MOR 2025-26 Issue #1

TABLE OF CONTENTS

News

The Phone Ban

Fleming Frenzy

Opinions pg. 4 pg. 6

Language Learning pg. 8

Features

Behind the Lunch Line pg. 10

Kuktus pg. 12

Humanities pg. 14

The World of ELOS pg. 16 A Job for Everyone pg. 17

Book Recs pg. 20

Camarade Clemence pg. 22

Counting to 48 pg. 24

Bulldogs to Bobcats pg. 26

Powerschool pg. 28

Sports & Culture

The Watson Way pg.

Dear readers,

Thank you for picking up this issue! If you’re a new, welcome! If you’re a long-time supporter, thanks for sticking with us.

The cover was shot by our very own Elise Bacon and references Annie Graff’s “The Phone Ban” and Jahrie Houle’s “Is PowerSchool Empowering?” It also could be worth 6.7 million dollars in the near future. Our back cover is a tribute to Xander Ahn’s “Behind the Lunch Line.” If you want a more extensive read, you should check out Emily Taylor’s “Humanities on the Chopping Block.” Also be sure to check out our website (mor.news) and social media pages (Mouth of the River on all platforms) for more!

Huge thank you to all our sponsors for making this issue possible, and to you, our readers, for giving us a reason to keep writing. We hope you find something you enjoy in this publication and stay tuned for the next one!

Catch you on the flippity flip, Annie Graff and Jahrie Houle

Mouth of the River Mission Statement

Mouth of the River seeks to reliably inform the student body, as well as the surrounding community, of interesting and newsworthy content in a modern, compelling format. Our goal as a staff is to give voice to the students of Oyster River, and have it heard by all our students. The opinions expressed in Mouth of the River represent those of the writers and staff.

Meet the Staff

Curated by Emily Taylor

MOR staff was asked to insert their favorite quote this issue.

Byline Photos by Elise Bacon

Annie Graff (she/her) (‘26)

Co-Editor in Chief

“Hopped up out the bed, turn my swag on.

Took a look in the mirror said ‘was’ up?...’”

Jahrie Houle (she/her) (‘26)

Co-Editor in Chief

“...Yeah I’m gettin’ money, oh”

“Be a goldfish”

“What did the farmer say when he lost

“Where’s my

Xander Ahn (he/him) (‘27) News Editor

Elise Bacon (she/her) (‘26) Creative Director

tractor??”

Eva Bebbington (she/her) (‘27) Content Manager “just vibes!”

Sadie Goldberg (she/her) (‘26) Digital Editor

his tractor?”

Bella Jackman (she/her) (‘26) Multimedia Editor “Antique cherry red or nothing”

Kristina Jakobs (she/her) (‘27) Sports & Culture Editor “Roblox, hands up, hands up...”

Business Manager

“I love Rashee Rice”

Archive Manager

“dang im rollin hella deep i feel like adele”

Riley Duggan (she/her) (‘26)

Opinion Editor

“I spent more time worrying about this quote than doing my homework.”

Thea Smith (she/her) (‘27)

Marketing Director

“What? Sunday morning in an English family and no sausages! God bless my soul, what’s the world coming to.”

Emily Taylor (she/her) (‘27) Layout + Cover Editor “...sway, sway!”

Features Editor

“been thinking about this quote since freshmen year... “

Social Media + Website Manager “haiiiiiii”

Bel Ejarque (she/her) (‘27)

Levi Clapp (he/him) (‘27)

Jimmy Kim (he/him) (‘26)

Elsa Svenson (she/her) (‘27)

The Phone Ban

A new NH mandate banning personal technology in school (featuring photos taken on Annie’s chromebook.)

visuals and writing by ANNIE GRAFF

or years, in schools across America, teenagers’ pockets have been buzzing. Text messages, social media notifications, the news, and dozens of other lines of communication are all held in the hands of the youth. That was until this past summer when a new mandate was passed in New Hampshire, joining our state with 26 others that have a “phone policy required” law, banning phones and other technological devices from school entirely.

The new mandate--passed June 27th, 2025, by New Hampshire’s firstterm Governor Kelly Ayotte--had been in the works for quite some time before finally being signed into law. In the 2024-2025 school year, Oyster River as well as several other school districts across the state had been experimenting with their own phone bans that were enforced as a school policy rather than a statewide law.

In the 2024-2025 school year, the phone policy required that students put their phones into cubbies deemed “phone zones” during class time, Flex and study halls, but were able to be used during passing periods, lunchtime and free periods.

As of the 20252026 school year, the phone ban has increased in strictness now that it is an official state law. Now operating on a “bell to bell” policy the Oyster River High School (ORHS) phone ban states that no student’s phone can be seen from the first bell at 8:15 AM, until the last at 3:00 PM. If a student is seen with their phone out, they’re allowed one strike where the phone is taken to the office and then picked up by the student at dismissal, along with a call home. Any strikes after that proceed in the phone being taken to the office and held until a parent or guardian comes to pick it up.

The reaction to the phone ban has been mixed among the student body. Although some are frustrated by the lack of use during free time, others testify to the increase in focus on academics. Maerwyn Holden-Mount (‘26) states, “honestly, I have two different perspectives on it...obviously I’m more focused on the work I’m trying to do, then on the other hand there’s times when I’m trying to text my mom to update her on plans but I can’t really do that.”

This sentiment of mixed feelings is shared by many stu-

dents, feeling more productive during school hours, but also trying to find ways around not being able to use their phones as a tool, “I have less work to do at home because I’m doing more of it at school,” states Delaney Toye (‘26). Still other students find themselves making up for the lost time right when the bell rings, “I use my phone immediately when I walk out of the school building, and I feel like I didn’t have that problem last year, I didn’t feel the need pull my phone out as soon as my foot’s out the door,” states Grace Royal (‘26)

The idea of a phone ban in schools has been kicked around for years as more information is discovered on the negative impact that social media has on youth, as well as the addictive qualities a phone can have.

According to the National Library of Medicine, excessive phone usage usually coincides with cognitive emotion-regulation, impulsivity, sleeplessness, and in some cases can trigger worse symptoms for a pre-existing mental disorder such as anxiety or attention deficit hyperactivity disorder (ADHD). These symptoms can largely affect school performances as well as

social behavior. As social media becomes more entertaining, it becomes easier for an adolescent to live more in the online world than they do in the real world.

For the most part, push back against the phone ban from the student body has appeared to be less prevalent than last school year. “I expected kids to hate it, and I’ve had some rolling of the eyes but for the most part kids seem okay with it,” states Joe Pratte, a Special Education teacher at ORHS.

The key difference between the phone policies of this year and last year is that ORHS is experiencing a total ban this year, with very few exceptions to when phones can be seen during school. This appears to give teachers an easier time handling phone usage.

large increase of social interaction among the student body, in both good and bad ways, “you might see some more kids throwing food in the lunchroom. We’ve seen an uptick of fights in school because now kids are interacting with each other in different ways. So, there’s positives and negatives. Overall, I think it’s positive.” States Christopher Quirke, a social studies

legislation. I think it’s a little bit easier to enforce [the state legislation] by the school,” states Quirke. It’s still up in the air whether the law will have a greater effect than last year’s school policy, and students will continue to fall in line with the ban as they have over the past couple months of school. Still, it’s more than possible that the administration will see a lack of compliance as the year progresses or if more students will voice their agreements or disagreement with the new law.

Phones have become a staple item that most of the world carries with them at all times. In the scope of technological inventions, smart phones are fairly recent, and like all recent inventions, it’s hard to see the consequences until they’ve already happened.

“They’rehavingmoreconversations,they’redevelopingtheskillsofbeingabletotalktoeachotherin moreofasocialway.”-ChristopherQuirke

Perron, the Vice Principal at ORHS chimes in, “it’s easier this year from a management stance, it’s one expectation: bell-to-bell.”

On the other hand, with the student body, specifically upperclassmen, the lack of freedom during times like lunch or free periods seems to be the most pressing point. “I would change that it would be allowed during Flex time... some people don’t have work, so you’re just sitting there forever,” states Holden-Mount.

With an influx of students with extra time on their hands there’s been a

teacher at ORHS.

Over the course of the last school year, the school’s phone ban policy became increasingly lax as students continued to sneak their phones or ignore the policy entirely. However, it appears that having a state law behind the school policy is incredibly effective for student body cooperation. “Last year we had the phone zone which kind of petered off in the third quarter. The impetus of the phone zone was the school administration, while the impetus of the bell-to-bell ban is the state’s

It’s more than possible that bans and regulations like this could trigger serious backlash from the youth of this country, or usher in a new era of ethical, responsible social media use and an emphasis on real-life community building. Quirke states, “The time that students are not spending on their phones they’re interacting with each other a little bit more, they’re having more conversations, they’re developing the skills of being able to talk to each other in more of a social way.”

Fleming Frenzy

Amy Fleming’s journey through jobs.

written by SADIE GOLDBERG

visuals from AMY FLEMING

Anew Fleming has entered the front office, and she looks and sounds startlingly like the Fleming we all know and love.

Amy Fleming, daughter of Colleen Fleming who has been the face of Oyster River High School’s (ORHS) front office for the last few years, has been hired as the new substitute coordinator. When she’s not filling in for substitutes in classrooms around the school, she can be found at her desk in the back of the front office scheduling other substitutes, a mere 5 feet from her mother. She’s had a wide variety of unique seasonal jobs throughout her life, and her job at ORHS is her first time working full-time.

Her mother said she didn’t have much of a role in Fleming getting the job as substitute coordinator. “I told her there were a couple of openings and that’s about it.” She said, “Out of my two kids [Fleming] is more flying by the seat of her own pants in that

she really makes it happen.”

Her mother said that the moment she “saw [Fleming] really becoming her own person and just deciding ‘hey, I’m going to try something,” was when

they were in Florida the spring before her senior year. They were sitting in the airport waiting to go home, when,

much to the surprise of her mother, Fleming was applying to the Disney College Program on a whim. Her mother said, “She went to college close to home just because it made good financial sense, so for her to decide on her own, sitting in an airport to apply for a college program was shocking to me... I like that about [Fleming]. She’s just not afraid to take chances and follow her own path.”

She ended up working 40 hours a week as a lifeguard for Disney while doing online classes at the University of Southern Maine during the first semester of her senior year. She got the job because she had previous experience in ocean rescue. She said, “They [took the role I was in] very seriously, and it is a very serious job, but it gave me a lot of anxiety. I think I didn’t appreciate the program to the extent that I could have.” While the Disney College Program ended up far from the top of her list of favorite seasonal jobs, she doesn’t regret her decision to try it out.

After she returned from Florida hav-

Flemingandhermother

“Shutoutthoseexternalfactorsandthepeoplearound youandjustdowhatyouwanttodo.”

-AmyFleming

ing learned what type of job she didn’t enjoy, she took an internship at a mussel farm on a wharf in Casco Bay which was much more relaxed. She did their social media marketing and would spend up to 9 hours on a boat taking videos of her coworkers harvesting mussels and kelp, or in her office on the wharf. Occasionally, when they had extra mussels, she would get to take a few home to enjoy.

She’s also worked at a ski resort in Utah as a guest service agent at one of their lodges. She was more of an assistant to the owners as it was a family run business, and she worked there for 6 months before she returned in March of this year.

Fleming’s new job as the substitute coordinator, which was previously occupied by Greg Spiers, consists of three main parts, all of which are vastly different than any work she’s done in the past. Not only does she create a daily schedule of absent teachers and available substitutes, but she also substitutes classes herself when none are available. When that’s the case, she works to hire new substitute teachers.

at the venue, which “provides an opportunity for [them] to use the skillsets they have developed on their own,” said their mother. Fleming majored in business management and marketing, which means she ends up doing a lot

at the Fleming’s wedding venue, was thrilled to find out that Fleming was coming to work at ORHS, especially when she filled in for a substitute during Dubois’ advisory in the first few weeks of school. “She seems really passionate about [the job] and she fits in really well. She’s super sweet to the kids,” said Dubois.

While Fleming doesn’t think she’ll keep her job at ORHS forever, she said, “I have no idea what I want to do after this. I see a lot of benefits in a corporate 9-5 but at the end of the day, are they happy? A lot of people in my life are in that career path and they’re unhappy and burnt out by their 30s. I want to do something I actually enjoy.” Despite a bit of pressure from her mother, Fleming said, “I’m in no rush. I’m 23. I’ll figure it out when I figure it out. I’m in a good spot overall.”

She also assists with the Fleming’s wedding venue in Lebanon, Maine, which her mother is now working at full-time with her husband. Fleming and her sister Kerri Fleming both work

of the marketing for the venue as well as some tours. Each daughter is a 20% shareholder, which their mother said is, “a nice way for [them] to make some extra money from a business that they will eventually inherit.”

Adeline Dubois

(‘26), who works

Her advice to others looking to experience life to the fullest is to, “Shut out those external factors and the people around you and just do what you want to do. They might think it’s a bad decision on your part, but it could end up being something that you really enjoy. So just follow your heart, in the most cliche way.”

Learn A Language!

Why you should keep taking a language class.

written by RILEY DUGGAN

visuals by ANYA SHUBA

Hola. Bonjour? Ni Hao?

Do you take a language?

Language classes at Oyster River High School (ORHS) shrink in numbers each year, as the level increases. My AP Spanish class has 9 people in it, and it’s the only section running this year. AP French didn’t run this year. AP Mandarin barely exists.

This downsizing of language classes upsets me. I believe that continuing to learn a language throughout the four

at the end of the day, is how you communicate. It’s just as important as…a writing class, a public speaking class.” Grove believes that language learning is valuable to any person, no matter where they want to go in life. “It’s because communication is the cornerstone of everything that we do. And if you’re only able to communicate in English, you will without a doubt have less opportunities.”

Wendy Gibson, head of the Span-

“In fast food jobs, like how I work at Dunkin’ and there’s plenty of Spanish-speaking people that come in, and sometimes they can’t communicate, so even having that high school or middle school baseline of language can be helpful for simple things. I think in the real world, it’s very applicable.”

Yes, there are so many things to do in high school, and learning a language isn’t everyone’s priority, so it is difficult to remain in a language class. However,

“Ifyou’reonlyabletocommunicateinEnglish,youwillwithoutadoubthavelessopportunities.” - Fiona Grove

years of high school, and possibly beyond, is valuable.

I want to teach Spanish when I graduate, and I am planning on majoring in Spanish in college. I believe that knowing a language is important for more than just the people who want to be teachers. Knowing more than one language is a valuable skill, because it provides the ability to connect with more people.

Fiona Grove, a world language teacher at ORHS, who is certified to teach in French and Spanish, says, “I think there’s this misconception that language learning is only important if you want to be a teacher, or if you’re planning to move abroad to live your Emily in Paris lifestyle…but language,

ish department at ORHS, agrees with Grove. She says, “there are numerous reasons [to continue taking a language]. Including empathy and an understanding of other cultures. It can make you marketable. It gives you the edge over someone else .”

I agree with Gibson. Understanding Spanish has allowed me to value the stories and lifestyles of people in Spanish speaking cultures, because I have learned about their history, and their lives. Similarly to Grove, I believe that language is one of the most valuable things humans have, because it is how we convey ideas and share thoughts.

Bella Smith (’26), dropped Spanish after taking it for seven years, but still adds that it has helped her in her life.

I wish there was a way to fit it into each student’s schedule or make it a requirement for a certain number of years. It is so beneficial, because it helps students widen their cultural lens, and creates this new view where students are able to empathize, like Grove.

Language learning can feel difficult at times, with new grammar rules and conjugations, but making it through can teach you a new skill.

Smith says, “I feel like [language learning] was very academically focused, even in middle school where school is kind of supposed to be a little bit more fun and engaging. There weren’t any field trips, and it wasn’t very immersive as a class. And I feel like because of that, it kind of contin-

ued into like my high school language so, I just lost passion for it.”

Another reason to learn a language is to travel. Everyone knows that travelling to another country that speaks a different language from English will be more immersive if you are able to communicate in their native language.

Cambridge University Press released a study titled “The Extent of Bilingualism”, which claims that more than half of the world’s population is bilingual. However, most people who live in the United States live in a bubble where we think everyone only knows one language. Modern westernization has led to global English use, causing many English speakers to never expand their language learning because there is no need to.

In my experience, language learning is not emphasized as a very important skill, and rarely people say “yes, you should take that language class for all four years of high school.” There are so many things you can take away from a language class, and now I am able to share my love of a language with so many people, since I can connect with more people now. I am able to feel more confident in my interpersonal skills, gain empathy for other cultures, and connect with so many more people.

So, PLEASE, learn that language. Keep taking language classes even though they get difficult. Languages help connect the world and allow people to form meaningful connections they didn’t know they were able to. The values of knowing another language will seem invisible until they appear.

“[Knowing a language] expands your education and knowledge in a way that is useful in the real world,” says Smith.

Behind the Lunch Line

The dedicated team working hard to feed Oyster River High School.

writing and visuals by XANDER AHN

While for students, Oyster River High School’s (ORHS) lunch bell means a quick break from classes, it means much more for the lunch staff as it starts a carefully planned operation to provide meals for the entire school. Behind the scenes, a dedicated team works early mornings to plan menus, prepare meals, manage purchasing, and serve food that students will enjoy and also complies with the government’s nutrition guidelines. The daily work in the ORHS lunchroom is much more than serving food and the process of how food gets on students’ plates is overlooked by many. As someone who grabs lunch almost every day, I’ve realized how little most of us think about the work that is happening behind the scenes when it impacts us so much.

The ORHS lunchroom is more than a line to grab food from, it’s an essential service run by a team behind the SAU Director of School Nutrition, Mare-

dith St. Onge. From carefully selecting menu items compliant with government standards, evaluating what students enjoy, and managing food waste, the lunchroom functions as a system aimed at nutrition and sustainability while keeping food accessible and af-

fordable. According to St. Onge, “Anything that has to do with food, pretty much, I’m responsible for—from menus and purchasing to training and managing staff.”

Her role requires overseeing the food service across all district schools while ensuring compliance with federal nutrition mandates. Hearing her describe the range of the responsibilities she has helped me understand how much coordination goes into something as simple as the cookies or wraps we have.

The lunch menu planning is a month-long process that adapts seasonally to products available through the New Hampshire Buying Group, a collective purchasing program that leverages the buying power of multiple districts to secure better pricing and to make sure that all food items meet strict government guidelines, especially for nutrition and sourcing. “There’s a gentleman who manages it and makes sure that we are buying the approved products. And because there are 54 districts in the buying group, we get a good price point,” St. Onge explained. We sometimes find it easier to complain when our favorite snack is out or our favorite meal hasn’t been made in a while, but by being able to see how much thought and preparation is put into the decisions makes you realize there’s more to it.

Yet, no system is perfect and predicting exactly how much food to prepare is a challenge that requires continuous adjustment. The cafeteria keeps production records tracking the number of items sold, like chicken sandwiches, Uncrustables, or ice cream, just to name a few favorites. This trial-and-error method helps kitchen staff control order quantities, avoid waste, and maintain enough stock to satisfy students’ tastes, which often shift year to year. “If we’re constantly running out of something, we adjust the par list,

the certain amount of items we keep on hand,” says St. Onge.

Waste reduction is a priority at ORHS with composting and food reuse practices in place to make sure we use the most out of our materials. ORHS partners with a local compost company called Mr. Fox, where kitchen scraps and lunchroom waste are composted. However, it’s important for us as students to make sure we’re buying the right amount for ourselves because the majority of food waste here at ORHS comes from us, students. Leftover cooked food can safely be reheated one more time before being thrown away under food safety regulations. “We try to reuse and recook leftovers, but after the second use, it has to be discarded,” St. Onge said, focusing on safety alongside sustainability.

Student input on meals tends to be indirect but can be influential on future purchases. While official menus are based on what products the cafeteria has on hand, feedback from students and teachers sometimes leads to additions like shepherd’s pie or special holiday meals. “I mean, sure I’ll take some input,” St. Onge said. The monthly menu typically features recurring favorites such as wraps, tacos, and pizza.

come down and talk to us. We’re pretty open down here,” Kenaley shared,

emphasizing the community that the lunchroom creates for students. When asked about popular items he said, “Definitely our wraps, I think,” mentioning how they are customizable which makes them favored by many students. So next time you order that

food from home. Grayson Cox (‘27) explained, “It’s just a lot easier. I don’t have to pack a lunch in the morning.” His staple lunch includes a wrap or nachos on the very popular Taco Tuesday the school has, and of course you can’t forget the famous school cookies.

The lunchroom staff have built strong relationships and a welcoming environment here at ORHS. St. Onge shared, “They’ll come in at 9th grade and leave as seniors. It’s rewarding to see how far these students have come. Some still come back and remember us.” The staff’s care goes beyond serving meals which is recognized by many students when they bring in small gifts like magnets or keychains from vacations as gestures of appreciation for their work.

The lunch staff’s day starts long before the first student arrives, when a small team led by cafeteria manager Tim Kenaley arrives at 6:45 to begin prep along with five others. “If anyone ever has any questions, they know to

omelet in the morning before school starts, you can thank the team that took the time to get here extra early for you.

From the students’ perspectives, convenience and efficiency weigh heavily in whether to buy lunch or bring in

The ORHS lunchroom aims to continue balancing nutritional requirements and student satisfaction as they serve everyone. Expanding menu variety and sustainability efforts are top priorities to keep pace with student tastes. After spending time learning about it, I’ve started to look at lunch differently and to be more grateful for the work that gets done in the cafeteria every day. For many students, the lunchroom may seem like just a place to get food, often overlooking the care and hard work that goes into every meal served.

KUCKTUS

They’re in the spotlight now.

written by JIMMY KIM

additional reporting by ANNIE GRAFF

You may be walking among future rockstars. Kucktus, a local band at ORHS, seems to be halfway there. The band, comprised of three members, has performed at multiple local venues and brings in a crowd. Kucktus is an alternate-rock grunge band that started from the ground up, and is comprised of three members. Devin McGraw (bassist) King Hickok (‘26, drummer) and Logan Jabour, (‘24, vocalist, lead guitar.)

Kucktus is not new to the genre. The members were raised in an environment that always encouraged them to find what makes them passionate. “My dad, growing up, would always play Metallica and Killswitch Engage during the car rides to school. It was probably just being surround-

ed by music from the 80s and 90s. It’s just stuck in my head now,” says Logan Jabour.

For McGraw, his musical awakening came to him during school. “The actual moment I got into instruments or into playing music was in between 8th grade and my freshman year of high school, I was at a younger sibling’s band recital and my dad just looks over at me and goes, ‘want me to teach you how to play drums?’”

For Hickock, being a musician is practically in his blood. A lineage of musicians, from his grandpa, who introduced him to drumming, to his mother, who encouraged him to follow his passion of playing the drums, to his sister, who he grew up with playing the guitar and drums side by side. “They were very open. They were really supporting me through all this, and I’m glad,” states Hickock.

Kucktus’, came to be when Jabour, needed an outlet to create. “The last band I was in, TDS, kind of fell apart when everyone went to different colleges, and didn’t want to play anymore. I need my fix of performing and playing live.” Says Jabour.

Originally Kucktus had a different bassist, but they quickly needed a vacancy filled after their former bandmate left for college. Jabour and Hickock found McGraw to be the only one qualified. “For the auditions, we asked them to learn, I think, two or three covers.” Says Jabour. “Neither of them looked at the original or learned the covers, but by that point, Devin was available again. So we were like, lets just try Devin. And it was just so much easier,” Jabour added.

King Hickok, who has also had his share of band hopping, says that he came to play for Kucktus when Co-

rey Nelson (‘26), a former member of Kucktus, invited him to play for the band. “I said, I know a guy. We need a drummer. And then we got King Hickock” says Nelson, former Kucktus guitarist, who left the band due to interference with his personal life. Kucktus can only be explained as a combination of different genres, in the words of Jabour, “I would say we’re alternative metal, alternative rock.” Hickok, says they’ve recently been working on their first album after debuting their lead single, “Left, Left, Right.”

They’ve been hard at work creating their unique sound as a group after their debut. “I’ve found that we have similar music tastes, but we also have our differences on what we like, so it does come out to a lot of interesting songwriting ideas and techniques.” Says Hikock.

The band has also performed at

“Atshows,Ikindofjustyellaboutstuff intheworldthatmakesmeupset.”

-LoganJabour

make no money off of it.”

several venues, such as The Strand (Dover), The Button Factory (Portsmouth), and Bad Brgr (Manchester). They regularly pull in a substantial crowd of local rock lovers, pouring music into the community. Hickock speaks on the struggle of small artists, “support local bands and music artists. Streaming services kill local bands and small bands because we

As for their performances, Kucktus in true alt-rock fashion, always brings the energy, “at shows, I kind of just yell about stuff in the world that makes me upset,” states Jabour.

What is the band currently up to? They’re fully focused on putting music out to those who want to listen. They’ve been working behind the scenes to create their own festival,

titled “Kuckfest”, so keep an eye out for that. Kucktus is a great representation of youth pursuing their passions, amd expressing their individuality creatively. “I’ve always kind of thought that bands shouldn’t be tied down to a specific genre. Just play what you want, what you feel, and just let it go,” says Jabour.

Humanities on the Chopping Block

How the Humanities are slowly being forgotten.

writing and visuals by EMILY TAYLOR

I’ve been writing for as long as I could pick up a pencil. It’s something I’ve always enjoyed, and I like to think it always came easily to me. Even more importantly, it’s something I thought would always be accessible to everyone.

But the humanities are gradually becoming less and less available at dozens of universities across America. Colleges have started to forfeit their humanities classes in order to prioritize their Science Technology Engineering Mathematics (STEM) programs. While STEM is incredibly important for education systems, the question in the air is, how will this affect humanity majors in the future? Why might the humanities feel so undervalued?

Humanities majors are typically broad, including (but not limited to) religion, philosophy, English, foreign language, and the visual arts.

“When a programmer is really strong in STEM, but has never taken a humanities class in his life to learn how to think critically or feel empathy for others, he might end up making something that hurts people,” Liligrace Desmond (‘27) said. She’s currently working towards applying to colleges to become a fine arts major, and fears that her major will soon be taken away from her.

Eden Suoth, a social studies teacher at ORHS, initially went to UNH for mechanical engineering, and switched to philosophy halfway through.

“I felt like my soul was legitimately dying...,” Suoth explained after realizing his engineering education wasn’t exactly what he thought it was going to be. “There are incredibly interesting things in STEM. You learn a lot about how the world works, and how to manipulate the world in order to get var-

ious things done, but it doesn’t really tell you how you should live your life.”

Suoth also brought up the moral implications as Desmond mentioned. He started with the fact that as he progressed along with his mechanical engineering degree, it seemed like his only option would be going into weaponry design and creation.

“I wanted to go into mechanical engineering because I wanted to create technology that would help people. And quickly I realized, where the money is at in mechanical engineering, is not helping people... it’s increasingly in defense manufacturing companies. So

essentially if I wanted to make it big in engineering, I would be going to a company... in designing planes and bombs that would be dropped on people that have a darker complexion than I do...”

Suoth explained how many of his friends who went through with their engineering degree are doing just this, and that he couldn’t ever see himself getting paid to possibly do this to others. “They’re not thinking about the consequences that their actions have, on greater humanity, on who benefits and who gets harmed by their education,” he added.

I couldn’t help but wonder if this was true. When I thought of engineering, I thought of people making car parts,

computers, or buildings. Not bombs.

But looking into it, Suoth is absolutely right. According to the U.S. Bureau of Labor Statistics, over 75% percent of engineering majors worked with either computers or building once graduating college. The most popular job in this 75% is Aerospace Engineering, which often includes the plane companies that build bombs for the U.S., like Lockheed Martin. With a bachelor’s degree alone there, you can make up to $130,000 a year, but deal with the fact that you might be making weapons possibly killing people in other countries for political advantage.

The humanities don’t focus on this. It hits on questions that are much less easily answered than STEM problems, which usually have set explanations. Some examples of these big humanities questions might be like why literature is important, the evolution and communications of languages, and how to express ourselves with art.

Diannely Antigua is the resident poet of the Nossrat Yassini Poetry Foundation at UNH. Antigua teaches and does workshops through UNH and the Foundation. The Nossrat Yassini Foundation itself is dedicated to the woman Nossrat Yassini, who has since passed. Her family is funding the poetry program at UNH through donations alone. Without Nossrat Yassini and her family deciding to fund the program through donation, the program wouldn’t exist. It would be one less program available to students at UNH.

Antigua is also a multi-award-winning author, who majored in fine arts and worked her way up to where she is now. She said, “ I don’t think that I would be alive without poetry, and I don’t say that lightly. And I don’t mean that to

be a reductive thing to say either, but I grew up in a strict religious system, and also in an abusive home. And poetry, writing literature, were the things that kept me alive and kept me afloat.”

The arts are often a refuge for people, Antigua explained. The humanities allow a lot of freedom, as long as the person has the incentive to create. STEM classes allow you to create as well, but not in the way humanities can often be left up to the artist interpretation.

Antigua talked about how the humanities can be a place where people are allowed to freely express themselves, and with colleges getting rid of these programs, it gets rid of this creative communication. It also limits the extending opportunities for students who are looking for programs and jobs that were once easily accessible to them, either during college or post-graduation.

lars more annually than humanities.

This sort of statistic shows how undervalued the humanities is, and how it’s not seen as a requirement for careers now, despite how much social and humanitarian insight it can add. The yearly salary is enough for parents and even schools prior to college to discourage students pursuing a humanities degree.

But this isn’t meant to undervalue STEM majors. Over 31 million peo-

Desmond attributed part of this defunding to students not wanting to use their own creativity and personal ideas. “I think partially it’s because

ple work in STEM fields in America, according to the National Science Foundation. There’s also no doubt that they’re necessary, because we

needs to stop... in order to change that narrative, we also need to change the conversation around these types of opportunities and art in general... that conversation needs to start middle school and high school, and I’d argue even younger,” Antigua added. However, ORHS students wanting to get a humanities degree shouldn’t feel discouraged by this. There are so many more career options than just education if you choose to pursue that in college. It’s important to still take your humanities classes starting in high school, and not just when you’ve fulfilled your credit to graduate. High schools and colleges directly influence each other, as Suoth brought up, and if one loses something, it’s likely the other will face the loss as well. It’s similar to a domino effect.

As Antigua said, “If you really want something, if something brings you joy, if something intrigues you, fascinates you, I think that we need to fight for it. Whether it’s on the personal level, but

STEMprovidesstructureandbody,butwith nohumanities,there’snotmuchofaheart.

of the lack of education, but I think partially it’s a rise in anti-intellectualism. I think a lot of the humanities, specifically things like English and philosophy and even the visual arts, creates this environment where people are forced to come up with their own original thoughts and stories and ideas... and society has come to this point where we want to conform and prioritize STEM,” Desmond said.

Another large aspect is the stigmatization around the humanities. The National Science Foundation found in 2021 that on average, STEM degrees have a 86% higher employment rate than the 78% of the rest of the kinds of jobs. They also found that STEM majors typically make at base 15,000 dol-

wouldn’t have a lot of the technology that we do now. STEM provides structure and body, but with no humanities, there’s not much of a heart. Antigua emphasized the importance of the humanities being an outlet, saying, “It’s been just like a buoy for me, and it’s kept me connected to the world in a way that I don’t think I would have been otherwise.” She talked about how the humanities can tie into everything and provides foundation, even for STEM professions, to the ones who consider it.

“A lot of the messages that students are hearing around the humanities are negative, especially when it comes to financial stability later in life. And I think that narrative needs to change,

also obviously when it comes to our society, I think it’s important for us to continue to fight for it. It’s important for us to not cave into the narrative of what’s happening right now.”

Things aren’t exactly optimistic for the humanities at UNH, or even colleges across the country, but I like to hold hope. There are so many incredibly passionate people working hard to keep the humanities alive, including the interviewees here. Even some of those going into medicine or STEM, including myself, will always want the freedom that the humanities allow. In ten years, I hope to see myself as someone not only practicing psychiatry, but also finding the time to write at the end of my long days.

The World of ELOs

Can’t find the class for you? Create one!

writing and visuals by RILEY DUGGAN

Iwalked into the door of the sixth grade English Language Arts classroom at Oyster River Middle School (ORMS) on my first day of Peer Instructing. Fifteen tiny heads turned towards me, confused looks on their faces. Their teacher introduced me to them, telling them why I was there.

“So, you want to be a teacher?” a sixth grader asked me.

Extended Learning Opportunities (ELOs) are a place to seize an opportunity. If a student is interested in a subject that the school does not offer as a course, they can create their own experience based on that interest. ELOs are versatile, meaning that a student can turn nearly anything they want to study into a class, and they will receive credit if they fulfill their requirements.

Sean Peschel, the ELO coordinator at Oyster River High School (ORHS), defines the program as a way that students can “individualize, personalize and customize” their high school experience, through various options or categories. Whether it is creating a new class entirely, serving as a Peer Instructor, beginning an internship, or participating in an advanced study, students are in control of their experience.

When participating in this program, students will meet with Peschel, who will help them understand the guidelines and what is required of them to meet the ELO program’s criteria. I created my ELOs with the help of Peschel and my counselor, where Peschel approved my self-created competencies, and helped me find a time in my school day that worked for me and the teachers I wanted to work with.

Typically, the counseling depart-

ment does a great job of presenting all of the options for classes and opportunities that students at ORHS have at the assemblies at the beginning of each school year. Although not many people know about the ELO program, I think it is valuable to learn more about, because of how much this program has helped me. I have done two ELOs myself, one where I helped teach a Spanish 4 class at ORHS, and one where I travelled to ORMS and taught 6th and 8th graders in English Language Arts classes. This program has allowed me to create my own experiences, tailored to my own personal goals.

“ELOs are a great chance for the students’ voice to be heard. They’re the ones that are in the driver’s seat,” says Peschel.

Leslie Ayers, a Spanish teacher who had a student who Peer Instructed in her class last year says, “anything can be an ELO, so if there is an interest that doesn’t necessarily have an academic tie in the building, take advantage of it. Because you may find something that you absolutely love that you never would have had a chance to do.”

Lucky Muppala (’26) had her ELO at Frisbie Memorial Hospital, in Rochester NH. She observed rehabilitation areas, such as occupational and physical therapy, and cardiology. On her experience, she said, “[ELOs are] a great way to experience something new, especially because in high school you’re just doing one thing or the other, and this is a great way to get out into the field, experience something, and get to know if this [area of interest] is something you want to pursue.”

These experiences grant students the

ability to observe and be in a field they have potential interest in, and they help determine whether or not that field works for them.

Georgia Leone (’28), is interested in diplomacy, and for her ELO, she arranged meetings with a few former diplomats and asked them questions about their experiences. She said, “I feel like I have more of a clear direction of where I want to go after high school now.”

I agree with Leone, as my experience helped me figure out what subject I was interested in, and if teaching really was the area for me. I’ve heard several stories while talking with people who have done ELOs, and they have helped them confirm their interest or disinterest in a topic. Ayers says, “I think ELOs are huge. I think it’s important for every kid to investigate something that might interest them, even if it ends up that you absolutely hate the topic.”

These possibilities can make school seem more inviting or interesting to people who may not feel like there is a class for them.

“That’s where students who aren’t engaged in school become engaged in school,” Peschel says, about students who have completed ELOs.

Students interested in the ELO program should reach out to Mr. Peschel with questions.

Although I am graduating soon, I hope that those sixth graders I helped teach will be able to use this program when they come up to ORHS. While it may not be Peer Instructing Spanish and English Language Arts classes like me, there are so many directions the ELO program can take people.

A Job for Everyone

A guide to find the best job for you.

writing and visuals by BEL EJARQUE

As someone with three side hustles and one year-round job, I thought it would only be right if I helped other teens in finding their next line of work; something that might bring in more money than house chores do. It’s important to know what you want in a job, and what type of job best suits you. Come with me as we explore what other Oyster River High School (ORHS) students are doing to build up their resumes.

Behind The Scenes:

Meet Jackson Seator (’27): ORHS’s insider at Barnz’s Barrington Cinema. Seator decided to apply for the job when he found out: a.) he could watch free movies, and b.) he was going to have to start paying for his own car insurance. Working at a movie theater can come with a lot of underrated perks, according to Seator. His favorite part other than the free movies and popcorn is how it’s not always a “go go go job,” the hard work comes in waves. A busy person like Seator has to balance out his work/school/social life

Be Your Own Boss:

Caroline DeSantis (‘27): Teen entrepreneur. Former equestrian, DeSantis started her horse treat business, Cantering Cocos, at 14, wanting to change the game of horse treats. She was having trouble getting a job because she didn’t have her license. For a lot of teens, this can be one of the biggest issues when it comes to job hunting. Starting her own business seemed like the best way to make a little money without having to worry about transportation. DeSantis was also able to choose something she was truly pas-

schedule, and for most people that can feel pretty overwhelming, especially when your managers are not flexible. But rest assured, even with the late working hours a movie theater brings, Seator says his boss at Barnz’s “really tries to work with you.”

If you were sold at “free movies and popcorn,” just like I was, some pro tips for making your job something you look forward to includes:

-Being chatty (Seator says the older folk love to talk about the movie they are seeing).

-Be prepared for a little down time in

sionate about at the time. As she got busier, her business became less of a priority, but working for herself made it easier to take that step back. DeSantis says, “I could kind of just do whatever I wanted, if I needed a break I could take it, and I could come up with new ideas whenever I wanted, I didn’t need to rely on anyone else.”

From her personal experience, DeSantis suggests future entrepreneurs to:

-Stay organized (on social media platforms, with your customers, and deadlines).

between movies (a good time to catch up on homework! Or doomscroll like I would end up doing).

-Be careful when filling up the slushie cups (a pro tip from Seator).

-Find something you’re passionate about (stay engaged in your line of work).

-It’s ok to say no! (set your boundaries with pressing customers).

Future Leader:

Blake Cassamas (‘29): Experienced camp counselor. Cassamas started as a camper at Durham Parks and Rec REACH camp and worked his way up to Counselor in Training (CIT), Junior Counselor, and now Counselor. Cassamas chose to be a camp counselor because of the convenient summer hours. He says, “I’m an athlete during the school year so working in the summer works for my schedule.” Cassamas’s favorite thing about his job is the com-

Committed Contributor:

Jillian Trezak (‘27): Market Basket Veteran. Trezak has had a consistent job at the Lee Market Basket for three years now. She had begged her parents for a job so she could have money for herself, having a common realization that the older you get the more you want to spend. Trezak appreciates Market Basket for giving her so many “first job” experiences; customer service skills, work/school balance, and new connections through her job.

The People’s Person:

Maggie DeWire (‘28): Flag Hill’s go-getter. DeWire obtained a position at Flag Hill Distillery and Winery, a popular pick for ORHS students looking for a job. Flag Hill hosts weddings, and those who work there cater to the weddinggoers. From setting up weddings, to serving food, to cleaning up, and eventually being allowed to eat the leftover desserts, working at Flag Hill allows for a lot of real-world people skills practice. DeWire appreciates how easy-going her job is,

munity that comes with it, and even though he says being a camp counselor can be a lot more work than some of his peers' jobs, it is more rewarding because of the connections you make.

For future camp counselors, Cassamas suggests:

-Start small and work your way up (it’s rewarding but can be a big commitment!)

-Have a positive attitude (the kids and your coworkers love to see a smile).

-Let your inner kid show!

Trezak has had a versatile experience working there; from being a cashier to working in the kitchen, she never felt stuck doing the same thing.

Trezak has plenty of work experience at Market Basket, so for those interested in a job like this, she suggests: -Be social (make that eye contact, say hi to your bagger, it makes work a lot more fun).

-Don’t quit just yet! (it’s ok if you don’t like your first day of work, but don’t give up so soon on making that bank).

-It’s ok to quit eventually (opposing

the last point, Trezak doesn’t think it’s worth it to dread your job every day, so if it’s not your thing, there are plenty of other work tips in this article).

saying, “it’s very fun, my boss is really flexible, and it’s a very teen-friendly job.”

For those who are interested in any restaurant/catering jobs, DeWire’s got you covered:

-Be welcoming to people (it’s somebody’s wedding day; everyone appreciates a warm welcome).

-Be friendly (DeWire says people will be more open to talking with you if you flash your smile).

-Have fun with it! (make friends with your coworkers, just because you’re working doesn’t mean it can’t be fun!)

Starting a new job; whether it’s your first one or your fifth, can be a little scary if it’s something you take seriously. But there are so many ways to put a little cash in your pocket, and I hope that you can find a job that feels rewarding at the end of the

day, something that makes you feel good about yourself. For me, this is walking my neighbors' dogs and being a camp counselor in the summertime. If you’re stuck in a job you hate as a teenager, switch it up. You can save the job drama for

when you’re an adult. From spontaneous babysitting gigs to your own personal clothing brand, there’s a job out there for everyone.

The Book Podcast: The Summer We Read a Book

writing and visuals by KRISTINA JAKOBS and BEL EJARQUE

Our Book Recommendations:

Jennifer Lynn Barnes exceeds my expectations every time I read her books. The Naturals is mind-bending and exciting. I read this in two days because I simply did not want to put it down. The relatable main character Cassie is recruited by the FBI for her natural ability to profile people with just a look. Her and a group of exceptional teenagers work together to crack infamous cold cases for the FBI, but what they didn’t sign up for is the serial killer who is coming after Cassie. The group of teens work together to piece together the deep-rooted mystery. - Bel

For me, Circe was an instant classic. Because it’s a book based off Greek mythology, I was skeptical when I started reading it. However, once I started reading, I couldn’t stop. Madeline Miller has a way of creating a narrative that draws the reader in, regardless of the content. Circe, while it’s technically educational because of the myths, is an in-depth exploration of betrayal, self-love, and growth. Starting as the timid daughter of a divine family, Circe faces exile, punishment, and rejection in her journey to becoming a fierce woman in power. The result of these experiences is a fearless character made of myths, personified in the inspired writings of Madeline Miller. - Kris

The line between reality and fiction is a constant battle. After reading this book, I found myself wishing the story of Evelyn Hugo was as real as Taylor Jenkins Reid made it feel. Evelyn Hugo is a notorious fictional character that guides you through a captivating, nail-biting story of the Hollywood star’s life as she guides an unexpecting chosen journalist through her seven husbands, and one forbidden love. Experience the change in the decades and the characters as they become their fullest selves through years of love, loss, and ruthless ambition. - Bel

Written in a series of letters from the main character Charlie to his “friend,” the Perks of Being a Wallflower (TPOBAW) is a deeply personal coming of age story. This book is a rollercoaster of emotions for both Charlie and the reader as he lives through a range of events in his teenage years. This book drew me in because of the motifs of friendship and heavier themes like mental health that are featured in the experiences Charlie lives through. These themes, paired with the unique diary-esque writing style, lead me to believe TPOBAW is a story everyone should read to expand awareness and maturity levels surrounding mental health. - Kris

The Naturals by Jennifer Lynn Barnes

Circe by Madeline Miller

The Seven Husbands of Evelyn Hugo by Taylor Jenkins Reid

The Perks of Being A Wallflower by Stephen Chbosky

Camarade Clemence

French exchange student Clemence Chopard has left her mark on Oyster River!

written by JAHRIE HOULE

From the cross-country course to the riding arena, Clemence Chopard (‘26), a French exchange student, has already captured the hearts of her teammates and the community at Oyster River High School (ORHS) in the few short months since she first arrived in America.

While her quick acclimation to an entirely new culture is impressive, it hasn’t been easy. From leaving friends back home, to realizing that life in the United States isn’t exactly like the movies depict, uprooting your entire life to move across the world, is a difficult transition for anyone. However, Chopard welcomes the challenge and shares her enthusiasm for new experiences. “I wanted to improve my English because I really love it,” she says. “I’ve [also] always been attracted to America.”

Even though moving to a new country is no easy feat, Chopard highlights

visuals by HALEY BEZANSON and CLEMENCE CHOPARD

some perks she’s noticed. “My schedule is way better here,” she says. Chopard shares how the transition from going to school 6 days a week, to just 5, has allowed her to devote more time to doing the things she loves, like spending time with her friends, and participating in sports.

In her time at ORHS, Chopard has already become an indispensable member of the Oyster River girls’ cross-country team. “She is so enthusiastic and supportive. Every single rep of any workout she’ll be waiting at the finish line with both of her hands up ready for a double high five,” says Neely Roy (‘26).

Her encouraging personality and baking skills have touched the hearts and taste buds of the entire team. From countless high fives and words of encouragement during runs, to adjusting her recipes to accommodate allergies, she’s truly become a valued presence

to everyone. Roy says, “She always has a huge smile on her face. She’s always cheering everybody on, and I think she’s really brought a lot of joy to the team.”

In addition to cross country, Chopard has also become a strong member of the local Interscholastic Equestrian Association (IEA) team, despite equestrian teams in France having a very different approach to riding than those in the United States. “I think she’s had a really good attitude about the change of discipline,” says Nora Robbins (‘26), one of Chopard’s IEA teammates. “We do things a little bit differently at our barn, so I think her attitude and willingness to participate in everything has been really impactful on everybody.”

Chopard’s warm demeanor has also left an impact on her host family. Ike Williams (‘26) speaks to her bubbly personality and shares how valued she is within the household saying, “Clemence is genuinely becoming part of the family.” His sister Jillian Williams (‘28) shares similar sentiments. She says, “It’s like having a sister who’s more my age, just to hang out with and spend time with.”

Along with being her host siblings, both also happen to be Chopard’s teammates as well: Jillian in cross country and Ike in IEA, sharing Chopard’s love for horses, along with the rest of the family.

When starting the process of finding an international student to host, one of the things that led the Williams to focus on Chopard specifically was her devotion to horseback riding. As a family of equestrians, they were passionate about choosing an exchange student who shared their interests and could thrive in an environment strongly built on riding and caring for horses. Chopard speaks to her own lifelong passion. “My mother is also a horseback rider, so I’ve been into it since I was born,” she says. She shares her de-

light in the fact that she can connect to her life back home by being surrounded by horses every day even when she’s thousands of miles away from her own.

She’s also been able to bring her extensive knowledge and experience to the table in her temporary home, helping the William’s manage their own horses. “Clemence has had a lot of really interesting insight, so a horse that’s historically presented a lot of challenges to us has been doing really well lately,” says Ike.

From her new home, to school, to practice, Chopard spreads contagious joy everywhere she goes. If her short time here has shown anything, it’s that supportiveness and positivity are qualities that transcend country boundaries, and cultural differences.

Chopard’s friends, family and teammates are looking forward to sharing her presence for the next several months, until she completes the school year with the ORHS class of 2026.

“Shealwayshasa hugesmileonher face.She’salways cheeringeveryone on and I think she’s reallybroughtalot ofjoytotheteam.” -NeelyRoy(‘26)

Counting to 48

Sophomore Hannah Bogle challenges herself to hike the NH48

written by BEL EJARQUE

visuals by HANNAH BOGLE

As Hannah Bogle (‘28) put one foot in front of the other for her 18mile hike through the woods, she knew it was going to be a mentally and physically demanding experience. But to complete her list, she knew she had to keep going. Motivated, inspired, and ambitious. Those are the three words that would best describe Bogle, who decided to begin hiking the 48 4000-foot mountains in New Hampshire two years ago after conquering one of her first big mountains with her dad. Although this alone is something that most people would consider a great achievement, Bogle decided to add another layer of importance to her endeavor. As Bogle was checking off mountain after mountain, she decided to take the experiences she was having and remember them for when college application time comes around.

her dad in 2023, she decided that hiking and the outdoors was a passion of hers. After receiving a handbook of the NH48 not much later, she set her goal of hiking the NH48. Bogle’s first three of the NH48 were Mount Tom, Mount Galehead and Mount Field. After that, she was all in. Bogle says, “I’m kind of the person who likes to set goals, and then I feel really motivated to achieve them.”

es in the mountains gives any college admissions officer a look into some of Bogle’s values, she says, “I chose to take on this endeavor because I love being outside, I’m motivated by doing hard things and getting stronger, I’ve found that my happy place is in the mountains and that I connect with people who do similar things.”

“I chose to take on this endeavor because I lovebeingoutside,I’mmotivatedbydoing hardthingsandgettingstronger.”

-HannahBogle(‘28)

After Bogle hiked Mount Chocorua, which is not a 4000-footer, with

Bogle has been hiking her whole life. She is an outdoorsy person to say the least. Bogle takes on tasks and roles in the community that she feels driven to work hard for, such as her class’s student government. Although the potential for a strong college application did occur to Bogle, this was not her only motivation to do the NH48. Writing about her experienc-

Hiking the NH48 is a physically demanding goal, one that can really put your body to the test. Not everybody finds it worth it to push yourself that hard to get to the top of a mountain, but Bogle says, “I love feeling the success of building strength, so I think that was a really big part for me.”

Bogle has not been alone on these physical inclines though. Her dad, Scott Bogle, has been supporting her on each mountain by being her hiking partner. Bogle’s dad grew up hiking with his parents and has done about half of the NH48s on his own. He has had the opportunity to hike

in many regions of the world and is excited to be taking on the challenge with his daughter, simultaneously being able to complete the list he started as a kid. Bogle’s dad says, “Hannah decided the summer before starting high school that she wanted to do the 4000 footers and asked if I’d do them with her. I loved the idea of taking that on together, whether just the two of us or with other family and friends.”

Hiking 48 4000-foot mountains comes with its uphill battles. Bogle took on Mount Cannon late August this year and says it has been one of her most challenging hikes yet. At one point during Bogle’s supposed ridge hike, she looked up, surprised to see the next portion of the hike was solely a vertical rockslide. But Bogle didn’t let that stop her, she says, “it was very intimidating to start with, but we just kept going knowing we were going to have to do this if we wanted to reach the top.”

Along with the physical benefits that hiking provides, Bogle mentions the social part of hiking and the community that is formed between hikers like herself. “[The hiking community] is just so kind, they’re really into hearing your stories.”

At an age where your whole life often seems to be reflecting what you will do after high school, Bogle’s dual motivation for completing this challenge was an all-around win for her. Experiencing the uniqueness of New Hampshire mountains will surely give her a good start on a college application , but the life-changing experience of hiking the notorious NH48 is the important part. An unforgettable experience and endeavor for a father daughter duo, and Bogle’s dad says it best. “Being above the tree line is a happy place for her.”

Bogle’s 10th mountain she plans on conquering is Mount Liberty in Franconia Notch.

“I’vefoundthatmyhappyplace is in the mountains.”

-HannahBogle(‘28)

Bulldogs to Bobcats

The Barrington to ORHS transition.

writing and visuals by ELSA SVENSON

Iwalked into Oyster River High School (ORHS) on the first day of freshmen year and read the sign above my head, “It’s a great day to be a Bobcat.” Is that what I was now?

The past eight years of my life, I’d spent as a student at Barrington, my peers and I were always Bulldogs. Now as I looked around, I saw neither the familiar mascot nor the kids from my childhood.

Because Barrington does not have a high school, eighth grade wasn’t just about graduating middle school, it was about graduating from Barrington itself. When given the option to choose where I would attend high school, it

tunately, I can’t do this, and this experience is still being lived today.

“We’re in kind of an awkward stage,” explained Barrington student Claire Dimke (‘29), “We don’t know each other, we want to get to know each other, and just taking those firsts steps are hard.”

Usually, the freshmen are integrated with each other quickly through advisories, their classes and occasionally clubs and teams. Although they might warm up to one another, breaking that initial middle school seal can be difficult.

“All the Oyster River kids had grown up together, and then we were just kind of the odd ones out,” Dimke said. I remember in the beginning con-

thing, starting it alone was another. Even though as freshmen we were all in the same boat going into a new place, there was a natural gravitation towards the people you knew before. I found myself clinging to kids I had never spoken to in middle school simply because they were the slightest bit familiar.

“Towards the beginning I definitely stuck with people from Barrington just because I wasn’t comfortable with anyone else,” said Dimke.

Of course, these cliques weren’t intentional. The kids from the other towns were just trying to survive the same way we were. It just made breaking into Oyster River life a little harder.

Startinghighschoolwasonething, startingitalonewasanother.

was a three-way pick between CoeBrown, Dover, and of course, Oyster River. My sister was going to be a senior at ORHS, and I knew a handful of people in the grades above that chose here as well. For me, the choice was clear, but the selection of my closest friends did not align with mine.

Meaning, the first day of freshman year was like trying to fit into a puzzle that was already complete. My new peers that had gone to the Oyster River Middle School had already developed their cliques in the years prior. For them, there was no worry about if they would have anyone to sit with at lunch. In those first few weeks of high school, fitting in felt unachievable. I wish I could tell my freshmen self that it would all work out. Unfor-

stantly feeling like I was interrupting a preexisting ecosystem of kids. Then later, when I eventually did make friends with kids from other towns, it was hard to balance both groups.

During that time, my home connections in Barrington and budding friendships in Durham made it impossible to truly feel like I fit in with kids from anywhere.

A fear of abandoning the friendships made during middle school was also a contributing factor to the awkwardness in the transition to high school. Trying to maintain previous relationships while making efforts to build new ones was exhausting and added more stress to the large pile early high school already brought. Starting high school was one

“We didn’t know what to expect with the Barrington kids,” said Durham Livia Fox (‘27), “I wasn’t against them coming here, but I didn’t want things to change too much.”

This fear of change was a common theme in students that had attended ORMS. Others associated a stigma around the new class of kids from another town.

“I honestly thought they were all going to be weird,” confessed Sid Sanjay (‘27) from Lee. “I had heard stories, and people said that they were rowdy and mean.”

The assumptions weren’t just made by ORMS kids. Both sides of the integration had theorized about the mystery future classmates from other schools.

“I was scared of the new people,”

“WhenIgottoknowthembetter,Irealizedtheywerejust normalkidslikeus.”-SidSanjay(‘27)

said former Barrington student Peyton Brown (‘27). “Everyone said that they were going to be mean towards us.”

The speculation didn’t make the process of combining any easier. Even if none of the stories were true, they were definitely still kept in mind. After a little while though, people began to understand that most of what they had heard was more often myth than truth.

“When I got to know them better, I realized they were just normal kids like us,” said Sanjay.

Without realizing it, the awkward stage of introductions and early friendship did pass. Life at Oyster River became primary, and the past years at other schools became fond memories.

For me, getting involved with school activities was the best strategy to branching out. Inserting myself into clubs and teams made me friends in so many different places. It was scary at first, but the relationships made were well worth it.

“After freshmen year ended I really got into the groove of things,” said Gracy Spirito (‘26), “I knew all the people, I knew the places around Durham, and I knew what was going on.”

Pretty quickly the idea of “Barrington kids” and “Oyster River kids” gets old. As time goes on, where you’re from becomes less of a stigma and more of a thing people forget about until it gets brought up. Today my closest friends are from a wide range of towns, and I’ve started to forget

who I actually attended middle school with. What seemed like the end of the world a couple years ago is now something my friends and I look back on and laugh at.

As I go into junior year, I genuinely can’t imagine my life any differently, and to the freshmen struggling right now I promise it will get better. Unfortunately, I can’t tell you that the B-Town jokes will ever stop (my best advice for that is just to embrace it). However, I can confidently assure you that the sense of solitude does. The isolation doesn’t stick around, but the right people will.

SeniorsLeahLynskeyfromDurham(Left)andGracySpiritofromBarrington(Right).

Is PowerSchool Empowering?

What is having our grades at our fingertips really costing us?

Bzzzzz. I glance down at my phone laying face up on the table. A notification illuminates the screen. “Your grade has been updated.” I immediately grab it and with shaking hands, navigate to PowerSchool.

PowerSchool is a student information system (SIS) that is used by thousands of K-12 schools across the country including Oyster River High School (ORHS). In addition to being in constant use on school laptops, the app versions of PowerSchool websites also allow students to be constantly connected even outside of school, receiving notifications alerting them of every grade change, often by as little as a single point.

I consider myself to be a very academically motivated person. I like feeling in control of my education. I like knowing how I’m doing in my classes. However, throughout my high school experience, I’ve noticed that having 24/7 access to my grades often causes more harm than good.

As an underclassman, I would check my grades every spare moment I had. In class. In advisory. In my free time. Even now, I constantly pick up my phone mid conversation just to check

PowerSchool notifications. While staying on top of grades and schoolwork is highly encouraged and essential for success as a student, there is a point at which obsessing over every grade change becomes wildly unhealthy .

Even with the recent implementation of the statewide law banning phones in schools, I find myself consistently checking my grades on my computer instead. Lucky Muppala (‘26) has found herself in a similar boat. “If I have my laptop out, I will literally go on it every single class at least, just to see if there’s anything uploaded,” she says.

An opinion piece from The Daily Northwestern titled “The Grade Obsession Trap”, dives into how grade obsession in general, is a barrier to learning and can ultimately hinder one’s educational experience. Phrases like “don’t take that class it’ll drop your GPA,” or “we don’t have to do that assignment, it’s not graded” are constantly thrown around. This article talks about how “A-level students” aren’t necessarily getting the most out of a class or lesson, only doing whatever it takes to get a perfect grade.

Paul Lewis, a science teacher at

ORHS, shares that he’s noticed this pattern among his students and advisees. “[For] some of them, every time in flex, every single day if their laptop was out or their phone was out, they were checking their grade, which feels like focusing on the number more so than the actual learning that’s going to impact their future,” he says.

Lewis’s teaching philosophy is based on fostering student’s knowledge and understanding in a way that will benefit them in the long run, beyond their high school transcript. He says, “what really matters in the grand scheme of the thing is what skills and things you’re learning here that are going to impact your future later on, where nobody’s going to remember your grade from high school.”

However, while Lewis focuses on developing skills in the classroom that will stick with students even after the big tests, he recognizes the desire and necessity for maintaining good grades.

We as students are stuck in a system where our GPA determines our worth. Not only to ourselves, but to colleges and universities as well. It’s the first thing schools look at to filter out “incompetent” students. The first

written by JAHRIE HOULE visuals by EMILY TAYLOR

thing that can get you rejected without the rest of your application even being considered. Advanced high school classes, which are supposed to prepare us for the “real world” and success at post-secondary educational institutions are simply digital boxes on our transcripts to be filled with A’s by whatever means necessary.

Because of this, for many, what’s taken out of a class isn’t nearly as important as what’s put in PowerSchool. Knowledge, meant to prepare students for the next level, is no use if grades limit them from getting there in the first place.

Lewis recognizes this and implements strategies in his classroom that allow students to excel in the understanding of a subject and have grades

what I’m doing after graduation. I’m committed to college. A few points on PowerSchool shouldn’t be all that important anymore, yet I still can’t seem to shake this addiction. I still find myself cramming for tests, frantically writing in the middle of the night, not because I’m passionate about my classes, but because I can’t stand the thought of not getting perfect grades.

“Grade obsession and why it’s a serious problem”, an op-ed from Penn State, describes high school as a “regurgitation society.” This refers to the cyclical act of teachers piling their students’ plates with information and resources only for them to spit it right back up on tests, soon to be shoved to the back of the mind along with dozens of other hastily memorized formu-

— are more likely to become grade obsessed and develop a PowerSchool/ grade checking “addiction”.

Jensen also shares how this mindset can not only lead to high anxiety in students but can also contribute to poor mental health that follows them well into adulthood. “You spend your entire academic career really focused on getting the validation from the external source, from the grades, from your teachers, from your professors, from advisors, and then one day none of those factors are part of your life anymore,” says Jensen. Former grade-obsessed students may struggle to find motivation from themselves once academic validation is no longer part of the picture.

It’s easy to lose sight of the fact that

“Whatreallymattersinthegrandschemeofthethingiswhat skillsandthingsyou’relearningherethataregoingtoimpact yourfuturelateron,wherenobody’sgoingtorememberyour gradefromhighschool.”-PaulLewis,ORHSScienceteacher

that accurately reflect their effort and knowledge. From allowing retakes in his lower level (non-AP) classes, and offering grades up to full credit, his approach to teaching is allowing his students to become less obsessed with the number in the gradebook, and more obsessed with learning. Lewis says, “I want to make sure students have the ability to achieve highly so that they can go to the next step of their life after high school and have a chance to be competitive with students in other districts.”

However, this issue extends far beyond any single teacher. I’ve found that the toxic cycle of tying my entire selfworth to numbers, a result of my strict grade checking regimen I’ve withheld throughout the entirety of high school, seems to follow me even outside of college applications.

I am fortunate enough to say I know

las and late-night study sessions. In the end, students never end up truly understanding the material.

This article highlights that along with hindering students’ creativity in the classroom, intense obsession with numerical performance can cause serious mental implications, including high levels of anxiety and self-doubt along with other severe mental health issues.

I recently spoke with Jaclyn Jensen, a psychology teacher at ORHS, and she introduced me to the concepts of intrinsic and extrinsic motivation. Like its name, intrinsic motivation is internal. In terms of academics, it refers to students who are motivated from within; who put effort into their schoolwork because they have a passion for learning. In contrast, extrinsically motivated students — those who work hard for external validation

grades aren’t the end all, be all. However, once we start treating our classes as what they truly are — an experience, not just an evaluation — we begin to not only develop a healthier approach to grades but see more success as well. “Kids don’t realize it, but by being purely motivated by getting the highest number as possible, they produce work that [doesn’t get] as high a grade as it would if they focused on the learning process... you actually end up producing better work and getting higher grades than when you’re [not] just concerned about the outcome,” says Jensen.

As Jensen highlights, obsession in itself can be an inhibitor for success. While like it or not, PowerSchool isn’t going anywhere, for the first time in my high school career, I can say that my phone no longer lights up every time my grade changes.

The Watson Way

New Coach Danny Watson sees the person, not just the player.

written by XANDER AHN

visuals by LINDSEY PAQUETTE and DANNY WATSON

On the fields behind Oyster River High School, a new chapter for the boys’ soccer team is beginning. Danny Watson, former standout player, longtime assistant, and now head coach takes control this fall. This brings both the familiarity of a local and the innovation of a coach deeply invested in every player’s journey.

Watson’s arrival signals a shift in both style and substance for Oyster River soccer. He is known among his players for his tactical vision and his commitment to player development. Watson blends old-school dedication with a modern, team-centered approach, allowing the team to connect with ease. When asked about his own soccer journey, Watson started by saying, “I’ve never played any other sport. It’s always been soccer. Surprisingly, I haven’t gotten bored of it. My interest and passion for the game has only increased.” This love for soccer has been seen by all of his players and shapes the experiences that they share on the field.

Watson’s journey to coaching began close to home. Raised right on Littlehale Road in Durham, he recalls walking into school every day and walking home from practice. “I’ve been here since the beginning,” he added. As a student-athlete he played reserve his freshman year and then went on to play varsity his following three years where he helped Oyster River claim three state titles, including an undefeated season where there were rumors of them being nationally ranked in his senior season.

Only two years after graduating, a chance invitation from former Oyster River soccer coach Charlie Crull pulled Watson onto the coaching path in 2007. Watson’s trajectory in coaching was shaped largely by Crull. “The thought that he put into every drill to every tactic, he thought about what each team was going to bring as an opponent and how he was going to kind of counter their tactics. I thought that

was such a brilliant way to run the program and so that’s what I am trying to emulate. A lot of his style,” he says, crediting Crull and his professional idol Pep Guardiola for influencing his positional, organized, and well thought out approach.

Players recognize Watson for the specifics of his methods. “Watson is a much more tactical coach. Our practices start small, do a warmup, and then hone in on this one little piece,” stated Max Scopel (’26) on what makes Watson stand out as a coach. These refinements are echoed by Deems Brant (’26) who says, “[Watson] is more like training your skills based on what you need, not just developing you as an overall soccer player. It’s more team oriented, where everyone knows where they’re going to be.”

Rory Keegan (’29) highlighted how such precision makes new players feel included and builds confidence. “He’s trusted me and made me feel like I

belong with all the seniors and upperclassmen.” Keegan also noted Watson’s ability on building relationships. “Before I went in for the first game, he was just telling me that I deserved to be there and answering all my questions.” These small things have helped not just Keegan but other new players transition to the varsity level before they

involves some personal care, some investment in who each player is and what they like and don’t like outside of soccer, what’s going on in their lives.”

Watson then went on to say, “I aspire to make each player on the team feel seen, not just as a magnet on the tactics board, but as a person.”

Watson’s philosophy extends be-

got this way of making every player, whether they’re a starter or coming off the bench, feel important. That goes a long way for team culture.”

As the season unfolds, Watson remains humble about his new role. “I’m obviously not the best at it, and I’m new. It’s my first year, so I’m still figuring it out. But I feel like it’s a mission of mine to strive to give Oyster River athletes an experience in soccer that’s transforming.” Baver believes a lot in Watson as he states, “When Danny commits to something, he’s all in. That’s what makes him such a strong leader for the program. He sets a standard that everybody else wants to match.”

As Watson puts it, “I hope players remember me as somebody who cared about them and didn’t dismiss them, whether they be captain of the team or cut from the team. I really care what happens to them. Even after the season when they’re in college and come back and visit, I want them to see me as caring.” For Oyster River soccer, that may be the legacy that matters most.

“Iaspiretomakeeachplayerontheteamfeelseen,notjust asamagnetonthetacticsboard,butasaperson.”

-DannyWatson

stepped foot onto the pitch.

The cultural atmosphere under Watson is very focused and the team almost feels as though it’s a family. Keilan Cox (’26) mentioned how the team responds to Watson when he’s addressing them. “Danny’s that sort of soft, confident voice. When he starts talking, everyone listens. He’s all about doing things the right way, keeping us accountable, and treating the team like a family.”

For Watson, the mission integrates personal care with planned efficiency. He believes profoundly in a balanced sports experience. “It’s one thing to supply tactics and organization to the team, but it’s a whole other thing to give a holistic sports experience, which

yond wins and losses. “I want players to know that hard work pays off. The thing you can control that will be the difference maker a lot of times is how hard you work.” Equally, he discussed belonging. “Each person, each player is loved and cared about, and that they are not forgotten.”

Players feel this in practice. “I remember when I first got to the team I had no confidence, didn’t feel like I belonged. Danny sat me down and said, ‘You’re here for a reason. You belong here.’ That really gave me confidence,” Sammy Nunoo-Quarcoo (’28) added. Jake Baver, a long-time presence in the Oyster River soccer program as a coach and player has also noticed the way that Watson makes players feel. “He’s

TThe Libero Legacy

Senior Aubrey Young shows both talent and leadership during the 2025 season.

written by THEA SMITH visuals by HEIDI GREEN

he ref blows the whistle beckoning the serve. The ball soars through the air towards Aubrey Young (’26) on the opposing side, but she knows that the ball is hers and she gets it up with ease. Leading the state in both digs and serving aces, Young continues to ef-

Then in her sophomore year, she became the starting libero for varsity and has held this position since. In Young’s freshman and sophomore years, she helped bring home two New Hampshire state championships. In her ju-

semifinal game that same year against Somersworth with 4 aces and 38 digs. At the end of the season, Young was placed on first team all-state by New Hampshire Interscholastic Athletic Association (NHIAA) and was awarded defensive most valu-

“HavingAubreyonthecourtissoimportanttoour team...sheissogoodatwhatshedoes,thatherskill aloneiscalmingenoughforusall.”-LeahLynskey

fortlessly show her dominance on the court. Young is a perfect teammate not only on the court but off the court too, helping other players and her coaches. Both Young’s skill and leadership will be missed when she graduates, leaving a lasting impact on the Oyster River High School (ORHS) volleyball team. Throughout her four years at ORHS, Young has been on varsity volleyball. In her freshman year, she started as an outside hitter, swinging up to varsity as a defensive specialist (DS).

nior year she reached two milestones, getting 150 aces and 500 career digs at the same game. She helped anchor the defense in the

able player (MVP) by the school.

Over the winter during Young’s club season, she was placed on the Junior Volleyball Association (JVA) watchlist, a national list compiled of the top female volleyball athletes. Young started her senior season off strong, winning yet another statewide achievement. She was voted the Seacoast’s Volleyball Preseason Player of the Year, receiving 22% of votes from the public. Young went up against other players from Portsmouth, Exeter, Somersworth, Dover, and more. “I am excited to put my best foot for-

ward for this season,” says Young. So far this fall season Young has dominated the backrow, making 47 passes in her first two games. The team has used this momentum to remain undefeated. With Young leading the defense, she has become a standout player that the team relies on.

“If we are talking generally about player of the year, [Young] has anchored that defense for a long time,” says Kennedy Asche from New Hampshire Sports Page, on the 603 United Volleyball Podcast. Recently, Young has been nominated for Division II player of the year, along with other teamates. Young was named captain, along with Leah Lynskey (’26) and Gracie Spirito (’26), and so far, has been sharing her wisdom with her teammates. Maggie DeWire (’28) says, “I would describe her as super supportive. She really helps me in the backrow, with my passing and my technique… It is amazing to have so much trust in your libero… I just know that Aubrey will always get that ball up.”

Young’s calmness is also a factor that is often mentioned, Lynskey says, “having her on the court is so important to our team because she brings that calming presence that not a lot of players have and she is so

good at what she does, that her skill alone is calming enough for us all.”

This was also the same when Young represented the school in the 2025 New Hampshire Unified Volleyball State Championships. Jake Baver, the Oyster River High School Unified Volleyball Coach, says, “when it was intense, she was the most able to handle the pressure… I don’t think we would’ve been as compet-

itive if not for her... She didn’t waver at all in the face of an opponent who was the best we played all year.”

Young’s attitude towards volleyball is what makes her so different from other players. Baver mentions how Young always takes practice seriously, never messing around, and always shows her commitment to the team.

Commitment for Young isn’t just showing up on a game day, but her ability to always put the team first. To Young, the team’s success is even more important than her own. As the libero, she sets up the play, opening options for the setter. The better the pass, the better the set. For Young, she doesn’t try to get better for herself, but better for her team.

The libero vacancy will be hard to fill, replacing the player who has cemented the ORHS defense for three seasons. With Young’s talent she has set a high standard for whoever steps up next. DeWire says, “she has already had a great impact on Oyster River. I think that her legacy will be being one of the best liberos Oyster River has ever seen. It is going to be hard to live up to [Young].”

Captured by Keenum

How Liz Keenum is changing the local photography scene.

written by KRISTINA JAKOBS

visuals by KRISTINA JAKOBS and LIZ KEENUM

As the flash of her camera goes off, Liz Keenum, local photographer, adjusts her angle for the next shot while assuring her clients that they look great.

Keenum is a photographer who has made a name for herself in the Oyster River Cooperative School District (ORCSD) community and Seacoast area. She has run her photography business, Liz Keenum Photography, from her home in Madbury, NH since 2020. Expanding her business through her fresh ideas and vibrant personality, Keenum is a passionate photographer and a notable contributor to the community.

Keenum said, “When I started my business, I decided that any opportunity I have, I will say yes to.” In those early stages, that meant anything from product photography (which was decidedly not her thing), impromptu vacation photos for strangers, or her daughter’s volleyball games. After trying everything she could focus her camera on, Keenum decided her niches were senior portraits and sports photography. From her experimentation, she discovered those types of shoots suited her in both skill and personality. “I love meeting people; I love hearing about their stories and backgrounds when I work,” Keenum said.

The 2025-2026 school year marks the third consecutive year Keenum has done the ‘media day’ sports photography at ORHS. Starting with a request from the boys’ basketball team, Keenum became the school’s unofficial team photographer. Now, Keenum does individu-

al, group, and senior sports photos for nearly every sport at ORHS.

Neely Roy (’26) recently took her senior pictures with Keenum and heavily complimented Keenum’s ability to connect with her clients. “She was so positive, and I loved her personality which just made the experience amazing.” Roy had specific parameters when looking for a photographer and said Keenum was exactly what she was looking for.

Keenum’s tendency to leave an impact on clients comes from her philosophy behind the camera. “I think everyone should have an opportunity to do professional photos because it shows their growth over time,” said Keenum. Growing up in a low-income household, Keenum said she and her family never had the opportunity to get professional photos taken together. “I do it for the memories,” she emphasized, hoping everyone gets the chance

to capture moments in time with their loved ones.

Keenum creates an admirable reputation in her commitment to give back to the community. Whether it’s volunteering to take photos at a 5K, giving free images for senior banners to athletes and their families, or offering to take pictures for others when she’s out and about, Keenum enjoys and takes pride in her ability to give back. “[Photography] is my way to hopefully make a positive impact and make other people feel proud about who they are or what they do.”

Even though Keenum’s business started in 2020, her love for photography started in her teenage years. Keenum said she discovered her love for photography when she was in high school, but it was overlooked as she experienced other things in her life. Only after leaving California in 2018 and becoming a “New England transplant,” did Keenum start creating her business in 2020.

Being a stay-at-home mom in the

“Ilovemeeting people;Ilove hearingabout their stories and backgrounds when I work.”

- Liz Keenum, photographer

pandemic, Keenum rediscovered her interest in photography and took the initiative to start a business. “My true passion was taking photos and capturing moments in time because after the moment is over, all you have are your memories,” she said. After realizing what her goals were, Keenum fully

committed to the gig. Taking online classes, teaching herself how to use the software, learning new photography skills, researching other photographers, and more, has led Keenum to where she is now. “You can have a dream at any age and have it come true,” Keenum said, encouraging others to take the wheel with their own dreams.

“I think the key is to keep learning,” said Keenum. She said she often learns new things on the job and encourages critiques or suggestions to improve her photography. Still taking online classes and looking for ways to grow, Keenum said, “I’m a forever student.” Since officially starting the business in 2021, Keenum has learned to photograph

weddings, family and senior portraits, engagements, sports, and a handful of other events.

Making her identity and experiences a core part of her profession, Keenum brings authenticity and unity to each of her shoots. As she nears the end of her 4th year as a professional photographer with admirable character and work ethic, Keenum stands only to improve her client base and skills as time passes. “If you put in the work, have a vision, and believe in yourself, you can make anything happen,” said Keenum.

TUnited by Unified

How unified sports connect students.

written by EVA BEBBINGTON visuals by MEAGAN RINKO

he ball swiftly rolls into the net, just barely missing the goalie’s glove. The Oyster River Unified soccer team was still down 3-5, but the celebration felt as if they had just won the World Cup.

Oyster River High School (ORHS) offers three seasons of Unified sports (soccer, basketball and volleyball). ORHS plays many teams that may vary in athletic capabilities and in the way that they approach who qualifies as an athlete. This can cause frustration and greater competition, but ORHS focuses more on the support, rather than the score.

Some athletes can get frustrated when the other teams are better or have kids that have an easier time scoring, but that doesn’t stop them. Elizabeth Carty, a Unified soccer partner of 3 years, says, “Our kids have what many other teams don’t - spirit, good attitudes and perseverance. There is joy both on and off the field. Whether we win or lose a game; all athletes and players show up to the next practice ready to try again.” She goes on to explain, “At the end of the day it’s just a game and is fun whether we win or lose.”

It’s easy for players to get upset during a tight game if they aren’t scoring as much as they want or keep getting the ball taken from them. Instead of getting upset, coaches, athletes and other partners help each other to over-

Cam Calato, Unified soccer coach explained that, “Kids can get frustrated about difficult teams but that can be good for the athletes and create friendly competition.” This can further deepen the connection between the members on the team by connecting due to the tougher competition.

After losing, the team can get upset but there are always smiles after every game no matter what. Setbacks and frustrations only creates a stronger and tight knit team full of players who are motivated and are excited to participate in the games and show up to practice.

Even after tough games and hard losses, it never discourages the team from having fun and still trying their best during games and practice. It can even motivate the team to work harder and get better.

come a difficult situation by helping pass the ball to athletes who have been trying to get a goal all game.

It’s designed for a fun and happy environment with no judgement for the players. Even though it feels great to win, the team’s goal is to create an environment where everyone can feel free to participate and enjoy themselves without stress and the need to win.

Unified sports promote inclusion and unity between teams and, in turn, the school. This connects children and creates lifelong friendships between the athletes and their partners and connects them in ways that can’t come from just being in the same school building.

In anticipation of the new season, the team will definitely face hard challengers, get frustrated and feel like things may be unfair, but the dynamic of the team will only get stronger, and that’s what keeps the team moving forward and motivated for practice, games and the next win.

written by Bel Ejarque

UNH Students Protest Massive State Funding Cuts written by Elise Bacon