ID Spring 2025

LADUE HORTON WATKINS HIGH SCHOOL 1201 S. WARSON RD. ST. LOUIS, MO 63124 MAY 2025 ISSUE 2, VOL. 2

TABLE OF CONTENTS Shoot for the Stars

04-07

Unfiltered

08-11

All One ‫أمة‬

12-13

Teaching Without Borders

14-17

Modeling History

18-21

Seeing Double

22-25

More than a Role

26-27

The Man Behind the Myths

28-31

Above the Net

32-35

Record Reis

36-41

Finding Home

42-45

On the Fast Track

46-49

From Tacos to T-Ravs

50-53

Beyond the Barre

54-59

Beyond Inclusion

60-63

One “Hi” at a Time

64-67

Braiding a Bond

68-71

26-27

16-17

32-35

36-41

MISSION STATEMENT

POLICY

ID magazine aims to represent the diverse population of Ladue High School and showcase the myriad of talents exhibited by the school’s students and faculty. Over the course of each issue’s conceptualization, the staff works hard to promote empathy, acceptance and open-mindedness amongst the student body. We hope to inspire readers to treat both our subjects and the world around them with sensitivity and care.

The Ladue High School administration agrees to allow the Ladue Publications staff to make content decisions and to operate as an opem forum, provided that they do not infringe on the rights of other students or create a substantial disruption at school as per the Tinker standard.

Scan to submit a correction or a letter to the editor 02

TABLE OF CONTENTS

Scan to view Ladue Publications’ full editorial policy ID | SPRING 2025

EDITOR’S NOTE

Will Kodner Maya Mathew Ella Braig Arti Jain Sylvia Hanes Katie Myckatyn While temperatures rise and pollen floats through the air, students start preparing for the end of the school year.

Classroom windows flutter open and shut as cloudless sunny days alternate with spontaneous spring showers.

Friends plan excitedly for Memorial Day weekend, teachers emphasize the final exams that follow. Summer is approaching, and with it comes the end of the school year.

Although second semester is nearly over, some classmates still remain strangers. Other acquaintances will not delve below surface level conversations, or make the effort to know each other more thoroughly. With this issue of ID, we hope to make it a little bit easier to take the first step.

Particularly in today’s polarized society, many teenagers are hesitant to approach the complex concepts of culture, religion and identity. These concepts form the basis of our magazine. On ID, balanced, representative coverage is our priority. In this issue, you will find a story of the Palestinian leader of the Muslim Student Association as

well as a Jewish lacrosse player who plans to play for Israel after high school. We feature a student who immigrated from India in middle school, as well as one who moved from Mexico in high school. Differences such as these are what make our student body and staff so unique. This uniqueness is precisely what unites us.

In these pages, we give you a glimpse into who your friends, classmates and acquaintances really are. Take the time to dive a little deeper, and let these stories remind you of the humanity inside each and every student.

Sylvia Hanes CREDITS: Editors’ photo by Vincent Hsiao. Front and back cover by Maya Mathew.

STAFF Executive Editor in Chief Arti Jain Managing Editor in Chief Sylvia Hanes Design Editor in Chief Maya Mathew Content Editor in Chief Ella Braig

Copy Editors in Chief Will Kodner Katie Myckatyn Photography Editor in Chief Vincent Hsiao Staff Medha Chode Victoria Derdoy Madeline Fong

Adela Gingrich Katie Jansen Max Karsh Amelie Lock Aaron Lin Meg Myckatyn Emily Pan Annabelle Reagan Ira Rodrigues Jane Scheffel Ryan Snyder Josie Stout

Michael Zegel Celina Zhou Photographers Lilly Jacks Lathan Levy Bella Soyfer Isak Taylor Advisers Sarah Kirksey Abigail Eisenberg

SPREAD DESIGN BY ARTI JAIN AND MAYA MATHEW

03

SHOOT FOR THE

ST RS Yael Sabin represents Israel on the national lacrosse team written by

Victoria Derdoy

04

YAEL SABIN

photographed by

Vincent Hsiao

photos courtesy of

Yael Sabin

ID | SPRING 2025

A

s the sun sets every Friday evening, Yael Sabin (12) and her family gather together to mark the beginning of Shabbat, the Jewish day of rest. The room is filled with the soft glow of six candles, one for each member of the family. Alana Minoff, Yael’s mother, prepares challah, a traditional braided Jewish bread made with eggs, alongside her children. Together they recite their prayers, symbolizing the end of the week and the start of a time to reflect, rest and be with family.

For Sabin, moments like this represent more than just tradition, but a reminder of her roots and a deeper connection with her heritage. This sense of connection influences the way Sabin approaches sports, relationships and life. As a member of the Israeli National Lacrosse Team, every time she steps on the field, she carries with her the lessons of Shabbat, the importance of community and always striving to be a part of something bigger than herself.

“It’s very important to me and my family that we show that we’re Jewish,” Sabin said. “I always wear my Jewish jewelry, and I think that being proud to be who you are is definitely something that I carry over to the lacrosse field.

When I’m wearing Israel on my jersey, I’m so proud to be Jewish and I wouldn’t let anyone take that away from me.”

Sabin began playing lacrosse in seventh grade, and was first introduced to the opportunity to play in Israel through a program where her parents set aside money for Sabin to go on any trip to Israel after 10th grade. There are many different options and programs, but when Sabin’s parents discovered a lacrosse-focused trip, it seemed like the perfect fit. Though, Sabin didn’t see it that way at first.

“Yael was furious,” Minoff said. “She always knew that we had done this, and she didn’t want to go, and she didn’t want to miss her friends. She was so mad, she would not even talk to me, and now, two years later, she went [to Israel] again last summer, and she made her best friends there.

I put her on that plane and made her go, and it completely changed her life.”

Although Sabin initially went in with low expectations, everything changed once she arrived. This experience, which began with reluctance and uncertainty, soon became a defining moment in her lacrosse journey.

“I really did not want to go,” Sabin said. “I did not want to leave my home and friends for a month, and I was super scared of making new friends. But, when I got there, I had literally the best month of my entire life. I was invited to come back and continue playing for the U18 team, and I played in a tournament with [Israel] against tons of different countries. I went back this past summer, and it was like a calling to me. I just felt like that was my place and that’s what I needed to do.”

After high school, Sabin plans on making Aliyah, the process of immigrating to Israel, to study and play lacrosse for the national team. Sabin is a decorated athlete, having

Scan to listen to Yael Sabin’s (12) story

SPREAD DESIGN BY VICTORIA DERDOY

05

received Offensive Player of the Year all three high school “Yael was very close to getting her 100th goal, which seasons thus far, as well as first team all-conference and is a big deal to get that in a career,” Lampe said. “Instead all-state awards. Sabin has led her team in scoring for the of going for the goal, she assisted on a shot, setting up her past two seasons and proves to be a true leader — for both teammate. So instead of forcing it, she went for the assist, her teammates and those who watch her compete. which is a very selfless thing to do, especially when you’re “She leads the offense,” Sabin’s high school lacrosse so close to breaking a personal record.” coach Carrie Lampe said. “She has really good instincts Sabin’s decision to prioritize her teammate over her and she can really find the back of the net. I hear players personal recognition shows how her selflessness extends on the sidelines talking about how impressed they are by far beyond just one moment in a game. It reflects the way her and wanting to be able to learn the things that she does. she values her role within the team and her relationships She sets the tone for how good lacrosse can be and how with both her high school and Israeli teammates. hard work can pay off.”

“The Hebrew word for family is ‘mishpacha,’ and that’s While Sabin’s athleticism and lacrosse skills speak for something that Israel lacrosse lives by,” Sabin said. “That’s themselves, her dedication to her teammates and commualways our chant, [and] we refer to each other as one big nity reflect her deep-rooted Jewish values that have been family. I always thank God for the opportunities that I’ve instilled in her since she was young. been given, and I’m just so appreciative for all that I can “There is a Jewish value of tikkun olam, which is ‘redo. It’s always something more. I’m not just playing the pairing the world,’ as well as being a mensch, which is besport; I’m playing with my family. I consider Israel laing a good person,” Minoff said. “Those are crosse my family.” two very big Jewish values that have always As Sabin continues to carve out her resonated very deeply with me personally, own distinct path in lacrosse, her unwavand that’s something that I hope to instill ering connection to Israel and Judaism in my children. Yael really has taken [these remain at the core of everything she does. teachings] to heart, both in lacrosse and as With her sights set on the future, Sabin is a person. For each person, tikkun olam is determined to make her dreams a reality. to do their part to try, in any small way that “My dream has always been to play they can, to help make the world a better for Israel in the Olympics in 2028,” Sabin place.” said. “It’s still three years away, but that is Yael Sabin (12) The stadium where Sabin finds herself my ultimate goal, and I’m really inspired practicing over the summer is located in to do everything in my power to make that Ashkelon, a southern coastal city in Israhappen.” el. Sabin and her teammates often visit kibbutzes, which Captions: Yael Sabin (12) poses with her lacrosse stick are agricultural communities where people live and work. and the flag of Israel before a Ladue High School lacrosse Here, she and her teammates coach and introduce young game April 11. Sabin recorded an assist and took the draw children to lacrosse. She shares her love for the game and for the team — the face off at the beginning of each quarher faith, giving back to her community and inspiring the ter and after each goal. “I always try to make sure I’m the next generation of players in Israel. lowest so I have the most control,” Sabin said. “It’s a quick “The slogan for Israel lacrosse is ‘playing for sometwist of my wrist and I push [the ball] where I want it to thing bigger,’” Sabin said. “It’s just so fulfilling, feeling go.” Photo by Vincent Hsiao. (on pages 4-5) like you have a purpose in life, making all these kids so Sabin and her teammates watch the men’s game after happy, teaching them a new sport, teaching them English their scrimmage. Sabin began playing lacrosse during the and practicing with them. Especially after Oct. 7 [2023], COVID-19 Pandemic when she tried out for 410 West LaI realized how fortunate I am to play for a country that crosse. “I was a captain for a tournament that we played means so much to me and have the opportunity to live in, which was very rewarding being an American leading there while doing the sport I love.” a team for a country that’s my heritage and my religion,” Sabin always keeps this idea of playing for something Sabin said. Photo courtesy of Yael Sabin. (on page 7) bigger in mind through her selfless play and setting up Sabin stands next to the Israeli flag on Ashkelon her teammates for success. Her team-first attitude, whethbeach. Before she had the opportunity to play for Israel, er it’s through her relentless work ethic or inspiring her she planned on attending an SEC after high school. “If teammates, demonstrates the Jewish values of community someone told me I was moving across the world last year, I and shared responsibility. Through her faith and her play, would have laughed in their face,” Sabin said. “Getting to she puts the success of the team above her own personal play for Israel is something that I never would have expectachievements and always seeks to elevate the group as a ed, and I’m really grateful for these opportunities.” Photo whole. One moment in particular stands out. courtesy of Yael Sabin. (on page 7) ID

"I consider Israel lacrosse my family."

06

YAEL SABIN

ID | SPRING 2025

"[Israel lacrosse] combined all of [her] passions, and it completely changed her life."

Alana Minoff, mother

SPREAD DESIGN BY VICTORIA DERDOY

07

UN

Mason Fong turns Tourette’s into a source of strength written by

Aaron Lin

08

MASON FONG

photographed by

Vincent Hsiao

photos courtesy of

Mason Fong

ID | SPRING 2025

n a silent testing hall, scratching pencils, rustling papers and the occasional cough fills the air. Then, a short, involuntary noise breaks through the tension, like a pebble dropped into still water. But Mason Fong (12) doesn’t flinch. He stays focused, breathing steadily, eyes on his paper. For him, these moments weren’t new. They were normal. And more importantly, they were manageable. But it hadn’t always been that way.

I

would understand me. But turns out, I just had Tourette’s.”

After the diagnosis, Mason was encouraged by his family to present in front of his classmates, educating them about Tourette’s. His classmates then branched out and told other classmates, and now mostly everyone in the school is aware of his condition.

“Other people stopped judging him,” Mason’s longtime friend Tommy Edrington (12) said.

The Diagnosis

Finding Strength

Growing up in a Hong Kong-American household, MaAlong with dealing with his own condition, Fong also son and his family had no idea what Tourette’s was. Only has to deal with others not aware of Tourette’s. Therefore, after sixth grade, when the tics began to worsen, did he whenever meeting a new person, Mason always makes visit professionals. He was then promptly diagnosed. sure to immediately tell others what his condition is.

“I found out since I was watching America’s Got Talent “I’m very straightforward with them,” Mason said. “[I with my family,” Mason said. “There was this comedian say], ‘Yo, if you hear any noises or anything weird, just with Tourette’s, [and] he explained what it was. And I’m know that’s me. I have Tourette’s.’ And I explain what Tolike, ‘Mom, I think I might have that.’ We went to the neuurette’s is. Keep it short and sweet.” rologist a couple weeks after, and they were like, ‘Yeah, However, this confidence didn’t come naturally. Origyou definitely have it.’” inally, Mason felt that his condition was Tourette’s is a neurological disorder something to be ashamed of; it was somecharacterized by involuntary movements or thing he needed to hide. sounds called tics, which vary from person “I was not comfortable living with my to person. According to the CDC, it affects condition, and I was embarrassed about it,” around one in 162 children.

Mason said. “I was embarrassed showing “It’s random, it changes every couple my face in front of us. I [got] so many looks months, but my main one is that I make in the hallways all the time when people noises,” Mason said. “It’s definitely how [told] me to be quiet or [were] mean to me.” people know me. I don’t hit myself or anyWhat made those moments especially thing, but sometimes it’s tiring to live with painful was the misunderstanding behind it. My muscles get sore from [the twitchthem. While everyone could hear the tics, Kenix Fong ing] and my throat really hurts, but it’s not they couldn’t feel Mason’s struggle and mother crazy bad though.” frustration underneath.

Further, Mason’s tics worsen when he’s “It’s hard to understand, especially if affected by emotions such as nervousness or anxiousness. you don’t have it as well,” Mason said. “You don’t know To combat this, he turns his focus away from Tourette’s what the feelings are or how frustrating you are [with] and instead focuses on something else. yourself. People who have Tourette’s are as frustrated as “If I really need to focus in a quiet situation, I take deep the other people in the room with them.” breaths to put my mind on something else,” Mason said.

Since there’s no cure for Tourette’s, Mason’s family “Definitely don’t think about Tourette’s at all. Take deep took him to see specialists, providing him with therapy breaths and stop it from happening. When I’m very foand medication, which often didn’t remedy his condition. cused on something, it gets better.”

“I hated the fact that I had to live with it and that there’s Before the diagnosis, Mason’s teachers and parents nothing I could do,” Mason said. “I felt I was cursed. But, simply thought he was seeking attention, either with a sudafter a few years, it’s really not that bad compared to what den cough or other random noises. other people are living with. It’s very minor, so I’m pretty “I didn’t know what I was doing and I couldn’t stop grateful, and I see it as a way for me to grow. It was a really it, not knowing what the answer was,” Mason said. “Now big accelerator for my growth back in middle school.” knowing what it is, I can live with it, but it was really diffiA big shift in Mason’s attitude can be attributed to his cult trying to live with it without knowing what it was, and transitioning from dealing with Tourette’s to rather accpeteveryone around me would get frustrated, and I couldn’t ing Tourette’s as simply being part of him. explain why. I was like, ‘I can’t control it. I don’t know “One of the biggest things is [Mason] accepting who what I’m doing.’ I had no coping mechanisms for it. I ache is, and not letting his condition become his identity,” cepted that I [couldn’t] control it and no one in the world Edrington said. “He’s worked really hard for school and

"He’s a very calm person, and he’s very confident."

Scan to listen to Mason Fong’s (12) story

SPREAD DESIGN BY AARON LIN

09

he’s been able to separate his struggle with Tourette’s with his passion for academics and other things.”

Even through these immense challenges, Mason never lets these negative experiences bring him down.

“I think he’s mentally very strong to have to deal with all these issues,” Mason’s mother Kenix Fong said. “For the people that don’t know him, when he [goes] to restaurants or on an airplane or on public transportation, people look at him weird, but he is so strong that he shuts those negative feelings out and just lives his normal life. Mentally, he is stronger than most of the kids that I know.”

Mason’s challenges with Tourette’s has further motivated him to take a more positive stance on approaching life, using those experiences to grow.

“They don’t know,” Mason said. “They’re not really aware of the surroundings and the challenges that people go through. I feel it’s good to be a little kinder, more understanding to people. You don’t know what they’re going through, you don’t know what they have or what’s going on at home or what’s going on mentally for them. It’s good to be more understanding, especially in high school, a time where people are still trying to find out who they are.”

For Mason, understanding goes both ways. If people are more open-minded, they’re more likely to meet honesty with empathy, and honesty starts with him.

“Being open is a good thing to have because you want people to understand [Tourette’s],” Mason said. “If you’re open to telling them about your experience with it, they’ll definitely understand, and they’ll know where you’re coming from. People don’t know; that’s why they’re mean.”

Even though Fong is very open to others joking about his condition, the nature of tics has often allowed the media to paint it in a comedic picture.

“Whenever I watch movies or go on Instagram to see Tourette’s, it definitely hurts the reputation of Tourette’s,” Fong said. “I feel the media puts Tourette’s in light of it being a joke. No matter how minor it is, it’s still a challenge for everyone who has it, and I wish people were more accepting and aware about what it is.”

The Road Ahead For a long time, Mason wanted to be the first person to find a cure for Tourette’s. However, he is reconsidering this option, as the path to become a doctor requires countless years of hard work, which could cause him to miss out on other valuable life opportunities.

“I definitely want to help spread the word for [Tourette’s] in some way,” Mason said. “No matter how big or small or how many people I tell, I definitely want to spread the word about it and make people more aware of it; we need to inform people more about [Tourette’s].”

To work towards this goal, Mason is currently the president of Student Council and vice president of National 10

MASON FONG

Honor Society. This has allowed him to speak in front of a crowd at a variety of events such as prom, homecoming and the Coaches vs. Cancer basketball game.

“I enjoy speaking,” Mason said. “I think it’s fun. Don’t think about it too much, don’t get too nervous and relax and go with the flow. I don’t really have any coping ways, but I go out there and do it. It’s [like] when you play an instrument: you’re nervous before you play, but once you start playing, all your nervousness goes away because you’re focused on your performance.”

Mason’s confidence in front of a crowd greatly aligns with what his mother has always hoped for. With Tourette’s, Mason needs to work even harder to fit into a world where socializing is key for success.

“I want him to learn how to socialize with friends, to communicate with other people,” Kenix said. “I think that’s more important than getting straight A’s or being at the top of everything. You can be the top [of] your class, but if you don’t know how to handle people, that’s not going to go well.”

Further, Mason’s confidence when speaking isn’t because of talent, but instead because of his many years of learning how to live with something that once felt like a burden. Now, he is always looking for ways to turn Tourette’s into a source of strength. “[Tourette’s] definitely is a challenge,” Mason said. “It’s tiring, it’s frustrating, it’s very frustrating sometimes, but I feel I would not be here without living with Tourette’s. I’d be a completely different person, and I’m just thankful for my experience with it.”

Captions: Mason Fong (12) poses in front of the Jahnke Student Entrance. Mason views his condition as a strength, allowing to grow from the variety of experiences in his life. “[Tourette’s] is definitely the biggest factor in shaping my life,” Mason said. “I feel I’m more aware of my surroundings and more empathetic towards people. It’s definitely made me better in general.” Photo by Vincent Hsiao. (on page 8) The Fong family attends a Chelsea game Dec. 27, 2022.

Mason’s family has closely supported him throughout his journey with Tourette’s, even when others might be judging towards his condition. “When he goes to restaurants or on an airplane or on public transportation, people look at him weird,” Mason’s mother Kenix Fong said. “I feel bad for him, but he is so strong that he [shuts] those negative feelings out and [lives] his normal life.” Photo courtesy of Mason Fong. (on page 11) Mason dons a felt mustache during his years at Spoede Elementary School. At that point Mason had not yet been diagnosed, which often led to misunderstandings. “We thought he was trying to get attention, when [he’s] making noises,” Kenix said. “We thought he was one of those kids trying to get attention from teachers. Photo courtesy of Mason Fong. (on page 11) ID ID | SPRING 2025

"Before, I was way less confident in myself. I was never as social as I am right now."

Mason Fong (12)

SPREAD DESIGN BY AARON LIN

11

‫أمة‬ ALL ONE

Huda Alkilani connects with her religious community to feel closer to her culture written by

Medha Chode

12

HUDA ALKILANI

photographed by

Vincent Hsiao

ID | SPRING 2025

U

mmah or ‫ أمة‬literally means a nation, but it symMoments like these have instilled Alkilani with the bolizes so much more. To Huda Alkilani (10), it value of tolerance, and experiences with stereotypes have means unity amongst her community. shown her how quick people judge based on appearances.

Alkilani is co-head of the Muslim Student “I just remember that she came in with a presence and Association (MSA) as a sophomore, meaning a maturity that I honestly was surprised when I found out she was only part of the club for two semesters she was a freshman,” Meg Kaupp, social studies teachbefore being chosen for a leadership role. er and MSA club sponsor, said. “She’s able to get to the “My favorite part of being co-president is definiteheart of the matter very, very quickly, but she’s very carely watching our small Muslim community here at Ladue ful about how she approaches, how she expresses herself.” gather and engage with one another,” Alkilani said. “It’s While it is unusual for someone newer to the district amazing seeing everyone share their thoughts and bonding to take a leadership role, especially as an underclassman, with each other [over] our faith.”

Kaupp wasn’t surprised after meeting Alkilani. Kaupp saw Having been taught family values from a young age, many characteristics that showed she was a good fit.

Alkilani’s culture is a large part of her daily life.

“What I saw was somebody who came in as an observer “Being in MSA has definitely helped me connect with with a lot of questions,” Kaupp said. “And then she just my culture because it’s a space where I’ve been able to jumped to the front of the line in terms of her passion and share my Jordanian and Palestinian heritage and culture,” her desire to really become somebody who was not just a Alkilani said. “In the past I’ve gotten to share food and club member, but somebody to help direct the direction the stories, and it’s just been a great experience.” club was going to go.”

To Alkilani, being co-head means creating a safe and Although Kaupp doesn’t teach Alkilani, she has been inclusive space where everyone can feel able to see her grow in MSA. She apprecicomfortable. She feels like MSA has helped ates how Alkilani has become more confiher a lot with her leadership skills. dent and developed a presence.

“I’ve also learned about other people’s “What I like about [Huda] is that, I see cultures,” Alkilani said. “Many of our her as people come in, really making an efMSA people are from numerous countries fort to go over and introduce herself, and in the Muslim world, and it’s just been nice pulling them into the meetings,” Kaupp to hear about the different cultures and exsaid. “It’s very much not only that leaderperiences with our faith.” ship position, but leadership by example.”

Alkilani’s role as co-head of MSA Alkilani is co-president with Emaan Meg Kaupp makes her parents proud. They encourage Waheed (12). Waheed saw how much Alksocial studies teacher her giving back to the community. Through ilani loves MSA and the dedication she learning the value of respect, she was shows. It showed people in the club that she taught to support others and their beliefs. was make a good leader.

“I’m a Muslim with Palestinian and Jordanian back“She’s always ready to come to the table with new ideas ground,” Alkilani said. “What connects the three is the and initiatives.” Waheed said. “She’s eager to take the lead importance of community and hospitality. It’s all very which has been really nice. We both work together really welcoming and human, and that’s a big part of me and my well, so it’s been really fun getting the opportunity to see identity and my culture.” her take the lead, take initiative, and really get to do things Alkilani noted that Ladue High School is very diverse, that she’s passionate about.” especially since there are activities to celebrate different Alkilani has friends of many different cultures, and cultures. She feels like she can express herself. one of her favorite parts of Ladue High School is learning “I have not experienced any racism here in Ladue, and about the different ethnicities and religions in the school.

I’m very grateful for that,” Alkilani said. “Everyone here is “I found a sense of belonging in this diverse environvery understanding and accepting and welcoming.” ment,” Alkilani said. “It’s very welcoming and I’ve been However, there have still been instances where she is able to connect with people of other ethnicities and groups. treated unfairly due to ignorance. One such time was when It’s a safe space where I can express my identity very comAlkilani got her learners permit in her old town. fortably and not have to worry about anything.”

“I vividly remember presenting my identification and Caption: Huda Alkilani (10) connects with her culture [the] whole time, the whole interaction, [the officers] were by wearing her hijab. This choice has been influenced by just treating me inhumanely,” Alkilani said. “They were her cultural values. “My hijab is a reflection of my faith ignoring me, or it seemed like they had this belief in their and culture,” Alkilani said. “It connects me to my beliefs, mind that I was an immigrant and I didn’t know much my family, and the values that guide me, reminding me about what it was like being here.” that I carry my religion and my heritage with pride.” ID

"She has got a razor-sharp perspective."

Scan to listen to Huda Alkilani’s (10) story

SPREAD DESIGN BY MEDHA CHODE

13

TEACHING WITHOUT

BORDERS Ashley Lock applies her experiences traveling the world to teaching written by

Jane Scheffel

14

ASHLEY LOCK

photographed by

Lilly Jacks

photos courtesy of

Ashley Lock

ID | SPRING 2025

Scan to listen to social studies teacher Ashley Lock’s presentation on her trip with the Yad Vashem to Poland

SPREAD DESIGN BY JANE SCHEFFEL

15

S

oft whispers fill the grand hall and a quiet hush envelopes the room. Footsteps echo throughout the hall as people wander from statue to statue, taking minutes to admire the beauty, craftsmanship and history of each work of art.

The Victoria and Albert Museum is located in London, England, one of the many places social studies teacher Ashley Lock has visited. Though the large room might be intimidating to some, for Ashley, it’s inspiration.

Ashley creates assignments through the different experiences she has gained from traveling the world.

Ashley has always been interested in traveling and learning about different cultures and areas around the world. Growing up in small southern towns, she rarely had opportunities to travel out of the country.

“I had to escape in my imagination more often than not,” Ashley said.

As a substitute for world travel, Ashley played the video game, “Where in the World is Carmen Sandiego?” In the game, she searched for Carmen Sandiego and used books as a resource to find information about the world.

“I got to travel to different places around the world through research and going down rabbit holes through that video game,” Ashley said. “I think that innate curiosity is what drives me [to travel].”

As an adult, she now has the freedom to travel the world. Ashley’s daughter, Josephine Lock (9), travels with her and their family to different places across the world.

“She takes a lot of the trips that we go on because she wants to learn more about that [history] for school,” Josephine said. “She takes the history that she knows and then she visits those places, and she just learns about it.”

Many of the trips Ashley goes on are through different grants and programs for teachers. In 2015, when she was just beginning her career as a teacher, a friend suggested she apply for a program at George Washington’s Mount Vernon. She was accepted and loved being immersed in the history of the first president during the program. Since then, she tries to participate in programs across the world.

“I started with a program at George Washington’s Mount Vernon [and] that kind of ignited my love of studying at a place, so I’ve been trying to apply for grants since then,” Ashley said.

Additionally, Ashley has been to many different programs throughout her years as a teacher. For instance, she has done several programs on Asian American history, especially during the period of World War II. “I worked with the Wing Luke Museum in Seattle looking at Asian American history and Japanese internment camps in Bainbridge Island and that was really impactful,” Ashley said. “[At] the World War II Museum in New Orleans, I spent a week there learning with them one summer.

Then the next summer, they took me to Hawaii with them to learn about the war in the Pacific.”

16

ASHLEY LOCK

ID | SPRING 2025

The most impactful trip for Ashley was going to Poland for eight days with Yad Vashem, a program through the World Holocaust Remembrance Center. During this expedition, she visited multiple concentration camps and some lesser known sites relevant to the Holocaust. During this trip, the participants became students and were each assigned a Holocaust victim to research. “[That trip] has changed the way that I think about teaching large scale conflict through the lens of an individual,” Ashley said.

This experience inspired Ashley to collaborate with other teachers to create a joint project between English 9 and World History on the Holocaust. “[The] trip to Poland really revolutionized the way that we teach the Holocaust here in school,” Ashley said.

“That’s one of the reasons why [students] learn “Night” [by Elie Wiesel] in [their] English classes, at the same time that [they] study an individual survivor of the Holocaust.”

The experiences are not the only thing that inspires Ashley when creating lessons and assignments; she finds different objects in museums and in the places she travels that tells stories about the time period and event.

“All of these objects tell the story of what someone in [the] past [who] was maybe your age or my age, went through, and it’s a way that we can find a connection to someone,” Ashley said.

Tracy Wu (10), currently enrolled in Lock’s AP European History, finds that the experience Ashley gains when traveling to different countries is beneficial for the class’s learning. The different souvenirs that Ashley finds helps make learning more engaging by having objects to hold.

“She was describing a section of London that correlated with what we were learning, and it helped us visualize a lot more than if she wouldn’t have been to those places,” Wu said. “It’s just more interactive.”

Ashley is motivated to continue to learn and develop a better understanding of history to share with students.

Sharing her knowledge and connecting with students who have similar interests is why she continues to travel.

“It’s curiosity that drives me and I’m passionate about it, so after discovering something I want to share it with people” Ashley said.

Captions: Ashley Lock uses her ruler to point to Egypt on the map at the back of her classroom. This is Ashley’s eighth year teaching history at Ladue High School. “[Dr. Lock is] a fun teacher and she incorporates a lot of activities,” Tracy Wu (10) said. “[It helps us learn] individually in a creative way.” Photo by Lilly Jacks. (on pages 14-15) Ashley takes many adventures when traveling; some are history related but others help her understand different cultures. The Locks go on around eight trips a year. “I never go to sleep [when traveling],” Ashley said. “I get up at six in the morning and go to eight museums and go to bed.”

Photos courtesy of Ashley Lock. (on pages 16-17) ID SPREAD DESIGN BY JANE SCHEFFEL

17

T

ape. Glue. Paint. This isn’t a typical art project.

Instead of a canvas and paint brushes, a scrap of sandpaper and a work-in-progress miniature tank comes to life on the gray cutting mat. For Carson Lee (10), creating miniature models provides an opportunity to further explore his fascination with military history.

Making the Models A surface level interest in war history and tactile building led to Carson reading books about World War II and building with LEGO to explore different hobbies.

“As I continued to read more and more throughout middle school and consume more media about World War II from movies or TV shows, I think that’s when my hobbies and interests got more focused on more history,” Carson said.

Strongly interested in war history since elementary school, Carson was initially drawn to miniature modeling as a way to express his love and respect for the past in a physical form.

“I think it started on a family vacation, and I found this cool model strip shop with all these cool World War II model kits,” Carson said. “I bought one impulsively, not realizing how much of a commitment it was going to be to build it. Having that kind of project was really fun because I’m not a super artsy person outside of this.”

Carson goes to Schaefer’s Hobby Shop to buy plastic parts to assemble his models. Each miniature model requires assembly of plastic pieces, sanding and painting to ensure the model is as historically accurate as possible.

“You can only learn so much from reading books,” Carson said. “I’m a very visual learner, so building things hands-on is another way for me to learn about history.”

Assembling and sanding each plastic piece by hand takes at least four hours for Carson to complete. He currently has seven 1/35 scale miniature vehicle models in his collection, including a Willys Jeep, an M18 Hellcat, an M2A2 Bradley, a P51 Mustang, a PaK 36 Anti Tank gun, a Huey Helicopter and an A-10 Warthog.

“I have some really big models that have hundreds and hundreds of little plastic pieces to assemble, and so that’ll obviously take a lot more time, and then I’ll try to put more time and effort into the ones that [are] more expensive,” Carson said.

After completing a basic model of the vehicle, Carson begins painting the model, which takes him close to ten hours on and off to finish.

“I have an airbrush machine, and that’s where it really comes to life, and where you can sort of insert that creativity,” Carson said. “The model kits that you buy give you base structure and give you that historical accuracy element. But when you’re actually able to start mixing

18

CARSON LEE

ID | SPRING 2025

Carson Lee learns about war history through miniature modeling written by

Madeline Fong photographed by

Annabelle Reagan & Isak Taylor

Scan to listen to Carson Lee’s (10) story

SPREAD DESIGN BY MADELINE FONG

19

paints and try [to] build a story with how it looks and how it’s colored, that’s when it becomes your hobby, not just a school project.”

Two to four hours are used to complete the final details, including the scenery and weathering of the vehicle.

“I was impressed by the level of detail that his models exhibit,” Caroline Lee, Carson’s mother, said. “Not only does he actually make the model plane or model tank, but he also spends a fair amount of time with the scenery and the setting. He’ll make these fake landscapes, and they’re really intricately made.”

After completing his models, Carson finds satisfaction in observing his miniature models.

“There’s something super cool about seeing something at a small scale, being able to, with one perspective, see every single detail and see how it all interacts from a top down view,” Carson said.

service to the community and a strong sense of purpose.

I think that’s what’s going to guide him to find a career.”

Career Paths

Carson’s knowledge of military history and his innate patriotism has encouraged him to pursue a potential career in the United States military post high school.

“I think I would end up applying to West Point or the Naval Academy,” Carson said. “If I were to apply to one of them, I’d probably apply to all of them, because they’re also incredibly selective.”

Outside of joining the military, Carson also has passions for engineering and history, both of which are expressed through his miniature modeling.

“More broadly, I think the only sort of career path I can see myself going into is one of service in general, where I’m serving other people or my country or something that I really believe in,” Carson said. “I think [the] military is one way to go with that, but I think there are plenty of Carson primarily focuses on making veother ways that I could devote myself and hicles from World War II, with four out of what I have to offer to some other cause.” seven models originating from that era.

Jason, Carson’s father, and Caroline “I think the wide range of perspectives have been supportive of Carson’s potential is what makes [World War II] such an infuture in the military, understanding that "Building things teresting war because there’s conflict in may be physical risks involved. hands-on is another there Africa, conflict in Europe, conflict in Asia “There are implications for if he goes and from there you find American stories way for me to learn into the military, including potential bodily that all have varying perspectives on what harm,” Jason said. “Neither of us have reabout history." war is.” ally said no to any of that, but we try to tell With Carson’s strong affinity for milihim, these are the realities that you have to Carson Lee (10) tary history, he cannot help but pair the veconsider, and making sure that he underhicles he recreates with the people who had stands the decisions he ultimately makes.” one day manned them.

Carson’s perspectives on military histo“When I’m making these [models], I’m thinking about ry not only reflect his desire to potentially serve his counwho was controlling these things, who were the soldiers, try but also honor the soldiers who fought before him. [the] people behind it,” Carson said. “They are sort of rep“I have that devotion to [my] country that people would resenting the individual soldiers. I think it’s more about associate with someone that wants to go to the armed forcveterans in respect to them.” es,” Carson said. “I think that’s definitely a consideration Learning about military history has contributed to how for me. I think it’d be an incredible opportunity to serve Carson keeps up with current conflicts and his efforts to my country and also help people in my country.” understand opposing viewpoints of the world today.

Captions: Carson Lee (10) presents his model M18 “His study of military history has given [him] a sense Hellcat. Carson has been involved in Boy Scouts since first of the greater world, like the impact of these military camgrade and has gained a love for service through organizapaigns that happened many years ago and how they imtional efforts. “You have to do an act of kindness or service pact how we live today,” Caroline said. “I think that sort of every single day,” Carson said. “If you live by that, you’re sense of the greater good, and thinking outside of himself, gonna have some sense of service, no matter who you are.” at least in part, comes from his study of military history.”

Photo by Annabelle Reagan. (on pages 18-19) From continuing to learn about war history to creating Carson displays his finished models on a table. Through miniature models, Carson continues to pursue learning his interest in modeling, Carson has explored military veabout the past and ultimately hopes to find a career path hicles further, having attended the Spirit of St. Louis Airthat aligns with his interests. show. “That was another experience that I wouldn’t have “I know that he’s intelligent,” Caroline said. “He’s curihad if I hadn’t gotten this interest from miniature modelous about the world. I think he has a really strong sense of ing,” Carson said. Photo by Isak Taylor. (on page 21) ID

Interest in World War II

20

CARSON LEE

ID | SPRING 2025

"War history is a core part of my identity, and miniature modeling is one way I express that."

Carson Lee (10) SPREAD DESIGN BY MADELINE FONG

21

SEEING

DOUBLE Identical twins Audrey and Madison Stockwell flourish in competition while giving back to their communities written by

Max Karsh

22 XX

photographed by

Vincent Hsiao

AUDREY AND MADISON STOCKWELL SUBJECT TBD

ID | SPRING 2025

succinct explanation ScanVery to listen to Audrey and of QR code Madison Stockwell’s (11) story

SPREAD DESIGN BY MAX KARSH

23 XX

W

hile Audrey and Madison Stockwell (11) are the kinds of twins that share a physical appearance — to the point where they occasionally swap roles to see if anyone will catch on — they also share much more than that: nearly all their activities. From the second they arrive at school, where they share four classes, to the moment they lay their heads down for bed, it is likely that they are together.

However, many of the activities they have come to thrive in started as one-twin-only. Take golf, a sport that Audrey began freshman year. Madison opted out so she could pursue club soccer. However, when tenth grade roled around, Audrey had convinced Madison to join her.

“I loved golf so much that [Madison] thought she was meant for it too,” Audrey said.

The decision led Madison to find a team that she has thoroughly enjoyed and molded Audrey into a better player. The minute Madison started golf, Audrey had a new motivation, a new reason to strive for excellence.

“We always want to support each other, but there’s some part of it that’s [competitive],” Madison said. “We push each other to do better.”

This push inspired Audrey to improve, leading her to become a team captain and sending her to the state championship two times. But beyond the twin-to-twin competition lies an inner hope that the other succeeds.

“We’re like each others’ cheerleaders, especially for golf and soccer,” Audrey said. “When I’m on the bench, I’m cheering her on, even when we're not on the same team.”

The Stockwells have also made a name in the high school DECA program. Back as a freshman, Audrey was hesitant to take part in DECA, but her loyalty to her twin got the best of her. Instantly, she and Madison started working together. Their work culminated in the production of a paper on the Ram Shack, the high school’s spirit store, that led them to qualify for internationals.

“We were able to win together, which made [DECA] easier,” Madison said. “Especially when talking in front of a judge, it was easier going in knowing that if I messed up, Audrey would be there.”

Their success was widespread, extending into the school community. During their sophomore year, they applied to be chapter officers, meaning they would lead various aspects of the DECA program. After being accepted, Madison took a position leading the community service and Audrey started leading the competitive events.

“They are two of the most mature and responsible students I know,” practical arts teacher and DECA sponsor Jessica Kennedy said.

For their most recent DECA project, they decided to take a step further, creating an actual business. After lots of planning, they opened the non-profit Girls Fore Golf,

24

AUDREY AND MADISON STOCKWELL

which teaches second- to fourth-grade girls golf skills and etiquette after school at Reed Elementary School.

“We wanted to help the golf team, DECA and also empower young girls,” Audrey said. “That all culminated into the idea of being able to do it through this program.”

Giving back to the girls was their foremost objective, as they knew the feeling of being women in a sport with a lack of female role models. Through this program, they serve as role models for the girls, giving them the push they need to feel comfortable in the game and beyond.

“We love playing golf and wanted to implement that into younger girls because it's a male-dominated sport,” Madison said. “Being able to run the program has [also] increased our confidence [and] communication skills.”

The potential to couple self-improvement and community service was not new to the Stockwells. They volunteer at various other organizations, including a soccer program for children with disabilities and their church. During the COVID-19 pandemic, they started an annual summer camp for younger kids, originally over the internet, in hopes of stimulating social development.

“Our younger sister didn't have a chance to hang out with friends, so we thought about getting them on Zoom and doing art projects,” Madison said. “After [COVID], we brought it to our house and have done it ever since.”

When Audrey and Madison help their community, they learn cooperatively. As they work together, they discover things about each other, but also themselves.

“I feel like so much of my identity is based on Madison,” Audrey said.

In this sense, their identities are interdependent yet distinct. This dynamic creates an environment where comparisons and expectations are mutually incentivizing. “[Being a twin] makes expectations harder,” Madison said. “If Audrey is good at something I’m expected to be good at it too, but it also pushes us to be better.”

This impulse is a distinct advantage of being a twin. It enables them to drive towards success, both shared and individual. Thus, as they grow up together, Audrey and Madison champion their twinship, letting it serve as a motivator, an educator and, most importantly, a shared joy.

Captions: The Stockwells work in the Ram Shack, the high school’s spirit store. They helped run the store and produced an award-winning paper on it for DECA. This type of partnership is not uncommon for the twins.“I can’t think of too many times when [Madison and I] have had different things going on,” Audrey said. (on pages 22-25) Audrey and Madison Stockwell lead Girls Fore Golf, a non-profit after school activity they cofounded at Reed Elementary School. They teach golf and leadership skills to girls in grades 2-4, and donate the proceeds to high school programs, like the golf team. “Golf is all about mentality,” Audrey said. “So having someone to talk to helps you with that.” (on page 25) ID ID | SPRING 2025

"Being a twin has shaped my journey because I always have someone to learn from."

Audrey Stockwell (11)

SPREAD DESIGN BY MAX KARSH

25

T

o many performers, a role is merely temporary. “[Fehr] earned [the role], but the icing on top was On opening night, they zip up their costume, knowing that he would be able to fully be himself, and tape their undetectable microphone to their wouldn’t have to mask [his identity],” Winingham said. cheek and hope they don’t completely choke “It’s incredible. And it’s rare. It’s so rare.” on stage if they forget a line. At the end of the As a performer and queer person herself, Winingham night, with the closing of the curtain, the cosknew it was important to give Fehr the chance to play tumes come off and the production is in the books. In the Glickman; she hoped the experience would be a!rming. theater world, nearly all actors see it best to separate them“I’ve never once in my entire career played a character selves from the part they play on stage. However, for Seth that was queer,” Winingham said. “The first time you’re Fehr (9), the role of Barry Glickman, a gay man, in the queer and you get to play a queer role, and it’s not just spring musical “The Prom” a!rmed his own identity as a about being queer, that’s just who the person happens to member of the LGBTQ+ community. be, [it’s] super validating.”

Fehr first came out as gay to two of his close friends Though Fehr was initially hesitant to come out of his in seventh grade, a rite of passage for many queer people. shell, Winingham witnessed him progress as both an actor “[My friends] definitely knew before me, so it wasn’t a and a person. Most notably, his confidence skyrocketed. very huge surprise to them, but they’re all very supportive, “As we got towards the end [of rehearsals], it was obviso it’s nice,” Fehr said. ous he had taken [the role] on and was making it his own, Around the same time, he discovered his love for the and was having more and more fun on stage, which was performing arts, appearing in “Finding Nemo Jr.” at the beautiful to watch,” Winingham said. middle school and “Matilda: the Musical” at Shooting Star Alongside support from Winingham, Fehr was uplifted Productions. Upon entering high school, by his castmates, including Mimi Tabscott Fehr quickly became involved in Thespian (10), who portrayed roles in the ensemble Troupe #1109, embodying roles such as such as a reporter, parent and student.

Doctor in “Lost Girl” and multiple parts “I was so proud of Seth,” Tabscott said. in the 2025 Senior-Directed One Acts.

“Every single time at rehearsal — at singWhile Fehr has been involved in a number ing rehearsal — I could just see him getof productions, up until “The Prom,” he ting better. I was just so excited for him. never had the chance to portray a characHe’s a year younger than me, so I feel like ter that aligns with his own queer identity. he’s like a mini version of [the sophomore “I felt like I could really let out my inperformers], even though he’s really not.” ner flamboyant self in the role,” Fehr said.

In the summer, Fehr will portray the Jessica Winingham “I also just wanted to try being the lead, role of the Paper Hanger in Shooting Star’s theater director and that worked out.” production of “Hello, Dolly!” While the Like Glickman, Fehr is both openly pressure of playing the lead is off, he is gay and an ambitious performer. In the theater world, it’s still as dedicated to his craft as ever. Fehr attributes the uncommon for queer actors to be given the chance to pormajority of his growth as an actor to his experience playtray a queer character. Before participating in “The Prom,” ing Glickman. However, he is aware that he is still learning Fehr had only been cast in straight roles, none of which he and developing his performance skillset. identified with on a personal level.

“I’m still training,” Fehr said. “I’m definitely not to my “I think it differs [from playing a straight role] because best ability yet, but I know I will [be] one day. I’m still I feel like I understand the character more,” Fehr said. “I working, taking dance classes [and] voice lessons.” think it was easier to get into the character. If I was playing While every environment has its tribulations, Fehr conany other role in the show, it probably would have been a siders theater to be a safe haven of acceptance and posibit harder.” tivity. When there’s nowhere else to go, he knows that he Throughout the rehearsal process, Fehr saw a lot of himalways has a place on the stage. self in Glickman. Even though he made character choices “I think [the theater community is] the most supportto differentiate himself from the role, his personal connecive place ever,” Fehr said. “They’ll take anyone. It doesn’t tion strengthened the authenticity of the performance. matter who you are, they’ll support you.”

“I don’t know how to explain it, but we’re both second Caption: Seth Fehr (9) performs as gay theater artist best,” Fehr said.

Barry Glickman in the musical “The Prom.” As a lead, Jessica Winingham, who directed “The Prom,” was iniFehr had many moments when he was the only character tially moved by the quality of Fehr’s audition. Upon furon stage; this motivated him to work harder. “I’m singing ther consideration, she realized she had the opportunity to the song ‘Tonight Belongs to You,’” Fehr said. “I’m pretty cast him in a part that a!rmed who he was. sure that’s when I say [the line], ‘Make it fierce!’” ID

"[Fehr] earned [the role], but the icing on top was that [he could] be himself."

26

SETH FEHR

ID | SPRING 2025

MORE THAN A

ROLE Scan to listen to Seth Fehr’s (9) story

Seth Fehr performs in a musical that validates his LGBTQ+ identity written by

Ella Braig photographed by

Vincent Hsiao

SPREAD DESIGN BY IRA RODRIGUES

27

THE MAN BEHIND THE

MYTHS Matthew Maier recounts moments from his careers and how they guided him to teach

written by

Michael Zegel

photographed by

Lilly Jacks

photo illustration by

Vincent Hsiao

28

MATTHEW MAIER

ID | SPRING 2025

A

commanding presence walks through the lively halls of Ladue High School. A presence whose shoulders absorb all light around them. A towering hulk standing over 6 feet 4 inches casts a shadow of intimidation with every step, but at the top of this harrowing figure rests a beaming grin.

Growing Up Physical education teacher Matthew Maier has been at Ladue High School for 10 years, coaching for six years and teaching for four years. To understand Matthew’s impact, one must start from the very beginning.

“I grew up in the area, went through the Parkway district and moved here from Minnesota,” Matthew said.

“But, I was born in Chicago. I grew up in a normal family, two sisters, a step sister, brother, stepbrother, mom, dad.

[My] mom died, so I ended up with a stepmother.”

During his time in the Parkway district, Matthew played football all throughout high school. Eventually he began the recruiting process and received a variety of scholarship opportunities to play collegiately. “[I] got recruited by pretty much all the schools in the area, as well as most of the Midwest colleges,” Matthew said. “[I was recruited by] everything from Division III up to Division I, [and I] ended up playing at Mizzou. They recruited me as a linebacker, but I got too tall, so I ended up playing defensive end. I had to gain a lot of weight to survive.”

As football came to a close, Matthew’s love for sports never dwindled. He began to pursue more and more outlets to further fulfill his burning passions.

“I played rugby after that for a semi-pro organization,” Matthew said. “[I] did martial arts for most of my life, weight lifting, power lifting [and] strong man competitions.”

Even through a multitude of sports, lifting was the one that stuck. While lifting began solely for football and rugby, it started to become a lifestyle for him.

“It became my form of stress relief,” Matthew said. “It’s what I do in my own time. I kind of let my brain shut down.

I just do something that you don’t have to think about. You can just get after it and spend some energy.”

Lifting didn’t stop at just stress relief – it turned into a lifelong passion. Matthew turned to power lifting and began competing at a high level, eventually progressing into the world of strongman, a strength based sport that tests the limits of athletes through various lifts.

“I was actually invited to my first [strongman events] after I won one of my power lifting competitions,” Matthew said. “Some guy was like, ‘You gotta try doing strongman.’

Watching these guys do some of the oddest movements, it’s something different. I’m always up for new things, new Scan to listen to physical education teacher Matthew Maier’s story

ways of pushing myself and seeing what I can achieve.”

The achievements began to pile in, each seemingly more ambitious than the last.

“The craziest thing I ever pulled was a plane,” Matthew said. “I don’t recommend doing it. My body hurt for days afterwards. You don’t have a lot of planes to pull. Believe it or not, I would actually pull a lot of cars and a lot of trucks.”

While the accolades and new challenges were exciting, longevity was not in the picture. Matthew knew he had other passions to pursue other than strongman.

“Obviously with power lifting and strongman, your career is very short,” Matthew said. “Your body can’t take that for very long. Even your best guys in the world usually make it about maybe six, seven years, and that’s about it.

Most guys don’t even make it that long. But I wanted to do something with it. I wanted to work with young people.”

Career Engrossed in his hobbies, including football, lifting and strongman, Matthew stayed busy while completing his college degree. Eventually he went on to work as a crane sales intern straight out of college.

“The reason why I studied international sales marketing is because I’ve always been interested in other cultures and other languages,” Matthew said. “That’s why I studied German for quite a long time. I also studied Russian because that’s when the [Berlin] Wall was coming down in college. I did that for a little bit, but I got kind of tired of living out of a suitcase all the time.”

Matthew’s journey throughout various industries has been anything but predictable. He’s worked in fields that most would never find themselves in.

“I did everything from chemical sales to port shipping cranes,” Matthew said. “If you’ve ever been to one of the big ports in California or Virginia Beach, they have these huge cranes that unload everything off the big ocean tankers. I would sell those cranes. They’re a few million at a time.”

The art of sales diminished for Matthew. International conflict and his busy schedule began to take over. He realized he wasn’t where he wanted to be in the long run.

“They had these people that were generals and wanting to tie up the government,” Matthew said. “[They] also became extra wealthy. They basically just grabbed up everything and decided to sell it on the black market and not a more reputable side of business. You had to figure out ways of getting around that, because that was your competition. [In] no way, shape or form did I want to do business dealings with those individuals because that’s how you can end up in a lot of trouble. To me, it just wasn’t worth it.”

Matthew returned to his original calling: teaching. He returned back to school to be able to connect with young SPREAD DESIGN BY MICHAEL ZEGEL

29

newer experience. I’ll say I had the benefit of growing up with it so I never really found him scary, but I can see why others would.”

That same gruffness didn’t come without reward.

Growing up in a driven home proved to be beneficial for her. Scarlette now serves her country in the U.S. Naval Academy, a long time goal of hers.

“I can say with confidence that I would not be where I am, nor would I be the person I am today without him,” Scarlette said. “He raised me to be a very independent person, and he pushed me harder than anyone else ever. I mean, that is something that may sometimes sucked or not been very fun, but I have to thank him for it because now I get the chance to serve my country.”

Through growing up, getting a job, foreign conflicts, coaching, training and starting a family, Matthew has never skipped a beat. Always moving on to the next step was The strength and conditioning program blossomed after natural for him. It’s been wired into his lifestyle.

Matthew’s arrival. Whether it’s students training for their “I don’t sleep a whole lot,” Matthew said, “Either I’ll sport, taking a class or training for fun, a do stuff early in the morning, late at night positive role model in the weightroom not or get work in whenever I can get it in.” only teaches students proper technique and Matthew’s scary and intimidating desafety, but also instills confidence, the abilmeanor is offset by his beaming smile. His ity to persevere and forming healthy habits positivity and influence has made a lasting that they will carry with them for years. impression on students and adults alike and “School is where I live,” Matthew said. will continue to do so for future students.

“I’m at school a lot. I’m even here seven “He has worked his whole life to be a days a week. I’m here on Saturdays, Sunvery good person, and he continuously day mornings, with different people, doing does stuff for the for the sake of me, my all different things — before school, after family and his students,” Scarlette said.

Scarlette Maier school, during school, so I’m busy.”

“I’ll always be very proud to call him my daughter His impact hasn’t just affected the profather.” gram, but has reached his students as well.

Captions: Physical education teacher Matthew Maier Logan Elick (12) has been a part of the High Impact physrolls his sleeve up as he prepares to begin class. He has ical education course and appreciates the effect Matthew been the strength coach at Ladue High School for the last has had on his journey througout his years involved in the six years. “I don’t know if we would have a weightlifting wrestling program and taking part in Advanced Fitness class if coach wasn’t here,” Elick said. “He brings a new Training, another class offered at Ladue High School. way of having P.E. Instead of doing just team sports all the “Coach Maier, when it comes to lifting, has taught me time.” (on page 28) a lot, most of the technique on any of my lifts I learned Matthew explains which muscles are worked during an completely from Coach Maier,” Elick said. “He always has exercise. He has had a passion for being an educator since a way of just getting me to push through when I’m strugcollege. “He would never push me to do a sport I didn’t gling in this class and he has just a positive attitude all the want to do, especially when there was a chance for me to time. It’s nice.” get hurt,” Scarlette said. (on page 31) His teaching has played a larger role in Elick’s life. AfMatthew demonstrates the proper form for bench press ter being involved in the weight room for all four years of to the class. Proper technique when lifting is crucial for high school, they’ve developed a camaraderie. injury prevention and optimal performance in the gym. “I “I remember when I was learning how to do a hang like providing the people I train with little mini goals to clean,” Elick said. “I kept failing and falling down. Coach inspire them to keep moving,” Matthew said. (on page 31) Maier just gave me a step by step demonstration on how to Matthew curls a 90 pound barbell in the weight room. do it. He was there by my side the whole time.”

He has been lifting weights since he was a kid for sports His positive impact extends beyond his students; it has he participated in. “I was done with football, done with also reached his daughter, Scarlette Maier. rugby and I needed something to focus on, so I just went “He has the tendency to be a bit gruff,” Scarlette said. into power lifting.” Matthew said. (on page 31) ID “He won’t baby anyone, which, for a lot of people, that’s a people. He worked as a language teacher for a majority of his career while also coaching football and power lifting teams. During this period he was still training and taking on all types of different clients.

“I taught German, actually, for 24 years, and then when I came here [Ladue] I switched over to strength and conditioning,” Matthew said.

His love for German culture and culture in general stemmed from his childhood. Influenced by his family, culture was always surrounding him.

“My family is very international,” Matthew said. “My father came from Germany. Different people from my family live around the world, so I’ve always kind of had that wired into my brain.”

Impact

"I [wouldn’t] be the person I am today without him."

30

MATTHEW MAIER

ID | SPRING 2025

"He just brings a positive attitude. He always has the biggest smile on his face."

Logan Elick (12)

SPREAD DESIGN BY MICHAEL ZEGEL

31

32 GABBY GABBYCLINKSCALE CLINKSDALE XX

ID || SPRING SPRING 2025 2025 ID

ABOVE

THE NET Gabby Clinkscale prepares to take the next steps in her volleyball career written by

Meg Myckatyn

Scan succinct to listen to Gabby Very explanation Clinkscale’s of QR code (12) story

photos courtesy of

Gabby Clinkscale

photo illustration by

Maya Mathew

SPREAD DESIGN DESIGN BY

BY MEG MEG MYCKATYN MYCKATYN SPREAD

33 XX

B

eads of sweat gather in players’ brows as they “After my [under] 16s year, I really started picking up dive left and right, not letting the ball hit the the intensity, and people started showing interest,” Clinkglossy wooden floor. The score is tied, but outscale said. “I was like, ‘This really might happen.’” side hitter Gabby Clinkscale (12) is composed.

The college recruiting process includes repetitive The varsity volleyball captain keeps her team emails and calls. However, Clinkscale was very motivated. calm as they reset for the next play.

“I got offered [a scholarship] on my visit to [Middle Clinkscale randomly began playing volleyball during Tennessee], on the spot, but I didn’t commit [yet],” ClinkCovid-19. She stuck with it and is now committed to play scale said. “I waited about two more days. I was walking Division I at Middle Tennessee State University. At the out of practice, and I decided to call my [college] coach. beginning of high school, Clinkscale attended Metro AcI told him that I was fully committed and really excited.” ademic and Classical High School where much of the foChoosing to play a Division I sport is a huge commitcus was on academics, instead of athletics. However, she ment. The time and effort that goes into it can be daunting switched to Ladue High School before her sophomore year. for many, but for Clinkscale this was not the case.

“Volleyball was one of the reasons [I switched schools],” “I’ve had no hesitation [about playing Division I]. [I’m] Clinkscale said. “[Metro’s] athletics don’t get very much more scared because it’s going to be a lot, but I love volleyfunding… I really wanted to go somewhere where I could ball so much that I’m willing to do that.” play intense volleyball and get that full experience.”

The grit and tenacity that accompanies intense sports Clinkscale’s love for competition and experience with combined with the responsibility of being a team captain an environment where she is encouraged to train her skills has shaped Clinkscale into the leader that she is now. helped her improve as a player.

“Gabby is a great captain because “[Switching schools for volleyball] comshe communicates with players in a way pletely elevated my experience,” Clinkscale that [they] can understand,” Stoeva said. said. “[While] playing volleyball at Metro, “That’s one of the best qualities a captain we didn’t play good competition, and we can have.” didn’t have great coaching. It wasn’t at the Moving into the next phase of her vollevel that would make me better, so coming leyball journey, Clinkscale will face even to Ladue [was] great. We have nice facilimore challenges than ever before, but she ties, [and] we were playing good schools.” is ready for anything that comes her way.

Clinkscale became a varsity captain “[Through volleyball] I’ve gained reher junior year. Her high school teamsilience,” Clinkscale said. “A lot of things mate, Gigi Stoeva (10), was able to observe don’t go your way all the time. [I’ve also Gabby Clinkscale (12) Clinkscale’s training habits. become] driven. Playing a high level sport “Gabby [has] definitely set a standard is not easy at all. I don’t remember the last for how a person should play, act and just time there was an easy moment. It takes a how a captain should be,” Stoeva said. “She has been my lot of determination and drive.” role model every season, and is such a positive player that Captions: Gabby Clinkscale (12) poses while wearing works 100 times harder than everyone else.” her Middle Tennesse State University uniform. Before her The work ethic possessed by Clinkscale is not easily commitment, Clinkscale went on an official visit. “[My found. Overcoming injuries and staying positive is diffirecruiting process] was hard,” Clinkscale said. “It’s long. cult, especially on the precipice of big moments.

It’s a lot of phone calls, lots of texts, lots of emails, lots of “[When we won districts] I was injured,” Clinkscale making highlight reels [and] just a lot of time spent preparsaid. “As the captain, not being able to play and soak in the ing stuff.” (on pages 32-35) moment [was really hard]. I didn’t even want to take credit Clinkscale dives to save a ball during a game. Clinkfor it because they did that all by themselves.” scale played both club and varsity volleyball. “[High Clinkscale and the other seniors on the volleyball school and club volleyball] are totally different,” Clinkteam’s dedication left a big impact on the team as a whole. scale said. “With high school, the standards are high be“There will be a big adjustment when Gabby and all cause we have a good program, but with club it’s a whole the seniors leave,” Stoeva said. “Especially because we’re other level.” (on page 35) losing our outside hitter and our captain. It’ll take a lot of Clinkscale’s club volleyball team celebrates together people stepping up into her role because she was such an after winning a set. This was one of Gabby’s team’s last important player and person we all looked up to.” games together before they all head to college. “I considAfter realizing her potential, Clinkscale began to assess ered [graduating early] a lot, but my club team and I are the next steps in her volleyball career. This led her to the really close, so we all agreed to have our last season tocollege recruiting process and all of its tedium. gether,” Clinkscale said. (on page 35) ID

"Volleyball has changed me as a person, in every aspect."

34

GABBY CLINKSCALE

ID | SPRING 2025

SPREAD DESIGN BY MEG MYCKATYN

35

REC RD

REIS Reis Lourie pursues his passion for music and connects to his religion as a DJ written by

Adela Gingrich

36

REIS LOURIE

photographed by

Vincent Hsiao

ID | SPRING 2025

Scan to listen to Reis Lourie’s (11) story

SPREAD DESIGN BY ADELA GINGRICH

37

T

he energy at the Forest Hills Halloween Party starts out as low, dull and unenergetic. The dance floor is empty, and the room echoes with flat conversations–but not for long. At 5:30 p.m. sharp, in walks Reis Lourie (11), DJ board in hand, ready to revive the party. Once his equipment is ready, he releases a set of chill, background music to steadily build up the energy and get things going. But it’s later on in the evening when he really starts to turn it up a notch. Suddenly, the dance floor is full of kids dancing and singing to the blasting tunes of trendy halloween songs. Colorful beams of neon light flash in every direction as sparkly streamers linger in the surrounding air. The energetic spirit has finally arrived at the party.

For the past four years, Reis has been performing as a DJ at a variety of events, amping up the energy at bar and bat mitzvahs, birthday parties and even weddings.

What started out as a mere hobby has steadily grown into a flourishing career and strong passion.

Starting Out Reis’s passion for DJing began with his own bar mitzvah. It started out as a simple suggestion from his mom to DJ a portion of the celebration. Little did he know that this decision would soon alter the course of his life.

“I was always interested in doing something for my [bar] mitzvah,” Reis said. “There’s always a grand entrance. My mom wants there to be a special, cool thing that just makes it unique from everyone else, so she brought up that idea. I love music, I’m super passionate about it, so I went with it. I didn’t really realize until later that I really had a passion for it.”

It may be difficult to DJ ones own bar mitzvah with zero knowledge or expertise. In order to better grasp the fundamentals of DJing, Reis reached out to various professional DJs and managed to get a few quick beginner lessons from a DJ that was known by his mom.

“He taught me how to do the very basics a few weeks leading up to my [bar] mitzvah. I borrowed his equipment and I did a small set,” Reis said.

By the time he got a better understanding of basic DJing principles and practiced a bit, Reis finally felt prepared to DJ for his own bar mitzvah. Since he still remained fairly inexperienced, the procedure as a whole was made somewhat simple for him to avoid complications.

“I walk in and I just DJ’ed a 15 minute set,” Reis said.

“Everything was already set up for me. All I had to do was really just press buttons at certain times. I already knew exactly what songs were going to be after this one, and I knew exactly when I needed to switch out of this song where I needed to start. There were cues in it for when I needed to do something, and I was also overlooked by another DJ.” 38

REIS LOURIE

After successfully DJing his bar mitzvah, Reis’s interest began to expand. The desire to build his skills and expertise increased, inspiring him to seek ways to improve.

“From that, I tried doing it on my own a lot, but it’s just hard because I didn’t really understand the actual principles,” Reis said. “So I got more lessons with [a DJ], where he came to my house and he taught me craft and specific DJ skills that you just need to know.”

Over time, Reis gained enough experience and traction in DJing to the point that professional entertainment companies began to track him. One of these companies, Utopia Entertainment, reached out to him seeking an interview, impressed by the teenager’s skills and talent. “[The interview] wasn’t really talking as much,” Reis said. “They wanted me with zero preparation to come in.

I’d have five minutes to prepare a 10 minute set, then do the set. So I’d just walk in and they’d be like, ‘Hey, we need a Motown set.’ And so I’d have five minutes to prepare, go through different songs, put it together, but a lot of the time it’s improvising.”

Fortunately, the interview was a success, and from there Reis signed a contract to work with the company, who he still works with today. However, the beginning of his DJing career wasn’t completely smooth, as he was still presented with some challenges and judgment considering his age.

“When I first walk in, I’m already looked down upon,” Reis said. “People underestimate me because of my age.

You don’t see a 16-year-old DJ walk into a wedding, right?

That’s not expected.”

That was the case while Reis was just starting out. But as his popularity rose under Utopia Entertainment, audiences became more familiar with his abilities, and his age soon became irrelevant during his gigs.

“Now, because people know me, it’s not just about proving myself,” Reis said. “They know me from past events. So it’s about keeping the reputation and keeping my performance the same or even higher. Each time I go in, I basically have to set the bar higher.”

The Process With DJing an event comes an extensive and carefully-planned procedure. Weeks prior to the event itself, specific preparation and constant communication is required in order for the event to be successfully set up.

“A week prior, I’ll get the itinerary, then my boss will send a separate email full of song requests,” Reis said. “I’ll go through that, pick out the ones that I know will be good and then from that, I develop a set based on past sets that I’ve done.”

For the majority of events that Reis DJs, the night starts out with cocktail hour, or the period before the dancing begins. During this time, he sets the scene with some chill background music to get things started.

ID | SPRING 2025

“I use it as a time to warm up, get a sense of what people react to, basically what type of music will capture or catch people’s attention,” Reis said.

Eventually, the energy increases within the crowd and the dance floor starts to fill up. At this point, Reis will recognize this as his signal to shift to some louder, more upbeat music. This follows with a period of nonstop dancing from the crowd. While it may seem simple, it’s more of a challenge to DJ an audience than one might think.

“It’s like you’re doing a complex game of toss,” Reis said. “Basically, you’re throwing out a song, and then you have to see how they react to it. ” While he DJs for a ranging variety of events, Reis finds that he is most commonly requested to perform at bar and bat mitzvahs. These occasions are ones that Reis has grown to specialize in, since he finds that he has a rather unique connection with the crowd of youngsters.

“I have a different understanding of what music is popular now, like what parts of songs people actually want to hear,” Reis said. “Because I’m younger, that’s my connection. I’m able to understand younger crowds, which tend to be difficult.”

Family Ties Ironically, the party business doesn’t just reside with Reis; it also runs within his family. Reis’s mom, Simcha Lourie, has been running her own party and event planning company for years, Simcha’s Events.

“I’ve been doing weddings and special events in St Louis for around 18 years at this point in time,” Simcha said. “I really like to create custom experiences for my guests, depending on their occasion and what their preferences are.”

Under Utopia Entertainment, or sometimes as a freelancer, Reis is occasionally hired by Simcha’s Events to DJ. For Simcha, she has to view Reis from a professional lens while he works under her company.

“I have to treat [Reis] like a vendor, so he has to be professional,” Simcha said. “I’m running my event, so I’m in charge of all the vendors. He’s like any of my other vendors. But of course, I want him to do well, and he always comes through, which is great. My clients are always impressed with how young he is and how talented he is.”

Reis has an attitude quite similar to Simcha’s when it comes to working at her business’s events.

“I have to look at it from both perspectives, as in, she’s my boss in this situation, and she’s my mom,” Reis said.

DJing at Simcha’s Events isn’t all that easygoing for Reis just because he’s working with family. In a way, Reis finds it more overwhelming than usual.

“It adds a lot of stress, because I have to uphold [Simcha’s Events’] high reputation, because she needs to uphold this reputation,” Reis said. “I understand that’s how a lot of party planning businesses work.”

SPREAD DESIGN BY ADELA GINGRICH

39

Religious Relationship r

Throughout the course of his DJing career, Reis has learned to find connection within working at mitzvahs and his own Jewish identity. The tons of mitzvahs he’s DJ’d at over the years served as more than experience; they also brought him closer to his own religion.

“All together, experiences of seeing different mitzvahs and different perspectives and different traditions, of how certain families tend to organize their parties; it connects me more to the community with Judaism for sure,” Reis said.

Furthermore, Reis even finds his Jewish identity to be a useful tool when it comes to DJing at mitzvahs. His personal experiences with mitzvahs serve an important purpose while woking at these events.

“It gives me an upper edge,” Reis said. “I’ve experienced mitzvahs from multiple different sides. I’ve worked them, but I’ve also attended one. I’ve had one. My older brothers had one. So, I know the perspective of what a lot of the crowd has and what their experience is going into a mitzvah. And so I’m able to use that to my advantage.”

As someone who is Jewish himself and once had his own bar mitzvah, Reis understands the importance that having a mitzvah can be to someone.

“To me, DJing a mitzvah is an honor,” Reis said. “So I take it very seriously when I do it. You only have your mitzvah once, so you got to make each one the best it can possibly be.”

Personal Growth The long duration of Reis’s DJing career has served as a long journey representing the growth hes’s had not just as a DJ, but as a person. Over the span of his career, DJing has acted as more than just a passion to Reis; it’s taught him many new unexpected ideas and lessons, and changed his identity and character.

“Overall, it’s made me just a more resilient person,” Reis said. “I’ve dealt with things that adults have dealt with. I’ve had serious conversations, meetings outside of just the work environment with my boss and managing schedules and calendars, it feels like a real job.”

Reis’s Dad, Michael Lourie, has observed these effects that DJing has had on his son’s life. Michael started out as Reis’s “roadie,” driving him to and from events and assisting him in setting up his DJ equipment. His role eventually diminished as Reis got older. However, he was able to watch Reis grow and develop much closer. A key part of his development, as Michael observed through events whenever things didn’t go perfectly as planned, was his ability to problem-solve under pressure.

“As a parent, you want to go in there and try to fix everything for him,” Michael said. “But you realize this is his 40

REIS LOURIE

event, and he’s there with Utopia Entertainment, and he’s part of a team that’s working to troubleshoot and problem solve all this and be cool under pressure, and not show the guests that you’re sweating. You just have to be cool under pressure and figure out the problem. To have a chance to learn those skills in a real life situation, I think is really, really valuable.”

Problem-solving under pressure is a skill that Reis himself also recognized is one he learned through DJing over the years. The various challenges that being a DJ has posed on him helped him to learn some valuable lessons, specifically about issues that are out of his control.

“A lot of the time, it’s not always directly my responsibility,” Reis said. “I can do a perfect set, and still people might not dance. It’s really hard, because if you saw my perspective, it’s that I did something wrong. I have to realize that’s not always on me. It’s not always directly my shortcomings that change the event.”

As of now, Reis continues to spread his name as a DJ and gains traction and popularity with each event he works. He has fun doing what he loves most while working hard, strives to focus on whatever task is at hand.

“I’m taking things one event at a time, just trying to make a name for myself even more,” Reis said.

Looking forward, Reis has no idea how his career as a DJ is going to evolve. However, Michael has high hopes for Reis’s future, whether it be as a DJ or not.

“Reis [DJs] because he really loves doing it,” Michael said. “He loves music, he’s always had a really good sense for music. Reis is someone who has a lot of really interesting hobbies. He just has his hands in a lot of different things. He’s very mechanical. He loves building and creating things. DJing is one thing on a list of a few. It’ll be interesting to see what he chooses for himself. I think that’s going to be what’s fun for us to watch as his parents, is that he could take things in a number of different directions, and whatever he does is gonna be great.”

Captions: Reis Lourie (11) conducts a DJ set for a crowd of kids at a halloween party Oct. 18. Reis DJ’s for a variety of different audiences, one of these being children.

Though they broaden his audience range, kids can sometimes be a challenge to Reis while DJing.“I’ve had to deal with a lot of different people, like annoying kids who just want to mess up whatever you do, or just get in the way trying to distract you,” Reis said. (on page 36 and 39) Reis utilizes multiple components of technological equipment to DJ his set. Reis possesses a well-developed set of equipment that makes DJing events more simple for him.“It’s all put together in a case, and it makes it really convenient for portable stuff,” Reis said. “I take off the top, and then there’s two wires that you plug into right there, already labeled for left and right. There’s a power socket in the back so I can charge multiple different things.” (on page 41) P ID | SPRING 2025

"It’s about controlling the energy. It’s the communication between the crowd and what you have to offer."

Reis Lourie (11)

SPREAD DESIGN BY ADELA GINGRICH

41

Stuti Dasgupta rediscovers her Bengali identity after moving to the United States written by

Katie Jansen

42

STUTI DASGUPTA

photographed by

Lilly Jacks & Isabella Soyfer

photo courtesy of

Stuti Dasgupta

ID | SPRING 2025

F

rom West Bengal to the Midwest, Stuti Dasgupta (12) has traveled with more than just luggage.

She has brought music, culture and a mission to make space for voices like hers. Stuti was born in Wisconsin, where she lived for the first six months of her life before making her way to India, where the majority of her family lives. She spent 10 years in India before her parents, sister and her moved back to the United States. She spent the next years moving from Illinois, New Jersey and Missouri.

Culture

“When I met her she was scared to show her culture even though she was very proud of it,” Shetty said. “I think she has grown so much in terms of how much she embraces her culture.”

Over time, Stuti has embraced her identity and made an effort to educate other people about her culture.

“I would say [moving to St. Louis] influenced me to not blend in with everything and just be proud of what I’m interested in,” Stuti said. “[Moving influenced me] to not be afraid to show my culture, dance in front of people that don’t know what the words mean or sing in front of people that have never heard these types of songs before.”

Shetty has witnessed Stuti’s growth both in her culture and personal life over the past few years. She recalls sharing her own cultural experiences with Stuti and helping her find enjoyment in the things relating to her culture. “[Stuti’s] culture is very rich and very fulfilling,” Shetty said. “It makes her happy when she wears certain [cultural] clothes, sees certain movies or listens to certain songs.

It just makes her feel seen.”

As a shy kid, adjusting to living in Missouri was somewhat difficult for Stuti. The stark contrast between the culture she grew up surrounded by, and the one currently surrounding her, was ever present in her mind.

“It’s weird to come from a place where everyone looks like you, grew up in the same place and has the same cultural interests, to a place where you’re the minority,” Stuti said.

“You don’t really see many people like [you], people have different childhood influences and they grew up in different ways.”

Stuti’s sister, Oishi, is in seventh grade One way Stuti found herself connecting at Ladue Middle School. She recalls to her peers was through music. Stuti "Maybe [I wasn’t] enjoyed singing while she lived in India watching her sister adjust to life and school after moving to Missouri. surrounding myself and has continued singing after moving to “When we first moved [to St. Louis, the United States. She joined the school with the right Stuti] was in middle school,” Oishi said. choir, took vocal lessons and performed “It was hard for her to make friends [at with singing groups, as well as singing at people." the school] and relate to other people.” festivals and celebrations with her family.

During middle school, Stuti struggled “I used to be a regular participant Stuti Dasgupta (12) to feel accepted by her peers. The [at the Bengali festivals], just singing differences between her Bengali food and [cultural] songs, sometimes with my mom, the school cafeteria’s burgers and pizza were glaring. sometimes with other people and that was always really “One time this girl told me she didn’t like the smell of fun,” Stuti said. [my food] and that really threw me off,” Stuti said. “ And While Stuti enjoys singing, her younger sister plays the then every day since then, I used to go to the bathroom guitar and the flute. They occasionally perform together and eat lunch as quickly as I could. I wanted to be liked at talent shows such as Rams Around the World or other by everyone and wanted no one to judge me for my food.” performances, often playing Bengali songs.

Despite the obstacles Stuti faced in her childhood, “I used to sing a lot of [Bengali] songs, and I still do she walked away with a deeper understanding of herself because [Bengali music] is my favorite type of music,” and a stronger bond to her culture. This has helped her Stuti said. “The songs are very peaceful and calming and overcome many obstacles in the years since. they are really nice to listen to.”

“Once I started embracing [my culture] and finding Having grown up singing in India, music has allowed people [who shared my culture], I realized it was a very Stuti to connect to her culture and cwwhildhood universal thing to have these feelings [of not fitting in],” memories. She believes that the first part of her life in Stuti said. “It’s also really good when you come out of India was extremely formative for her, despite the distance that and can truly show your background and your family and time she has travelled from then to now. identity to friends that don’t share that.”

“Hearing [that music] from my childhood and singing One of Stuti’s close friends, Reva Shetty (12), has definitely connects me back to where I grew up,” Stuti known Stuti for nearly two years. Having lived in India said. “Even though it was only half of my life, it was the for 14 years herself, Shetty understands Stuti’s personal first part of my life, so I feel a very strong connection to struggle to rediscover and embrace her cultural ties. that even though I live [in St. Louis] now.”

Music

Scan to listen to Stuti Dasgupta’s (12) story

SPREAD DESIGN BY KATIE JANSEN

43

Bengali culture and music has also created a fun and engaging way for Stuti to bond with her friends and make new ones. Shetty recalls how Stuti and her first began strengthening their friendship through Bollywood media such as popular songs, musicians and styles of dance.

“Stuti and I bond a lot over Bollywood music and dance and movies in general,” Shetty said. “We also get each other because Bengali sounds very similar to Hindi and has similar words.”

Over the years, Stuti has begun singing more pop and modern American songs. She is currently a member of the all female a capella group, known as Viva Voce, which performs a variety of pop songs and other music.

“After moving [to St. Louis], I also started singing more pop songs and jazz,” Stuti said. “And I just kept singing. I was part of the choir from fifth to eighth grade.”

Shetty has attended multiple of Stuti’s performances for both Viva Voce and Bengali events. While Shetty is not a singer, she appreciates the beauty of Stuti’s singing.

“She is a phenomenal singer,” Shetty said. “She really connects with it and loves the songs that she sings.”

Magazine Stuti continues to strengthen her cultural connections through the magazine she cofounded, The AAPI Experience Magazine. The magazine includes 14 staff members and publishes a new issue every four months.

Stuti hopes to educate her peers about Asian culture and media representation through the magazine.

“There’s a lot of Asian underrepresentation or misrepresentation in the media,” Stuti said. “I think that having a magazine that people can see and read that is written by Asian people about their own identities [and experiences] can help overcome some of the misrepresentation that everyone sees in the media.”

Another motivation for Stuti is helping her peers connect to their culture. She often encourages the magazine’s staffers to cover stories about their Asian role models, personal experiences and struggles; published stories so far have ranged from Asian American success stories in St. Louis to covering mental health initiatives run by Asian organizations locally and internationally.

“They can see that they’re not alone in this,” Stuti said.

“That everyone goes through these challenges [as AsianAmericans] and they can be overcome.”

Stuti spends much of her free time working on the magazine, including meeting with the magazine’s staff members, coordinating group activities and finalizing stories before they are published. She does this work during her designated breaks, such as vacations.

“I see her working on [the magazine] a lot,” Oishi said.

“During vacations and breaks she is always trying to meet deadlines for the magazine.”

44

STUTI DASGUPTA

ID | SPRING 2025

Science Outside of the activities that connect Stuti to her culture, she is involved in numerous clubs. She is a member of Asian American Civic Scholars, Health Occupations Students of America, Youth Leadership St. Louis and Science National Honor Society.

“I really like [these clubs] because I get to help introduce other like minded people who are interested in science to new community service opportunities,” Stuti said. “I get to help their interests grow in different areas of science, because it is a very big field.”

The group Asian American Civic Scholars encourage scivic engagement among Asian American youth. When Stuti joined the club she was trying her best to fit in with the people around her. After joining the group, she felt that she was pushed out of her comfort zone. “[Asian American Civic Scholars] used to put on cultural events to celebrate holidays such as Chinese New Year or we would put up Bollywood dance rehearsals,” Stuti said. “[We did] a lot of different cultural things to get different people exposed to these cultural experiences.”

Her interest and experience in the science field has led her to commit to an advanced six year medicine program at the University of Missouri-Kansas City.

“She really enjoys what’s going on with people on a much deeper level and she likes logic,” Shetty said. “She has a thirst for knowledge that I don’t see in a lot of people and I really appreciate it.”

Captions: Stuti Dasgupta (12) shows off a cultural garment known as a salwar kameez. The clothing originated in India and the way it is draped differs between regions. “I think cultural identity is really important,” Stuti said. “I think it made me who I am because there’s not many Bengali people in Ladue.” Photo by Lilly Jacks. (on pages 42-44) Stuti poses at Konark beach in Puri, Odisha at 10 years old. Stuti originally grew up in West Bengal with her family before moving to the United States. “All my family live in India,” Stuti said. “It’s just me, my sister, my dad, my mom and me that live [in St. Louis].” Photo courtesy of Stuti Dasgupta. (on page 45) Stuti shows off her HOSA medals from past competitions. She has been participating in science clubs all throughout high school. “I volunteer at Ranken Jordan Pediatric Bridge Hospital,” Stuti said. “I also used to coach middle schoolers for Science Olympiad at the middle school.” Photo by Lilly Jacks. (on page 45) Stuti performs on stage with the group Viva Voce. She has been a member of the club for two years. “I’ve been involved since sophomore year and it’s a great way to spend my time,” Stuti said. “My biggest hobby is singing and music, so being able to connect to people because of that is nice.” Photo by Isabella Soyfer. (on page 45) ID SPREAD DESIGN BY KATIE JANSEN

45

ON THE FAST

TRACK

Nehemiah De Sousa advances as a simulation racing driver written by

Josie Stout

46

NEHEMIAH DE SOUSA

photographed by

Vincent Hsiao & Seph Zhu

ID | SPRING 2025

Scan to watch Nehemiah De Sousa’s (10) racing in action

SPREAD DESIGN BY JOSIE STOUT

47

L

ap after lap, he memorizes every corner and straight, learning how the car responds to each turn of the wheel and press of the pedals. Attack, defend and conserve: these are the three main strategies used during car races. Whether he’s diving for an overtake, defending from passes behind or planning his laps to best conserve his tires and fuel, Nehemiah De Sousa (10) runs not on gasoline, but adrenaline as he speeds around the track, looking for a win.

However, Nehemiah is not driving a real Grand Touring car; he has an at-home simulation racing rig that imitates the on-track reality. The virtual style racing setup resembles a real race car. The steering wheel has much of the same functions as well as the breaks, gas and clutch. Except, a set of screens takes the windshield’s place.

Born in Dubai, UAE, Nehemiah fostered a love for all things cars and racing from a young age, largely due to the influence of his father. When he moved to Switzerland in 2016, his parents gifted him his first racing simulator, which became the catalyst for an even deeper passion for racing in the years to come.

“It was really, really old, but it really got me started,” Nehemiah said. “[It] got me into the world of sim[ulated] racing and I just delved deeper.”

Nehemiah very quickly became engrossed in the world of simulation racing. He spent hours behind the wheel learning not only how the rig and application worked, but also how to drive and navigate a road without the push and pull of gravity that comes with a regular car.

“Obviously everything was new to him, so he was not that good,” Nestor De Sousa, Nehemiah’s father, said. “He was learning how sim[ulated] racing actually worked because there’s so many things connected to it. You [have] got to learn how the application works in the first place and get used to the braking and everything.”

Even though figuring out how to simulation race was quite the learning curve and proved to be quite complex, to figure out, Nehemiah fell in love with the sport quickly. So much so that he even attempted to rope his family members into the rig with him.

“He started enjoying it almost immediately,” Nestor said. “He tried to get me to race along with him and I was terrible at it. I just couldn’t get the feel of the whole simulating thing.”

At first, Nehemiah’s racing career was largely a solo endeavor with the assistance of his family. But as time went on, it became evident that he would need a team and sponsors. Sponsors provide funding, recognition and equipment to either individual drivers or teams they feel have serious potential in the racing world.

“I started doing [simulated racing] solo,” Nehemiah said. “Then I started reaching out to teams and sponsors to see if I could get better equipment and to level up my game a little and enter bigger competitions.”

48

NEHEMIAH DE SOUSA

Nehemiah then went on to join a racing team in Switzerland that consisted of a few drivers and a coach. In an event such as an endurance race, a group of usually three drivers switch out driving the same car for different time intervals. Nehemiah also would come to be sponsored by his team and a couple of local stores in Switzerland.

However, in 2022, Nehemiah and his family moved to St. Louis where he would start eighth grade at Ladue Middle School. While Nehemiah’s racing team in Switzerland disbanded, new opportunities awaited him in St. Louis.

Opportunities such as go-karting.

Racing is naturally a competitive sport and calls for a very specific mindset in order to succeed. Confidence, an intense amount of drive and a desire to learn make up the ideal winning mindset. Nehemiah’s introduction to go-karting and real-life racing has only increased his motivation to grow and become the best driver he can be.

“You need to have a strong mindset,” Keiran Mays, Nehemiah’s go karting teammate, said. “You need to think that you’re the best. I think Nehem has the mindset of a champion.”

Nehemiah’s contagious demeanor has helped him grow from just learning the ropes of racing to becoming a leader within the sport, helping other kids grow as racers.

“Just knowing him has actually changed my mindset quite a bit, along with some of my other friends,” Mays said. “His mindset’s definitely influenced mine.”

Nehemiahs’s introduction to karting combined with the continued pursuit of sponsors allowed him to further develop his passion, as well as get a feel for how he might fare on the real track.

“He’s been doing quite well racing on the track, so putting some of those experiences that he has had behind the wheel in sim[ulated] racing to actual racing,” Nestor said.

As Nehemiah continues to progress in both simulation racing and go-karting, his hours of hard work and training makes driving Grand Touring cars within reach.

“I think a really big motivator is getting to that top level,” Nehemiah said. “Being able to challenge for a title or a championship at a high level in real life, which is my main goal [and] really what I’m striving to achieve currently.”

For Nehemiah, racing has acted as a competitive outlet where he can learn what it means to be a professional driver. The inevitable failures and setbacks have have reminded him to look forward and stay positive.

“There’s always going to be a door that will open for you at some point,” Nehemiah said. “Whether that be early in your life or later, there will be an opportunity for you to show your talent and what you can do.”

Caption: Nehemiah De Sousa (10) practices driving on his simulation racing rig. He has practiced for hours each week since 2017. “Everything’s like how you would have it in a normal car, except the windshield is replaced with a screen,” Nehemiah said. (on pages 46-49) ID ID | SPRING 2025

"Racing is really [just] head down, focus and push the limits of what you can do."

Nehemiah De Sousa (10)

SPREAD DESIGN BY JOSIE STOUT

49

FROM TACOS TO T-RAVS Santiago Murillo finds a new home in the Ladue School District written by

Ryan Snyder

50

SANTIAGO MURILLO

photographed by

Lilly Jacks

ID | SPRING 2025

Scan to listen to Santiago Murillo’s (12) story

SPREAD DESIGN BY RYAN SNYDER

51

O

ne common solution for stress and anxiety is “I think that’s when he decided to embrace the situation he to focus on what someone can control. Taking was in instead of getting down on it.” this piece of advice to heart will likely alloThrough this new approach, Murrilo was able to form cate one’s attention and effort to living the best new connections at Ladue. From there, he didn’t look back. life possible. But, maintaining this mentality “I made progress little by little,” Murillo said. “The becomes substantially more difficult when a friends I made introduced me to their friends and from 1200 mile move to a different country is what’s out of your there I was slowly able to integrate fully.” control. However, in the case Santiago Murillo (12), this Murillo’s mindset put him on the right track to molding move only solidified his belief in this philosophy. a new life for himself in St. Louis. But, to forge this new Murrilo was born in St. Louis, but his stay was shorthome, he thought back to the values he learned growing lived. After six months in St. Louis, he and his family up during his childhood in Monterrey. made the 1200 mile journey to Monterrey, Mexico, where “Growing up in Monterrey gave me a premature set they spent the next 16 years of Santiago’s life. of values,” Murillo said. “My family and culture real“I didn’t realize it much until now, but I was in love ly stressed being friendly, helping your neighbors, being with Monterrey,” Murillo said. “I loved the community, truthful and just being a good person. When I didn’t know the people and just my life in general growing up.” people, I did my best to fall back on these values.”

Unfortunately, the days of Murillo’s life in Monterrey These values proved to be very important for Murillo. were numbered. He found out the hard way when his faThey were able to help him foster a close friendship with ther, brought up the possibility of a move.

Dawit Muluye (12), who valuse Murillo’s culture.

“It started as a possibility of about 10%, but over time it “It’s been really cool to become so close with someone kept getting higher and higher,” Murillo said. “Learning I that is so different from me culturally,” Muluye said. “I was gonna have to start over again in the United States my think our relationship is a testament to Santiago’s charjunior year without knowing anybbody acter as him being willing to be his true self here was a lot to take for me.” despite how different he is has helped us beAfter the conclusion of his tenth come sol close.” grade year, Murillo boarded a flight While Murillo has found his footing at Laand departed the community that he had due, he still hasn’t escaped the label of, “The been apart of for his entire life.

New Kid from Mexico. “However, due to his “Some of the difficulty came with strong relationship with his culture, Murillo leaving my home in the city, but having has embraced this label he’s been given. to leave the people I’d grown up with “If you see someone different, it’s kind of was the thing that was the most difficult Santiago Murillo (12) just natural to associate them with that,” Mupart of the whole process,” Murillo said. rillo said. “People view me as the kid from The move to St. Louis brought MuMexico, but I don’t mind being thought of rillo face to face with all new language, that way,” Murillo said. “Most people aren’t culture and people. With everything so different from his associated with their culture so I’m actually proud to be home 1200 miles away, he struggled initially. thought of that way. I just like to be Santiago the kid from “Those first days were pretty sad because me and my Mexico instead of just the kid from Mexico.” brother didn’t know anybody,” Murillo said “I sat with my Captions: Santiago Murillo (12) waves a handheld brother at lunch because we didn’t know anyone else.”

Mexican flag. Murillo lived in Monterrey, Mexico for 16 But after a week of being down on himself, Murillo reyears and has very close ties to his home country. “It’s hard alized this mentality was useless. The only way Murillo to choose between Mexico and America cause I really valcould change his situation was by adjusting his mentallity. ue them both,” Murillo said. (on page 51-52) “After a week or so [at Ladue], I decided that there are A young Murillo stares at the camera while holding a things I can’t control, and things that I can,” Murillo said. puppet. Murillo spent the first six months of his life in St. “I decided to focus on my attitude towards life, and how I Louis, before moving back his junior year, “Some of the respond to what I can’t control, and that’s when I became difficulty came with leaving the city, but leaving the peocomfortable at Ladue.” ple hurt me the most,” Murillo said. (on page 53) After the change in his attitude, the shift in Murillo beSantiago Murillo smiles for a picture with his mom. It came evident to the people around him. This was particutook time for Murillo to acclimate to Ladue, but after some larly the case with Max Weinstock (12), who took note of time and an attitude change, Murillo found his footing. this in their Intro to Engineering class.

“When I first moved, I had extreme anxiety about what “I noticed a change in Santiago in his second week would happen when I started my new life. But over time, when he started to come out of his shell,” Weinstock said.

ID things have worked out well here.” (on page 53) ID

"I made progress little by little."

52

SANTIAGO MURILLO

ID | SPRING 2025

"Having to leave the people from Monterrey was what hurt me the most."

Santiago Murillo (12)

SPREAD DESIGN BY RYAN SNYDER 53 SPREAD DESIGN BY RYAN SNYDER

XX

BEYOND THE

BARRE Michelle Jing defines femininity through ballet and STEM written by

Annabelle Reagan

54

MICHELLE JING

photographed by

Annabelle Reagan

photos courtesy of

Kelly Pratt, Zhiwen Tang & COCA

ID | SPRING 2025

Scan to listen to Michelle Jing’s (11) story

SPREAD DESIGN BY ANNABELLE REAGAN

55

T

oes curl and cram into her shoes, balancing on the one-inch hardened paper and wood box. The cadence of pointe shoes tapping against the floor rings throughout the Center of Creative Arts (COCA) Dance Studio. Inside Michelle Jing’s (11) head, math calculations occupy half of her brain, while the music and step counts harbor the other.

After hours of intense technical ballet training, she hurries home in time to sit down and finish her homework. As she drifts off to sleep, the classical music from her rehearsal is the soundtrack to the active recall of mineral names.

This is the hectic schedule of Jing, who dances pre-professional ballet while being a vital member of the Science Olympiad team. After school she spends a few hours with her mostly male Science Olympiad team members building machines and solving problems, and then is transported to a completely different world at the ballet studio with her fellow ballerinas. She has performed for ballet and competed for Science Olympiad all over the country, learning from some of the biggest names in dance. As a pre-professional COCA dancer, she rehearses for upwards of 20 hours a week. As she navigates these traditionally polar opposite hobbies, she has endured moments that have both challenged and cultivated her femininity, and redefined what the word “feminine” means to her. “[Rehearsal is] a long four hours, and we have these things called residencies, where choreographers come in,” Jing said. “I’ve worked with people from New York City Ballet, Juilliard and from places abroad, like the Princess Grace Academy in France. Getting to work with them is a really big privilege. We’ve gotten to perform all over the country.”

Jing has found a balance between investing in her extra curriculars while maintaining her mental health. The key she has found is prioritizing herself.

“You have to make sacrifices,” Jing said. “There’s been a lot of times when other people are hanging out and you can’t do it, because it would put more stress and jeopardize your happiness. It’s about putting yourself first. Sometimes you want to watch the end of the TV show, but you have to go to bed because you know you have to wake up early the next morning.”

As a woman in a historically male dominated scientific environment, Jing has experienced heavy expectations surrounding her demeanor and performance.

“It’s hard,” Jing said. “It really is. I think that a lot of the times people don’t take me as seriously, or they think I’m being bossy. I think they wouldn’t perceive it that way if [I] was a man. I think that you get a lot of unwanted attention. you have to always watch out.”

In the midst of stereotypes from peers, mentors and society, Jing has had to build a support system that looks beyond her labels. From parents to coaches, Jing’s demanding schedule requires a village and a resilient mindset.

56

MICHELLE JING

ID | SPRING 2025

“I cry a lot in my car,” Jing said. “One reason I’m able to maintain this hard schedule is because of my parents.

Both my parents work from home, so I don’t think other kids could get homemade food delivered to their cars because I don’t have time to go home. I am not at home from 7:30 am to 9 pm. They support me with whatever I want.”

This intense pressure helps Jing stand out in her Science Olympiad competitions. Her capability to work quickly and diligently under time constraints while also managing expectations has impressed Mark Biernbaum, her Science Olympiad sponsor and coach.

“She’s an extremely hard working young lady,” Biernbaum said. “She is eager to try things, and when something doesn’t go well, she will modify her thought process.”

Social expectations have not barred her from success in Science Olympiad, nor in dance, but only pushed her to continue doing what she loves. Her talents from ballet have translated to the world of science, and vice versa. Her dedication and precision make Jing stand out.

“Michelle is a strong dancer who moves with joy, depth and purpose,” Taryn Ouellette, principal of the Kansas City Ballet South Campus at Meadowbrook, said. “She is able to dance expansively without losing control, and she has a beautiful understanding of how to connect with the music. She is a warm and intelligent person who seems to have a good head on her shoulders. What impressed me was that she was consistent and versatile. She maintained her presence throughout, engaged in the process.”

Not only has her participation in these activities helped her performance, but it also has helped Jing understand her identity as a woman. While trying to fit societal molds, she found a way to define her perception of femininity.

“I think that with ballet, sometimes you get the stereotype that you’re just a pretty little princess, but it’s more than that to me,” Jing said. “There is the artistry. It’s demanding. It’s often really hard and you need the technique and that takes so long. I think there’s a stereotype that it’s just pink tutus, but to be a dancer you have to be a lot more than that.”

She has encountered social pressures not just in the ballet community, but also in the STEM community. These societal expectations often conflict with one another.

“It makes me sad that a lot of people think it’s mutually exclusive,” Jing said. “I feel like there’s a stereotype that girls in STEM are very not into things [that] would be conventionally girly. I remember a comment being made to me in a hotel room, and this girl was like, ‘Why did you bring a straightener?’ And I was like, ‘Because I want to straighten my hair.’”

Jing is an anomaly in both of these worlds; she manages to balance the demanding commitment that each activity requires, for the sake of personal satisfaction, rather than recognition. It has proven tough for Jing to manage expectations from those in the academic atmosphere.

"The hardest days are my favorite.

Those are the best memories."

Michelle Jing (11)

SPREAD DESIGN BY ANNABELLE REAGAN

57

“I think it’s really difficult for the people in the ballet “Being a girl in ballet is so hard because although it’s a world to understand what it’s like to be a student, and the world dominated by women, almost everybody in a posipeople in the academic world to understand what it’s like tion of power is a man,” Jing said. “Being a woman in the to be a dancer,” Jing said. “I think for people in the acaballet field you often feel so conformed to what everybody demic world, it’s like, ‘Why would you devote so much else is, because when you’re a man, you just stand out in time to something you’re not going to pursue a career in?’ the room. If there’s two of you and there’s 50 girls, how am And I think there’s a beauty of not always doing something I gonna set myself [apart] from all the girls, even if I’m not for the result and just doing it for yourself.” a man? I think in the STEM world being a woman is in a This confusion projected by those around Jing is also way the man of ballet, because I’m the one that sticks out. evident in the world of dance. Unlike Jing, who sees dance It’s been eye opening to have both those experiences, to be as just one aspect of her busy life, many dancers dedicate normal and then to be the one that sticks out.” themselves to it entirely, viewing it as their sole passion.

Captions: Michelle Jing (11) performs an arabesque “For the people in the dance world, because many of during a photoshoot. Jing has performed across the counthem never really went to a traditional school, they don’t try for her ballet. “I perform in a lot of fundraiser because understand what it’s like to be in high school,” Jing said. where I dance has a nonprofit to raise money to help un“I get asked by people in the dance world, ‘What are you derprivileged kids,” Jing said. “So that’s been really great.” gonna do when you get home?’ and I’m obviously going to Photo courtesy of Kelly Pratt. (on page 55) do my homework.”

Jing and her fellow dancer practice during rehearsal.

Not only is Jing’s ballet schedule hard mentally, but During residencies, they dance around 40 hours a week. also can be tough physically.

“Although it’s really hard at COCA, they give an expe“I think my injury when I was 13, when rience that’s unlike any other dance studio I broke my ankle, was actually a really big because of the connections they have,” Jing turning point for me,” Jing said. “I think said. Photo courtesy of COCA. (on page that that setback was honestly a great thing, 56) because it showed me that I have a love for Over 20 Science Olympiad medals are other things. That dance won’t be my entire displayed in Jing’s home. Jing has competlife.” ed with the team since sixth grade. “She is Historically, women in leadership have a fast worker,” Mark Biernbaum said. “She faced restrictions and societal guidelines. does a really good job of keeping her cool.”

Even when in positions of power, they have Photo by Annabelle Reagan. (on page 59) Michelle Jing (11) had to navigate expectations. Jing has felt Jing and her mentor Mark Biernbaum this as she takes on leadership positions hold their awards at Science Olympiad within her activities regardless of being State. Biernbaum has coached Jing since among the minority.” she was 11. “He’s taught me so much,” Jing said. “Seeing “For me, I have to tell myself that being straightforward how hard he works for his kids and how much time he puts and offering to help isn’t a bad thing,” Jing said. “You’re into us, it really inspires you to do more. He doesn’t have not being intrusive. At first, that was really hard for me beto be there with us, but he chooses to, and that’s something cause I didn’t want to be the person that butt in or said too really special. Photo courtesy of Zhiwen Tang. (on page many things. But now I think it’s about just helping anyone 59) you can to make the team better.”

Jing and her Science Olympiad partner Jenna Song (11) From placing at Science Olympiad Nationals to travrecieve their awards on stage at Science Olympiad nationeling across the country to perform, Jing has had to be als. In 2024 the team ranked 22nd in the nation.“In 2023 I mentally tough and persistent through long days. got second in an event called Write It, Do It,” Jing said. “In “I just remind myself how hard I’ve worked for this, and 2024 I got fifth in an event called Air Trajectory.” Photo so that at the end of the day, it’s what I love, and that I have courtesy of Zhiwen Tang. (on page 59) the privilege to feel overwhelmed and to feel stressed,” Jing’s pointe shoes cover her living room floor. She Jing said. “I have a privilege to pursue my passions, that I dances 20 hours a week, going through two to five pointe can choose to do what I want, and that I am not forced to shoes a month. “During the busiest weeks I basically live do anything.” at the studio, so I pack my suitcase,” Jing said. Photo by The reward of this intense lifestyle is Jing’s own gratiAnnabelle Reagan. (on page 59) fication, as well as her ability to define her personal interJing does her hair before rehearsal. She has been dancpretation of femininity. While constantly constrained by ing since she was 7 at COCA. “My mom put me in dance conflicting expectations, she has had to move against the because in Asia a lot of girls dance,” Jing said. Photo by current, cultivating her identity as a woman.

Annabelle Reagan. (on page 59) ID

"At the end of the day, [ballet’s] what I love."

58

MICHELLE JING

ID | SPRING 2025

SPREAD DESIGN BY ANNABELLE REAGAN

59

60

BENNETT WITTE

ID | SPRING 2025

BEYOND

INCLUSION

Bennett Witte describes the misconceptions and ways to support people living with cerebral palsy written by

Emily Pan

photographed by

Lathan Levy

Scan to listen to Bennett Witte’s (9) story

photos courtesy of

Jessica Witte

SPREAD DESIGN BY EMILY PAN

61

B

“

e nice to people with [cerebral palsy].” This is the core of what Bennett Witte (9) would like everyone to know. The United States Centers for Disease Control and Prevention defines cerebral palsy as a group of disorders that affect a person’s ability to move and maintain balance and posture. In spite of how relatively common cerebral palsy and other disabilities are, people who identify as disabled deal with misconceptions and biases on a day to day basis. An underlying factor driving this is a lack of discussion surrounding disability and how ableism is embedded in our language, biases and perceptions.

“There is a very wide spectrum of people,” Bennett said. “If you meet one person, you can’t automatically assume that other people are the same.”

For Bennett, part of having cerebral palsy is learning to adapt the way he goes about everyday tasks to work best for his functional needs. Bennett may dedicate additional time and effort to complete activities. This can take the form of being proactive about communicating with teachers to maximize his success at school.

“At a new school or [with] new teachers, I give them a summary of me so they can better comprehend me as a person and the things that I need,” Bennett said. “I will tell [people] when I need help. If I look like I am struggling, it is because I am working hard.”

Raising awareness of how cerebral palsy and other disabilities affect the lives of students is important to Bennett.

However, he also wants people to not only pay attention to, but also understand, the impact that words can have.

“I hear people that make jokes about [the word] ‘special” having a negative connotation,” Bennett said. “People tease each other by saying ‘you’re special’ when they do something wrong. [This] is actually not nice to people that actually have [disabilities].”

Growing up in the Ladue School District has been an overwhelmingly positive experience for Bennett. Several teachers in particular have stood out to Bennett. Bennett has developed an especially close relationship with middle school science teacher Martin Long.

“Every day I [would] pass Mr. Long’s classroom in eighth grade because he was my teacher,” Bennett said. “I would pass his classroom when I wasn’t going to his class and I would say hi to him every single time I walk by, and he would say ‘hello, Mr. Witte’ as a response every single time.”

To Witte, an important aspect of his relationships with peers and teachers is feeling valued as a person, both inclusive of and beyond his cerebral palsy. Witte appreciates when others seek to listen to and respect the disability community. Bennett’s mom, Jessica Witte, said Bennett helped her see from the disability perspective, particularly how people treat individuals with disabilities and and recognizing our biases toward disability as a whole.

62

BENNETT WITTE

“I really didn’t know much about the disabled community until I became tangential to it,” Jessica said. “You realize that there’s a huge amount of ableism of people just thinking people aren’t capable of doing things. When you make yourself aware that you might be infantilizing someone or assuming things, [you should] meet people where they’re at and realize what they need, because you probably are making assumptions that are wrong.”

It is important to both Bennett and his mom that the discussion around disability does not stop at inclusion, but also extends to treating individuals with the same respect as people without disabilities. The Wittes describe that it can be easy to accidentally tokenize or take advantage of individuals with disabilities.

“I remember when Bennett was a lot younger, there were a couple play dates that we had, and it seemed like the parents were really excited that their kid was hanging out with a person with [disabilities],” Jessica said. “I’m like, ‘But aren’t you... together because my kid is fun?’ It was weird because they were super excited about being accessible. If you are hanging out to look like a kind person, that is [gross].”

Bennett has been able to give back to the disability community by volunteering at a sports camp ran by the cerebral palsy center at St. Louis Children’s Hospital.

“Camp Independence is a summer camp that I went to when I was smaller,” Bennett said. “Now I volunteer there. It’s for kids with cerebral palsy.”

For individuals wondering what genuine investment in accessibility may look like, Bennett points out a specific area of the school that may be improved.

“I do not like that there is only a railing on one side of the big staircase,” Bennett said about the entrance to the school. “There is a railing in the middle and a railing on the side. I want a railing on both sides of the staircase like every other staircase. I do use the railing and I do not really have to, but it is better when I am tired.”

Ultimately, Bennett hopes that sharing his perspective can make others feel welcome. At the end of the day, he hopes that everyone strives to be nicer and more accepting.

“People should respect [those who] are different from you,” Bennett said.

Captions: Bennett Witte (9) sits in his living room chair April 30 holding a photo binder. His parents filled the photo album with baby pictures. “[The] ability as a parent to identify [when] your kids is limited is important,” Jessica Witte said.“You have to understand who they are and coach their strengths.” Photo by Lathan Levy. (on page 63) Bennett smiles during a basketball game at Camp Independence. He found out about the camp from his neurologist at the time.“Bennett spent last summer volunteering as a counselor in training at Camp Independence,” Jessica said. “It’s summer camp for kids with cerebral palsy.” Photo courtesy of Jessica Witte. (on page 63) ID ID | SPRING 2025

SPREAD DESIGN BY EMILY PAN

63

64

MATTHEW XUBACH

ID | SPRING 2025

ONE "HI" AT A TIME Matthew Xubach unites peers with a simple daily greeting written by

Amelie Lock

Scan to listen to Matthew Xubach’s (11) story

photographed by

Vincent Hsiao

SPREAD DESIGN BY AMELIE LOCK

65

T

o many students, the greeting, “Hi” has insignificant meaning. Most start their days, classes and calls with some variation of the word, but barely notice and brush off the typical sentiment. To Matthew Xubach (11) however, saying, “Hi” is not just a casual greeting. The simple word has allowed him to connect to, listen to and further understand his peers.

In School Since Xubach’s first day at Ladue High School in 2023, he has made a clear point to greet students and staff at every opportunity. Talk with any student in the school, and it will be obvious that they know Xubach. During passing periods and lunches, he walks through the halls, waving to almost every student he encounters. Throughout his time in high school, Xubach truly connected with the student body at large, giving them all something to share.

“I always make sure to say, ‘Hi’ to everyone, both because each individual person is important and because [the entire student body] is important,” Xubach said. “I always make sure to say ‘Hi’ to as many people as possible. I try to remain impartial, and I always say ‘Hi’ to everyone.”

Xubach’s reasoning behind this exemplifies his care for all students, something often lost in high schools in 2025.

While Ladue High School did enhance his passion for saying “Hi,” this is not a new phenomenon for Xubach.

“I’m not sure if there was anything that kickstarted it, or if it just gradually happened,” Xubach said. “But as far as I remember, I’ve always been saying ‘Hi.’” To most outside readers, it may seem as though this tendency to greet everyone is a typical practice. But for Xubach, or for any student at Ladue High School, the term has gained a significant meaning, one that points directly to Xubach. He has sparked the interest of both students and faculty at school by noticing specifc things about each individual person and connecting with them over it.

“He definitely pays attention to when people aren’t at school,” Anya Calfee (10) said. “Even when people aren’t here, [Xubach] makes the point to say, ‘Hey, can you say ‘Hi’ to this person for me?’ He wants to make sure everyone is said ‘Hi’ to even if he doesn’t get to them.”

In a large school where students are often busy rushing to their next class, Xubach’s love of acknowledging others stands out to everyone. When Xubach began high school, his teachers noticed this sense of compassion. English teacher Julianne Crockett was among them.

“I think that a lot of people go around the hallways ignoring everybody else,” Crockett said. “Matthew has kind of changed that perception of what it means to walk through the hallways and acknowledge other people. My experience with him is that he’s very curious and he wants to understand what everybody’s doing.”

66

MATTHEW XUBACH

The Why Behind the “Hi

””

Xubach’s love for saying “Hi” reaches beyond the walls of school, though he places significance on the greeting in school more than in outside spaces, as it allows him to bring his community together.

“Sometimes I say ‘Hi’ to people outside [of school], but I don’t say ‘Hi’ to people as much in those places as I do at school,” Xubach said. “I do say ‘Hi’ to people everywhere fairly often, just not as much as at school, and in public spaces, saying ‘Hi’ is mostly done to staff, because those are the public facing officials who are typically going to be the most receptive to saying ‘Hi.’” While Xubach does make an effort to say “Hi” to large groups of students at once every day, he also takes the time to greet individual people. For him, there are many different ways to bring people together through saying “Hi”, especially on an individual level.

“There isn’t [only] one person in this building,” Xubach said. “Theres fifteen hundred of them. That’s where the community scale comes into the picture. Every person is unique, yet we are all still connected. When people come together, something even greater is created. Experiences and interactions and connections are what shape everyone into a multidimensional world.”

Overall, Xubach has given students something to connect over, whether they are cognizant of it or not.

“Last year [the yearbook staff] all signed a yearbook and gave it to Matthew and he was so happy,” Elena Bollman (12) said. “He walked around with it every day.”

Xubach also consistently makes Snapchat birthday posts for students, complete with a beaming selfie with them, whether he knows them on a personal level or not.

“I love Matthew; he is a very sweet person,” Raahi Pachbai (10) said. “He gave me the sweetest birthday post.”

It is clear that saying “Hi” is a major part of Xubach’s life, and subsequently a part of the lives of his peers. For many of those peers, there is a lesson to be learned from Xubach and the reasoning behind his greeting.

“Every single person is important, and every single person contributes to the environment of a class,” Xubach said. “A class usually has up to 20 or 30 students and if one person is missing, That’s 1/20th or 5% of everyone, and that matters to me.”

Captions: Matthew Xubach (11) smiles to the camera in the hallway. Xubach was new at Ladue High School as a sophomore, and connected with his peers quickly. “I was new last year, and it was saying ‘Hi’ that let me meet everyone,” Xubach said. (on page 64) Xubach greets students while shopping in the Ram Shack and in the cafeteria. He has made it a priority to say “Hi” to people his entire life. “Over the years, saying ‘Hi’ is what has allowed me to meet so many incredible people,” Xubach said. (on page 67) ID ID | SPRING 2025

"Matthew has changed the perception of what it means to walk through the hallways and acknowledge other people."

Julianne Crockett, English teacher

SPREAD DESIGN BY AMELIE LOCK

67

68

TACHELLE RHINEY

ID | SPRING 2025

W

written by

Celina Zhou photographed by

Lilly Jacks

photos courtesy of

BRAIDING A BOND

Eric Rhiney

hen a client sits down in a salon chair, there’s a few things a good hairstylist should take into account. What type and texture is the hair? What products should be used? Should it be cut wet or dry? Blended or layered? Special School District teacher Tachelle Rhiney considers all of that and more. To Rhiney, working with hair is a point of community, an intimate form of connection that can change clients not just externally, but internally as well.

A licensed cosmetologist of almost 25 years and a nonprofessional stylist for even longer, Rhiney comes from a rich background of hairstylists whose passion she’s inherited, and now runs her own salon, Embrace You Salon.

“I think [hairstyling is] definitely cultural,” Rhiney said. “Just about every woman in my family knows how to do hair, and just about all the men know how to cut hair, so it’s kind of a skill that I picked up because everybody was doing it. It was routine and ritual. My mom was kind of an unofficial hairstylist of the neighborhood; she never went to hair school, but she was the neighborhood hairstylist.

She did a lot of our neighbor’s hair, their kids’ hair. So for me, it started from just [being] surrounded by it.”

In addition to her familial background, Rhiney also carries a deep consideration for the history of Black hairstyling, which has rich and storied origins within the United States and beyond, hailing back to the pre-slavery era.

“It starts back in Africa as it being just part of our community,” Rhiney said. “When I did my research in many of the African cultures, the hairstylist was just as important as the medicine man, as important as the high priest. This person held a certain power in the community. Once we came to America and there were no ways for us to care for our hair, I think that it became something that we did take care of ourselves.”

Developing a relationship with and learning how to take care of hair can be a rite of passage for Black youth.

“In some African American families, hair can be really tied to spirituality, Hoodoo and stuff like that,” family friend and client Madison Davidson (12) said. “Hair has always been a tie for that stuff and every Black person’s hair journey is different.”

Black hairstyling has historically had challenges stemming from historic and systemic forces that sought to restrict that form of self expression, especially in the United States. But for Rhiney, Black hairstyling in the modern day also provides a unique opportunity for experimenting with beauty, self expression and new styles.

“African hair, Black hair, is some of the most diverse hair you will find,” Rhiney said. “It is hair that can go straight, it can go curly and anything in between. There are very few styles that we cannot achieve. Our hair is diverse, it’s also very connected to us. You can know a lot about a person, especially in black culture, with our hair.”

Tachelle Rhiney finds community and self expression as a hairstylist

Scan to listen to Special School District teacher Tachelle Rhiney’s story

SPREAD DESIGN BY CELINA ZHOU

69

Rhiney approaches hairstyling and other forms of external style as a way to embody internal feelings, express things that can’t be said aloud and assert autonomy.

“Hair is just that one way of giving you voice,” Rhiney said. “When you can’t say it, if you can express it in your clothes, your hair color, haircut, letting it grow super long or whatever, do it. Let it be part of your healing and your transformation. It’s the one thing you really can have control over, how you present yourself.”

Rhiney’s own hair is often an indicator of the careful attention she pays to her appearance and physical expression, as well as a marker of her day-to-day frame of mind.

Many of her outfits, makeup looks and hairstyles are selected days or even a week in advance.

“Her hair identifies [her] mood,” Administrative Assistant and fellow hairstylist Kizzy Hammonds said. “Usually they are always something fun, something vibrant. It’s never anything where someone would say, ‘Oh, you didn’t comb your hair today.’ It’s always well put together. I think it definitely is something that she does to express how her mood is.”

Hammonds, who has worked under Rhiney, has witnessed the care that Rhiney puts into working with clients.

“She has the best hands,” Hammonds said. “I’m very picky because I’m a licensed cosmetologist myself, so I don’t let just anybody in my hair. The way that she takes care of people’s hair, she gets to know the customer first and then she gets to know the hair, what products work, what doesn’t work, what styles may look better. She definitely has that passion behind it.”

As a hairstylist, Rhiney values the connections she creates and the community she builds in her salon.

“So many things are shared with [hairstylists],” Rhiney said. “It is therapeutic for the people who come in. It is spiritual. It is communal. It is a family. Black salons are unique in the sense of, when you walk into a Black salon, it’s not just a business. It’s a home for you. It is a watering hole, that’s what we call it. It’s where you learn the newest and the latest. We talk about everything. You build relationships with clients, they become your family.”

Davidson, who has been a client of Rhiney since childhood, has learned from and developed a bond with Rhiney.

“When I sit her chair, it’s like sitting next to a family member, especially because I’ve known her for so long,” Davidson said. “She always has advice to give. Black hairstylists automatically feel like family. [Salons are] a place for Black people to talk gospel, politics and all that other stuff. It’s a very neutral place; I’ve never seen anyone fight.

It’s a very calming, peaceful and cultural area. Taking care of hair has always been very important to the community as a whole.”

For the clients who trust her with their hair as well as their personal lives, Rhiney’s chair provides a unique outlet for change and an opportunity to uplift themselves.

70

TACHELLE RHINEY

“I’ve had clients who are going through problems,” Rhiney said. “You can tell when they come in and they sit in my chair. I may not pick up on it as fast when they make their appointment, but when they get there, I can feel the energy if they really feel low, or the kids have been running them ragged. They come in, and my job, I think, is to try to turn it around in some kind of way. I have witnessed women, teenage girls, young kids come in [feeling] one way and changing.”

Drastic changes in hairstyling often mark a new stage of life, and Rhiney has been able to witness many of these changes for clients sitting in her chair.

“Women, in particular — when we’re facing a difficult crisis, or we’ve come out of big life change, having a baby, going through divorce, even marriage, we tend to do something different to our hair,” Rhiney said. “The big chops, or the start over. We’re making a different choice, we’re going a different way, and we can express that through our hair.”

That transformation is one of the things Rhiney values the most in her work, and something she seeks to embody in her own day-to-day life on a smaller scale.

“I’m someone who loves to be part of a change or transformation,” Rhiney said. “For me, doing hair is an instant gratification of being able to impact somebody. Every hairstyle gives me a chance to not only teach someone how to do self care, but also how to be their best self. I try to be an example of that. I try to be my best self and do self care, and hair is my way of doing self care.”

The community Rhiney has created in her salon is the primary driver of her continued passion for hairstyling.

“I can’t give it up,” Rhiney said. “As much work as it is to be a full time teacher and also a salon owner, I can’t give it up because of what I know I do for my community. They’re not just clients. Everybody that comes into the salon, they are impacting the world in some kind of way. If I can impact them to be their best self, I’m actually contributing on a micro scale to a very macro concern.

Everything’s connected. If I can make that difference with something as small as a hairstyle, I’m going to do it.”

Captions: Special School District teacher Tachelle Rhiney shows off some of her hairstyling tools. Rhiney earned her license in 2001 from the Grabber School of Hair Design in Ballwin, Missouri. “I was definitely a little girl that grew up with part of the routine always being getting my hair done,” Rhiney said. “My mom instilled that in us.” Photo by Lilly Jacks. (on page 68) Rhiney works with a client in her salon, Embrace You Salon. In her years as a hairstylist, she has built up strong bonds and trust with her clients. “When I worked in black salons, it’s always been more of a family type feel,” Administrative Assistant Kizzy Hammonds said. “You may not even be any kin to the people that’s in there, but it’s going to feel like you’ve known those people all your life.”

Photos courtesy of Eric Rhiney. (on page 71) ID ID | SPRING 2025

"Hair is one way of giving you voice. Let it be part of your healing."

Tachelle Rhiney, Special School District teacher SPREAD DESIGN BY CELINA ZHOU

71

WHO ARE WE?