class continues to evolve in response to changing Photo credits Photo credits times. He says, “It used to be more focused on spreadsheets and basic statistics, and then it eventually became more about business skills and how you would design all of the branding and marketing work around a business. It's about to change again, with more coverage of accounting and finance next year.”

Student Interview Maryn Delp, a 9th grader, took both engineering and business fundamentals this year. She explains the pros of both, which as she believes will help with her future career as an architect. She shares, “For my future I hope to be an architect, and honestly both of these classes helped. While Engineering was more about circuits, it did teach me some very helpful things for designing. And business fundamentals introduced me to new platforms and taught me how to use them properly, which I know I will continue to use throughout high school, and probably after that as well.”

Maryn adds that she really enjoyed the “Branding” project in business fundamentals, explaining that it gave students the chance to “create an identity for the company we were designing,” complete with a color palette, fonts, and a logo.

IfMayrn you’reDelp a rising 9th grader, you can expect to take two of these classes, which will help shape your future path into Capstone and other high school CEL classes.

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DREAM CLASSES We all know our SCH teachers for the subjects they currently teach, but what would they teach if they could choose anything? All public school teachers are required to follow a curriculum set by the state, and private school teachers follow requirements set by departments. History teacher Mr. Malandro gives his thoughts on the subject, explaining, “We all try [to] teach the same thing. So for example, we're all learning about the Cuban Missile Crisis. We're all learning about the Cold War. We all have the same tests. We all have the same assessments.” This is because requirements help administrators track where students are in their education so that when they graduate, they meet the requirements for a high school diploma.

However, this method of teaching can restrict a teacher’s ability to help students understand the scope of their subject. Mr. Malandro talks about opportunities to add depth to topics in history. He explains, “I think sometimes . . . a piece of literature can help you understand the historical context so, so well. I just don't feel like I have time to do a novel about World War I from a fiction point of view in addition to actually just giving you the content [overview] of World War I.” This is an instance when a collaboration between two departments could be beneficial. Making connections like this could help both student and teacher engagement. The more a teacher feels that they are passionate about what they are teaching, the easier it is to help students.

By Caroline Bloy

Photos from my SCH

Photos from my SCH 10

Although this method might not work for some departments due to their high concentration of content, Ms. Painter of the English department expresses her enjoyment of how the curriculum is set up.

She notes, “I love team-teaching and always welcome opportunities to collaborate. Ms. McWilliams also teaches 7th grade this year, and we've worked together closely on text projects, writing assignments, and lesson planning.” She also talked about the seventh grade science fair project where the Science and English departments work together to help students conduct an experiment and write a paper.

This project is proof of the possibility of collaborating departments. The inclusion of projects that showcase the combination and intersection of academic subjects in the larger world will help students as they continue their education and participate in more independent projects. The inclusion of more of these projects going forward will no doubt help students gain more confidence in their ability and understanding of the wider world.

Photo credit: Caroline Bloy

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MIDDLE SCHOOL HIGHLIGHTS Keira Evans One of my favorite moments from middle school was the first day of 7th grade. It was really fun because we did a lot of activities as a class, and it was really nice to see my friends again after the summer. The first week of school was also a fun week, where I got to hang out with all of my friends without the academic stress.

Ava Houston My favorite moment from my middle school I have to probably say is doing all the ceramics. I just love love love love LOVE ceramics! Ceramics...Probably cuz I love ceramics. Its just so beautiful! So yeah.

And we do ceramics every year! Since I love it.

Libby Katz My favorite moment from my middle school career was the 6th-grade talent show when me and my friends made a dance, and everyone was cheering.

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Highlights Lily McGowan My Favorite moment from middle school was my 6th grade “Beauty and the Beast” production in drama.

I loved getting exited with my friends to perform!

Photo: MySCH

Kiley Cheeseborough My favorite part of middle school was starting to get involved in drama, especially “The Wizard of Oz.” When I was in crew it was really fun working together and being able to make things possible by helping back stage. In the end, everything came out really well.

Photo: MySCH

Marin Toconita My favorite moment of my middle school career was the 7th grade soccer season. [As a new student], this was how I made most of my friends in middle school.

Coming in to SCH, I didn’t really know anyone so meeting the coach and the players was a whole new experience, and it was really exiting getting to become close with them and a community. We didn’t win a lot of games, but it was fun.

Photo: MySCH

Hazel Walter

One of my favorite moments from Middle school was the trip to Echo Hill. I had a lot of fun, and it was a really good bonding experience with my advisory

Photo: MySCH

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Highlights Alexa Rosenblatt One of my favorite moments from middle school was the first week of school, I was able to connect with many new people and create great friends.

Photo: MySCH

Cecily Gelhorn One of my favorite moments from my middle school career was probably being the grandma in the play this year. It was pretty great because it made me get out of my comfort zone. It was not the role that I wanted or the role that I thought I was signing up for. But it helped me learn to express myself in a different way and learn to love a different character. I think that it is something that does not come along a lot of the time, and I think that it is something that helped me grow. I really enjoy drama and think that it is just such a great community.

Photo: MySCH

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Highlights Naveen Richrardson One of my favorite memories from middle school is probably the first day of school, when you get to see all of your friends again. It is so much fun, and I enjoy getting to make new friends.

Photo: MySCH

Karina Gandhi

One of my favorite moments from middle school has been the field trips. I really liked the Egypt trip, we got to visit the Egyptian museum, which had Egypt artifacts.

Photo: MySCH

Dominic Teefy My favorite moment from my middle school career memory was in Ms. Knutson's CEL class, creating my restaurant and menu.

Photo: MySCH

Laurel Astheimer My favorite moment from my middle school career is creating videos in Science class. I love creating media and stories, and I used this project as a way to do that in an educational way. Science class has been one of my favorites this year, and everything we have done has been fun. But this specific project was so fun and exciting for me.

Photo: MySCH 15

Highlights Kingston Tancredi My favorite moment for middle school is blue and blue day because there was a lot of food there and my friends. And, the competition was good.

Photo: MySCH

Leighton Kahoe

My favorite memory from middle school is doing drama because I got to make a lot of new friends and experienced a large community. It was really fun to do drama and meet many new people.

Photo: MySCH

Sagan Brewster My favorite moment of middle was Halloween this year. My friends and I dressed up as baby sharks and it was fun.

Photo: MySCH

Charlotte Eagles One of my favorite memories from middle school was finding out that I was in an advisory with Karina and that I was in classes with people whom I had never been with. I got to reconnect with some of those friends in new ways.

Photo: MySCH 16

Highlights Ms. Li The highlight of my time at middle school is the time I get to spend with my advisory group, and there was one time where everyone in the advisory brought in food. And to share together as a group is really nice, when I bring mochi I think that is everybodys favorite!

Photo: MySCH

Mr. Malandro One specific highlight from my time teaching is a high school football game against Malvern. We were about to play for the Inter-AC championship, and I was excited to see how the upper school football program has grown, given that the Inter-AC is so competitive. I was also excited to see how many people from our community were there to show there support. Watching the support grow is like watching our community come together for each other; the Inter-AC championship was emblematic of this.

Photo: MySCH

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OPINION

Outdoor lunch

By Keira Evans

Eating outside has many benefits, like more mindful eating, human connection, stress relief, and vitamin D exposure. So why don't we do more of this? Eighth grader Marin Tocinita states that she was able to eat outside at her previous school, Norwood Fontbonne. She explains that it bettered her mood throughout the day and was fun.

Libby Katz remembers eating outside during the pandemic, and notes that it was very fun and that she enjoyed eating lunch outside. Fellow 8th graders Evelyn and Laila who enjoy spending time outside said they wish they could eat lunch outdoors. They also agree that spending time outside reduces stress and increases mood.

Recently, Mr. Moffitt gave students the opportunity to eat outdoors in the Wissahickon. Fifth grader Louisa Gelhorn states, “I chose to join the Wissahickon lunch excursion because I wanted to have a quiet peaceful lunch by the creek. I felt happy and excited before and afterwards I felt relaxed, calm and serene. I would definitely eat lunch outside if I could. I think it would be very relaxing. I also think being out in nature is always calming, and it can definitely take your mind off something.”

Ninth grader Lylah Morris agrees, “I think eating outside has many benefits, but the biggest for me is helping me not be cooped up inside all day. It also helps me get off my phone because there are more things to do outside instead of being on my phone.” She also talked about how the atmosphere outside of the cafeteria was a lot calmer.

She enjoys that the high school compared to the middle school has a lot of different lunch options. Lylah said the school might be hesitant to let middle schoolers eat outside because it is harder to keep track of everyone if people are in different places.

Eating outside has many benefits that can help you get through the school day. Many schools all over the country have the chance to eat lunch outside. So, If you had the opportunity to eat lunch outside would you take it?

Teens enjoying eating outside/ Canva stock

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HIKING INTO HIGH SCHOOL

By Libby Katz, Evelyn Dews, and Marin Toconita Outward Bound is an upcoming experience shared by all rising ninth graders. The trip is an inevitable part of our futures and is the start to an important section of our lives. The Outward Bound trip is how we start our ninth grade year. The first four days of high school will be spent hiking, camping, and bonding with our new advisory. The trip provides each ninth grader with equal opportunities to make lasting connections and friendships that will remain all throughout high school. The first few days of starting high school can be nerve racking and generally overwhelming, but starting the year on such a tremendous note surrounded by peers who are sharing all the same experiences brings everyone together in a way that would not be possible in a classroom setting. SCH values many things such as inclusion, equity, and diversity. Outward Bound’s values align with our school’s values which sets us up for success.

We asked current 8th graders to share what they were most nerbous about for this upcoming adventure. Many students shared they were most scared about who they would get put with in their advisory. We interviewed Andrew Shevchouk who was new going into ninth grade. For him, Outward Bound was “weird at first, because I didn't know anybody.” After a few days on the trail, however, he “made good connections.” It gave him the chance to get to know his advisory, and today, they continue to share inside jokes from the trip.

Andrew Shevchouk 10th grade

Photo credit : sch.org

Wyatt Friedland 9th grade

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As everyone knows going into the trip, there is lots and lots of hiking. The majority of the day is spent hiking from campsite to campsite. Each group has a certain deadline or requirement as to how much hiking must be done in a day, because you must get to your next campsite before it gets dark. The general consensus is that the first day is the most difficult hiking and endurance wise. After the first day the level of challenge decreases, although it is still said to be challenging all throughout. As our interviewee Wyatt Friedland stated, “Eventually, you just get used to it because it’s five days.” This quote truly emphasizes the attitude that is so crucial to having an enjoyable time on the trip. If you go into it expecting to have a terrible time, then you will. Having a good attitude will make all the difference. Being open to adapting to your environment and all the new experiences you will encounter is key.

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Wyatt Friedland’s hiking route involved trekking 9.5 miles in thunder and lightning

Every day, each person also does two hour reflections by themselves, writes in a journal, and connects with nature. After talking about these two hour reflections everyone was saying it's a great environment to journal and reflect on what happened. During these reflections you write a letter to your future self and get it six months later. The overall message that most upper schoolers shared about Outward Bound: it's a great environment to create bonds, and although you may be stinky and you may not look your best, everyone is in the same shoes. We also asked people about the food. Everyone said the food was pretty good because you got to cook it for yourself.

Lielle Freund 9th grade

Before you leave, remember: do not go into it with a negative attitude and mindset, because no one will want to socialize with you. Even if you don't know anyone in your advisory, you need to go into the trip being open to making new friends, even if you don't think you'll be close with them. They could end up being one of your closest friends all throughout high school. If you’re a new student, you probably won't know many people who you will stay with during the week of Outward Bound. Ninth grader Lielle Freund explains, “Starting out, I was very nervous because my advisory is very small and most of them knew each other from the middle school. I was scared they would all just be together and I would just be seperate.” But she ended up having a great time and made so many fun memories with her advisory. Her favorite memory was when she and her friends sprinted to the top of a hill and got to take a break until the slow people in their advisory caught up. So for everyone nervous for Outward Bound? Just remember to go in with a open mindset.

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Cleanliness? Sleeping arrangements?

Outside From what our interviewees said, none of these concerns affected the trip in such a dramatic way. Most people said the first nights sleep was the worst because your used to sleeping on a comfy bed and not the ground. However, one of our interviewees, Andrew, favorite memories from the expedition did involve the sleeping situation. He explains, “On our last night we did cowboy camping, just sleeping flat on the ground. That was really fun.”

Though deodorant was not permitted to bring, almost everybody brought it.

In fact, it was said that some groups of people all shared one stick of deodorant. One thing that Paul Rodriguez said he wish he brought were baby wipes. Extra toilet paper was also something that one of out interviewees mentioned he wish he had. Surprisingly, none of our interviewees even mentioned bugs or the amount of bugs which is 22 definitally a good sign.

SCH

Paul Rodriguez 11th grade

Photo: Classie Moses

SIMILARITIES & DIFFERENCE BETWEEN MENTAL HEALTH IN TEENS AROUND THE WORLD By: Sasha Couzin-Frankel, Elizabeth McGowan, Hazel Walter, and Kiley Cheeseborough

Around the world, 50% of youth 12-17 struggle with mental health. The question is, do all these kids struggle with the same things? In writing this article, we hoped to find and understand different perspectives (from kids and teens) around the world that have to do with mental health. We’re especially looking to find common struggles.

To do this, we examined not just research. We also gathered perspectives through participation in a global dialogue on May 8th, which was sponsored by Institute for Global Learning (formerly GEBG). The title of the event was Mental Health in Middle School. The experience was supported by Dr. Tecosky, who shared that it showed her ”...how similarly children and teens across the globe experience stress and mental health challenges compared to students in our own communities.” She continued, “It was especially meaningful to recognize the shared experiences among students and how easily we could relate to young people from different parts of the world.”

Students from three continents, North America, Asia, and Africa, participated in this conversation. It helped us realize that all kids struggle with the same problems. No matter where we live, all students are connected by the same things. One of these struggles is insecurity.

...

Our Findings Top 5 insecurities worldwide reported in our survey of students in Ireland and the U.S. 1. Weight/body image 2. Skin imperfections 3. Hair THe 4. Teeth 5. Personality/humor

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A picture of Elphin Community College

Through our connection with Lily McGowan’s aunt, Roscannon, Ireland-base teacher Susan Prendergast, we also sent out an anonymous survey to fourteen-year-old boys and girls in Ireland, asking them what they were insecure about. We shared this same survey with 8th graders at SCH. A handful of Irish students said they were insecure about their bodies, specifically their stomach, hair, eyes, nose, and acne. This was also stated in the survey we sent out to our peers. However, a couple of things that were noticeably different were that the kids in Ireland were insecure about much more than just their appearance.

Examples of this include the language they speak, where they live, being quiet, and their grades. We speculate that this is because in the U.S., “looking good” is the main priority of many people. However, in Ireland, while they also focus on appearance, insecurity can mean a lot more than just not liking how you look.

As well as sending out a form to the Irish students, Susan herself also completed a similar form. She teaches at Elphin Community College in Ireland, and works with the kids who took our survey. We gave her a survey with similar questions, asking about her experience as a kid. We asked her what she was insecure about when she was a child, and she stated, “fitting in with my peers, appearance…I suffered with acne, lack of confidence…never felt I was ‘good enough’, being teased or targeted, time management, and academic grades.” This was interesting to us because her answers are both similar and different from the answers we received from her students. Ms. Susan, as a kid, and her students both are both insecure about their appearance (specifically acne) as well as grades. Ms. Susan’s responses have opened our eyes about how these insecurities have persisted through decades and countries. However, now in the modern age of technology, insecurities have been intensified by social media. Even with this, some insecurities vary widely across countries. As a teacher at a secondary school, Ms. Susan is responsible for many teenagers who deal with issues such as academic stress and insecurities. These are some ways that see helps her students if they feel this way. Ms. Susan remarked that she creates a safe environment that enables students to come forward with any issues, listens empathetically, and follows school protocol if there are any bigger problems.

This is Susan Prendergast

Most Notable differnces

Our question: “What do you think is one insecurity that teens in your country have, which teens don’t have in other countries?”

USA The most common answer to this survey question was obesity and body image, as well as high costs as well as politcal stress.

Ireland The students at Elphin were unsure about things that 24 stem from genetics and geography, like ginger hair, accent, pale skin and the area they live.

SCH Thorney Middle School

Responses from our American peers at SCH came from 18 girls (86.7%) and 3 boys (14.3%). Most of the participants agreed that body dysmorphia is one of the biggest insecurities faced by students. Ten of the kids responded (47.6% in the poll) that they register their insecurities at a scale of 2 out of 5 most days.

Many students in the grade also reported that they use positive affirmations to deal with mental health and self-esteem.

The next time you feel like you’re struggling, just remember that half of the world is dealing with the exact same things. This common struggle is the same in your head as it is in another kid your age halfway around the world. Mental health is a universal struggle for so many teenagers. It is important to remember you are not alone.

Data from the CDC shows the prevelance of mental and behavioral health concerns by age in the U.S.

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OPINION

FOMO Ava Houston

Many parents do not let their kids have social media for reasons like safety and exposure to topics they’re not emotionally or mentally ready for. This article compares the experiences of students who have social media and those who don’t. I'll dive into whether students feel that having social media bettered or worsened their lives.

Research shows that the average age at which kids in the U.S. get a phone is 11-13 years old, and the average age at which kids get social media is 12-13 years old. Many parents fear what their kids may see on social media. The fear does not stem from a lack of trust for their kids, but a lack of trust for others on the app.

Photo Credit: Canva Stock.

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I asked Mr. Dawe, an English teacher here at SCH, who has two sons, what his rules for social media are: Mr. Dawe remarked, “I don’t let them have Snapchat because the whole point is that the messages disappear.” Mr. Dawe shared that he has immense trust in his two boys and believes that they would be able to handle themselves responsibly if they were to have the app. The nature of Snap is that the messages sent on the app will be deleted after 24 hours. This means that any inappropriate text, including harassment, bullying, or anything that may worsen someone's situation, will be deleted.

Bill Dawe

Photo by

However, many will argue that Snap is the new way to communicate with people, and a lot of good things happen on the platform. I asked Evelyn Dews, who only has access to Snap, if she felt like it made her life better. She said yes! She explained that once she got it, she felt included in way more group chats and was in on more jokes and trends.

Libby Katz Cameron Williams Genevieve Mitchell Eighth grade SCH students Libby Katz and Cameron Williams both got their phones before age 11. Libby also had access to social media, which she thought was a great thing. Cameron said that he had never felt FOMO because he thought that it was a cool thing to have a phone at the age of nine.

Cameron was asked if he had ever had FOMO. He answered, “No, I have not, because I got my phone before everyone else anyway.” He added his personal opinion about the right age to get a phone, which he believes is around 5th grade, because that's when kids are starting to branch out into new activities and enter middle school.

SCH student Genevieve Michell does not have social media, and she’s not in any hurry to get it. She stated, “I can understand why my parents won't let me have it, and I don't feel left out.” All of her friends are without phones and social media, so she has never felt left out because none of them have been left out. There are many ways to stay in touch and keep in contact with friends and family without social media, whether that be text or WhatsApp. Conclusion In the end, many children and parents have been able to see the good side and the bad side of social media. The parents who prohibit social media know that their kids may feel left out, but the worry that premature things come into their children's minds outweighs that. At the end of the day, everyone will grow at their own pace and do what is best for them.

While some families may choose to introduce phones at a young age for reasons like safety, communication, and transportation, pediatricians generally recommend waiting until at least 13 years old for a Smart Phone.

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SCREEN TIME

By Laila Sylla Starting from the ages of 10-12, kids and young adults are experiencing addictions to bright screens. They often find themselves scrolling on social media and losing track of time. Kids without phones often experience fear of missing out.

Approximately 56-57 percent of Americans admit to being addicted to their phones, with Generation Z and young adults (18-29) showing the highest rates of use. Studies show that over 40 percent of people check their phones 144 times a day or more, with GEN Z averaging 6 hours of daily screen time.

Photo ;Canva stock

A 8th grader named Keira Evans said that, “Getting off your phone is difficult because you are still thinking about a lot of different things that can distract you, and the easier choice is getting back on where you don’t have to think of many things.”

Nevertheless, there are pros to screens, too.

Screens allow people to connect more with people far away through texting. Students often use phones for education, like studying or watching educational videos, so that they can understand concepts more.

“You can connect and communicate with your friends from far away places and organize your daily life with a cell phone,” explained student Libby Katz.

Photo: Canva Stock

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Cellphones can be addictive and could make you feel unfocused with basic tasks like chores or homework. However cellphones can also help you reconnect with family, friends, or even people you don’t yet know.

How do you think cellphones affect your daily life?

A 2026 study from researchers at the University of North Carolina-Chapel Hill found that middle and high school students spend nearly one-third of their school day on their cell phones. The researchers linked these tech habits to poorer impulse control and weaker attention.

Nomophobia is the term for the fear of being without a mobile phone. Photo credit: Canva

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WHERE TO EAT NOW Unit Su Vege I would recommend The Cage as a good restaurant to go to if you want tasty foods. In addition, the service is relatively quick and the waiters I’ve met have been very welcoming and polite. The ambience if very eye-catching as well. The design choices look like they take place right in the jungle for its greenery with added bird cages, some of which are big enough for families to eat inside of. The placement of everything, along with the lighting and chandelier choice, is also very pleasing to the eye.

Credits - thecagecocktailbar.com

To make reservations, you can call the number (215) 866-5555. Overall, I give The Cage a 4.5/5 rating on my end. - Kiley Address: 2190 E County Line Rd, Huntingdon Valley, PA 19006

Hokka Hokka

Credits - restauranthokka.com

Hokka Hokka is a wonderful sushi restaurant that I’ve gotten takeout from a multitude of times. Hokka Hokka’s fish always comes fresh, cold, and delicious as if it were just made only minutes ago. I always order the sashimi appetizer that comes with five different types of fish, including salmon, tuna, and yellowtail, all three of my favorites. As well as ordering this, I almost always order 4 pc salmon nigiri because salmon is one of my favorite fish to eat. One Credits Instagram more dish I would recommend if you don’t enjoy plain fish- is the chef’s sushi entree, which comes with a variety of different fish. I always get takeout from this restaurant because I enjoy eating at home. The food is always ready very quickly, right after I order, and comes with several pairs of chopsticks. In the sushi box, there is wasabi and ginger if you wish to put it on top of your sushi. I get food from this place many times a month, but I have never eaten inside the actual restaurant before. However, the takeout always tastes just as spectacular as I imagine it would be eating in the restaurant. The only con I have about Hokka Hokka is the prices.

Sushi is going to be expensive, especially well-made sushi, but if you are on a budget, I don’t recommend eating here. - Sasha C-F Address: 7830 Germantown Ave.

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Restaurant Reviews Unit Su Vege I love Unit Su Vege, its food is amazing, and it's all vegetarian, which means everyone in my family can eat it. Their service is great, all of the workers are kind, and they work quickly. There are tables by the window, so you can look out and get some natural light while you eat. - Mala R. Address: 2000 Hamilton St, Unit 106

Credits - Unitsuvege.com

Freddy's Street Food offer rice bowls, pasta bowls, soup, wraps, salad bowls, and kids meals with chicken tenders fries or a bowl of your choice.

When I visited Freddy’s Street Food the workers were very kind and let me try the different types of chicken or sauce I could put in my bowl. I tried spicy chicken and regular chicken.

I also tried their house made dressing. The atmosphere is very peaceful and warm. There are tall tables where you can sit and look outside as you eat and there are also short tables. There is a section where you can get your own utensils and fill up your drink. Overall I would rate this restaurant 5 stars. The food is delicious and the workers are so kind. - Keira

Credits - freddysstreetfood.com

Address: 803 Horsham Rd. Montgomeryville, PA.

The Bagel Time Cafe

Credits: bageltimenj.com

The Bagel TIme Cafe in Cape May, NJ is a charming place to grab a quick bite before heading out to the beach or to get lunch. The menu offers a variety of bagels, wraps, and sandwiches. My personal favorite is the Nova Lox bagel that comes with capers, peppers, a plain bagel, and fresh smoked nova locks. The menu additionally offers a wide variety of specialty bagels along with a daily special. The service is excellent and extremely efficient. The entire operation is very smoothly run and the wait for your food is not long at all. The atmosphere is very beachy, and vibey, while also being entirely laidback and welcoming. Overall, this cafe is a must if you are down the shore for the summer. - Evelyn D. Address: 727 Beach Ave., Cape May, NJ

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