May Issue 2025

NEWS

4

FEATURES

15

THE LHS AUDITORIUM’S FINAL CURTAIN Ellie Quinn

THE FUTURE OF OUR JOURNALISTS Ashlyn Hoffman

5

16 WALK THE WALK

CLIFF AVENUE ROADWORK: PAVING THE WAY TO A BETTER FUTURE Alonso Ramirez & Sam Barnett

6

THE REGULARS Emerson Robertson

7

DROPPING IN ON LHS SKATEBOARDERS Joseph Tunge

8 DISCOVERING FFA: THE HIDDEN GEM OF AGRICULTURAL EDUCATION Grace Miner

10

NOTES TO NEW YORK Ellie Boehrns

12

MARCHING INTO RETIREMENT Kinsley Ernster

14

MR. LHS CANDIDATES: DEBAUCHERY AND SILLINESS Maddox Raph & JD Yunag

ENTERTAINMENT

Addison Remme

17 CONTINUING THE CONCERTO Berkeley Newell

18

TEEN TEACHERS: LHS STUDENTS SHINE IN PEEWEE PATS PRESCHOOL Lucy Hennies & Trey Raph

19 AUDIBLE AWARENESS: NATIONAL SPEECHLANGUAGE-HEARING MONTH Bethany Jespersen

20

MÁS ALLÁ DE LAS PALABRAS: THE ROOTS OF SPANISH IMMERSION Vivian Kiesow-Knudsen

23 SUMMER T.B.R. Khloe Dillman

24

THE PERFECT SLICE Porter Stangeland

SPORTS

PERSPECTIVES

26

NOSTALGIA Leah Mannes & Stella Sonnichsen

28

A NIGHT BY THE BAYOU Laila Miller

30

A BOOST TO YOUR BRAIN: MOST ESSENTIAL NUTRIENTS FOR TEST DAY Hudson Holman

31

FAST FOOD TO FACULTY Cooper Schultz

32 EGG ON A ROLL Julia Hedrick

38

THE HEARTBEAT OF A HOME: MOMS Adeline Theophilus

40

EDUCATION: A PURPOSE BEYOND PRIVILEGE Chris Tao

42

TARIFF TROUBLE Mason Dean

43

BREAKING SILENCE Bobby Parker

32 EGG ON A ROLL Julia Hedrick

33

‘MATILDA’ CAPTIVATES WITH CHARM AND TALENT Selah Seymour

34

LHS BOYS TENNIS: A REIGN OF DOMINANCE Nadia Schneider

35 BASEBALL Q&A Logan Sanborn

36

SWINGING INTO THE SEASON Jacob Wessels

statesman staff PAPER EDITORS-IN-CHIEF: Eloise Geraets, Naomi Jespersen, Vivian Kiesow-Knudsen, Ellie Quinn ONLINE EDITORS-IN-CHIEF: Nadia Schneider, Chris Tao PHOTOGRAPHY EDITOR: Mason Dean NEWS EDITORS: Logan Sanborn & Sam Barnett FEATURE EDITORS: Kinsley Ernster & Berkeley Newell ENTERTAINMENT EDITORS: Bobby Parker & Dena Tarrell SPORTS EDITORS: John Quello & Jacob Wessels PERSPECTIVES EDITORS: Bethany Jespersen & Will Hansen SOCIAL MEDIA COORDINATOR: Lucy Hennies & Bethel Woche STAFF WRITERS: Ellie Boehrns, Syri Castilleja, Khloe Dillman, Griffin Etrheim, Lily Gruber, Julia Hedrick, Lucy Hennies, Ruby Hennies, Ashlyn Hoffman, Quinton Hollan, Hudson Holman, Leah Mannes, Laila Miller, Grace Miner, James Plorde, Alonso Ramirez, Maddox Raph, Trey Raph, Addison Remme, Emerson Robertson, Cooper Schultz, Selah Seymour, Stella Sonnichsen, Porter Stangeland, Adeline Theophilus, Joseph Tunge, Elysse Weber, JD Yunag ADVISER: Dr. Katie Kroeze

by Sam barnett & alonSo ramirez

E

“It was our turn, it was our rotation and frankly, we will take a renovation whenever we can get it,” said Dr. Laura Raeder.

by ElliE Quinn, Editor-in-ChiEf

fter 60 years of use, the LHS auditorium will be under construction this summer in hopes of giving the space a much-needed makeover. The project’s demolition is expected to begin as soon as the school year finishes and is projected to be finished by Oct. 1, 2025.

The reconstruction plans on changing most aspects of the school’s space, including the place of entry into the auditorium, the seats, the stage flooring and the location of the technical booth, with the goal of improving the auditorium’s sound quality. All of these improvements will increase the experience of each audience member.

For maximum audience comfort, a sound study was conducted in the auditorium before constructing the summer’s plan of action. The study found that the shape of the stage causes auditory inconsistencies as different spots in the audience result in dramatically different 4

LHS STATESMAN

listening experiences.

“The stage curves [along the side], and that’s causing some issues with the sound for the audience, and so one of the things they’re going to do is flatten that out,” said LHS principal Dr. Laura Raeder.

Part of the remodel will be moving the technical booth from above the audience to the back of the auditorium. Though this will sacrifice some of the seating available, the new location of the booth will allow technicians to control sound levels from the same plane as the audience, creating a balanced auditory experience.

“You will be able to run the sound from the level [of the audience], not from up [in the booth], so you will get a better, real-world view of what’s going on,” said Dr. Raeder.

While seating will be lost with this decision to move the technical booth, that is not the only area that is sacrificing the number of seats for an improved experience. The orchestral

pit will be lowered slightly to keep the musicians level with the stage, improving the visibility of the performances when the pit is being used. However, this will also take away a small portion of available seating.

“It will be an eight-inch recess, which doesn’t sound like a lot, but if you look at where our pit musicians sit during the musical, if I don’t have them on stage, they are usually sitting at shoulder height [and] eight inches is essentially a head, so the tops of their heads will essentially be at the stage level,” said LHS theatre director and teacher Brian Hardie.

The current technology requires constant maintenance by Hardie and makes teaching students about technical theater a challenge, so the improvements being made this summer will make educating students on the ins and outs of the technical side of theater easier and a positive experience.

“There is a lot of

maintenance that goes on in that space that I do that I don’t think people even understand happens, so from my standpoint, it is going to save me a lot of time that I can then focus on other areas,” said Hardie.

The auditorium’s improvements will offer an appropriate framework for the talented work of students at LHS. While watching the fine arts programs has always proven students’ hard work and dedication, the updated auditorium will make them look as high-quality as they perform.

“I think visibility for choir, band and orchestra will be elevated. I think the lighting is going to just make them look and sound better, and the acoustic upgrades are going to improve the way that sound carries in that space. The most exciting thing is that we are trying to reshape the space around our students to match to quality of work that they do on the stage,” said Hardie. photos by ElliE Quinn dEsign by ElliE Quinn

very high school student hates getting up early. What every high school student hates even more is getting up earlier, especially if they do not know why. Recently, students at LHS have been put in this situation with the start of a months-long construction project on Cliff Avenue. Cliff Avenue is directly adjacent to LHS and is the street that a vast majority of LHS students take to get to school every morning, making this project especially problematic. The recent construction has plagued students with varying numbers of lanes each day, forcing them to navigate through the hundreds of cones and heavy traffic just to get to school.

All LHS students are aware of the construction, but very few know what it is actually for. The “Cliff Avenue and I-229 Interchange” project began on April 7, 2025, and has a project value of around $49,915,020.

The Sioux Falls city website states that the expected completion date of the project is June 25, 2027, and goes on to explain the various obstructions to the regular flow of traffic that will be caused by the project. These include restricting Cliff Avenue to one lane of direction in various arrangements throughout the next two years, new infrastructure plans and even temporarily closing some of the current entrances to LHS during the summer. When everything is said and done, there will be new on-ramps to the highway, expansions and rearrangements of various streets (including Cliff Avenue) and new pedestrian lights and tunnels.

With a sizable amount of short-term hassle, the project begs the question of whether or not it will be worth it for LHS students. The project is expected to lighten the flow of traffic, as well as improve safety for LHS students crossing the street by adding new stop lights.

“The safety factor, we will have a light to be able to turn and kids

will be able to cross the road there,” said Dr. Raeder, LHS principal.

“Coming off and on the interstate will be safer with overall a better flow of traffic.”

Furthermore, the project is expected to add five extra parking spots for LHS students and visitors. Dr. Raeder believes the outcome will be a net benefit for LHS students.

“I do [believe the project will be a good thing], we just have to live through this chaos,” said Dr. Raeder.

In order to achieve an equal outlook on the project, it is necessary to get views from the students who are being most affected. With the expected increase in traffic, especially when arriving and departing from school, it is not surprising that students may be less fond of the project. Students who live far from LHS may experience the most amount of struggle getting to school. Breyna Priebe, a sophomore who lives in the Tea Area and is open-enrolled at LHS, is forced to get up much earlier, as the construction has significantly disrupted her normal route to school. The construction leads to unpredictability that can cause her to be late, even when she wakes up early.

“I usually get off the interstate on Cliff Avenue, but because of the construction, I have to take Minnesota or go up to 26th Street to get to school, and both of those add a lot of time to my already long route,” said Priebe.

Normally, having to take Minnesota or 26th Street is not much slower; however, because many cars are now using these streets, they are extremely busy and traffic can be slow.

“It kind of sucks. I have to wake up earlier every day,” said Priebe.

Clearly, the construction is affecting students in a variety of ways, but many are hopeful that once it is complete, it will lead to safer and more efficient traffic surrounding LHS.

Construction of the southbound off-ramp and install a pedestrian tunnel.

Close Cliff Avenue north of the existing northbound I-229 ramps to 38th Street; close LHS entrance; install sewer systems; install LHS parking lot; install traffic signals; constuct sidewalks, bridge and walls; remove temporary bridge; apply winter paving markings on Cliff Ave.

Install traffic control and detours; shift I-229 traffic to the southbound lanes and bridge; remove the northbound I-229 bridge and temporary bridge (if still in place); construction of northbound I-229; construction of new northbound I-229 bridge; restrict Cliff Avenue to one lane in each direction install sanitary sewer; install water main; install storm sewer; construct southbound Cliff Avenue; construct portions of the northbound off-ramp; closure of the northbound onramp to begin construction of the pedestrian tunnel and retaining wall; shift Cliff Avenue traffic to southbound lanes (one lane in each direction); Construct northbound Cliff Avenue; Construct the northbound on-ramp and pedestrian tunnel The Cliff and 229 interchange virtual images that show the completed look. The project cost is valued at $49,915,020 with a completion timeline ending June 25, 2027.

deSign by alonSo ramirez & Sam barnett photoS uSed with permiSSion by the City of Sioux fallS

projeCt mileStoneS from the City of Sioux fallS

NEWS

5

Questions:

photo by EmErson robErtson dEsign by EmErson robErtson & KatiE KroEzE

1. What is your favorite memory while being a substitute teacher?

by Joseph Tunge

2. Why did you become a substitute teacher?

Learning to skate starts with learning to balance on the board, then comes the Ollie, the Kickflip and eventually more advanced tricks like the Tre Flip. Going through that progression takes countless hours of practice and more than a few hard falls. Plenty of students are inspired to pick up a board after watching skate videos, but only a few stick with it long enough to call themselves true skaters.

3. How long have you been a substitute teacher?

Questions: 1. What role has skateboarding played in your life?

2. What sets skateboarding apart from other sports?

3. What is the vibe like at the skatepark?

4. What is your favorite class to substitute for?

by EmErson robErtson

R

ecurring substitutes at LHS often get overlooked for the time and dedication they put into the classroom.

Substitutes place themselves in tough positions by entering new situations without knowing what is coming ahead. At LHS, there are numerous persistent “stand-in teachers.” Their commitment to LHS means more than most people realize. With new surroundings, new staff, students and maybe a new subject they have never taught, a substitute teacher is an important job.

Andrew Dumansky (12) 1. I’ve made a lot of friends skating, but it also gives me something fun to do that’s active.

2. Skating is different because you can do it on your own time and there’s no teams or practices you have to make. You can progress a lot and develop your own style. It’s more laid back and fun than other sports, in my opinion.

3. The community is probably the best part about skating because there’s not much competition, and if people see you struggling with a trick, someone will usually try to help you or hype you up to land it. Everyone wants to see you get better, and you can make friends easily.

Chaise Huether (12) 1. I met so many people through skateboarding. It helps me clear my head from what’s going on in my life.

2. Skateboarding is unlike many sports because you don’t need a team, and it lets your creativity flow with each new trick you learn.

3. We got a good community at the skatepark. Everyone helps others out if they are having problems with a trick. Most of the people are good people, and we are always there for other skaters when needed.

phoTos by Joseph Tunge design by LiLy gruber

6

LHS STATESMAN

FEATURES

7

88

LHS LHSSTATESMAN STATESMAN

desiGn by Grace Miner desiGn by Grace Miner photos by Grace Miner photos by Grace Miner artwork used with perMission by canva artwork used with perMission by canva

by byG Grace raceM Miner iner

The Theheavy heavytraffic, traffic,busy busyrestaurants restaurantsand andurban urbanlandscape landscape ofof Sioux SiouxFalls Fallscontrast contrastthe thegravel gravelroads, roads,sparse sparsestores stores and andnatural naturallandscapes landscapesofof the thenumerous numerousrural ruralareas areasofof South SouthDakota.

Dakota.To Tocombat combatthe thegap gapbetween betweenthe themostly mostly rural ruralSouth SouthDakota Dakotaand andurban urbanSioux SiouxFalls, Falls,the thenationwide nationwide Future FutureFarmers Farmersofof America AmericaOrganization Organization(FFA) (FFA)in in South SouthDakota Dakotaencourages encouragesagricultural-related agricultural-relatedcareers careers for forhigh highschool schooland andcollege collegestudents studentsby byallowing allowingthem themto to participate participateand andlearn learnabout aboutdifferent differentagricultural agriculturalcareers careers and andevents. events.

Right Rightnow, now,the theprogram programisisin inits itsthird thirdyear. year.ItItisisrun run through throughthe theCareer Careerand andTechnical TechnicalEducation Education(CTE) (CTE)center center and andinvolves involvesall allSioux SiouxFalls FallsPublic PublicSchools.

Schools.Students Students who whoparticipate participatein inan anagricultural agriculturalclass, class,such suchas asSmall Small Animal AnimalScience, Science,Large LargeAnimal AnimalScience, Science,Horticulture Horticultureor or Agricultural AgriculturalLeadership Leadershipatatthe theCTE CTEcenter centerare areeligible eligibleto to join. join.In Inaddition additionto toteaching teachingstudents studentsvaluable valuableagricultural agricultural skills, skills,ititalso alsofurthers furthersstudents’ students’life lifeskills, skills,confidence confidenceand and leadership leadershipskills. skills.

“FFA “FFAisisaanational nationalstudent studentorganization organizationfocused focusedon on leadership, leadership,personal personalgrowth growthand andcareer careersuccess successthrough through agricultural agriculturaleducation. education.In Inour ourSioux SiouxFalls FallsCTE CTEAcademy Academy FFA FFAchapter, chapter,students studentsparticipate participatein inaawide widevariety varietyofof events—from events—fromCareer CareerDevelopment DevelopmentEvents Events(CDEs) (CDEs)like like Livestock LivestockJudging Judgingand andVeterinary VeterinaryScience Scienceto toLeadership Leadership Development DevelopmentEvents Events(LDEs) (LDEs)like likeAgricultural AgriculturalSales Salesor or Employment EmploymentSkills,” Skills,”said saidKimberly KimberlyMartin, Martin,the theadviser adviserfor for FFA. FFA.

Students Studentspractice practiceyear-round year-roundto toenhance enhance the theskills skillsthey theyneed needto tocompete competeatatthe thestate state conference conferenceand andother othercompetitions. competitions.Students Students dictate dictatewhat whatpractice practicetimes timeswork workbest bestfor for them, them,which whichcan canprove provechallenging challengingas asFFA FFA involves involvesall allSioux SiouxFalls FallsPublic PublicSchools.

Schools.At At practices, practices,they theybond bondover overtheir theirshared sharedpassion passion for foragriculture agricultureand andgain gainhands-on hands-onexperiences experiences from fromraising raisingchickens chickensand andpigs pigsand andgrowing growing plants plantsto tobeing beingaapart partofof select selectagricultural agricultural classes classesoffered offeredatatthe theCTE CTEcenter. center.

“Practices “Practicesvary varydepending dependingon onthe theevent eventor or time timeofof year. year.The Thehardest hardestpart partisisworking working with withthe thefour fourto toeight eightdifferent differenthigh highschool school time timeschedules schedulesand andcalendars. calendars.ItItgets gets complicated, complicated,but butsomehow, somehow,we wefind findaaway way to tomake makeititwork,” work,”said saidMartin.

Martin.“A “Aregular regular practice practiceincludes includesreviewing reviewingevent eventrules, rules, learning learningcontent, content,running runningthrough throughmock mock scenarios scenariosor orcompetitions competitionsand andgiving givingeach each other otherfeedback. feedback.We Wealso alsohave haveaalot lotofof laughter laughter and andteam teambonding; bonding;it’s it’saasupportive supportivespace spaceto to learn learnand andgrow.” grow.”

Summer SummerSchmaltz, Schmaltz,aajunior junioratatLHS LHS passionate passionateabout aboutagriculture, agriculture,participated participatedin in her herfirst firstyear yearofof FFA FFAthis thisyear yearin inlivestock livestock evaluation. evaluation.Despite Despitethe thestruggles strugglesthat thatcome come with withlearning learningaanew newskill, skill,Schmaltz Schmaltzfound foundjoy joy

Students Studentsthat thatparticipate participateinin agricultural agriculturalCTE CTEclasses classesand andFFA FFA have havethe theopportunity opportunitytotogrow growtheir their own ownplants plantsand andvegtables. vegtables.

Along Alongwith withraising raisingchickens, chickens,and andcontinually continuallyproviding providingthem them care, care,students studentsininagriculral agriculralclasses classesatatthe theCTE CTEand andFFA FFAraise raiseaapig pig and andassist assistthem theminindelivery deliveryatatthe theend endofof the theschool schoolyear. year.

Students Studentsinvovled invovledininselect selectagricultural agriculturalclasses classesatatthe the CTE CTEand andFFA FFAraise raisechickens chickensand andininturn, turn,recieve recievenatural natural eggs eggsininurban urbanSioux SiouxFalls.

Falls.

through throughher herpassion passionfor foragriculture agricultureand and support supportfrom fromher herteammates, teammates,culminating culminating in inaasuccessful successfuland andfun funexperience experienceatatthe the state stateconference conferencethis thisyear. year.

“Livestock “Livestockevaluation evaluationwas wassomething something that thatI’ve I’venever neverdone donebefore. before.So Soevery every week weekatatpractice, practice,IIwas wastrying tryingto tolearn learn new newthings, things,and andthere therewere weresome someweeks weeks that thatwere werebad, bad,but butthen thennext nextweek weekwas wasaa new newone, one,and andIIgot gotto tostart startover overand andkeep keep learning,” learning,”said saidSchmaltz.

Schmaltz.

The Theability abilityto toteach teachstudents studentsboth bothlife life and andagricultural agriculturalskills skillsin inFFA FFAisischerished cherished by byall allinvolved. involved.Although Althoughthe theprogram programisis relatively relativelynew, new,Martin Martinhopes hopesto tocontinue continueto to grow growthe theprogram programand andsee seethe thegrowth growthin in students studentsthat thatcomes comesfrom frombeing beinginvolved involvedin in FFA. FFA. “My “Mygoals goalsinclude includebuilding buildingour ourprogram program to tobe beas aswell-known well-knownand andrespected respectedas as the theother othersuccessful successfulextracurriculars extracurriculars atatthe thehome homeschools. schools.IIwant wantto toexpand expand our ourparticipation participationin instate stateand andnational national competitions, competitions,create createan anofficer officerteam teamand and strengthen strengthencommunity communityinvolvement involvement through throughservice serviceand andadvocacy advocacyprojects. projects.

Another Anotherprimary primarygoal goalofof mine mineisisto tohelp help students studentsfind findtheir theirpassions, passions,whether whether that’s that’sin inanimal animalscience, science,horticulture, horticulture,ag ag

mechanics mechanicsor orleadership, leadership,and and support supportthem themin inpursuing pursuingthose those interests,” interests,”said saidMartin.

Martin.

Despite Despiteits itscurrent currentsize, size,FFA FFA has hashad hadaalarge largeimpact impacton onthe the students studentsinvolved, involved,inspiring inspiring them themto togrow growin inconfidence confidence and andbecome becomestrong strongleaders leadersin in conjunction conjunctionwith withbecoming becoming knowledgeable knowledgeableand andpassionate passionate about aboutagriculture. agriculture.

“It’s “It’sincredible incredibleto towatch watch students studentsgain gainconfidence, confidence, find findtheir theirvoice voiceand andtake takeon on leadership leadershiproles rolesthey theynever never imagined imaginedthemselves themselvesin. in.Some Some come comein inshy shyand andunsure, unsure,but but by bythe thetime timethey theyleave, leave,they’re they’re leading leadingmeetings, meetings,giving giving speeches speechesor ormentoring mentoringyounger younger members. members.FFA FFAhelps helpsstudents students realize realizetheir theirpotential, potential,not notjust just in inagriculture, agriculture,but butin inlife,” life,”said said Martin.

Martin.“FFA “FFAisismore morethan than cows, cows,plows plowsand andsows, sows,it’s it’sabout about people, people,purpose purposeand andpassion.” passion.”

FEATURES FEATURES

99

by byEE lliE lliEbb oEhrns oEhrns

LHS LHShas hastaken takenmany manytrips tripstotoNew NewYork YorkCity Cityininthe thepast pastfew fewyears, years,there thereisisno nodoubt doubtabout aboutit.it.From Fromthe the LHS LHSMarching MarchingBand Bandtotothe theStatesman, Statesman,New NewYork Yorkhas hasbeen beenbusy busywith withhigh highschool schoolstudents studentsbustling bustlingininthe the streets, streets,but butfor forJacob JacobNoordermeer, Noordermeer,ititwill willbebecalled calledhome. home.

Noordermeer Noordermeerisisthe theassistant assistantchoral choraldirector directoratatLHS LHSand andhas hasbeen beenpart partofofthe themusic musicdepartment departmentsince since August August2020, 2020,after aftergraduating graduatingfrom fromSt. St.Olaf Olaf College.

College.His Hisfirst firstyear yearofofteaching teachingwas wasduring duringthe theCOVID-19 COVID-19 pandemic, pandemic,sosoititwas wasaalearning learningcurve curvefor forboth boththe thestudents studentsand andthe theteachers. teachers.The Thechoirs choirswere wereheld heldininthe the auditorium, auditorium,and andstudents studentswere werespaced spacedout outwith withfive fivechairs chairsbetween betweenthem themwhile whilewearing wearingmasks. masks.But Buteven even with withthe thedifficulties, difficulties,lifelong lifelongbonds bondswere wereformed. formed.Referring Referringtotohim himasas“Noordie,” “Noordie,”students studentshave havecome cometotolove love seeing seeinghim himthroughout throughoutthe theday. day.Whether Whetherititbebeininthe thehalls hallsororclass, class,hehealways alwaysknows knowswhen whentotoput puta asmile smileon on someone’s someone’sface. face.Not Notjust justthe thestudents, students,but butalso alsothe thestaff. staff.

“The “Thestaff staff here hereisisgreat; great;they theycare careabout aboutstudents. students.There’s There’sjust justaacool cooldynamic dynamicamongst amongstthe thestaff staffatatLHS LHS and, and,ofof course, course,the thestudents. students.I’ve I’veonly onlybeen beenhere herefor forfive fiveyears, years,but butI Ifeel feelI’ve I’vebeen beenable abletotodevelop developconnections connections with withstudents studentsover overtime timebecause becausewe wehave havesosomany manystudents studentsfor formultiple multipleyears yearsatata atime,” time,”said saidNoordermeer.

Noordermeer.

Noordermeer Noordermeerisisnot notjust justaamusic musicteacher, teacher,he healso alsohelps helpswith with multiple multipledifferent differenttasks tasksand andextra-curricular extra-curricularactivities activitieswhile while also alsodirecting directingthe thecadet cadetchoir, choir,aaguitar guitarclass classand andthree threeseparate separate ensembles. ensembles.During Duringthe thesecond secondsemester, semester,the theensembles ensemblestravel travel totoaasolo/ensemble solo/ensemblecontest contestwhere wherethey theyprepare prepareaasolo soloand/or and/or group grouptotoperform performfor forjudges. judges.Noordermeer Noordermeerhelps helpsthese thesestudents students prepare prepareby bysectioning sectioningtime timeduring duringensemble ensembleperiods periodsand andhaving having mini-lessons mini-lessonswhenever wheneverhe hecan canduring duringWIN WINtime. time.Juggling Jugglingthese these responsibilities responsibilitieswhile whilealso alsoco-directing co-directingthe thespring springmusical musicaland and Kathy KathyFerguson, Ferguson,Jacob JacobNoordermeer Noordermeerand andthe the2024 2024 aavocal vocaljazz jazzgroup, group,the theLHS LHSRed, Red,White Whiteand andBlues, Blues,would wouldbebe LHS LHSchoir choirseniors seniorsafter aftersinging singingatatgraduation. graduation. difficult difficultfor foranybody, anybody,but butNoordermeer Noordermeerhas hashelp. help.

,, ..

artwork artwork usEd usEd with with pErmission pErmission byby Canva Canva

Kathy KathyFerguson Fergusonisisthe thehead headchoral choraldirector directoratatLHS LHSand and directs directsthe theconcert concertchoir, choir,girls girlschorale choraleand andthree threeensembles, ensembles, while whilealso alsoleading leadingthe thevocal vocaljazz jazzgroup. group.She Shedoes doesthe thesame same mini-lessons mini-lessonsasasNoordermeer, Noordermeer,and andboth bothofofthem themhelp helpkeep keep the thechoir choirdepartment departmentorganized organizedby bykeeping keepingtrack trackofofmoney, money, helping helpingfundraise, fundraise,planning planningtrips, trips,coordinating coordinatingbussing, bussing, setting settingthe thecalendar calendarand andplanning planningrehearsals. rehearsals.

“It “Itisisvery veryall-encompassing; all-encompassing;ititisisa alot lottotothe thejob,” job,”said said Noordermeer.

Noordermeer.“I“Ithink thinkbeing beingable, able,asasa anew newteacher, teacher,totolearn learn and andbebementored mentoredby byMrs. Mrs.Ferguson Fergusonininmy myscenario, scenario,but butjust just totobebethe thesecond secondperson persondoing doingwhat whatwe wedo, do,was wassosohelpful helpfulasas aanew newteacher teacherand andjust justhelped helpedguide guideme.” me.”

photos photos usEd usEd with with pErmission pErmission byby mm oriah oriah mm osEr osEr && @s @s flfinColn linColn Choirs Choirs /i/i nstagram nstagram

But Butbecoming becominga amusic musiceducator educatordoes doesnot notjust just happen, happen,especially especiallywith withNoordermeer.

Noordermeer.Music Musichas hasbeen been a apivotal pivotalpart partofofhis hislifestyle lifestylefor formany manyyears, years,breaking breaking a ashy shykid kidout outofofhis hisshell. shell.While Whileititmay maybebedaunting dauntingtoto go gointo intomusic musicororthe thearts, arts,ititpays paysoff. off.People Peoplelook lookfor for music musicininevery everypart partofoftheir theirlives, lives,whether whetherititbebethe the radio radioplaying playingininthe thecar carorora avocalist vocalistatata awedding. wedding. ,, “You “Youknow, know,there’s there’sa alot lotofofemphasis emphasiswhen whenyou’re you’re .. ininschool schoolon onthinking thinkingpractically practicallyabout aboutwhat whatyou’re you’re gonna gonnadodoininyour yourprofessional professionalcareer careerbecause becauseyou you have havetotosupport supportyourself yourselfand andyou youhave havetotobebeable able totomake makemoney, money,and andI Ithink thinka alot lotofoftimes timesthere’s there’s a amisunderstanding misunderstandingthat thata amusic musiccareer careerwill will not notbebesupportive supportiveofofa aconsistent consistentlifestyle,” lifestyle,”said said Noordermeer.

Noordermeer.“There “Thereare arealways alwaysopportunities opportunitiestoto bring bringmusic musicinto intopeople’s people’slives, lives,sosoI Ithink thinkit’s it’sa agreat great career. career.ItItwas wasa alittle littledaunting dauntingatatfirst firsttotothink thinkabout about doing doingthat, that,but butititturned turnedout outtotopay payoff offfor forsure.” sure.”

Furthering Furtheringhis hismusic musiccareer, career,Noordermeer Noordermeerisis sadly sadlyleaving leavingLHS LHStotomove movetotoNew NewYork.

York.After After visiting visitinglast lastsummer, summer,hehecame cameback backtelling tellingthe the stories storiesofofBroadway Broadwayactors actorsand andactresses actressesininthe the spotlight spotlighttotothe thechoirs choirsand andensembles. ensembles.InInJanuary January ofofthis thisyear, year,heheannounced announcedhis hisresignation resignationtoto chase chasesuccess successininNew NewYork Yorkand andbebea amusic music assistant assistantorora ascore scoresupervisor. supervisor.

These Thesepeople peoplehelp helpmanage manageand andkeep keeptrack track ofofchanges changesand andcreate createthe theactual actualnotated, notated, written-out written-outmusic, music,primarily primarilyfor forBroadway Broadway orormusical musicaltheater theaterproductions productionsoff-Broadway. off-Broadway.

However, However,Noordermeer Noordermeerisisalso alsointerested interestedinin doing doingthis thisfor fora aband bandororarrangers. arrangers.While While ititisisa adifficult difficultcareer careertotoget getinto, into,heheisis determined determinedtotoachieve achieveit.it.

LHS LHS junior junior Ella Ella Bartz Bartz takes takes a Be a Be Real Real with with Jacob Jacob “I“Ithink thinkit’s it’svery veryexciting, exciting,and andI Ithink thinkatat Noodermeer Noodermeer onon the the bus bus toto Large Large Group Group Contest.

Contest. the theage agethat thatI’m I’matatininmy mylife, life,ititwill willbebea agreat great opportunity opportunityfor forme,” me,”said saidNoordermeer.

Noordermeer.

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10 10 LHS LHSSTATESMAN STATESMAN

FEATURES FEATURES 1111

by Kinsley ernster

gtMaj Bakken has been at LHS for 22 years and has decided it is finally time to take off his boots. Before SgtMaj Bakken started teaching JROTC at LHS, he served in the Marine Corps for 22 years.

“I’ve been in boots for 44 years,” said SgtMaj Bakken.

He has been all over the world and served with many different units, giving him years of experience to help him with the role of teaching JROTC at LHS. During SgtMaj Bakken’s time serving in the Marine Corps he was all over the world, spending time on both coasts and overseas.

Over his career he served in Panama and Beirut, Lebanon in 1983, Puerto Rico in 1984, Japan, Okinawa from 1997-2000 and Thailand in 1998. He also was deployed with

his unit out of Hawaii to Saudi Arabia. After that, he was deployed to Kuwait from Aug. 2, 1990 through Apr. 18, 1991 to serve in The Gulf War (Desert Shield/Desert Storm) which started after Iraq invaded Kuwait. SgtMaj Bakken was forced to leave the Marine Corps due to a back injury. When thinking about what his next career would be he thought of teaching. From there he saw an opportunity: LHS was interviewing potential teachers for the JROTC program.

SgtMaj Bakken’s switch from the Marine Corps to teaching JROTC at LHS was not what he planned.

He did, however, while in high school, think that one day he might become a teacher.

“I believe that all

In 1986, SgtMaj Bakken went through Cold Weather Training at the Marine Corps Mountain Warfare Training Center (MWTC) located in Pickle Meadow, CA

12

teachers go into teaching because they had a teacher that inspired them at one time or another, and they wanted to give back. For me, it was my ninth grade algebra teacher,” said SgtMaj Bakken.

Along with 22 years of teaching, JROTC has given him many memories that will last a lifetime.

“There’s been so many [memories]. There’s also been some not so favorable memories that have happened throughout the 22 years. But overall, it’s been a very good environment to work in

SgtMaj Bakken jumping out of a helicopter while deployed to the Island of Vieques, Puerto Rico in 1984.

here at Lincoln High,” said SgtMaj Bakken.

Getting to see cadets grow and inspire others is SgtMaj Bakken’s favorite part about being able to teach the JROTC program at LHS. “Seeing the cadets grow into good leaders, [their] maturity, being able to inspire other people and to see the unselfishness of the cadets we have [is my favorite part about teaching the JROTC program],” said SgtMaj Bakken.

Most teachers have goals that they hope to achieve throughout their years of teaching, for SgtMaj Bakken, there is one in particular that he hopes he has achieved.

“I learned this when I was a young Marine; You want to leave the unit you join better than how it was when you started,” said SgtMaj Bakken. “When I got to Lincoln High, I wanted to make the JROTC better or have an impact to make it better than what it was when I started, and that means having a positive impact on people.”

SgtMaj Bakken stands out in the hall almost every

LHS STATESMAN design by Kinsley ernster

artworK used with permission by Canva

photos used with permission by sgtmaj baKKen

day saying, “good morning” and “good afternoon” to students walking by. One would not think a gesture as small as that would make an impact in a student’s day, but for a new LHS student, it did. The student’s dad noticed the impact and reached out to SgtMaj Bakken to thank him.

“The dad wanted to thank me because it made a difference in his son’s life and made him feel welcome here,” said SgtMaj Bakken.

Many students, staff and even parents can agree that his goal was achieved here at LHS. “I hope that the cadets that I’ve had the honor and privilege of leading have learned [that] some lessons are harder than others.

SgtMaj Bakken fist-bumping LHS student during passing period.

I’ve [also] always looked at trying to help them to grow,” said SgtMaj Bakken.

SgtMaj Bakken has decided, after 22 years of teaching and 44 years in boots, that it is time for him to retire.

“I honestly believe that God tells me when it’s time to do stuff. It’s time for me; I still love Lincoln High and the kids and everything else, but I used to be able to juggle nine different things at a time. I can juggle five now,” said SgtMaj Bakken.

“As you get older, you do slow down a little bit. I just feel it’s time for new blood to come in here and dig this program even further.”

SgtMaj Bakken does not have a set plan for what he is going to do after he

retires, but he is set on one thing: growing a beard.

“I am going to grow a beard. 22 years of the Marine Corps, you can’t grow facial hair, and then 22 years here, well, I couldn’t do it with the uniform,” said SgtMaj Bakken.

SgtMaj Bakken is going to miss LHS greatly, mainly because of the students he got the privilege to teach.

“The kids and the students, being able to see them. There is a sense of camaraderie in the building between the teachers, too; you’re part of a team here.

First and foremost, I’m not leaving the students, but in a sense I am,” said SgtMaj Bakken.

Senior Cidney Hansen

SgtMaj Bakken teaching motivated JROTC Cadets.

The Drill Team pictured after winning the Sioux Falls Invitational Drill Meet here at LHS this year. The Drill Team has won 13 out of 15 Competitions over the last five years, and they have won this competition 13 times out of the last 19 years.

has been a part of the JROTC program for three years. SgtMaj Bakken has been an amazing mentor to Hansen and has supported her no matter what.

“SgtMaj has been that mentor and that teacher that supported me when I wasn’t at my best in school, [and] he didn’t let my past affect how I would succeed in the program,” said Hansen.

SgtMaj Bakken also had a positive impact on Senior Sawyer Abbott, who has been a part of JROTC for four years.

“He has taught me a lot of things like leadership, confidence, all the things that you wanna learn,” said Abbott.

On May 5th, 2018 at the University of Nebraska, SgtMaj Bakken gave the “first salute” to a former cadet during his commissioning to Second Lieutenant in the U.S. Marine Corps.

FEATURES

13

by JD yunag & MaDDox Raph

On March 21, 2025, the LHS Statesman was awarded the Columbia Scholastic Press Association (CSPA) Silver Crown Award at Columbia University in New York City. 18 LHS students had the opportunity to attend this trip, enhance their journalism skills, strengthen friendships and leave time to see tourist attractions.

To receive this award, student publications must submit six to 10 example issues to be judged by highly experienced journalists and scholars. According to the CSPA, awards are distributed by excellence in design, photography, concept, coverage and writing. For the year of 2025 specifically, 540 publications from across the world were reviewed and judged, and only 12 of those picked were magazines, including the Statesman. During the convention, students attended various sessions, learning new journalistic skills and getting exposure to controversial topics. Speakers from across the world ranged from high school student editors to writers from the New York Times. One important session, “Scholastic Journalism Education and the Power of Critical Thinking,” featured both the 2024 and 2025 Journalism Teacher of the Year Recipients, NBC Correspondent Rehema Ellis and journalist/educator Esther Wojcicki.

The speakers highlighted the power of journalism, its importance and its future in our world. Ellis argues that journalism and skepticism have powered our generation to think sharply but with caution.

“If you are not trained to think critically, it is hard to do that when you are 35,” said Ellis.

Journalism has evolved to be an essential

photo by JD yunag & MaDDox Raph Design by JD yunag

14

LHS STATESMAN

Speakers at the convention presented and taught different skills on a variety of topics. photos by Ashlyn hoffmAn design by Ashlyn hoffmAn

by Ashlyn hoffmAn

The Statesman attended the award ceremony and received the Silver Crown Award.

and even inspire her to find the richest and influential stories. Coming from South Dakota, students do not always get a range of diverse opinions, but going to New York introduced topics and experiences that will help students strive for those perspectives in their future stories.

Likewise, speakers also used this convention as an opportunity to share their knowledge and influence student writers.

The editor from the Jakarta Intercultural School magazine, Cahaya Ratomo, hopes to push students to go out of their comfort

part of the education system, teaching students how to determine bias in sources, find balance in writing and be persistent.

“We are critical in what we write, what we read and what we see, so it is critical for journalism students to be discerning of the truth,” said Ellis.

With a large mix of opinions and beliefs, finding unbiased sources is important, and journalism is a gateway to that skill.

In high school classes, most students memorize information, but journalism pushes them to evaluate information and

Columbia University is especially famous for its architectural library and is one of the largest educational library systems in North America.

use it creatively.

Students also attended other sessions that benefited their skills and experience.

LHS junior Ellie Quinn, one of the Paper Editor-In-Chief of the LHS Statesman, claims this convention was a special chance for her to expand her knowledge in journalism.

“I learned a ton of new ways to improve my designs and improve the cohesiveness of our issue as a whole,” said Quinn.

With a hope to pursue journalism in her career, these workshops and sessions will help prove her dedication and experience

zone and write impactful stories. She acknowledges that errors will be made along the way, but that is the most important part.

Ratomo wants to leave journalists with a sense of pride. Student journalism is a vital part of social interaction and engagement, but inspires a call to action and awareness. Covering underrepresented viewpoints can bring attention to topics often overlooked by bigger media outlets.

It gives a voice to young adults, influencing public opinion and shaping laws catered to younger generations. The skills developed in journalism are transferable to many careers, helping reinforce values of truth and integrity.

With the honor of taking part in this convention, LHS students were presented with a chance to immerse themselves in journalism, learning essential skills that can be used throughout their lives. Being surrounded by passionate professionals can spark ideas and encourage students to achieve more beyond our school communities.

“We have the potential to impact society at large,” said Quinn.

FEATURES

15

berkeley Newell byby berkeley Newell

by Addison Remme

Known around LHS for his cheerful demeanor and outgoing personality, it is hard to miss Marshell Byrd. Whether he is found monitoring the halls during passing periods or in the cafeteria keeping students company, he is sure to put a smile on any student’s face.

Besides being known for his bright spirit, he is known by many for his extensive shoe collection. Having started his collection two decades ago, he has amassed nearly 108 pairs of shoes. Byrd started his collection back in 2005 when he was playing football for the Sioux City Bandits and has been accumulating new pairs of shoes to add to his growing collection ever since.

For Byrd, his collection serves many different purposes, the main reason being that he sees shoes as a form of self-expression.

“Shoes can make a person. Putting on a pair of shoes can express your emotions and what you are going through, and that’s how I show how I’m feeling, through shoes… It’s all about expression,” said Byrd.

Byrd also makes a great effort to match his shoes with his outfits, and it is quite rare to see him wearing a pair of shoes that do not match.

“Every day without fail, his shoes match his outfit in some sort of way. Most of the time, the color or style of his shoes will match either his shirt or sometimes his hat. It’s always cool to see the different pairs of shoes he wears every day and how he incorporates them into his outfit,” said Jerzi Kool, a senior at LHS. Comfort also plays a vital role in Byrd’s shoe collection.

“I mean, new shoes make your feet feel good, and comfort is a big thing,” said Byrd.

Another purpose of the shoe collection is that many of his shoes have become investment pieces.

“A lot of my shoes are like a stock or an investment. I gain [monetary] value with the shoes I get,” said Byrd.

Within his collection, most of his shoes are constantly increasing in value, but some shoes hold more value than others and inflate at a higher rate, like his Kobes.

“Once Kobe passed, his shoes shot up in value, so a pair of $120 you could buy when Kobe was alive probably went up to about $9,000 to $12,000. I have a pair of Kobes called Black History Month that I could probably sell for about $1,200,” said Byrd.

Although many of his shoes hold a large monetary value, to Byrd, they are priceless.

“Most of the shoes I have are shoes that I wanted when I was younger, so now I have them,” said Byrd. design by Addison Remme

16

LHS STATESMAN

photos used with peRmission by mARshell byRd

Kimberly Bogart, next year’s orchestra Kimberly Bogart, next year’s orchestra teacher at LHS. teacher at LHS.

AA

s the 2024-25 school year comes a close, students farewell familiar hallways s the 2024-25 school year comes to to a close, students bidbid farewell to to thethe familiar hallways of LHS, ready to enjoy their ever-fleeting summer break before being forced to return of LHS, ready to enjoy their ever-fleeting summer break before being forced to return back in the fall.

When they do make their return, they will be greeted by many faces both back in the fall. When they do make their return, they will be greeted by many faces both oldold new.

Among these Kimberly Bogart, LHS’s upcoming orchestra teacher. andand new.

Among these willwill be be Kimberly Bogart, LHS’s upcoming orchestra teacher. many people know, role orchestra teacher here at LHS a difficult AsAs many people know, thethe role of of thethe orchestra teacher here at LHS is aisdifficult oneone to to fill,fill, especially when likened Mario Chiarello.

However, Bogart is certainly prepared especially when likened to to Dr.Dr. Mario Chiarello.

However, Bogart is certainly prepared to to riserise to to occasion. thethe occasion.

“I hope give orchestra students at LHS a challenging, comprehensive orchestra “I hope to to give thethe orchestra students at LHS a challenging, comprehensive orchestra education,” said Bogart.

“I hope to provide them with amazing performance opportunities education,” said Bogart. “I hope to provide them with amazing performance opportunities [and] chance exposed many different styles genres high level orchestral [and] thethe chance to to be be exposed to to many different styles andand genres of of high level orchestral music.” music.”

Bogart is certainly stranger orchestra room. started orchestral career Bogart is certainly no no stranger to to an an orchestra room.

SheShe started herher orchestral career in in high school a horn player continued playing through high school.

During college high school as as a horn player andand continued playing all all through high school.

During herher college years, Bogart student-taught string orchestra at Concordia College.

This was a part of her years, Bogart student-taught string orchestra at Concordia College. This was a part of her post-graduate Master Music degree, which holds in horn performance from Indiana post-graduate Master of of Music degree, which sheshe holds in horn performance from Indiana University Jacobs School of Music with an accompanying cognate in conducting.

University Jacobs School of Music with an accompanying cognate in conducting.

After college, Bogart began teaching career in Hendricks Ivanhoe, MN, where After college, Bogart began herher teaching career in Hendricks andand Ivanhoe, MN, where band teacher students ranging from grades while also leading sheshe waswas thethe band teacher forfor students ranging from grades fivefive to to 12,12, while also leading thethe drumline, marching band, band jazz band.

After some time, Bogart moved Sioux drumline, marching band, peppep band andand jazz band.

After some time, Bogart moved to to Sioux Falls, where began teaching fourth through eighth graders string orchestra around Falls, where sheshe began teaching fourth through eighth graders string orchestra around thethe district, a role she has filled for the last 15 years.

With her new position here at LHS, Bogart district, a role she has filled for the last 15 years. With her new position here at LHS, Bogart hopes to continue the legacy of the LHS orchestra department while imparting new lessons hopes to continue the legacy of the LHS orchestra department while imparting new lessons knowledge students. andand knowledge to to herher students.

“I want the orchestra students at LHS at home in the orchestra room, take chances “I want the orchestra students at LHS to to feelfeel at home in the orchestra room, to to take chances in their playing create explore,” said Bogart.

“I want facilitate foster in their playing andand to to create andand explore,” said Bogart.

“I want to to facilitate andand foster thethe ambitions creativity fantastic students at LHS, contribute stellar school ambitions andand creativity of of thethe fantastic students at LHS, contribute to to thethe stellar school community and culture present within and share their accomplishments and achievements with community and culture present within and share their accomplishments and achievements with the Sioux Falls community.” the Sioux Falls community.”

While taking a new intimidating, Bogart faces a special challenge next year: While taking a new jobjob cancan be be intimidating, Bogart faces a special challenge next year: Filling the large hole left by the retirement of Dr. Chiarello.

Known for his slightly unorthodox Filling the large hole left by the retirement of Dr. Chiarello. Known for his slightly unorthodox teaching style personality, Chiarello is leaving enormous legacy at LHS, teaching style andand bigbig personality, Dr.Dr. Chiarello is leaving an an enormous legacy at LHS, andand though Bogart is definitely own person with own teaching style, excellent though Bogart is definitely herher own person with herher own teaching style, sheshe willwill be be an an excellent both orchestra director in LHS a whole. fit fit both as as thethe orchestra director andand in LHS as as a whole.

“No smiling laughter until December break.

Just kidding!

I like think teaching “No smiling or or laughter until December break.

Just kidding!

I like to to think of of mymy teaching style as approachable and engaging, but serious about the tasks at hand,” said Bogart. style as approachable and engaging, but serious about the tasks at hand,” said Bogart. “[I“[I believe that] is much easier [reach goals] if we having while doing [it] believe that] it isit much easier to to [reach ourour goals] if we areare having funfun while doing [it] andand [enjoying] the tasks, sort of like ‘Whistle While You Work.’” [enjoying] the tasks, sort of like ‘Whistle While You Work.’” addition being a responsible educator, Bogart hopes someone that students In In addition to to being a responsible educator, Bogart hopes to to be be someone that students cancan count look count on on andand look up up to. to. want students know that] I am here them!

I am a teacher dedicated [doing] “[I“[I want students to to know that] I am here forfor them!

I am a teacher dedicated to to [doing] whatever it takes to help my students succeed and to give them opportunities to showcase their whatever it takes to help my students succeed and to give them opportunities to showcase their talents.

I am passionate about music and teaching and hope my students will be passionate talents. I am passionate about music and teaching and hope my students will be passionate about music learning about music!” said Bogart. about music andand learning about music!” said Bogart.

FEATURES 1717 FEATURES

desigN by berkeley Newell | photos used with permissioN by kimberly bogart | artwork used with permissioN by CaNva desigN by berkeley Newell | photos used with permissioN by kimberly bogart | artwork used with permissioN by CaNva

by Trey raph & Lucy hennies

Pee Wee Pats Preschool is an ongoing tradition that students and teachers at LHS have carried on for over 50 years. The Child Development class taught by Kali Sloup allows students to take on the role of a teacher and learn about what goes into planning a daily lesson.

The class not only allows the high school students to learn essential skills for their possible future careers, but is also essential for the preschool children. The children learn necessary developmental skills that allow them to more easily adjust to preschool life.

Each week, the students get one day to plan out the activities and lessons that will be taught for the rest of the week. Every high school student is assigned a specific day on which they are tasked with creating an engaging lesson for the preschoolers.

“We work on what they will do when they go to preschool. So we do a calendar, learn about the weather, basic math concepts, a letter of the day, and we practice getting to know each other, because there is a lot of research about that,” said Sloup “Then they will have an activity, and they will read their book. Then, they will go to the different pre-play stations, different learning centers that we set up, then, when the second class period comes in, they will do another activity with them, do another book, then we do a closing time.”

The LHS students have plenty to do each day, so they must stay organized and plan thoroughly. Payson Csobor, a sophomore at LHS, has grown a new appreciation for her teachers as she has found that planning a lesson is harder than it looks.

Alyssa Thompson engages with Pee Wee Pat while reading a book to enhance his learning.

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Valeria Navarro Herrera reads to a Pee Wee Pat student.

by bethany Jespersen Two Pee Wee Pats play games together while practicing their teamwork and creativity.

“I love the ability to plan all my lessons, but many times it is hard and makes me realize that it’s not easy being a teacher,” said Csobor.

But with intensive planning comes a reward.

“I love being able to watch the kids enjoy my lesson and being able to bond with them is so powerful,” said Csobar.

Aisha Fajardo-Ortiz, a sophomore at LHS and a member of the child development program, has learned a lot about how to care for children and teach each child differently based on what they need.

“Kids learn at different speeds. With some kids, it’s more difficult to interact with them because they could have listening problems or speech problems. So, with those kids, you might have to be more patient or sensitive,” said Fajardo-Ortiz.

As the school year winds down, the students of child development have grown a great understanding of what it is like to teach, take care of and socialize with preschoolers. The program is helping to educate LHS students and show them what childcare can look like in the real world. It is not just about teaching young kids lessons; students can apply these skills in real-world challenges. Whether it is raising their own children or becoming a teacher in the future, these skills are key.

LHS STATESMAN phoTos by Josie ToLLinger design by Trey raph & Lucy hennies arTwork used wiTh permission by canva

design by bethany Jespersen artwork used with permission by Canva

MAY

is recognized as National Speech-LanguageHearing Month, a time to celebrate individuals who persevere through communication disorders as well as their care professionals.

In the United States, around 8% of children from the ages of three to 17 struggle with a wide range of communication difficulties, including fluency or voice disorders, hearing loss and numerous more. All of these hurdles are brought into the light during May. Julie Holiday, a Speech-Language Pathologist, helps students at LHS and beyond to bring their beautiful thoughts into the world of words.

Becoming a SpeechLanguage Pathologist, or SLP for short, is a seemingly specific career choice.

However, Holiday did not always know that she wanted to work in the field of SLP, though helping others has a distinct place in her heart.

“I thought I wanted to be a physical therapist but [I] wasn’t really into it after my freshman year, so while talking with my adviser, he brought up Speech Therapy and after the first semester, I was hooked. My title is SpeechLanguage Pathologist,” said Holiday.

With her position, Holiday wears many different hats. She serves 57 students across LHS and Ben Reifel Middle School.

Additionally, for the past two

months, she has been working with 18 kids at Eugene Field Elementary School every Wednesday. Holiday makes an immense impact on students anywhere from six to 20 years old, each with specific attention needs for their communication goals.

“I can help students with articulation difficulties (saying sounds correctly), language (vocabulary, grammar, social language), voice issues, stuttering, using communication devices if they have difficulty with verbal communication and anyone who has an overall difficulty communicating in the school environment,” said Holiday.

Throughout May, SpeechLanguage-Hearing Month provides awareness for SLPs and Audiologists in

education and health care.

Also, it advocates for timely diagnosis and support for communication disorders and the development of assistive technologies, such as advancements in hearing aids for speech-generating devices.

Holiday believes anyone can make a difference for this cause by taking small action steps.

“Communication issues can happen at any point in people’s lives. Since I am working in the schools, most of the time we are working with students who have struggled for many of their early years with communication difficulties.

If you know anyone who is having difficulty communicating in their daily life, you can recommend that they reach out to a SpeechLanguage Pathologist for early intervention. If someone struggles with their hearing, they can see an audiologist who can help them figure out what is causing it,” said Holiday.

As the public learns more about the meaning behind Speech-Language-Hearing Month, it will lead to a better future for those affected by communication problems.

Spreading inclusion and compassion is Holiday’s goal, and she invites everyone to join her.

“The ability to communicate with others is a very basic need. Some students really struggle with it for any number of reasons. I love being able to help people make their wants and needs known to improve their quality of life,” said Holiday.

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Students begin learning Spanish immediately as kindergarteners.

by ViVian Kiesow-Knudsen, editor-in-Chief design by ViVian Kiesow-Knudsen

photos by ViVian Kiesow-Knudsen

S

olo en español” is most definitely not an uncommon phrase to hear in a Spanish class. Most often met with the exasperated groans or furrowed brows of middle and high school students, it is difficult to imagine how a kindergartener might receive this request. For many, navigating the first year of school feels like translating a foreign language, and for Spanish Immersion students, it is exactly that.

With talks beginning in 2006, the SFSD Spanish Immersion program has grown from a class of 25 students to a current 690. From the elementary to high school level, it offers students the opportunity to fully immerse themselves in the Spanish language, with an end goal of complete fluency.

Enrolled students receive the same education and are taught the same

20

LHS STATESMAN

artworK used with permission by CanVa

public school curriculum as other students, just entirely in Spanish.

Having been thoroughly involved with the coordination of the program in its early stages, Shannon Graber has watched the program take off.

“It’s the time to learn a second language,” said Graber. “Learning a second language is so great to just understand [that] our world is not just one little city—it's the world.”

Because she previously worked as a French immersion teacher in Minneapolis, Graber was invited to participate in discussions focused on increasing district involvement in world language. She felt an immersion program might be the right fit. Dr. Pam Homan, the superintendent at the time, was familiar with the success in Minneapolis and opted in.

“It just kind of blossomed,” said Graber. “I talked to everybody I could talk to and was able to find help [and] gather enough parents. It just started rolling.”

Once the idea had been proposed, the school district took two years to gather students, parents and teachers and form the first section at Rosa Parks Elementary School. The program later expanded to another class of Spanish Immersion students at Robert Frost Elementary School.

In 2016, Sonia Sotomayor Elementary School was opened to bring together students from both schools and house the future of the Spanish Immersion program. Another leading figure in the creation of the program, Dr. Tracy Vik, was appointed as principal.

“We truly have students from

all around the community, including six other school districts as well,” said Vik. Since its opening, Sonia Sotomayor Elementary has prioritized creating the best possible environment to ensure students are fully immersed in the Spanish language. With teachers from 14 different countries, they are pushed to perceive the world through a hands-on approach.

“You're learning about a whole other culture through example,” said Graber.

In 2022, Sonia Sotomayor was recognized as a National Blue Ribbon School. With efforts like Project Warm Up, diaper drives, soup collections and sock collections, it focuses on emphasizing the importance of service to others. “[We are] teaching our kids that no matter how young or how old you are, you have the power to positively impact others by your actions and kindness,” said Vik. The ability to speak, read and write fluently in another language also promises opportunities after graduation. Following the program from Sonia Sotomayor Elementary School to Edison Middle School and LHS, Spanish Immersion students will— hopefully—come out the other end with a working comprehension of the language and an ability to apply it to external endeavors.

“We need bilingual people right here in Sioux Falls: in our schools, in our medical professions, in our labor professions and in food service,” said Dr. Vik. “Being bilingual opens up your world to [a whole new] population.”

The unique constraints that characterize a school like this one also foster a unique community of students, parents and teachers.

Having been 4th graders when Sonia Sotomayor Elementary opened, the 2025 A mural near the entrance of Sonia Sotomayor Elementary School.

Spanish Immersion seniors represent the 5th graduating class since the program began. There is also something to be said for the relationships formed within and around the program. Having passed through schools, navigated teachers and grown into adults together, Spanish Immersion students often maintain close, uniquely sustained relationships.

“Those aspects or those limits help provide an opportunity for children to have this special community and [for] families to really have strong relationships,” said Vik. Though sections have gotten bigger as the program continues to grow and develop, these relationships continue to be one of the most appealing and important aspects of the Spanish Immersion program.

“From my experience and from my child's experience, it's invaluable. Immersion programs begin with small children. And that is to me the very best time to learn a language. Not that it can't be learned later, but it's a really great time to learn,” said Graber. “So why not?”

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BY KHLOE DILLMAN

S

ummer is finally approaching—the three months that made the past nine months bearable. But what do you do with all your free time? Most teens tend to run away from reading, whilst others seem to enjoy it. So, if you enjoy reading and are looking to add to your To Be Read (TBR) for the summer, here are some recommended books to keep you occupied.

“The Summer I Turned Pretty” is a very favored series of novels, with three different books written

by Jenny Han. The book was such a success that it became a hit television show, which aired in 2022, on Amazon Prime Video. Amazon Prime Video has turned it into a two-series television show with a much-anticipated third season on its way. The show ended up winning the Binge-Worthy Show of the Year at the 2024 People’s Choice Awards.

“It’s light and fun but also a good summer read, I like how it’s not too serious,” said LHS sophomore Isabel Gillespie.

“Happy Place” by Emily Henry has blown up and is recommended to teens by other teens. The book is described as a light-hearted romance book but also contains extreme emotion. It is not a series or a part of a trilogy, so it is recommended as a short summer read. “The book was an emotional rollercoaster; I enjoyed how the author described each setting, it made me believe I was in the story. It’s a good story to read during the summer or even when you are looking for a quick read to get you excited for the summer,” said LHS sophomore Kenley Berning.

“Hunger Games” is a classic series to start with for the summer. It is a five-book series written by Suzanne Collins. Most people have watched or heard of the movies that were based on this book series. The movies were extremely successful, winning over 22 awards. The series is described as a thriller and dystopian fiction. It is an extremely long series, so the books are perfect if you want something to bingeread during the summer. “The series is so intriguing, and it’s nice to also have movies to watch that go with it. The books were not hard to read at all, you just wanted to know what was going to happen next,” said LHS sophomore Johanna Kleinjan.

Powerless is a fantasy fiction book that was released in 2023. The series is still ongoing. Written by Lauren Roberts, it is the first book of a three-book series that is still being continued and supplies us with multiple perspectives. Rumor says the series, once completed, will become a television show. The book is extremely intriguing and makes you never want to stop reading and wanting more.

This book is highly recommended on “book-tok,” with readers stating they never wanted to put the book down.

“This book earned a spot as one of my favorite books of all time; it was absolute perfection from start to finish,” said @bookswithjosie on TikTok.

DESIGN BY KHLOE DILLMAN PHOTOS USED WITH PERMISSION BY AMAZON ARTWORK BY KHLOE DILLMAN

ENTERTAINMENT

23

DESIGN BY PORTER STANGELAND PHOTOS BY PORTER STANGELAND

In a bowl, whisk together the all-purpose flour, sugar, yeast and salt.

Add the warm water and olive oil, and stir the mixture with a spoon until the dough begins to come together.

BY PORTER STANGELAND

G

et ready to make a delicious Margherita pizza, Nara Smith style, with this simple step-by-step recipe.

Whether you are new to cooking or have some experience, a simple walk-through can do the trick, from making fresh dough to choosing tomatoes and mozzarella cheese. With just a few ingredients and some key add-ons for personalization, you will have the skills to impress your friends and family with a classic Margherita pizza that is full of flavor. Now let’s dive in and begin!

Before starting, you will need unbleached all-purpose flour, granulated sugar, dry yeast or instant yeast, kosher salt, water, virgin olive oil, pureed San Marzano tomatoes, garlic cloves, black pepper, ParmigianoReggiano cheese, mozzarella cheese and basil.

ARTWORK USED WITH PERMISSION BY CANVA

Now, place the dough onto a well-floured countertop or cutting board and knead it for three minutes. It should quickly form and begin to get sticky. Sprinkle flour on the dough as needed so it does not stick to the surface it is on. After about three minutes, the dough should be smooth, slightly elastic and tacky. Lightly grease a large mixing bowl with olive oil, and place the dough into the bowl.

Cover the bowl with a kitchen towel (or plastic wrap) and allow the dough to rise in a warm, dry area of your kitchen for two hours or until the dough has doubled in size.

Preheat the oven to 550 degrees fahrenheit. As the oven is preheating, assemble the ingredients. In a small bowl, stir the pureed tomatoes, minced garlic, extra virgin olive oil, pepper and salt. Set aside another small bowl with the sliced mozzarella cheese (pat the cheese with a paper towel to remove any excess moisture). Set aside the basil leaves and grated Parmigiano-Reggiano cheese so they are in reach.

Separate the dough into two equal-sized portions. Place the dough on a large plate or floured countertop, cover gently with plastic wrap, and allow the dough to rest for five to ten minutes.

Assemble the pizza. Sprinkle the baking sheet with a tablespoon of semolina and a dusting of all-purpose flour. Gently use both hands to stretch one ball of pizza dough into roughly a 10-inch circle. If the dough springs back or is too elastic, allow it to rest for an additional five minutes. The edges of the dough can be slightly thicker, but make sure the center of the dough is thin. Gently transfer the dough onto the semolina and flour-dusted pizza baking sheet.

24

LHS STATESMAN

Drizzle or brush the dough lightly (using your fingertips) with olive oil (roughly a teaspoon). Using a large spoon, add roughly 1/2 cup of the tomato sauce onto the pizza dough, leaving a 1/2-inch or 3/4-inch border on all sides. Use the back of the spoon to spread it evenly and thinly. Sprinkle a tablespoon of Parmigiano-Reggiano cheese onto the pizza sauce. Add half of the mozzarella slices, distributing them evenly over the entire pizza. Using your hands, tear a few large basil leaves, and sprinkle the basil over the pizza. Move the baking sheet with your pizza on it to the oven. Bake for seven to eight minutes, or until the crust is golden and the cheese is bubbling and the edges of the pizza are golden brown. Remove the pizza carefully from the oven with oven mittens, transfer to a wooden cutting board or foil, drizzle the top with olive oil, some grated Parmigiano-Reggiano cheese, and sliced fresh basil. Slice and serve immediately and/or prepare the second pizza.

ENTERTAINMENT

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BY STELLA SONNICHSEN & LEAH MANNES

Growing up, we all face it. Now, we are near the end of it. As we look back on our childhood, we feel gratitude for our past experiences and wish to go back. We feel nostalgia: a wistful or excessively sentimental yearning for return to or of some past period. LHS students are inching farther and farther away from childhood, but recall fond memories of the past:

DESIGN BY STELLA SONNICHSEN & LEAH MANNES ARTWORK USED WITH PERMISSION BY CANVA PHOTOS BY STELLA SONNICHSEN & LEAH MANNES PHOTOS USED WITH PERMISSION BY CAPITOL RECORDS, ASYLUM/ATLANTIC RECORDS, TUFF GONG STUDIO, UNIVERSAL MUSIC GROUP & LHS STUDENTS

26

LHS STATESMAN

ENTERTAINMENT

27

Prom:

BY LAILA MILLER

one of the numerous unforgettable high school experiences. The excitement of prom night gives seniors and their dates a fun event to look forward to amongst the stresses that come with the end of a long school year. It is a day filled with dressing up, eating out, hanging with friends and, of course, dancing.

For a handful of seniors at LHS, prom is much more than deciding on what to wear, how to do their hair and where to eat; along with picking out graduation speakers, the senior class officers are in charge of planning prom.

Starting at the end of January, the group has met weekly during WIN time and outside of school to make prom the best it can be for their fellow students. The senior officers include president Jackson Klawonn, vice president Charlie Metzger, treasurer Ilee Neemeyer, secretaries Rai Rosa De Sharon, Aidan Prouty, Annabelle Johnson and Tarrent Frye and English teacher Rebecca Mehrens-Peters. VP Metzger decided to apply to become a senior class officer with a desire to have a say in the prom decisions and eager to make this year extremely fun.

Prom took place on Saturday, April 26, from 8-11 p.m. at the El Riad Shrine, with the theme being “A Night by the Bayou.” A new feature this year, which has never been done for past LHS proms, was a live band performance for part of the dance, with one of the band members being LHS senior Tyler Brost’s dad.

This year the prom committee was faced with a couple of difficulties, such as deciding on a theme, working with a tight budget of $2,000 and figuring out decorations.

“Coming up with this theme took some time. We met on several different occasions with many different ideas and ultimately narrowed it down to this. It’s cute, not too niche but still unique and hasn’t been overused as a prom theme,” said secretary Johnson.

Despite their obstacles, the officers were able to overcome these challenges by ordering decorations from Amazon, which offered options that were both of good quality and reasonably priced.

“We got a bunch of greenery like vines and flowers.

We also got balloons and warm fairy lights to express the “bayou” experience,” said Metzger.

On the Friday before prom, the officers missed school and spent the whole day setting up and preparing the venue. Senior parents and booster reps helped with the Grand March and juniors were recruited to clean up so the officers could have fun after prom.

Regardless of the countless hours put in and the stressful decisions to make, Metzger does not regret becoming a part of the senior class committee.

“Planning prom was a really fun experience to have because I made new bonds with all the people included,” said Metzger.

DESIGN BY LAILA MILLER PHOTOS USED WITH PERMISSION BY CHARLIE METZGER

ALL THE WORLD ALL YEAR ROUND

GreatZoo.org | ButterflyHouseAquarium.org

BY COOPER SCHULTZ

Before they stood at the front of classrooms, teaching students at LHS about the unit circle and WWII, teachers had prior jobs that shaped them into who they are today. From flipping burgers and stocking shelves to waiting on tables, these first jobs offered valuable lessons that impact how they teach. No matter how much that job pays or how difficult it is, there are always valuable life skills to learn.

BYBY HUDSON HUDSON HOLMAN HOLMAN

Questions: 1. What/where was your first job?

2. How long did you work there?

3. How much did you get paid by the hour?

4. What is one valuable lesson/life skill you learned at your first job that you still use today?

AA

acids areare known known to to boost boost brain brain s the s the endend of of thethe school school year year acids apples, apples, redred beans beans andand artichokes. artichokes. function, making making students students alert alert andand approaches, approaches, students students begin begin function, Finally, Finally, thethe most most important important yetyet better able able to to concentrate. concentrate.

It also It also to to unwind unwind andand relax. relax.

However, However, with with better forgotten forgotten resource resource thethe brain brain needs needs is is helps keep keep a steady a steady heart heart rate, rate, which which water. that that comes comes testing testing season. season.

Whether Whether helps water.

Being Being hydrated hydrated helps helps reduce reduce is very important important when when thethe stress stress anxiety students students areare taking taking thethe ACT, ACT, SAT, SAT, is very anxiety andand keeps keeps thethe brain brain much much andand anxiety anxiety of of test-taking test-taking hits.” hits.”

ToTo more APAP tests tests or or just just semester semester tests, tests, more alert alert andand cognitive. cognitive. take in in lots lots of of omega-3s, omega-3s, students students they they must must be be prepared prepared forfor whatever whatever take ForFor students students to to best best prepare prepare must must eateat fatty fatty fish-like fish-like salmon salmon andand themselves these these tests tests may may throw throw at at them. them. themselves forfor exam exam week week this this year, year, tuna, tuna, or or other other foods foods likelike avocado, avocado, There There areare many many ways ways to to prepare prepare they they must must eateat a breakfast a breakfast consisting consisting nuts nuts andand seeds. seeds. one’s one’s mind mind forfor these these exams, exams, such such of of berries, berries, bananas, bananas, oats, oats, nuts nuts andand While While complex complex carbohydrates carbohydrates as as studying, studying, practicing practicing tests tests andand lots lots of of water. water.

This This meal meal will will ensure ensure andand omega-3s omega-3s give give thethe brain brain energy energy that lectures. lectures.

ButBut onon thethe dayday of of thethe that they they score score highly highly onon whichever whichever andand keep keep thethe stomach stomach full, full, students students exam test, test, having having a nutritious a nutritious meal meal cancan exam they they may may be be taking. taking. will still still need need other other vitamins vitamins andand boost boost their their brain brain to to receive receive higher higher will minerals to to give give thethe brain brain an an scores scores than than they they could could ever ever imagine imagine minerals extra extra advantage. advantage.

Antioxidants Antioxidants areare themselves themselves getting. getting. very very important important forfor cognition cognition andand The The human human brain brain is aisvery a very memory, which which will will benefit benefit students students complex complex machine, machine, andand thethe need need to to memory, immensely onon exam exam day. day.

There There areare fuel fuel it properly it properly comes comes with with that. that.

ToTo immensely two two ways ways to to obtain obtain antioxidants: antioxidants: start, start, thethe main main fuel fuel forfor thethe brain brain supplements supplements andand whole whole foods. foods. is sugar. is sugar.

Not Not cheap cheap sugar sugar that that According to to thethe Harvard Harvard School School comes comes in in candy, candy, butbut thethe sugar sugar that that According Public Public Health, Health, “Antioxidants “Antioxidants areare comes comes from from complex complex carbohydrates carbohydrates of of thethe most most beneficial beneficial when when obtained obtained such such as as apples, apples, bananas bananas andand oats. oats. through whole whole foods. foods.

Supplements Supplements These These foods foods will will keep keep their their energy energy through appear appear to to dodo much much less less than than levels levels high high andand keep keep students students previously previously thought, thought, so so stick stick to to feeling feeling satiated satiated throughout throughout their their real ingredients ingredients rather rather than than quick quick test. test.

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According According to to Brain Brain need effects effects from from antioxidants antioxidants areare berries, berries, Balance Balance Centers, Centers, “Omega-3 “Omega-3 fatty fatty

1. Sandwich artist at Subway in Dell Rapids 2. Two years 3. About $5.15 4. “Work ethic and cleanliness”

1. House of Fabrics, a craft and fabric 1. Murdo’s Family Restaurant store in Rapid City 2. Seven years throughout high school 2. Three years and college 3. $4.20 3. $5 plus tips 4. “I learned that showing up for work 4. “First impressions make or break any IS IMPORTANT, I learned to listen, to kind of relationship.” smile, to follow directions and to be careful with money!”

1. First paycheck came from detasseling Corn for Pioneer Seeds in 7th grade 2. Two summers 3. $4.15 4. “Bring an extra pair of shoes.”

1. Kaladi’s Bistro 2. One and a half years 3. $5.15 4. “How to be more professional” and “code switch.” I needed to learn when it was okay to joke around and when I needed to put on my ‘customer service’ voice.”

TESTING TESTINGFOOD FOODTIPS: TIPS:

3030 LHS LHS STATESMAN STATESMAN

DESIGN DESIGN

BY HBY UDSON HUDSON HOLMAN HOLMAN ARTWORK ARTWORK USEDUSED WITH WITH PERMISSION PERMISSION

BY CBY ANVA CANVA

DESIGN BY COOPER SCHULTZ PHOTOS USED WITH PERMISSION BY LHS YEARBOOK

1. Once Upon a Time Childcare Center 2. One-two years 3. $8.25 4. “Patience”

ENTERTAINMENT

31

BY JULIA HEDRICK | DESIGN BY JULIA HEDRICK | PHOTOS BY JULIA HEDRICK

BY SELAH SEYMOUR

- Classic: Egg, your choice of meat, cheddar and their signature sauce.

- Tuscany: Egg, Spinach, Roasted Tomato, Red Onion, Parmesan, Italian blend and Pesto Aioli - Cry’n Eggy: Cry Baby Craig’s Spicy Egg, Bacon, Pepperjack, Arugula and Garlic Aioli - Forager: Egg, Marinated Mushrooms, Chevre, Arugula and Garlic Aioli - Breakfast in Bombay: Egg, Chorizo, Chili Crunch, Red Onion, Banana Pepper, Alfalfa Sprout and Garam Masala spread - Chippy Denver: Egg, Ham, Cheddar, Bell Peppers, Spinach and Chipotle Aioli.

32 LHS STATESMAN

A perfect quick breakfast and lunch spot just recently opened here in Sioux Falls. Whether you are looking for something convenient or delicious, Egg on a Roll has you covered. Egg on a Roll offers a diverse list of egg sandwiches for a variety of prices from $7.50 to $9.50.

My personal favorite was the Chippy Denver.

It had all the right flavors and was the perfect size for a quick and easy lunch. The combination of ingredients was satisfying without being overwhelming, making it an ideal choice for anyone on the go. I would recommend trying the Classic at first, then venturing out to the other fun options. If you like eggs, you will undoubtedly love the egg on these sandwiches. Each sandwich contains one and a half eggs cooked perfectly in their souffle machine. Overall, the quality and taste of these sandwiches make them a must-try for anyone looking for a delicious meal.

Egg on a Roll originates from Minnesota and was recently brought to Sioux Falls by owner Rory Kelly.

Kelly is a businessman in Sioux Falls and has always dreamed of having a restaurant concept locally.

Upon entering Egg on

a Roll, customers will undoubtedly be greeted by his bright smile and friendly energy. The way Kelly came up with this quick-to-go breakfast spot is truly a Cinderella story.

“I walked into [Egg on a Roll] in Minneapolis… heard all these great things about it…then asked the owner if he wanted to sell and grow it with me,” said Kelly.

From there, the journey to opening Egg on a Roll in Sioux Falls began. New to the restaurant industry, Kelly quickly learned that opening a restaurant is something different and exciting, and he was certainly willing to try.

“Opening something new is always difficult because there’s always things you have missed, a problem to be solved, a team to train and things to get ready, but it’s fun,” said Kelly.

To young entrepreneurs looking to take risks in the business world, Kelly offers the following advice: “Hard work, positive energy and finding joy in learning that failure wins every day, every time,” said Kelly.

Egg on a Roll is located on Western and 57th at the Bridges. For those looking for a quick and tasty breakfast or lunch, make sure to check this place out!

H

ard work, dedication and diligence are a few words to define the effort put into the most recent production by the LHS Theater Department. In early spring, excitement burst through the theater as students began work on the yearly spring musical. This year, the LHS Theater Department put on a production of Roald Dahl’s “Matilda.” The students involved worked tirelessly to create an immersive experience for the audience and ensure a seamless show. Along the way, students to learned valuable lessons and made lasting connections with their classmates as well as had fun.

The process of putting together this show was lengthy and required a great deal of effort. The cast prepared for approximately two months to bring it to life, starting with the foundational elements like blocking and learning songs. Later in the process, they began to add additional elements and finer details. LHS junior Chalease Kenyon, who played Matilda, recalls the process.

“It was long and tedious, but rewarding,” said Kenyon. “Once we got closer to opening, we put the show together with the [orchestra] pit and tech elements like costumes, props, set and lighting, and it was great to see it all come together.”

Many hours were poured into the show by the cast and crew, and all the hard work paid off to create a cohesive and exciting production.

In a production as large as this, there is much more going on behind the scenes than simply what is seen on stage. The show would not be possible without the many helping hands of the tech crew. From lighting and sound to props and costumes, the tech crew handles the unseen tasks that bring the show to life. Stage manager Ilee Neemeyer worked to make this possible through her hard work.

“This was a very large-scale musical with a pretty detail-oriented set, which means that everything had to be done with precise details, and sometimes we didn’t have the proper amount of time for that,” said Neemeyer.

The tech crew and cast worked for many hours and even spent time outside of planned rehearsals to finish the set and choreography.

For some, being a part of this production meant being in a dream come true.

Many people in the LHS Theater Department have had aspirations to pursue theater since they were young. Years of theater experience have paid off to create this show and have resulted in many opportunities for students. For Kenyon, “Matilda” has been a prime example of this.

“Matilda has been a dream role of mine forever, and I’m so grateful to do the show with such amazing people at Lincoln,” said Kenyon.

From seeing the musical at a young age, she was inspired to continue with theater and work towards achieving her dreams.

After two months, the show was finally ready to be put on stage. With so many working parts, getting to put the pieces together and perform in front of an audience was rewarding for the entire cast and crew of “Matilda.” By opening night, everyone was well prepared and eager to put on a show. Friends and family filled the auditorium for every performance and did not disappoint with their reactions, as laughter and applause were frequent. On Apr. 12, 2025, the cast took their final bow for “Matilda,” and the production was finished after four successful shows.

DESIGN BY SELAH SEYMOUR | PHOTOS BY JOSEPH TUNGE

ENTERTAINMENT

33

by by Logan Logan Sanborn Sanborn

1

2

3

4

1. Junior River McKenzie returns a ball while playing against Brookings.

2. Sophomore Connor Husser serves the ball during his doubles match.

3. Senior Jacob Husser throws the ball up and prepares to serve.

4. Junior Chris Tao stands in ready position.

5. River McKenzie and Connor Husser high five after winning a point.

by Nadia SchNeider, editor-iN-chief

O

ver the past 11 years, LHS has dominated high school boys’ tennis in South Dakota. In 2014, LHS claimed its first title since 2004, beginning a 10-year winning streak. In 2020, LHS likely would have won its seventh championship in a row, but the pandemic canceled all spring sports that year.

The program’s past accomplishments can be credited to the athletes’ hard work, as most of them are playing and improving throughout the entire year. They put in a lot of time during the offseason, enhancing their skills and knowledge of the game. “[Our past success has come from] what they do in the other 10 months of the year. They’re doing tournaments, lessons or groups. They’re playing on their own,” said Coach Tom Krueger.

“That’s what makes them so good.”

The athletes’ excellence also comes from their love for the game. While many people might consider their sport an annoyance, this is not true for these LHS tennis players. They truly enjoy their time out on the court, which sets them apart from other schools.

“We’re all pretty passionate about the game,” said LHS junior River McKenzie. “We play a lot every day, and we have fun while doing it. A lot of players don’t.”

This season, McKenzie has been leading the team as their number one player. With the top two players from last year both having graduated, this has been a new position for him to take on. Previously, his older brother Rocky claimed this spot, so McKenzie was able to look up to him on the team.

The McKenzie brothers have not been the only family members who have played together on the team before. LHS has a long history of brothers playing together, which has greatly benefited them. This year, the team has sophomore Connor Husser and senior Jacob Husser, who are ranked two and three on the team. Having brothers on the team allows the players to improve because they can compete with and play against each other outside of scheduled practices. This also provides the team with chemistry that most other schools lack.

“We’ll get done with practice and I’ll look out on the court,

deSigN by Nadia SchNeider | photoS by Nadia SchNeider

34

LHS STATESMAN

and the Husser brothers are out pounding it away together,” said Coach Krueger. “They challenge each other, and the younger brother, a lot of times, gets better faster because they have somebody really, really good to practice with.”

Even with the team’s past success, this year is not going

5

to be easy. Due to the loss of its top players, most people are not expecting LHS to claim its 11th straight title. Other schools, such as HHS, OGHS and WHS, are proving to be a threat. Even so, LHS is less focused on claiming their next title and more focused on improving and having fun while doing it.

Opland Opland Sonnichsen: Sonnichsen: 1) “For 1) “For the the first first fourth fourth of of thethe season season it was it was rough, rough, With With a rocky a rocky start start to their to their but but other other than than that, that, we’re we’re starting starting to get to get it together it together 2) “I 2) see “I see us easily us easily going going to to season, season, thethe LHS LHS baseball baseball team team getget on on a roll. a roll.

We’re We’re getting getting better. better.

We’re We’re starting starting state andand honestly honestly justjust winning winning andand hashas their their work work cutcut outout forfor them them to to state to get to get our our bats bats hot,” hot,” said said Sonnichsen.

Sonnichsen. it all,” it all,” said said McLarty.

McLarty. turn turn things things around. around.

While While they they 2) “We’re 2) “We’re hoping hoping to get to get to state, to state, andand I think I think we’re we’re 3) “Kale 3) “Kale [Meyer]; [Meyer]; he’she’s young, young, have have definitely definitely improved improved their their good good enough enough to get to get to state. to state.

We We obviously obviously want want to to but but his his bat bat he he hits hits amazing. amazing. gameplay, gameplay, it still it still begs begs thethe question question place, place, but but we’ll we’ll see see how how the the rest rest of of the the season season goes,” goes,” Kasen Kasen [Christiansen [Christiansen is a] is a] great great of of whether whether these these boys boys willwill be be ableable saidsaid Sonnichsen.

Sonnichsen. pitcher.

Ethan Ethan [Olson], [Olson], same same to defend to defend their their title title or lose or lose to ato a pitcher.

3) “Murphy 3) “Murphy Eisenberg; Eisenberg; he’she’s a really a really good good freshman. freshman. thing with with Kale, Kale, cancan hit hit really really school school hungry hungry forfor a win. a win.

ButBut as as thing ForFor sophomores, sophomores, there’s there’s a couple a couple of of us that us that areare pretty pretty well.

[Colin] [Colin] Lunders, Lunders, he he justjust students students andand faculty faculty alike alike ponder ponder well. good; good; Henry Henry Pudwill, Pudwill, Cooper Cooper Wasmund Wasmund andand Carter Carter hitshits thethe ballball outout of of thethe park,” park,” thethe possibilities possibilities of of thisthis year’s year’s Brady Brady areare a couple a couple of of decent decent sophomores,” sophomores,” saidsaid saidsaid McLarty.

McLarty. season, season, should should people people notnot askask Sonnichsen.

Sonnichsen. those those whose whose opinions opinions matter matter most, most, Brayden Brayden Olson: Olson: thethe players? players?

1) “As 1) “As a team, a team, I think I think we’re we’re starting starting slow. slow.

OurOur team team needs needs to to play play a little a little bit bit better better as aasteam,” a team,” Olson.

Olson.

1) How 1) How is the is the season season going going so so saidsaid 2) “I 2) think “I think wewe have have a really a really farfar in your in your opinion? opinion?

Head Head baseball baseball coach, coach, Jordon Jordon Johnson, Johnson, gives gives good good shot shot at state at state this this year. year.

I I 2) What 2) What areare some some of of your your think think we’ll we’ll be be at least at least a top-five a top-five hishis opinions opinions on on which which boys boys areare thethe most most up-uppredictions predictions forfor this this year? year? team thisthis year year as long as long as we as we play play and-coming and-coming players players on on thethe team. team.

3) Who 3) Who areare some some players players to to team really really well well together,” together,” saidsaid Olson.

Olson. look look outout forfor next next year? year?

3) “I 3) think “I think I’mI’m gonna gonna saysay Colin Colin Lunders: Lunders: “Colin “Colin [has] [has] been been a staple a staple Carter Carter Brady.

Brady.

[It’s] [It’s] justjust thethe factfact andand Wish Wish Nelson: Nelson: star star forfor ourour team team since since freshman freshman year. year. he he goes goes outout on on thethe mound, mound, 1) “Good.

1) “Good.

[We] [We] started started off off on on thatthat When When he he plays plays well, well, wewe play play well,” well,” said said he he dominates dominates right right away,” away,” a slow a slow start, start, butbut we’re we’re getting getting hothot andand Johnson.

Johnson. said said Olson.

Olson. now,” now,” saidsaid Nelson.

Nelson.

2) “Anyone 2) “Anyone cancan winwin [state] [state] Jude Jude Timat: Timat: “Jude “Jude brings brings an an energy energy to to thethe Collin Collin Lunders Lunders justjust if they if they play play well well thatthat day.day. team team that that wewe feed feed from. from.

[He [He is]is] always always smiling smiling 1) “Our 1) “Our season season started started off off a a ButBut I think I think wewe cancan winwin thethe state state and and [has] [has] been been a big a big piece piece to to our our puzzle puzzle this this little little slow slow as we as we graduated graduated a lot a lot [championship] [championship] thisthis year,” year,” saidsaid of of seniors seniors last last year. year.

We’ve We’ve had had year,” year,” said said Johnson.

Johnson.

Nelson.

Nelson. a lot a lot of of young young kids kids stepping stepping 3) “[Colin 3) “[Colin Lunders, Lunders, Brady Brady up. up.

We’ve We’ve been been figuring figuring outout ourour Murra Murra andand Owen Owen Lechtenberg] Lechtenberg] Kale Kale Meyer: Meyer: “Kale “Kale hashas brought brought a new a new depth depth positions. positions.

We’re We’re coming coming around,” around,” areare very very good good players, players, very very good good to to ourour team team andand really really stepped stepped up up thisthis season. season.

Lunders.

Lunders. leaders leaders [and] [and] they’re they’re confident,” confident,” saidsaid I gave I gave him him an an early early opportunity opportunity to to be be ourour 2) “We’re 2) “We’re gonna gonna make make a good a good saidsaid Nelson.

Nelson. starting starting [shortstop] [shortstop] andand lead lead off,off, andand he he hashas runrun as we as we won won state state lastlast year,” year,” yet yet to to relinquish relinquish those those spots,” spots,” said said Johnson.

Johnson. saidsaid Lunders.

Lunders.

“I’d“I’d saysay wewe have have Jens Jens Mclarty: Mclarty: high high odds odds of of winning winning state state again again 1) “I 1) think “I think it’sit’s going going alright. alright.

Owen Owen Lechtenberg: Lechtenberg: “Owen “Owen hashas continued continued to to this this year.” year.”

I think I think we’re we’re in the in the early early stages stages compete compete at aathigh a high level level with with thethe batbat andand on on thethe 3) “Kale 3) “Kale Meyer Meyer is one is one of of ourour of of ourour season season [so[so wewe have have some] some] field. field.

He’s He’s been been a staple a staple all all year year for for us, us, whether whether young young studs studs who’s who’s taken taken over over growths growths andand pains pains thatthat we’re we’re thethe shortstop shortstop starting starting spot,” spot,” saidsaid it be it be pitching, pitching, fielding fielding or or hitting,” hitting,” said said Johnson.

Johnson. going going through through right right now,” now,” saidsaid Lunders.

Lunders.

McLarty.

McLarty.

SPORTS SPORTS 35 35 deSign deSign

by Logan

by Logan Sanborn Sanborn

by Jacob Wessels

A

strong golf team requires a united and dedicated group with a sturdy focus on success. For the LHS girls’ golf team, every ball teed up and every divot taken means success is on the line, and this year, no mulligans will be necessary.

Golf is a strenuous sport; hardship is more likely than success. A team in the primarily individual sport of golf has the prevailing purpose of creating an environment in which players feel united and can keep going through the difficulties that come with the game.

This season’s golf team has perfected this dynamic with the assistance of decorated coach, Scott Amundson.

Olivia Schaefer in the 2024 season lining up before teeing off with her driver.

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LHS STATESMAN

Kinley Freese in the 2024 season crouching to read the green and line her ball accordingly before putting.

The team is led by a group of upperclassmen who have not only put their blood, sweat and tears into refining their swing, but also into maintaining a positive environment, meaning that athletes support each other and ensure morale is at an all-time high.

“I think the [athletes] understand what it takes to be successful. We’ve kind of built [maintaining positivity] into the fabric of the team,” said Amundson.

With this mentality, wins are inevitable. Last year, the team placed fifth in the state, and this year, everything is on the line. With a record number of promising athletes stepping up to the tee box this season and upperclassmen having had yet another summer at the driving range to ensure their swing is as pure as possible, Amundson has his eyes set on earning top three and on making sure all athletes improve.

“A modest goal would be to be in the top three and maybe win the city meet, and just keep getting better throughout the year,” said Amundson.

A winning tradition is being formed with every ball that rolls into the cup, something that LHS sports know all too well. Besides winning and maintaining a positive and successful environment on and off the course, the team has one more major attribute that sets it apart from the rest, momentum. Starting with success at the first couple of meets this season, the team is only building confidence that will not begin to falter anytime soon. The trajectory that their hard work, grit, tenacity and positivity has put them on is something that few golf teams can truly boast.

“The first two meets we [participated in] have been very competitive. We should be in the top four or five in the state by the end of the season, so we are excited about where we are at,” said Amundson.

It is safe to say that the LHS girls’ golf team is ready to drive it strong and take a heavier trophy home this year. photos used With permission by sdhsaa & canva design by Katie Kroeze

Notes for moms from LHS students:

by Adie Theophilus

M

om, mother, mommy, momma, stepmother, foster mom, adoptive mom and many more synonyms are all used to describe a female parent.

Every child has a different perspective or experience with their mom. Some love their mom and can not imagine life without them, others do not have a mom and wish for one.

And others have a mother who is simply unforgivable, whom they wish to never see again. May 11, moms around the world are

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celebrated and recognized, which is a rare occasion for them to recieve recognition for their hard work. Moms are deeply involved behind the scenes and carry the job title of taxi, maid, cook, medic, event planner etc.

Many hats to wear, and not enough appreciation for them. One of the most beautiful aspects of being a mom is the unconditional love they give, often putting their children before themselves.

Whether it is through comforting words during tough times or celebrating our achievements, moms are always there, cheering us on. A stand was set up in the LHS hallway for students to anonymously write a letter to their moms. Some lighthearted, some honest, some unfortunate, but all written and directed to the same person in our lives, our moms.

Although everyone’s opinions on their mom or mother figure in their lives may

be different, I was very fortunate with my mom.

My mom raised me and my brother as a single mom who worked so hard to provide me with everything I’ve ever needed or wanted.

She never complained, took time off or showed any sign of weakness or exhaustion. My mom is not only an inspiration to me, but to many others as well.

She is the president of the state bar of attorneys, and I would say she’s pretty spectacular at her job. She works all of the time, and loves her job so much.

Her profession is a huge commitment and requires a lot of trust and sacrifices.

So, dear mom, thank you for being my rock and my biggest supporter.

Your love, sacrifices and guidance have shaped me into who I am today. You have guided me through some very tough times in life, meanwhile teaching me the importance of kindness, strength and perseverance.

You constantly remind me that life is not fair, and the easy way is never the right way out. Thank you for the countless hugs, late-night

talks and all the little quickthinking things you do that may go unnoticed. I cherish every moment with you and admire you so much. I am going to miss you so much when I go off to college, and I am going to miss your guidance through an altering time in my life.

design by Ashlyn hoffmAn phoTos by Ashlyn hoffmAn ArTwork used wiTh permission by CAnvA

PERSPECTIVES

39

by Chris Tao, EdiTor-in-ChiEf

A fish that has never left its tank mistakes the glass for the world’s edge, forever ignorant of the ocean that lies beyond.

We are the fish, and America is the glass.

Growing up in America—a country characterized by one of the highest standards of living anywhere in the world—my internalized perspective on the concept of privilege has been greatly distorted and sheltered from the adversity of the world beyond. A deficiency in exposure to contrasting ideas and experiences manifests in my mindset of unacknowledged and oftentimes unintentional ignorance. Students in the United States, including me, are often unable to fathom a lifestyle of true economic hardship and struggle. Access to a quality education, passionate teachers and so many other opportunities are abundant in America, yet a pervasive culture of underutilization and complacency runs rampant. Living in an environment that perpetuates these jarring and extreme ideals breeds a lack of intrinsic motivation, depriving students of a greater purpose and sense of self.

Privilege is an invisible burden we all carry with its weight only manifesting through acknowledgement.

Now, the question to be faced is why? What is the purpose of acknowledging privilege if it stands to weigh us down?

For the longest time, this was a question I could not answer until I finally began to direct efforts full of intention to not only educate but expose myself to stories—ones of hardship that I had never bothered to ask about—from the people closest to me: my parents.

My father, Jianning Tao, grew up in Taoxi, a village tucked deep in the mountains of rural China. It was a place where the earth fed the people, and the people 40

LHS STATESMAN

fed the earth in return. The economy was primarily agricultural—life revolved around planting seasons, and families often passed down the same struggles from generation to generation.

“We didn’t have much,” Tao said. “There weren’t enough resources, and the ones we did have had to be shared between too many students.”

There were schools, technically. But the idea of higher education—let alone studying abroad—was absurd to most. The city students had trained teachers and test prep books. My dad had a few worn-out materials and a desk he shared with three siblings.

“If you didn’t push yourself, no one else would,” Tao said. “The system… wasn’t catered for people coming

from an [under-resourced] background.”

Early mornings and late nights became routine.

There was not a schedule so much as a commitment.

Hours blended together as he studied for the Gaokao, China’s national college entrance exam. One test, once a year, that would determine your entire future. And it was not an even playing field. But he studied anyway.

His hard work earned him a spot at a university, and later, a graduate scholarship that allowed him to pursue a PhD in biochemistry in the United States. He arrived with almost nothing—no support system, limited English and no guarantee of success.

“I didn’t know how anything worked here,” Tao said. “But I had already come so far… [so] moving was a risk I was willing to take.”

This was what I inherited—not his hardship, but his purpose. He built a life with quiet sacrifice, without ever needing to say it was for me. What is remarkable is that he never used his story to pressure me. Neither of my parents ever have.

They don’t expect perfection. They have never cared about something as trivial as class rank or grades. They want me to prioritize my wellbeing and dedicate myself to anything I choose.

I know I am lucky in that way. Despite the towering mountain they both climbed to get here, they’ve never forced me to carry that same weight. Instead, they let me walk my own path but made sure I’d never have to start where they did.

Top: Jianning Tao as a child with his family.

Side: Different images of Jianning Tao throughout his student career. phoTos usEd wiTh pErmission by Jianning Tao dEsign by naomi JEspErsEn

A gradual understanding blossomed as I learned about their stories—an understanding that allowed me to see higher and further over the illusion of privilege and find something greater that was waiting within.

I used to think work ethic came from discipline alone.

But it is more than that. It is knowing what was given up so I could have options. It is waking up early not because I have to, but because I get to. It is approaching every paper, every project, every test with an awareness that my father once studied, hoping to escape a life where education was never promised.

His story echoes in my mind during the moments that matter most—when I am tired, when I am overwhelmed, when quitting feels easier. I do not always succeed, but I never give less than everything I have because I know how easily this could have been out of reach. Because I know that somewhere, a kid like my dad is still waking up before sunrise, still studying in silence, still chasing a dream that feels impossibly far away.

Education, to me, is not just a ladder—it is a debt I owe to those who never had the chance to climb it. My father did not fight for an opportunity just to hand it to me. He fought so that I could learn what to do with it.

This is my inheritance. Not just privilege—but purpose.

I have begun to see beyond the glass of my tank, glimpsing the vast ocean that exists outside my immediate experience. I have been shown what lies beyond—not to make me feel guilty for the water I swim in, but to help me understand its true value. In acknowledging both the glass and the ocean, I have found something greater than privilege alone could ever provide: a reason to swim with intention, with gratitude and with a sense of responsibility to the currents that carried my family here.

PERSPECTIVES 41

the truth behind bullying

Tariff Trouble

I

by Mason Dean

P

resident Donald Trump ran his election on a platform of increasing tariffs to encourage domestic One of the biggest ways South Dakota could be manufacturing, but now, over 100 days into his presidency, nobody was prepared for how large those tariffs would be. impacted by tariffs is by losing one of its biggest While the U.S. does have a robust history of extensive use agricultural trading partners: China. According of tariffs, that economic strategy has seen less and less use to a 2022 USDA census of agriculture, 31.8% in recent decades. And even then, never have U.S. tariffs of farmland in South Dakota was used to grow reached such great heights. soybeans. Of those soybeans, a little over 60% are The Trump administration promises the tariffs will bring exported to China. With current Chinese tariffs of manufacturing jobs back into the U.S. as companies reinvest 125% on U.S. goods, farmers in South Dakota are in in domestic factories. But such high tariffs are having need of a new customer. undeniably negative effects, at least in the short term, on South Dakota.

“President Trump’s aim is to balance international trade agreements, which in principle is a good thing.

The challenge for private businesses, especially small businesses, is that they have no time to prepare. Now, they lack confidence as to how much it will cost to get their product to market or purchase items they need. We are hopeful that the short-term pain will lead to more prosperous times, but history tells us the markets perform best with limited government intervention,” said Jeff Griffin, the President and CEO of the Sioux Falls Chamber of Commerce.

The primary problem that has been brought With a 25% tariff on all automobiles, the car about by the tariffs is a lack of confidence in the economy. market stands to take a severe hit from current Due to frequent changes in tariff rates made by the trade issues. While this may seem to only affect Trump administration, investors and businesses cannot new car buyers, higher prices will stop people from rely on consistent prices. As such, they are less likely to buying as many new cars and, consequently, shrink make as many businesses moves and take risks, leading to a general stagnation in the economy. the number of cars in the used market. This will

Soybeans

Auto Industry

cause a trickle down effect, which will impact both new and used buyers alike. Additionally, there is also a 25% tariff on auto parts. This stands to impact all drivers regardless of whether they buy a new car or not.

“The marketplace simply does not like uncertainty.”

- Jeff Griffin, CEO and President of the Sioux Falls Chamber of Commerce

Current Tariffs . . . . . . . . . . . . . . . . . . . . . as of 5/1/2025 China: 145% on all imports from China Reciprical Chinese tariffs of 125% EU: 10% on all imports

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Canada & MExiCo: o% on USMCA Compliant goods 25% on non-USMCA compliant goods

(A USMCA compliant good is produced/manufactured in Canada or Mexico)

Design by Mason Dean

n the halls where learning is meant to thrive, some students walk with silent burdens heavier than textbooks. Behind forced smiles and quiet stares, they endure whispered slurs, cruel jokes and the chilling sting of being deemed “different.” Discrimination and bullying are not just isolated incidents; they are daily realities that shape the lives, identities and futures of students across our school.

This is not just a story. This is a truth that demands to be seen, heard and reckoned with.

LHS students were sent a survey where they shared their personal stories of dealing with bullying and/or discrimination. This survey was kept anonymous. With anonymity, some of their shared experiences lack further context and are difficult to corroborate. One student shared their experience of being pushed out of a friend group by someone they described as a “mutual friend.” It started with small slights and cutting remarks, subtle but intentional. “She never really liked me, and I was okay with that. But as I started becoming part of her group, she began trying to get me out,” said an LHS student.

What began as passive-aggressive behavior soon escalated into active efforts to ruin the student’s reputation. “She started spreading rumors about me. She made sure they got to my friends, even to my coaches,” said a student at LHS. Eventually, it culminated in a humiliating public moment. “She stood up in the lunchroom and announced that I was no longer wanted at the table in front of all my friends,” said an LHS student.

The emotional toll of being targeted, excluded and humiliated repeatedly by a peer while adults remain unaware or unwilling to step in is enormous. And yet, this student found a way to reclaim their power. “This year, I finally decided that I don’t really care what the mean girl thinks of me. Maybe if she doesn’t like me, that means I’m doing something right,” said an LHS student.

However, these stories are part of a larger issue, one that goes far beyond a few bad experiences. These students did not just suffer because of peers or teachers, they suffered because the system failed them.

Without knowing the full details of the situation, another student stated, “I went to the school and told them what was happening.

They told me it wasn’t a big deal and to figure it out on my own.”

Some students do not reach their desired outcome. Sometimes, students do not get what they want, and there is little to do about it.

Although our faculty does all they can to help, in the students’ eyes, it feels dismissive.

This is not just a misstep for this student. Not everyone deals with the same situations, and it is not just happening once or twice. For some, it is part of a pattern where reports of bullying, harassment and discrimination are brushed aside as unimportant or exaggerated.

“The school’s lack of investigation into reports made by students just nurtures the idea that it’s okay to treat people however you want, even if it’s harmful,” said one student at LHS. “We do have some amazing adults here who genuinely care.”

When schools do not take bullying reports seriously, they send a dangerous message. They teach bullies that their actions have no real consequences, and they teach victims that their voices do not matter. design by bobby Parker

by bobby Parker

In some schools, this creates a culture where it feels safer to stay silent than to speak up, and that is exactly how bullying survives and grows. On the other hand, schools also have their hands tied when it comes to bullying that happens outside of school, such as on social media. Administration cannot always meet the needs of everyone at the same time, but LHS staff work hard to accommodate everyone’s situation.

The Sioux Falls School District’s policy, JFCE, defines bullying as repeated, unwanted behavior, whether physical, verbal, written or electronic, that creates an intimidating, hostile or offensive academic environment or substantially interferes with a student’s academic performance. This policy applies to incidents occurring on school property, in school vehicles and during school-sponsored activities.

The district mandates that all complaints of bullying, whether formal or informal, verbal or written, be investigated. Students found to have engaged in bullying are subject to disciplinary actions as outlined in the district’s student discipline procedures. One aid LHS students have access to is a “Student No Contact Agreement,” which can be set up with school principals. This contract lists a set of rules that any people involved have to follow, including “speaking respectfully, not gesturing or signing an messages, including texts and social media, not asking friends to send any kind of message or have any contact with the student(s) in the agreement, not discussing the situations any further with anyone and not retaliating against anyone in the agreement.” If one of the students breaks the agreement, the other must report it immediately to the office. Additionally, staff members who observe or suspect bullying are required to report the issue to their building supervisor.

South Dakota state law complements these policies by requiring each school district to adopt a bullying policy that includes procedures for reporting and investigating incidents, as well as disciplinary measures for offenders. However, the law does not mandate specific prevention programs, staff training or mental health support services for students involved in bullying incidents, leaving the implementation of such measures to the discretion of individual districts.

While these policies provide a framework for addressing bullying, their effectiveness depends on consistent and thorough enforcement.

We need schools that not only say they protect students but actually do it, fully, fairly and for every student, not just the ones who fit in easily. No student should feel unsafe in their own school.

This isn’t drama. This isn’t an exaggeration. This is real harm.

And if we continue to ignore it, we become complicit in it. Choosing to do something about bullying means enforcing school policies fairly, making sure students know they are not alone and surrounding them with support from friends, family, teachers and trusted adults. At LHS, counselors exist to listen, to help students heal and to show them they don’t have to carry their pain by themselves. We need to build a school culture where students lift each other up, where families feel confident their kids are safe and where no one has to suffer in silence.

PERSPECTIVES

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