A stronger alumni network starts with us
Alumni should provide mentorship and inspiration for current students.
Editorial Board
TheunsignededitorialrepresentstheopinionoftheEditorialBoard,whichconsistsofthemajorityofstudenteditorialstafflistedonthispage.
“What happens after high school?”
To answer the question, yes, there are a few vague Naviance stats or the occasional anecdotal story that we are supposed to follow. But our own students could be the greatest answer. It’s time for them to take the lead.
As many face the task of thinking about our post-secondary education plans, seeking conversations from alumni is more difficult than it should be.
While Naviance is helpful when used to chart our plans toward college and careers, it reduces real Haven alumni to graphs, GPA, and SAT scores.
We need more alumni voices. We need a real alumni network, a network that is more than numbers and scatterplots. It would be a valuable resource for students to engage and connect with graduates.
This would give students the opportunity to connect with alumni with similar interests or experiences, opening up more opportunities to branch out for students. It could even be used to give alumni chances to talk to interested students about their career paths.
Overall, a strong alumni network could be used to better facilitate beneficial conversations for students about their futures, and anyone could help develop it, students or alumni.
Another way to induce better communication between students and alumni would be introducing more alumni-run assemblies about both future planning and other relevant topics.
The Panther Press has been interviewing
noted alumni for ‘The Wall’ since 2022, but these features do not replace inperson connections.
Before the pandemic, the Wall of Honor served as a way to get to know some alumni through senior assemblies. Since then, no new alumni have been added to the Wall, so no alumni inductees have come in to give talks.
Students go through the motions on Naviance, filling out career surveys and watching videos from community members about their career paths, but nothing can replace the invaluable insight alumni perspectives can add.
That is not enough. We don’t need to know exactly what we want to do after high school, but it would be nice to at least know what life is like in the paths we’re interested in—and what mistakes to avoid. Alumni could help us with that.
Only Haven alumni can tell us how the classes at Haven ended up being harder or easier than the classes in college, or if going into the trades was the right decision, or that being in Haven’s band built skills that they use in their workplace every day.
The network could simply be a landing page with a list of alumni emails or LinkedIn profiles for students to access if they want to explore it. Participation would be optional, but some alumni would undoubtedly be willing to provide insight to students.
Many private schools have entire networking systems, complete with the career paths of each alumnus and the ability to sign up as mentees to them.
Farewell from the president
Student Council president reflects on what makes Haven special. Ella Liberi ’25
Student Council President 2024-2025
Hey Strath Haven!
My name is Ella Liberi, and I was the student council president for the 2024-2025 school year. The editors of The Panther Press reached out to me and asked if I would write a “farewell letter” to the students, staff, and community of SHHS to wrap up our time together. Of course, I agreed, but that was before I knew the word count. I only have 500 words to sum an entire year of memories, championships, school spirit, friendships, and everything in between.
If you were to have asked freshman year Ella what made Strath Haven such a special place, I would have listed our biggest events. Things like homecoming, pep rallies, the blood drive, spring fling, Frosh, football games, or schoolwide fundraisers. As student council president, I had the opportunity to help shape some of our shared student experience. Student council was involved in planning our Night in Greece dance, orchestrating a holiday toy drive, making theme days like color wars, and even bringing an inflatable obstacle course to the middle school blacktop.
If you asked me now what made Strath
Haven a special place, my answer would have changed. Yes, all of the events that we put on here at Haven are fun and enjoyable, but it wasn’t me who made them fun. It wasn’t the Student Council either. It was all of us. What makes Strath Haven a special place is all of us. It’s the raging school spirit we bring to the Panther Pack, it’s the laughs that we share with our friends at lunch, it’s the relationships that we’ve built with the SHHS staff members, and it’s so much more.
What’s funny is that what makes Haven so special is different for all of us. For me that comes from memories you may not all be aware of: Maddie, Josie, and I hugging in the bleachers as students left the pep rally; Student Council members sprawled over the fourth floor hallway making posters for every kind of school event; getting to walk with my family onto the field at senior night; conducting the marching band in the bleachers during a close game; hosting Dance Haven; spending days outside competing in Envirothon; and even just saying hello to my friends in the hallway.
I’ve found that what I’m going to miss the most is all of you. Thank you for making me feel welcomed and supported in my time as president. I wish you all the best of luck in your future endeavors. Please remember… Haven Runs Delco!! Thanks for everything,
The process is much more difficult for public schools. While many private schools have entire departments geared towards alumni connections, Haven does not.
However, it’s not impossible. Radnor High School displays its alumni hall of fame prominently on its website, with bios and career paths of all inductees. Many public schools also have more informal records run by students and alumni.
It doesn’t have to be an extensive undertaking for Haven staff. Small steps like reopening the Wall of Honor to inductees could greatly expand alumni connections.
However, if we want a strong alumni network, students must begin before graduation and make it last a lifetime.
If we want an alumni network, students and alumni have to lead.
Students want to be prepared to leave the Haven bubble. Alumni connection and engagement would help support the preparation. Building connections and finding good mentors plays a huge part in later success, and we can start learning those interpersonal skills today—if we’re willing to band together to do it ourselves.
Whether you are a senior who knows your exact career path or you’re happy to figure it out as you go, it will still be inspiring to kids ten years in the future to see that you can accomplish so much no matter what path you take.
Help us build something that you didn’t have here. Current students are ready to listen.*
REPORT CARD
RAIN MEETS PANIC IN DISASTROUS FIRE ALARM
- Self-explanatory
- Absolute chaos ensued
- Backpacks, students got soaked :(
+ At least the AP Psych exam hadn’t started yet
AP TESTING
-Library closed for eternity
-College Board takes our money and our time
+It’s over now!
END OF SCHOOL YEAR
+Rapidly approaching
+Already here for seniors
-Not there yet, finals bring a second wind of impending doom
OUT OF ORDER SECOND FLOOR GIRLS BATHROOM STALL
-It’s been there for weeks
-It smells :(
-Really gross to see
DINING UNDER THE CEILING
-Jazz were going to be playing outside, but it was dark and rainy.
-More time in school!
+Cool nickname.
About The Panther Press is the student-run publication of Strath Haven High School in Wallingford, PA. The Panther Press publishes 500 copies bimonthly in print and is distributed to classrooms and students at Strath Haven High School. The publication is also online at www.shpantherpress.com.
The goals of The Panther Press are to inform, educate, and entertain the student body, faculty and staff, and community readers.
We strive to report and analyze issues that concern students in a manner that is fair, objective, responsible, and accurate.
Through the use of journalism, technology, and workplace skills, the students who lead and create the newspaper develop as critical thinkers and communicators.
All content published in the newspaper and on the Panther Press website is created by Strath Haven students for a primary audience of students, with the understanding that our publication also reaches a broader audience that includes teachers and staff, families, and community members.
The views represented in The Panther Press, as well as the selection and curation of content by the editors, do not represent the views of the entire Panther Press staff, the adviser, the school, or the administration.
Please consult the ABOUT page on our website for additional information.
Submissions
All Strath Haven students are welcome to learn the basics of journalism and become contributors to The Panther Press. Interested students should join the Schoology group to learn about upcoming meetings and training sessions.
Letters to the editor are encouraged. Any reader may submit a letter to the editor via email to strathhavenpantherpress@gmail.com. Anonymous letters will not be published. Editors reserve the right to contact letter writers or edit submissions for reasons of space or clarity.
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Editors in Chief Evelynn Lin ’25 Matteo Ventresca ’25
Managing Editor, Web Matthew Ramirez ’26
Managing Editor, Print Kaitlyn Ho ’26
Haven Happenings Editors Evie Fernandez ’27
Clark Kerkstra ’27
Sports Editor Lavanya Dixit ’27
Haven Arts Editor Josie Wieland ’26
Health & Sciences Editor Mia Fagone ’26
Detours & Opinions Editors Luci DiBonaventura ’25 Claire Salera ’27
Lead Designer Isaac Lothrop ’26
PHOTO: BARKSDALE
Students react to new phone policy as administration plans implementation
A second read of Policy 237, the electronic device policy, was approved at the April 28 school board meeting along with its accompanying administrative regulation.
Clark Kerkstra ’27 Haven Happenings Editor
For many students, the new cell phone policy is a bittersweet thing, having narrowly avoided a total ban while still tightening classroom enforcement and promising a revisitation of the policy next year.
Approved at the April 28 school board meeting, the policy and administrative regulation was a product of several contentious school board and committee meetings, including one on March 12 that even drew students to speak out against a cell phone ban advocated by many community members.
caddies but also potentially backpacks, a possibility the administration is wrangling with.
“We want to give the teachers [and] the kids a chance to show that they can do this without [requiring caddies],”
“I think we’ve come to a spot where we’ve got a policy that I think is enforceable as it is written, which for me was incredibly important.”
Kelly
Wachtman
School Board Member
The policy, which passed unanimously, did not ban phones during lunch or between classes as proposed by community members from Haven Hold the Phone, a community group focused on halting phone use in WSSD.
“I think we’ve come to a spot where we’ve got a policy that I think is enforceable as it is written, which for me was incredibly important,” school board member Kelly Wachtman said at the April 28 meeting.
While not a total ban, the administrative regulation presents an array of measures aimed at curbing electronic device use in class, namely mandating the storage of electronic devices in “designated storage areas” during class. Caddies have sprung up in almost every classroom in the school as part of the “Screens Off, Minds On” initiative that began this school year.
Benzing said. “But it might be at a point where the policy says ‘designated storage area’ doesn’t include a backpack, in which case we have to pivot. We’ll have to look into that more. Right now, the way I interpret it is [that] it could be anything that we approve.”
Sophomore Joy Yang, who was recently elected as one of Student Council’s school board representatives, feels that the term “designated storage area” is overly vague.
“I’m glad they actually listened to students and did not fully ban [phones] at lunch and between classes,” Yang said. “But it’s kind of ambiguous.”
“I think the new cell phone policy is a step in the right direction, by which I mean towards liberty and digital independence for students, which I think is an important value that’s not considered enough.”
Henry Hewitt ‘27
The administrative regulation also includes a progressive discipline tree that involves warnings for the first two violations and harsher consequences like parental contact and potential detention or suspension for fourth and fifth violations, along with referral to counseling for repeat offenders.
“It’s [a] progressive response [so that for] every, for lack of a better word, infraction on a student’s level, we’re hopeful that lets [us] have a conversation,” Benzing said. “Let’s come up with why you’re doing this. Let’s come up with a plan.”
a last resort, a view in line with the overall focus on education surrounding electronic devices, another component of the regulation. Efforts like these could intersect with recent administrative initiatives like Wellness Wednesdays and the ‘Stall Stories’ literature implemented in the bathrooms.
“That’s where a lot of our efforts [will be] this summer, are to expand our educational program, to have them read articles, to have them learn a little bit more about it,” Benzing said. “We’re talking a lot about challenges [for] the school, they have a day where there’s no phones out at all, and you’re forced at lunch to interact with the people around you, like [a] kind of a ‘day off’ challenge.”
In conjunction with the tighter rules around phones in class are tighter rules about AirPods and smartwatches in class as well. The regulation explicitly states that calling or texting with watches is prohibited. For many students, the loss of ability to communicate, whether that be on a phone or watch, signifies a loss of safety and convenience.
“If there’s an emergency, you’re not allowed to grab anything, but if your phone’s nearby you’ll be able to contact someone,” sophomore Juliette Loyd said. “A lot of people also forget their phones if they’re in the caddy. A lot of people just forget about it, and I’ve seen so many phones left in caddies, and that’s not good.”
Other students are emergency contacts for others, further escalating student concerns about phones in emergency situations.
someone else or even yourself.”
Nonetheless, relief was a common sentiment among students due to a total ban being avoided.
“I think the new cell phone policy is a step in the right direction, by which I mean towards liberty and digital independence for students, which I think is an important value that’s not considered enough,” sophomore Henry Hewitt, who started a petition against a total ban, said. “And I think this policy is good because it doesn’t include any of the administrative overreach that the proposed policies from other community members suggested.”
However, phones at lunch and between classes may not be totally in the clear.
Four board members, including a majority on the policy committee, were previously in favor of a total ban but chose to advance the policy conditional upon periodic reviews starting in six months, something that concerns Benzing.
“I just don’t want to re-legislate everything each time,” Benzing said. “As long as it’s a matter of micro fine-tuning things, I’m all for that… to keep that line of communication open is important. Talking to teachers, ‘how’s it going?’ It’s important to hear from students as well, like, how are you finding this change in policy?”
Yang intends to include the topic of the cell phone policy in forms she will send out to students, one of the main ideas of her campaign.
Benzing also believes that cell phone use can be addressed holistically through engaging students, something he feels the students must also help to do.
According to principal Mr. Andrew Benzing, such an area could include
According to Benzing, the harsher consequences are meant to serve as
Haven prepares for German exchange trip
June trip will reunite hosts and exchange students.
Roland Rennick-Zuefle ’27
Contributor
Students who previously hosted German exchange students in September are both anxious and eager to head to Germany on June 16.
German teacher Herr Alex Paul is leading and planning the trip, accompanied by middle school German teacher Frau Samantha Shipeck as a chaperone, along with twelve students.
“We’re going to be traveling the first week,” Paul said. “We’re going to be going to Berlin as well as then we’re going to Nuremberg down in Bayern [Bavaria].
A lot of people know it because of the Nuremberg Trials. And then we’ll be staying outside of Munich with our host families and doing traveling around there as well.”
This trip will differ from the previous German exchange from 2023 in that students will be switching which city they visit after Berlin.
“The last time we chose Regensburg,
which is kind of a university city, whereas this time we’re going to Nuremberg which has more history to it,” Paul said.
Paul will be planning each step of the trip, both saving money and providing a more authentic and less touristy trip.
The German exchange he went on while a student at Haven was a major influence in how he structured it.
“It was really cool because it was the trip that made me want to be a German teacher,” Paul said.
Sophomore Lucas Bartell has been preparing for the trip by doing research on Germany.
“I’m most excited about the difference in the culture,” Bartell said.
Sophomore Vivian McAdoo is most excited to see the exchange student she hosted, with whom she has kept in contact.
“I’m preparing myself for the exchange by going out a lot without my parents,”
“I personally don’t think it’s a good idea, just because I think the whole point of having a phone is to be able to contact anybody in any sort of emergency,” junior Aidan Taggart said. “If you’re an emergency contact for somebody like I am, if someone calls you and you don’t have your phone, that could be a risk for
“It’s a part of the responsibility of being a learner that you get in there and get really engaged, and you get more out of it, the more you put in,” Benzing said.
The policy is set to be implemented at the beginning of next school year.*
McAdoo said. “Which is probably helpful because it’s going to help me live in another country without them.”
Still, there are concerns that the students face as they travel to a foreign country,
with Bartell citing the challenge of using German and being surrounded by people speaking only German, something that Paul explained has been a difficult part for students in the past.
“I think speaking German is probably one of the hardest things,” Paul said.
“That first day we get there, everyone wakes up with a headache because your brain is working really hard when all you’re hearing is a language that isn’t your first language.”
However, Paul noted the completely new environment students are thrust into as also being one of the trip’s highlights.
“I think the best part is just everyone enjoying the culture in an authentic way,” Paul said. “Being able to hang out as teenagers in Germany, experiencing things that are different to what they’re usually experiencing here.”*
PLANNING STAGES • Herr Alex Paul shares information about the exchange trip at a recent meeting. PHOTO: ROLAND RENNICK-ZUEFLE
Meet our new Superintendent
Dr. Russell Johnston shares his first impressions and plans, and hopes to build a strong community.
Matteo Ventresca ’25, Morgan Matthews ’28 Editor-in-Chief,Reporter
What is your first impression of the high school?
I am really impressed by the engagement of students in the high school, and particularly in the many options they have. On the first day I went to the high school, I went to see Mr. Benzing, but he was busy when I arrived, so I just walked around by myself for a little bit, and there was a student... I could hear him playing guitar and singing in the hallway. So, I went down, I found him, and what he was performing to himself in the hallway was beautiful. It was just this stunning music that I heard.
I walked up to him, and I said, ‘Are you preparing for a performance? Is this in service of an upcoming event?’ He said, ‘No, I’m just practicing for my instrumental music class.’
Wow, that level of talent that students are bringing to bear for a class. [It was] really exciting to me to see that that’s just classwork. I’m just so excited for the opportunities that students have here, and seeing their level of engagement, their passions, and their interests being brought to life at the high school makes me so excited for their futures.
What activities or sports were you involved in through high school or college, and what did you learn from those experiences?
I went to a really small high school, and so I was the co-president of the high school. I was the editor of the newspaper. I ran cross country. I had an after-school job. I love seeing that students here, even in a bigger high school, can have varied interests they’re involved in. I’m very passionate about young people being able to pursue their interests, because I know how important it was for me. Your previous school district—West Springfield Public Schools—saw a 10 percent increase in the graduation rate and a decrease in the annual dropout rate, and gains in student performance. What are your goals for Strath Haven?
The thing that is most important to me is to listen and learn, to determine how I lead. I come in with the goals of listening and learning to determine those key initiatives that we need to work on together. I am starting with a blank slate. What I did in my previous role will influence and inform what I do here. But I need to start by really understanding the entire district to determine where we go together.
Can you share some of your hobbies or interests outside of work?
I have many hobbies. One of my favorite things is triathlon. I love all three sports, and I love practicing them and gearing up for a triathlon, and having that as a goal helps me train and get ready. I also love gardening and reading, and I love skiing, and I love just being with family. I am grateful for the many things that bring me joy outside of work.
What national sports teams do you enjoy following, or are you a fan of?
I have learned that I need to be careful about this question. I’m not a big sports fan. I follow professional tennis really closely. …that leads me to open a blank slate for the more traditional sports of football, baseball, and basketball teams. I think I’ll have no choice but to become an Eagles fan.
How are you getting accustomed to the Philly and Delco culture? How is it different from Massachusetts?
People gave me advice before I came. They told me that I need to know my Wawa order, that’s important. Being an Eagles fan is non-negotiable, and I embrace that. I am also realizing there’s a real difference in the way people drive. Neither is good in Massachusetts nor in Pennsylvania. Both are very aggressive, just in different ways. In Massachusetts, people are just angrier. They don’t want to let you in. They’ll cut you off. Here, people seem a little more laid back. There’s the ‘I’ll pass you even if you’re in the slow lane, I’ll go around you in the breakdown lane to get around you.’ So, I’m really learning about what it means to take on the highways and byways of Delco and the Philadelphia area.
It’s been great, though. I really loved coming here. An important thing to know is that I didn’t realize how many people I knew in Massachusetts who were from here, and they said, ‘You are going to love Delco,’ and they are right. They told me, ‘You’re going to love Philadelphia,’ and they’re right. I’m so happy to be here. I think it’s a great community. What programs have stood out to you in the Haven community so far?
Well, the music program is undeniable, and I regret that I wasn’t here for the spring musicals, because I’ve heard they were great at both the middle school and the high school. I think the fine arts are also pretty amazing.
I walked through the ceramics studio, the ceramics class that was going on, and couldn’t believe how many wheels were turning and the type of work the students were doing, and I was gifted one of the bowls that students made from the high school, and I have it proudly displayed in my living room right now. I can see the amazing experiences that students have in the arts here, and it excites me and motivates me, and I feel like it’s really unique.
I think something that I bring to this is that I’ve gone to a lot of performances in schools.
I’ve seen a lot of students’ art all across the state that I come from. And this is unique. This is special.
I have a particular appreciation for it, and therefore a desire to maintain and strengthen what’s already here and what we’re offering for students.
What sort of school culture are you looking to create for the school district and the community?
I think the type of school culture that matters the most to me is one where all members of the community have voice, and that we take very seriously input from our students, our educators, our administrators, our family members, and that we particularly listen to the families and students who’ve been most historically marginalized, and how we can make sure that we lift up their voices and their experiences.
We need to make sure that we are always designing for full inclusion, and I know how much we can be stronger when we do that. There is a real workaround raising everyone’s voices in the service of better learning opportunities for all students. How do you plan to execute the student advisory panel mentioned in your letter to students?
Like I said, I really do want more student input on this. Starting next week, I’ll be meeting with many student groups at the high school, and I’m really looking forward to that, all of the class councils, and the student council. I’ll be meeting with the GSA, the YAC club. I’ll be meeting with the SMASH group.
I look forward to hearing some of their input, but what I did in the past was to seek volunteers who wanted to be on the Superintendent’s Advisory Council, and to be very deliberate about choosing a cross section of students so that it’s not just all the students who already have been on a lot of advisory types of committees.
I want a combination of students who we are meeting the needs of, and they are ready to just fly, and the students who are maybe struggling more in high school. They all have to come together. The Advisory Council really has an impact on the decision-making that I’ll be involved in.
How big would you expect the advisory council to be?
Once you get into a group that’s larger than ten, it becomes a lot more about personal advocacy than inquiry across a group. So, ideally, about ten students.
What are you most excited about at Strath Haven/WSSD?
I look forward to coming to work every day here, and that shows me how much I’ve chosen the right place. What I’m most excited about is continuing to listen and learn to guide my leadership. Every day, I get to sit down with people who have a vast amount of experience with the district, who are helping me learn about and shape where we will go together.
Right now, what I’m excited about is just continuing to listen and learn so that I can meet effectively.*
Student council elections conclude
After a busy campaign week, incoming leaders share hopes for next school year.
Evie Fernandez ’27 Haven Happenings Editor
Excitement and anxiety ran through the veins of the candidates running for office with the goal of holding a position on the 2025-2026 Student Council on May 5. After positions were released, they checked the emails and the Instagram posts, and found out who had gotten positions.
“There were a lot of people around me [when I found out], but when my friend and I opened the email that they sent out, I screamed so loud I probably disturbed the whole school, and my friend and I were jumping up and down. It was so exciting,” junior Minori Saito, the new Student Council president, said.
According to Saito, the election process was fairly simple, only requiring work to be done before and during campaign week.
“Campaign week was really busy. The work paid off, though,” sophomore Joy Yang, one of two school board representatives, said. “I pulled out all the snacks in my house to distribute to everyone. I also had a few allnighters, making posters. I also got to meet a lot of people while walking around, handing stuff to people. So that was really fun, actually.”
Many members also expressed that they were excited for future collaborations within the new council. “ There’s a lot of really good people in the Student Council this year. I’m so excited for this bunch,... Hopefully we’re going to do things that have never been done before within the school, and work on doing more things that align with the student body and what they want,” Saito said.
Sophomore Weiler Graham, one of the newly elected officers, mentioned that having the role meant a lot to her for multiple reasons.
“I thought it was really important to me to have a leadership role in the school, because I care a lot about the community, and I thought it’d be really fun to be a major part of it in this way,” Graham said.
The newly elected candidates were also excited to pilot new events and bring new ideas to life, though some had concerns.
“I hope you guys support us, even when we make decisions and you’re not happy with them,” Saito said. “Instead of just being upset, please just talk to us. We really want the best for the student body and for the school and Student Council. Next year, we’re really going to try our hardest to make as many people as we can happy with our decisions.”
The council is excited to see what will happen next year, and new officers mentioned how ready they were to start their new positions next school year.
“I’m definitely looking forward to working with Daksha [Nair], who’s the other school board representative, and just being up there during the school board meetings talking to them,” Yang said.*
Full list of 2025-2026 Student Council Leaders on p. 23
PHOTO: MATTEO VENTRESCA
District to hold ground, follow state guidance amid threats by Trump administration
As schools across the nation face an onslaught of threats from the Trump administration’s Department of Education, district administrations have been assured no further action is required.
Clark Kerkstra ‘27, Joya Nath ‘28 Haven Happenings Editor / Reporter
After a letter to districts across the country from the federal Department of Education demanding a halt to “illegal DEI,” WSSD will be following the guidance of the Pennsylvania Department of Education.
The letter, sent out on April 3, asked schools nationwide to certify that they are in compliance with Title VI of the Civil Rights Act of 1964 and alleged that “certain DEI practices” can violate the law and result in cutting of federal funding.
In an April 9 response to the message, the Pennsylvania Department of Education assured superintendents across the state that no further action was required. The agency responded to the Trump administration’s DOE on behalf of Pennsylvania, stating that it has already been certified that Pennsylvania’s districts comply with Title VI and that that has not changed.
“Our board here is pretty comfortable that we’re knowledgeable about what’s going on with the law,” Scanlon said. “Working with our own governing agency in Pennsylvania and Harrisburg, they’ll pretty much take our recommendation.”
The main threat looming behind the certification request was removal of federal funding. Title VI outlaws discrimination on the basis of race, color, or national origin in programs receiving federal funding, and the current federal Department of Education’s view of the law is that DEI (Diversity, Equity, and Inclusion) efforts that “advantage one’s race over another” are unlawful.
“It’s a lot of noise in Washington, and we’re just staying the course and doing what we think is right for the kids.”
Dr. James Scanlon Interim Superintendent
According to previous Interim Superintendent Dr. James Scanlon, due to unclear wording in the letter and assurances from Pennsylvania’s Department of Education, superintendents across Pennsylvania followed state guidance and refrained from signing the document.
“[Superintendents] don’t define what’s legal, what’s illegal,” Scanlon said. “And so at least in Pennsylvania, none of the superintendents signed it.“
While certain guidelines are administered by the federal Department of Education, interpretation often ends up in the hands of state agencies.
“It’s not a function of the federal government, right? So the rules and regulations come out of the federal Department of Education, but then there’s 50 different interpretations of that,” Scanlon said. “So it’s really Pennsylvania. That is what superintendents will respond to: the Secretary of Education in Pennsylvania.”
According to Scanlon, school board members will take action as well if needed.
According to Scanlon, 1.4% of WSSD’s funding comes from federal sources, coming out to around $1.4 million—a figure that is a small portion of district funding, but certainly not inconsequential. The installation of the new turf field at King Field cost around $1 million, and the administration is weighing the installation of another turf field as part of the high school’s planned renovations.
However, the letter does not make it entirely clear which DEI programs would be considered impermissible. The administration’s letter cited the 2023 U.S. Supreme Court case of Students for Fair Admissions v. Harvard, likening “illegal DEI” in schools to affirmative action programs in college admissions.
While the letter itself did not explicitly provide examples of what DEI programs are impermissible in the view of the Trump administration, it was stated in an earlier executive order that historical observances like Black History Month would not be considered illegal. However, the Trump administration has not shied away from enforcing its orders on what it objects to.
On April 29 the Department of Education launched an investigation into Chicago Public Schools on account of its “Black Student Success Plan.”
WSSD’s strategic plan, while much broader, has some
elements not completely alien to the Chicago Public Schools plan that came under scrutiny. It envisions a future that does involve celebration of underrepresented groups, something that is unclear whether the Trump administration objects to.
“By 2033 there is a common understanding of Diversity, Equity and Belonging that is embedded in all WSSD practices,” the plan states. “The practices, procedures and policies at WSSD fully include and celebrate underrepresented groups. WSSD is a safe and welcoming environment for all regardless of socioeconomic status, cultural, religious background, gender, ability or disability that provides: … Professional Development related to diversity, equity and belonging that is reflected in our instructional methods as well as social-emotional practices.”
Despite federal pressure, it seems new district leadership will not abandon these aims.
“It’s a lot of noise in Washington, and we’re just staying the course and doing what we think is right for the kids,” Scanlon said, a sentiment affirmed by new superintendent Dr. Russell Johnston.
It has also been questioned whether such orders from the federal government are legal. Two separate federal judges in Maryland and New Hampshire limited the enforcement of the certification in separate April 24 rulings, citing procedural issues and the vagueness of the federal demands.
Johnston, who started on May 1, believes issues like this would fall into his plans for a Student Advisory Council for next year, wanting to remain open to student input.
“I understand this is a challenging time, a time of uncertainty and chaos in some ways,” Johnston said. “We want to keep the door open and be very much engaged between administration and the student body, so that we walk together through this difficult time.”*
New WSSD app enhances school communications with community
Designed to facilitate access to updates and information, the app also promises push notifications in emergencies.
Evelynn Lin ’25 Editor-in-Chief
On April 25, Haven launched the new mobile WSSD app in a process to further streamline communication between the school and community and provide attainable and essential school resources. The app was developed by Communications and Community Relations Liaison Ms. Rachel Riley, who also maintains the WSSD social media accounts and WSSD website.
According to Riley, the opportunity for an app arose in late January, when WSSD’s new websites launched partnered with a new host site, Final Site. The app was also included in their contract.
Originally, the website platform had been under Blackboard K-12 Education before the company was purchased by Final Site. The revisions for the websites and advent of the WSSD app was part of the third pathway of WSSD’s strategic plan for culture, community, and communication.
The app has five main sections: the home page, posts, school board, events, and other resources, including links to WSSD social media. Resources available on the app are Schoology, PowerSchool, PTO & HSA resources, and more. These features are consistent with the website, providing similar tools under different functions.
According to Riley, one purpose for the
app is to make certain resources and information that are used more from the website more readily accessible to the community and parents.
“For instance, you may not need to get directly into our Capital Plan information right away. That is not listed on here, but it doesn’t mean it doesn’t exist. It’s on the website, but it’s not directly on the app because the app should be the more immediate things,” Riley said.
In addition, the app provides another form of communication with families beyond the school messenger, particular on days with inclement weather.
“We can also do push notifications to the app as well and a lot of people have cell phones, so it’s easy to have the popup, ‘School is closed for the day’ because not everyone is going to check their email at five in the morning to see if school is closed for the day,” Riley said.
As of May 9, 685 people have downloaded the WSSD app, two weeks after the app’s launch and following the April 28 school board meeting, according to Riley.
Despite this, many students do not have the app and some are even unaware that Haven has one.
“I don’t have it because I never knew that it existed… so I guess that’s really the reason why I don’t have it,” sophomore
Ming Cerdan said.
Cerdan receives her information about Haven’s happenings in other ways.
“I just wait until my mom says something to me, but if she doesn’t, then I tend to go on the website to see if anything’s going on. I look at the calendar and everything, and that’s the only thing I go to the website for,” Cerdan said.
Sophomore Henry Hewitt has the app, deciding to download it when he was on the WSSD website and saw a pop-up promoting it. Hewitt notes that there are better resources available that relay information to students than the app.
“I get all my news from either the website, email to Schoology updates, and Schoology updates pretty much tell you everything you need to know about the district. Or even, if you want to go a step further, you can go to the principal’s newsletters. That also has a lot of good stuff,” Hewitt said.
Even so, Riley hopes the new app is another resource in addition to the WSSD social media accounts, the principals’ newsletters, the website, and communication material sent out by the superintendent.
“For goals, I just want to make sure that it’s something that people are enjoying and want to utilize, that it’s a
service worth having,” Riley said. “I do think as we’re in a very tech world, I think an app is always going to be necessary, whether people want it or not. It’s there and it’s available and it’s just another way of communication. So the more communication, the better in some cases.” Riley looks forward to seeing how the WSSD app will grow as time goes on.
“It’s been interesting, and I want to see how it grows and develops, and it’s new skills for me to add to my toolbox of communication skills, so I’m excited to see how I grow and develop along with this app,” Riley said. “It’s a learning curve as well to figure out what’s going to work, what’s not going to work… getting a lot of feedback from people will be really beneficial as we make sure that this is going to be something
PHOTO: EVELYNN LIN
NEW STORIES
Slowik-Speaker highlights importance of experimentation, enjoying learning
Evie Fernandez ’27 Haven Happenings Editor
Ms. Paulette Slowik-Speaker is retiring this year after 18 years at Haven.
Slowik-Speaker started with a career in business. When a relative who had a child with a disability was trying to learn more about what school would look like for their child, she began to do her own research and quickly became fascinated by it. Eventually, she realized she’d like to begin a career as a special education teacher, and she went back to school.
“The more I read, the more I said, ‘I think this is something I would really like to do.’ I have about a 20-year career cycle, but it was okay. I decided I wanted to try something different,” Slowik-Speaker said.
She grew up in the district and went to Haven when it was called Nether Providence High School. Her husband and son also went to Haven, so she had been in the school district, interacting with the school for years before she came to work at it. Since then, she’s been extremely dedicated to both the students and the district.
“I really admire how dedicated Ms. Speaker is to our students. She just never gives up and sees all of her commitments through till the very end by always checking in with her students, and always being willing to help them,” English teacher Ms. Katelyn Scaffidi said.
Slowik-Speaker emphasized that students, even as they grow up and become adults, don’t always need to know what they are going to do next.
“I always know this, but I’m always trying to communicate it to students: you don’t have to have it all figured out. You don’t know that ‘this is what I’m going to be for the rest of my life.’ That certainly wasn’t how I decided. I had multiple careers before I landed on teaching, but they were all really great,” Slowik-Speaker said.
Now at the end of her teaching career, Slowik-Speaker has learned a lot through both life experiences and her various job experiences.
“I think the biggest lesson I try to impart on students is that if they love the process of learning, they’ll figure it out. Something else will come around. Nobody has figured it out, but if you like the process of learning, you’re going to be fine,” she said.
She also noted that though social media may not make it feel this way, others are probably just as confused about their future as you are. High school students sometimes think they have it all figured out, but they don’t.
“I started out as an emotional support teacher. So when you have a parent say to you, ‘you made a difference,’ or ‘they’re
successful,’ or that they’ve really gotten over some things, that’s really important,”
Slowik-Speaker said.
According to past students and coworkers, Slowik-Speaker is very committed to her students.
“I really enjoyed having Ms. Speaker because she would always help me with my work and any other student that needed support or help with other things, and she was always fun to talk to and a good listener,” sophomore Layla Taimanglo said.
Slowik-Speaker mentioned that the litigious nature of special education is a challenge. It makes it harder to spend time with students because of the amount of paperwork involved with the job.
“You have to compartmentalize a little bit,” Speaker said. “You know you do your best for your kids. You prioritize what needs to be done, but you absolutely cannot do it all, or something’s going to suffer. Your health is going to suffer, your family’s going to suffer, or your kids are going to suffer. You have to kind of put some boundaries around the space, because somebody will always want you to do more, and you just have to know that ‘no’ is an answer.”
Slowik-Speaker is looking forward to traveling during her free time, but she’s also excited to have some time to figure out what else she’d like to do.
“This is a great school, and there are great people here. The teachers here really, really care, and I think when you’re in the midst of all of it, especially as the student, or sometimes even a teacher, you don’t realize what a great place it is,” Slowik-Speaker said. “I think that’s important to know.”*
Lincke reflects on 23 years of teaching, learning from
Haven community
Evelynn Lin
’25
Editor-in-Chief
Since 2002, when Mr. John Lincke began teaching, Room 409 at Haven has been home to the smell of chemicals, the sight of students dissecting pigs, frogs, and earthworms, the vigor of Friday brain teasers, and the sweet taste of Dum-Dums.
Over 20 years later, Lincke is retiring from teaching biology and anatomy and physiology in Room 409. Lincke has been teaching at Haven for 23 years. Before Haven, he taught at Cardinal O’Hara High School School, Archbishop Prendergast High School, and the Archdiocese of Philadelphia.
“My wife was a graduate, she and most of her brothers and sisters are graduates of Strath Haven or Nether Providence High School, and she encouraged me to try,” Lincke said. “So I applied and I got the job.”
Throughout his time teaching at Haven, Lincke had the chance to see his two children—Kai ’22 and Claire ’25— grow up, learn, and be supported in their endeavors at the high school. As a parent, he got to see a unique perspective on his teaching colleagues.
“I’d always hear stories about what this person had done for my daughter, and so it was just so supportive, and I thought, ‘Man, I didn’t know that,’” Lincke said. “I didn’t realize that person had that town or this, and they would just tell me stories about how good these people are and and I always knew that I work with a lot of great people, but I think being on the side of a parent, I got the inside story, and I found out that ‘Boy, there’s a lot of talent here.’”
Even after a career in teaching, Lincke describes how he was lucky to learn about and from his students.
“I think it would be a boring day if I went home and I didn’t learn something from a student, just by observing or hearing, or just in conversation with a student, whether they’re telling me about their experiences or about their travels, or about the things that they do that I’ve never done,” Lincke said. “I was lucky to get an education from my coworkers and from my students, so I’m grateful for that, and I will miss that.”
Senior Jacob Jurkech, who took Lincke’s anatomy class, is grateful Lincke taught him the balance of being independent and asking for help during class.
“In a lot of the work we did, it was much more like figuring things out and coming up with what to do next almost by yourself,” Jurkech said. “He would guide you if you needed it, but a lot of it was just letting you [explore], ‘What do you think
is right to do?’ He taught self-initiative and the way to work through problems without being always told what to do, but also with enough support if you are lost. It was really helpful.”
Senior Cecily Heisey-Terrell shares admiration for the way Lincke motivated and taught his students. Heisey-Terrell also took his anatomy course.
“I think I’m going to miss all of his dumb little jokes about everything, and definitely the lollipops on test prep days, that always got me through because they’d keep me occupied enough that I could focus,” Heisey-Terrell said. “You have to be distracted just a little bit to be able to hone in, and I feel like Mr. Lincke kind of got that.”
Beyond current students, Lincke taught former principal Dr. Greg Hilden when he was a student at Cardinal O’Hara. He reflects on how he has been able to see and work with former students in the adult world.
“I’ve come across doctors and nurses that I’ve taught, and they were giving me care at different times, so that was interesting. It’s very rewarding to see that. I wish that everybody could get a chance to,” he said.
Lincke will still remain in the community. He is looking forward to traveling more and staying active at the gym and at home. As for the next science teacher to take his vacancy, Lincke has some advice.
“To the new teacher, I’d say, ‘You’re lucky. You’re lucky to be here, and you’re lucky to be surrounded by good people, and you have a lot to learn from your students. They’ll learn from you, but you have a lot to learn from them. Time flies,’” he said.*
PHOTO: EVIE FERNANDEZ
PHOTO: EVELYNN LIN
Special education teacher Sharpe prepares to retire
Giana Gliko ’26 Reporter
At the end of the 2024-2025 spring semester, Ms. Patricia Sharpe will retire from Haven.
Sharpe has taught special education at Haven for the last nine years, along with managing her students’ Individualized Education Programs (IEPs).
Sophomore Carter Sturgis often greets Sharpe in the hallways, and believes that her biggest strength is her kindness in helping students.
“It was this essay that we had to write for ‘Third and Indiana’, and I was just staying after with her, having her help me get it done. It was such a joy to work with her,” Sturgis said.
According to Sharpe, her day-to-day duties include troubleshooting between phone calls, trips to the office, running IEP meetings, pushing into classes, and writing documents.
“My students have been my biggest teachers. And I think that humility is really important for teachers. It’s about listening, and I believe that’s how a lot of the staff does it here,” Sharpe said.
Another lesson Sturgis learned from Sharpe is the ability to read between the lines, in literature and in the larger world.
“She taught me how to look further into a text. Instead of picking out the first thing I see, she taught me to read, dig into it, do a little bit of a deeper dive into the text,” Sturgis said.
Sharpe entered the workforce almost immediately after high school. She worked in a law firm, wrote and taught a legal assistance program for adults on welfare, and more. Sharpe then took an interest in education and got her master’s degree at Neumann University.
“One of my vision boards that I did 20 years ago, I had across the top: I want to work for Wallingford-Swarthmore School District. And then it was a few years later that it came true,” Sharpe said.
After teaching at a charter school for six years, she started substitute teaching at the middle school, and then transitioned to her current position at Haven.
“It has been challenging, especially with COVID and the effects of it on students, and now with the enormous challenges our present world has created for these upcoming adults,” Sharpe said.
Sharpe compares this period of change to eighth graders crossing the bridge.
“I don’t feel as sad as I was feeling a couple weeks ago, because I think I’m finally getting it through my head that this is not the end,” Sharpe said.
>Continued on p. 22
Jordan departs, taking heart of Haven with him
Kaitlyn Ho ’26
Managing Editor of Print
When his sister mentioned her school was hiring, Mr. Harry Jordan packed a weekend bag and left Harrisburg. He never came back for the rest of his things.
Ever since then, he has been the Lead Support Staff for Instructional Support.
So what does he do? Basically, everything.
“This was a guy that not only had the ability to keep students in line, but also allow them to express themselves and be real and to feel real life as it was happening,” English teacher Mr. Kevin Haney said. “He was a counselor. He was a disciplinarian, he was a teacher, he was a motivator. And I think when I tell the students who he was overall, it will be that he is somebody that you want to take pieces of and carry with you the rest of your life.”
Haney remembers meeting Jordan nineteen years ago.
“The first impression I had of him was a guy who was real, authentic, funny as all heck, and tells the truth,” Haney said.
When senior Jahi Curtis entered high school, he found Jordan to be a commanding presence. While that hasn’t changed much, Curtis feels comfortable talking to Jordan.
“He’s great to interact with,” Curtis said. “He always helps me out when I need him to, if I’m struggling a little bit. He’s always somebody that I can talk to and we just laugh and just have a good time.”
Senior Philip Collins enjoys grabbing snacks with Jordan and talking to him in between classes.
“I know I can be myself around him and be like a jokester with him. He’s really cool,” Collins said.
Clancy retires from classroom, not gridiron
Matthew Ramirez ’26 Managing Editor of Web
After more than three decades of weights and wellness, Mr. Kevin Clancy is hanging up his gym whistle, at least in the classroom.
Clancy will retire from teaching ninthgrade Health and Physical Education after the 2024-2025 school year.
Clancy joined Haven in 1991 after serving as a coach at Archbishop Carroll from 1975 to 1990. He entered the public education system at Haven with a desire to continue teaching, having completed his degree in Health and Physical Education from West Chester University.
“It was time for me to move on to public education,” he said in 2023. “Strath Haven was a perfect spot, people were great to me the minute I got there.”
While Clancy, the winningest coach in the history of District 1 football, may be leaving the classroom, he won’t be leaving the gridiron. He will continue serving as head coach of the football team.
“I still enjoy football and I am still capable of it,” he said. “I thought it would be a nice way to ease into retirement, and frankly, I’m kind of attached to the kids that we have coming back.”
Teaching was not always his original plan. Attending West Chester University to major in business, his career path shifted.
“The coaches talked me into trying Health and PE, and I wasn’t all that sure about it. But once I got into it, and especially after student teaching, I really liked it,” Clancy said.
For him, Physical Education is more than just sports but also practicing regular healthy habits for beyond high school.
“Team sports eventually run out,” he
Curtis will miss seeing Jordan around the hallways, and wishes him a good retirement.
“I’m really thankful that we got four years with him, just being able to interact with him throughout the school years, because he’s a really great person,” Curtis said.
Jordan will be leaving Haven to take care of his mother, and then plans to live with a friend.
“Sad to say, if she passes before me, I’m going to end up in Jacksonville, Florida,” Jordan said.
Jordan was selected by the senior class to be the commencement speaker in 2018, and then received the yearbook dedication in 2024. He appreciates the interconnectivity of Haven.
said. “But individual fitness, running, swimming, tennis, golf, that lasts. If I can get students past their fear of things like distance running, they might be more willing to try it later in life.”
Students evolve throughout high school, and seeing them grow has been a favorite part of his experience at Haven.
“When a kid acts up in ninth grade, I always think, ‘Four years from now, you’ll be different.’ And they are,” Clancy said. “I love seeing them succeed. I’ll miss that.”
His legacy carries outside of the athletic wing. One of his nine children, Dr. Pat Clancy, who has taught social studies since 2010 and previously held the athletic director role, reflects on his father’s passion for education as a motivating factor for his own career in public education.
>Continued on p. 22
Gawne retires after many years of dedication
Matteo Ventresca ’25 Editor-in-Chief
After 35 years of saying “Hola!” to students every morning, Spanish teacher Mrs. Staci Gawne is now saying “Adiós!,” announcing her retirement at the end of the school year.
Gawne taught Spanish 3 Honors and Spanish 3 CP for all 35 years of teaching, as well as the AP Spanish Language & Culture course many times.
“I enjoy the AP class because you’re speaking in the language all the time, and there’s so much more creativity,” she said.
“You’re not teaching specifically grammar points. You can just enjoy the language and enjoy the students.”
Gawne recalls her first years of teaching, long before smartphones or Schoology.
“When the computers first came about, it was just word processing, and then the internet came about, and that changed everything,” Gawne said. “I can still remember learning how to use a mouse. We had an in-service day on learning how to use a mouse. If I wanted to show a picture and we describe the picture in Spanish, I would have to look for a picture in a magazine, mount it onto a construction paper or card stock, and hold it up for the class. So time-consuming.”
She also advised the yearbook for 15 years at Haven without the luxury of a computer. If anyone happens to stumble on a 1993 yearbook, the pages were all black and white, and a student made the cover by hand.
“I really, really enjoyed that. I am proud of those yearbooks, probably bad as they look compared to what we do now. But at the time, they were pretty good,” Gawne said.
Additionally, Gawne advised the Games Club, a club where about ten students
gathered around a table in her classroom to play board games during fifth block.
“And I didn’t know any of the students. They just approached me and said, ‘You don’t have any club or activity. Would you sponsor ours?’ And I said, ‘Sure.’ I didn’t know any of the kids, but we had a good time,” she said.
Gawne sees how she has changed as a teacher over the years. She believed herself to be very strict when she first started, and eased herself into being much kinder.
“I think in my classroom I make all the students very comfortable, and I try to do that. I try to build community within the classroom, and I think I’ve changed as a teacher, because I used to be really strict, and I found that that wasn’t working for me,” Gawne said.
PHOTO: GIANA GLIKO
PHOTO: MATTHEW RAMIREZ
PHOTO: LAILA ROE
PHOTO: MATTEO VENTRESCA
HEALTH & Sciences
Why students wait: psychology behind procrastination
While reading this, you might be procrastinating on another task. Psychology explains why this constant cycle is difficult to break.
Lavanya Dixit ’27 Sports Editor
It’s 11:47 p.m. You’re typing furiously, hoping to finish your lab report before the deadline. You promised yourself to be more proactive and start the assignment earlier to avoid this exact situation last time. Still, you have fallen back into this familiar loop of procrastination.
Now more than ever, as finals are creeping closer, students often fight an internal battle, involving the need to study versus the temptation to procrastinate. A study by Magoosh reports that 86% of high school students procrastinate.
“I find myself procrastinating all the time,” sophomore Brendan Godo said. “I’m always procrastinating on an essay or a long-term assignment. I think I have more time than I really do, so I just say, ‘Oh, I can do it tomorrow,’ or I just end up not having enough time in the end.”
This tendency to delay boring or difficult tasks is known as task aversion, a psychological phenomenon that may be experienced by students and teachers alike.
in the long term, it doesn’t help me. I just get stuck in a loop.”
This “loop” that students feel stuck in can be explained psychologically. While procrastinating, the brain’s prefrontal cortex, normally responsible for decisionmaking and planning, is overridden by the limbic system, which focuses on emotions and immediate pleasure. Discipline and focus take the backseat, leading to avoiding tasks and strengthening the desire to procrastinate.
“I always have something to do, so I always have a chance to put something off…in the long term, it doesn’t help me. I just get stuck in a loop.”
Brendan Godo ’27
“I think I, like many, have that kind of natural urge to avoid things that I don’t enjoy,” English teacher Mr. Robert Zakrzewski said. “I’m certainly someone who can push things, prioritizing things that I find more enjoyable or just more fun, more than the things that I find a burden.”
Busy schedules accelerate this cycle of procrastination.
“I think it has to do with the number of things I do, in and out of school,” Godo said. “I always have something to do, so I always have a chance to put something off…
However, a student’s amount of discipline when working is often dependent on the importance or urgency of a task.
“Whatever I deem important to me, I procrastinate on less,” junior Thandiwe Jemwa said. “For example, if I’m doing something science-related, I’ll take science classes more seriously than some other classes.”
Moreover, procrastination is not always the result of laziness. Oftentimes, procrastination is a reflection of valuebased decision making, the concept that individuals are more likely to take action towards tasks they find valuable.
Nonetheless, procrastination to any degree may lead to discomfort, anxiety, losing sleep, and feeling overwhelmed, according to the McLean Hospital at Harvard Medical School. While it may seem difficult to shake these symptoms, staying organized is one way to combat procrastination.
“I’m a list writer. I need to have a list for my week, and I do really stress when things on that list need to be done… It sounds simple, but it helps me a lot. In times when I
Seniors pursue interest in science for college
don’t have my list, I do realize I start slipping and losing sight of things,” Zakrzewski said.
By taking the time to acknowledge procrastination, understand the psychology behind the process, and find ways to work against stalling assignments, it is possible to avoid the dreaded and rushed late-night work.
“The classroom is the place where we’re supposed to acknowledge and accept our flaws and work on them,” Zakrzewski said. “If we realize procrastination is something we have as part of us, we should focus on how to, maybe not ever eliminate it, but take steps to make it less of a problem.”*
Science-minded seniors hope to extend their knowledge of science, gained during their time at Haven.
Darcey Strachan ’28
Reporter
Throughout high school, students begin identifying what they are interested in through classes and other unique experiences. These interests are then carried over as students begin to pick their majors and what they want to pursue in the future.
For some students, this interest is science.
“I did the GSK Science in the Summer thing a really long time ago,” senior Kelly Montague said. “The theme of the summer was genetics and traits and stuff. It was so cool.”
Montague will be attending Purdue University, where she will be pursuing a passion for genetics that she has carried throughout high school. Not only was Montague inspired by GSK’s science summer program, but she also became interested in genetics through Haven science classes.
“Once I finished 10th grade biology, and was like ‘wow, like, this is really interesting to me,’” Montague said. “AP Biology really pushed my interest over the edge.”
at Cornell University, and also hopes to engage in research.
“I ended up picking Cornell out of the places I got in because of the academic offering in general, but also the research opportunities that they have in science,” Lin said.
Senior Tianyue Wang, who will be attending New York University for global public health and biology, also sees the impact that classes have had on her interest to study science.
“I didn’t really know how important nutrition was until the last few years, and so I want to be able to learn more about it, but also educate other people about it, because I think it’s very important.”
Mali Rao ’25
AP Biology has not only inspired Montague’s passion, but a variety of other students’ interest in science.
“AP Biology with Ms. [Katie] Shepard was amazing,” senior Emily Lin said. “I think Ms. Shepard does a really good job of getting people or students to think for themselves and work through labs and understanding the material, rather than being afraid of failure. And she just provides such a strong foundation for science in general.”
Lin will be studying earth and atmospheric science
“I was always interested in biology, and then AP Biology was definitely like, ‘I’m really interested in this,’” Wang said. “I also really loved AP Psychology.”
Not only has AP Biology made scienceminded students more interested in science, but other science classes have as well.
“Anatomy and Physiology was a huge turning point in my science journey. I guess it made me super aware of all the complex systems in our bodies, and how complex everything we do is,” senior Mali Rao said. Rao is continuing her education at the University of Wisconsin-Madison where she will be studying nutritional sciences and hopes to educate other people on the value of nutrition.
“I didn’t really know how important nutrition was until the last few years, and so I want to be able to learn more about it, but also educate other people about it, because I think it’s very important,” Rao said. Students’ interest in science has not only been piqued by classes, but also by experiences, such as internships.
“I really got into science in high school because I started doing an internship over the summer that involved working in a lab,” senior Ravneet Kaur, who will be attending the University of Michigan for biology and pre-med, said.
Senior Riley Smith will be exploring environmental science at Ursinus College, where she also hopes to pursue education.
“I picked Ursinus because they have a really good science program, and I want to go into teaching in the future, and they work really closely with schools. They’re building a program to help teach environmental science and I’m really excited because I think I’m going to help build that curriculum,” senior Riley Smith said. Whether they’re interested in becoming a teacher of science, a doctor, or any other job in a STEM field, Haven students have been able to explore their interests through their high school classes.*
NOT LOCKED IN • Caught between pages and pixels in the classroom, many students find themselves on their phone, procrastinating on school work. PHOTO: LAVANYA DIXIT
SCIENCE EXPIREMENT • Senior Riley Smith works in Mr. Styer’s lab, utilizing a variety of equipment. PHOTO: DARCEY STRACHAN
Science behind tanning craze
The spring tanning craze is in full swing! The question remains: why is there such an urge to soak up the rays?
Joya Nath ’28 Reporter
With the boiling days of summer just weeks ahead of us, it seems a most common conversation topic is how to ‘get that tan up.’
If you can make it through a day without knowing what the UV is, I’m impressed!
From a scientific standpoint, what does it actually mean to tan, and why do humans often feel such an urge to do it?
In terms of why tanning occurs, as described by MedlinePlus, our skin enters a sort of “survival mode” when exposed to the sun. In order to protect itself from harmful UV rays, melanin is produced, adding darker pigment to the skin.
Despite the well-known harm of UV radiation from the sun, sunlight has many benefits for humans that contribute to the desire to spend time soaking it up.
As written by the National Library of Medicine, “The best-known benefit of sunlight is its ability to boost the body’s vitamin D supply; most cases of vitamin D deficiency are due to lack of outdoor sun exposure.”
Vitamin D helps to build healthy bones and strengthen immune health. These feel-good benefits are a large part of the reason why humans are driven to spend time under the sun, and get satisfaction from the feeling of it.
“I just like feeling the sun on me, it feels so good,” freshman Scarlett Schmidt said. “Lying on the beach is just so nice.”
This being said, much of the tanning that happens
MYTHBUSTERS:
today is achieved artificially, through at-home self-tan or tanning beds, bringing us to the aesthetic side of things. Bronzed, glowing skin is an increasingly popular beauty standard in the United States, specifically for women. Psychologically, what is the reason for this?
New York dermatologist and Mohs surgeon Deborah S. Sarnoff, MD, president of The Skin Cancer Foundation, stated in 2023, “In the U.S. and other Western countries, people still think a tan is the epitome of health and beauty. But in other parts of the world, it’s the complete opposite.”
A tan’s representation of wealth and health is something that has skyrocketed tanning culture in the US. People feel that with pale skin, they could represent sickness and sadness, rather than the glow and joy that comes from spending time in the sun.
“I mostly like to do it because I don’t like being pale,” Schmidt said.
We’ve all heard that classic phrase time and time again: “Look good, feel good.” This is yet another reason why tanning takes hold like clockwork when May rolls around. Looking good and feeling good in the summer months is a priority for many, and tanning has become a crucial part of that.
Dr. Jay Yoo shared at the annual Family and Consumer Sciences Conference of Texas his findings on bodytanning attitudes and behaviors.
The truth behind the “least important meal of the day”
Skipping it might be more harmful than you think.
Dyllan Leaf ’28 Reporter
Makeup music lessons, studying, extracurricular work, and homework are all activities that commonly fill up a student’s forty-minute lunchtime. As a result, many students find themselves skipping the actual “lunch” portion of that time entirely.
For many people, this is just the norm. After all, at least they’re not skipping breakfast. But the common misconception that lunch is unnecessary is one that can have serious effects on the brain and body.
“I’m in almost every music ensemble in school,” freshman
Asha Miller said. “So during lunch, I do a lot of makeup lessons for everything I miss, and sometimes I have a makeup lesson and then a private lesson with Mr. Pignataro all in a row.”
Many other students share such a busy lunchtime schedule, which leaves some without any time to eat.
According to an article by the nonprofit organization No Kid Hungry, hunger can have significant effects on school performance. It can cause students to have trouble concentrating and even result in decreased academic performance.
“It’s important to have balanced meals so that you guys can get through the day,” family and consumer sciences teacher Mrs. Markell Reid said. “We don’t want to have brain fog. You guys
want to be able to think clearly, and especially if you’re in class, you want good energy levels.”
However, for the busiest students, eating lunch is sometimes just not an option. But there are still some other ways to stay full and happy throughout the day.
In a study by BioMed Central, they collected data showing that 12 percent of adolescents reported skipping lunch. The purpose of this study was to understand the correlation between snackers and meal skippers. For some students, snacking throughout the day can be a great way to stay full without eating a full mid-day meal.
“Sometimes keeping snacks available can help so that at least you remember to eat something. It doesn’t have to be a full meal, but at least you’re stimulating those blood sugars somehow in the middle of the day,” Reid said. For some, fitting in time to eat a full lunch is not a priority. But skipping lunch and/or other meals could have negative effects on school work, which is why it’s so important to try to eat as consistently as possible.
“I think a lot of people want to prioritize getting stuff done, like doing a math homework you didn’t do last night instead of eating lunch,” Miller said. ‘I understand, but you’re just going to get even more behind if you’re not energized.”*
“What we’ve learned is that for some individuals, a significant motivation can be that tanning is a pleasurable and social activity,” Yoo said.
With the end-of-year stress of wrapping up school and finals, tanning can simply serve as a way to unwind or hang out with friends. The implications of tanning culture in our society are wide-reaching and varied, yet understanding the fundamental motivation behind it is just as important.
“I love it because it’s relaxing,” freshman Olivia Martinak said. “And then afterwards you also get to look tan.”*
Take Four:
While on summer break, many students opt to earn money and gain experience. What is your summer job like?
Eli Graves ’26, Mia Fagone ’26
Contributor, Health & Sciences Editor
Where do you work?
“I work at a law firm. I intern there so I do filing, shredding, I write some letters, I take out the trash, and that happened last summer and this summer, too.”
What’s been your past working experience?
“I used to be a camp counselor— that was two years back, the summer after my sophomore year, and I didn’t really like it that much so I didn’t go back.”
Where do you work?
“My job is a lifeguard at Wallingford Swim and Racquet Club. This is my second year, but I also did the snack bar, so three years there.”
What are you looking forward to this summer at your job?
“I’m looking forward to having more experience going into it. My first shift, I was terrified, and now I’m kind of more experienced in it.”
Where do you work?
“I work as a lifeguard in the summer, and this will be my fourth summer doing it.”
What was the experience of having a summer job like?
“I always really enjoy it because I like getting to sit outside and just enjoy the people who are around me.”
Where do you work?
“I worked last summer at Rose Valley pool. I’m working there again this year. This is my first year [as] a lifeguard, so that’s pretty cool.”
How are you feeling about it?
“I’m pretty good.”*
SOAKING IN THE SUN • Classic tanning setup for catching some rays. PHOTO: JOYA NATH
Morgan Velez ’28
Olivia Heisey-Terrell ’25
Abby Schofield ’25
Adam Hardy ’27
adolescents report regularly skipping lunch.
PLENTY OF OPTIONS • Haven’s school cafeteria prepares nutritious meals every day for three different lunch periods. PHOTO: DYLLAN LEAF
BIOMED CENTRAL
The Final Draft
Our senior editors share words of wisdom as their years of leadership come to a close. Their times reporting with the Panther Press are over, but their journalisming journeys have taught them many lessons along the way.
Seniorland survivor guide
Advice from my future self.
Luci DiBonaventura ’25
Detours & Opinions Editor
High school ruined me–in the best way possible. Before assuming I’m being dramatic, which, to be fair, I am, let me explain.
Throughout high school, I stressed and studied for my future. I believed everything depended on a grade. I walked into high school thinking I had my whole life figured out—a personality, a plan, a perfectly constructed version of myself I thought I needed to be to survive.
But as I continued to step into my school, I felt like I was falling down a rabbit hole with my plans withering around me. Everything I thought I needed to succeed was all around me, but not within me. I had to make decisions that I thought would be easy before I actually had to make them. The person I thought I was going to be was only an idea; in reality, high school was the hands that sculpted me into a different person.
One thing about myself that never changed was my love for watching movies, and one in particular was the movie “Zombieland.” Throughout the movie, the characters would follow specific rules to survive. And although high school is slightly easier to survive than a zombie apocalypse, the rules still apply, except I distort them a little bit.
Rule 1: Confidence
I’ve learned that if you don’t believe in yourself, no matter what you do or what you achieve, you will never feel proud of yourself. I struggled giving myself credit and compliments, and when I achieved what I wanted to achieve, I never felt like it was enough. Just be kind to yourself. Don’t take your mistakes as failure, but as lessons. I know it sounds cliché, but no matter what happens at the end, you’ll never feel fulfilled if you never feel it along the way.
Rule 2: Follow your passion
Many of my peers and I have struggled with this: following our minds rather than our hearts. Once I got into high school, I thought I needed to give up my passion for art to focus on my academic studies. I didn’t believe I could do both and needed to focus all my energy on one. I never took an art class throughout high school, and it has always been a regret of mine. I thought taking challenging courses and getting good grades were the only way to get into college. What I should’ve done was balance my academics with my passion, instead of giving it up. Your passions help you throughout whatever journey you’re in; they create you into the character you are.
Rule 3: You’re still a kid—remember that. When I got to high school, I thought maturing meant becoming an adult, but it’s really about respect—respect not just towards others but also towards yourself. You must let yourself grow and still love
your old self. And by your old self, I mean your inner child. Do things that bring out your inner child. Have fun, don’t let the way you think others think of you mess with that. It’s okay to still play with toys or have stuffed animals on your bed; what matters is that you enjoy it.
Rule 4: Try new things.
I never would have thought I would be an editor of a newspaper or on my speech and debate team. Before high school, I was so adamant about sticking to the “fun” clubs that I was intimidated by the ones I take part in now. I’m so glad I exposed myself to new and even scary things. I love writing for the paper and helping others improve their writing while improving my own at the same time. I would have never been able to think the way I think, take the path I’m taking, or be the person I am if I didn’t do the things I never thought I would ever enjoy.
Rule 5: High school isn’t just about learning topics, but also about yourself—know that.
I’ve stressed this before, but don’t go into high school with a strict plan. This mindset makes the good moments not feel as good. If you set expectations high, it becomes a Cinderella moment, where you’re worse off if it doesn’t reach those expectations.
For me, it was college. I know a lot of people feel this way. I had my heart set on a college: Villanova. I toured Villanova dozens of times, got ahead on the essays, and was about to apply early decision there. However, I decided not to do so the week I was about to submit my application. Although I loved the school, I felt it restricted my options, and I had to decide to push it to regular. Still, I wanted to get in, and I hyped up the moment of getting in to the point when I did, I wasn’t proud of myself. I didn’t jump up and down, and didn’t want to. I felt so disappointed in myself at that moment. The cycle continued. I got into harder schools, schools I thought I’d commit to, but didn’t. I’ve learned from this. And I want to pass it on: don’t feel you need to predict your future.*
It’s all about perspective
From fearful to focused, journalism changed the entire course of my high school career.
Evelynn Lin ’25 Editor-in-Chief
What is your greatest fear in life?
I don’t mean the irrational fears of insects or snakes or heights that most people tend to have. I mean the abstract, overwhelming, even rational sense of life fears. Although I have quite a massive insect phobia, my biggest fear is not knowing and not being in control. I’m not really sure how that fear came to be, but for as long as I can remember, it was always a terrible problem to have.
In May 2021, the problem seemed to have worsened. I was 14 years old when I moved to WSSD, and I was absolutely terrified. I felt that I was being whisked away to this extremely tight-knit, highly academic school, where I didn’t know anyone, didn’t know where I was, and back then, didn’t even know what I was interested in.
That is, until I decided to take Digital Photography 1. The funny thing is that being so upset over this move, I very haphazardly chose photography as my elective, so off I went into my second semester, learning how to use a DSLR camera, exploring the halls during third and fifth block, and being creative.
There, I fell in love with using a camera. There, I discovered the unique angles and perspectives that are essential to every captured moment. The camera became my first best friend on my way to becoming a student journalist.
In my sophomore year, an encouraging email from photography teacher and current adviser and mentor Ms. Kate Plows nudged me to take a leap of faith and try journalism.
As one might guess, journalism was far from easy for someone as scared and awkward as I was. So, it was insanely surprising when I signed up to write a series of features for six new teachers that year. And even more surprising when I nosedived into completing my first-ever, very mid, very short (shocking to everyone who knows me now) interview after really badly writing a profile during a Saturday boot camp.
I learned a lot coming out of my first six stories on the new teachers, but two lessons especially stood out. One was how much my anxiety of not being perfect and not being able to fully control if the outcome of the story I was chasing would completely flunk had led me to underestimate myself. The second was how much of an impact I had to share perspectives that may otherwise go unheard. The thank yous and excitement from my peers for my new teacher feature remind me even now how important being a student journalist is.
Journalisming—a word I created to describe the journalistic work we do— has helped me step out of my comfort zone in ways unimaginable.
If you told freshman year me that I interviewed a Pennsylvania state representative, the Swarthmore Town Council president AND vice president, central and high school administration members, and covered the Student Council elections (and interviewed
every candidate) not once but twice, she would think you were absolutely bazonkers. Today, I’d say it’s maybe a little bazonkers, but worth every leap of faith and panic mode beforehand.
I know that even beyond just the many stories I’ve captured, I won’t forget the countless highlights made on staff.
I won’t forget the numerous times I’ve been called short.
I won’t forget how I met my incredibly kind, talented name-twin.
I won’t forget the drop-dead moment when I won PSPA’s State Champion Feature Writer.
I won’t forget the hilarious moments when we encountered mice in the studio.
I won’t forget the awe-inspiring opportunity of a speech with 2024 coeditor-in-chief Sasha Binder at the 2024 Keystone Media Awards, nor the crazy amount of awards we’ve won.
I won’t forget the immense number of hours spent in the media lab for design days and fifth blocks.
I won’t forget being able to bond with and guide so many reporters of every grade.
I won’t forget having the wonderful privilege to be EIC for two years and top-notch cheerleader for all three years.
Even though it is the end of my time on The Panther Press, I’m taking the ending with a grain of salt. After all, the other perspective (as every story goes) is that it is really only the beginning. Despite not quite knowing yet what kind of journalist I see myself being ten years down the line (which is still a bit scary for me), I do know that whether I choose to become a TV news reporter or decide I want to delve into writing all about my opinion or become the next notorious David Brooks or Chris O’Connell or whomever, I’ll continue to share the perspectives that have made my journey as a journalist the beautiful mosaic of stories that it is. And that part—I can’t wait. Thank you for letting me tell so many of your stories, Haven! And especially, thank you to the team, sophomore year to now, for making my journalisming at Haven so, so incredible.*
Breaking news: I talk to people now
From fake sportscasts to actual bylines—how journalism helped me find myself, one conversation at a time.
Matteo Ventresca ’25 Editor-in-Chief
Ididn’t always think I’d become a journalist.
When I was eight, I used to have the CPU play a game of FIFA, turn the volume all the way down, and try my best to recreate the sportscast. At the time, I didn’t know journalism was connected to sportscasting. I just knew I loved sports.
I kept doing the same thing through middle school. I’m not afraid to admit it: I was terrible at sportscasting. Like, really bad. I probably miscalled players’ names half the time, and all I knew was to scream after a goal was scored. (My parents did get annoyed after a while.) But I didn’t care. I knew I wanted to be involved with sports somehow. I just didn’t know how to get there. Eventually, I realized that to get to sports journalism, I had to start with regular journalism. So, I picked the Journalism elective in freshman year. I thought it would be a good start. In that class, I learned about interviews, writing, and some ethics. But it wasn’t enough for me. I didn’t learn how to become a sports journalist.
In my sophomore year, I joined the newspaper. My first article was a pizza review. In my defense, I was a shy 15-year-old kid. Not in a “I sit in the back and don’t talk” way, but in a “please don’t make me talk to someone I don’t know” way. I did some interviews during boot camp, but they were really awkward and terrifying. The writing part was fine. Talking to people? Yeah, no.
I quickly learned that journalism doesn’t wait for you to be comfortable talking with people. If you want to write the story, you have to go and get the quotes. You have to lock in and pull through. Otherwise, you have no story to write.
In between my awkward attempts to record interviews and reading questions and notes in my reporter’s notebook that looked like a five-year-old wrote them, I started getting the hang of it. I learned how to have conversations. How to listen, something I still struggle with now, because I think Instagram Reels lowered my attention span. How to not panic when someone gives a oneword answer.
I slowly started to realize that journalism wasn’t just about writing. Finally, we get to August 2024, my senior year. At this point, I wasn’t just doing interviews. I was hosting podcasts, covering important games for our community, and talking to people I never thought I’d be confident enough to talk to. I still can’t believe I went from writing reviews to writing about the school board.
I don’t know if I’m allowed to write inside jokes, but here we go. As sophomore Clark Kerkstra would put it, the WSSD community spearheaded public outcry towards the school board, which faced backlash from an abundance of electric parents. No one triumphed. Probably one of my favorite articles I’ve written.
I didn’t expect high school to help me become a conversationalist. But it did. And don’t get me wrong, I’m still terrible at explaining things. Every
person I chased down for an interview, every story I wrote, every player I had to rush in a postgame interview taught me how to have those conversations. No, I’m not the greatest sports journalist alive (yet). But I’ve come a long way from yelling “GOOOOOAAAAALLLLLLL!” from my bedroom. If this is just the beginning, I have a lot of conversations to go. And I’m fine with that.
The final part of my column will be thanking people because all of this wouldn’t be possible without each and every one of them. (Inspired by one of KPs most esteemed alumni, Joe Lister.)
Evelynn Lin: Thank you for this year of ‘journalisming.’ It’s been a fun ride. Matthew Ramirez: Thanks for the website and the photos. Keep taking pictures. (The newspaper lowkey needs them.)
Kaitlyn Ho: Thank you for catching every mistake in the newspaper. My eyes could never.
Isaac “Cheetah” Lothrop: Thanks for the fun days, even if you distracted me a bit from what I was doing… every day.
Clark Kerkstra: I hope your future spearheads into something great. Or if not something great, then let’s hope for some public outcry.
Every editor on the editorial board: Thank you for being an amazing team. Every reporter and contributor: OH. MY. GOD. Keep going. You’re ALL rockstars. Thanks for taking on challenging stories I didn’t want to write!
Mr. Andrew Benzing, Mrs. Andrea LaPira, Dr. Greg Hilden: Thank you for supporting us as a team. You’ve been wonderful.
Finally, Ms. Kate Plows: I don’t even know where to begin. Everything I do now comes from you. Ever since the day I started your Visual Communications class, I have grown to learn everything I needed to know about journalism. KP, you are the rockstar we all needed. Hang in there, the yearbook will cook on time and it will be great! Thank you so much for everything. I would also like to thank you for keeping a soccer ball in the media lab—even though it was confiscated a couple of times.*
ABC’s of the 2024-2025 school year
Isaac Lothrop ‘26
Lead Designer & Social Media Editor
What made you want to be involved in music at school?
I feel like I’ve always been involved in music, so it just feels so natural to join the school orchestra and then do marching band because it’s such a big thing at our school. I was like, ‘I played the clarinet in middle school, so I might as well sign myself up for the band and see where it goes.’ It was never a goal for me to be in all the ensembles; it just happened. It’s nice. How does this activity play into your goals for the future, or are they just for fun?
I definitely want to do something music-y in college, not as my major or anything. Like a club or something, like orchestra or band. Or maybe I’ll go off and try and conducting or composing, it’s just it’s fun, you know? Just do something fun, see where it goes.
Are you in a leadership role for this activity? If so, how has being in leadership for this activity helped you grow over the years?
Some people take that job really seriously, I do it, because it’s my senior year. It’s kind of my job to sometimes mark down fingerings or bowings so that other people can follow the music. I think people just look at me when they’re lost and hopefully I know what I’m doing. If the orchestra ever gets off beat, it’s kind of on me to keep the section together and always follow Mr. Pignataro so that other people can look at me and be like and follow along.
What advice would you give to students who are interested in music at the school but are unsure whether to try it?
It just takes a lot of time, you know. You have to show up sometimes, and you’ve got to practice. You don’t get good just by hoping you get good. The most important thing is just having fun. It’s like working out, you know, you can’t stop working out for a week and expect to get results, but you just have to keep doing it, and if it’s fun for you, then it’s really easy, but if it’s not, it’s terrible.
What made you want to be involved in sewing at school?
I’ve been sewing since I was in second grade. My grandma introduced me to it, and she helped me make my first few quotes and I ended up taking the sewing class. I became pretty close with Ms. Frances Schoonover through the clothing class and the interior architecture class, which I took before sewing. That’s what led her to asking me to make the class flag because it’s less sewing and more quilting.
How does this activity play into your goals for the future, or are they just for fun?
It’s mostly just for fun, but I hope to continue doing it because I like sleeping under my quilts at night. They’re warm and heavy. Making clothing is also a really useful skill, because I can make my own clothes and I can fix them as I need to.
Are you in a leadership role for this activity? If so, how has being in leadership for this activity helped you grow over the years?
I don’t think I’ve taken on any leadership roles through this, but it [sewing] has taught me some skills. I’ve learned lots of new techniques on how to piece things together because traditionally, to make a quilt, you put all the fabric, stack it, run it through the machine, and then you cut it, stack it and run it through the machine until you’ve pieced together all sorts of blocks. Making clothing is similar, but it’s 3D, so it was a little bit of a learning curve to get there. Then with the class flag, it was a little bit of both, almost, because while it’s a flat piece, it’s so big and it’s not patchwork like quilt is. You have to iron down the pieces and then sew them onto the bigger overall flag and that’s really hard to work through with the small sewing machines. So you’re folding and rolling and tucking and making sure you don’t get anything caught under the machine as you try to piece it down. What advice would you give to students who are interested in an activity here at the school but are unsure whether to try it?
If you’re even slightly interested, I would say just go for it because the worst that happens is you don’t like it, but you’ll at least get some sort of new skill out of it, whether it’s whatever you intended to learn through it or just being able to persevere through something you don’t like.
Inside the Haven box, there are a variety of opportunities for involvement. Our 2025 graduates played in more than four music ensembles and maneuvered bocce balls with four years’ worth of dexterity.
What made you want to be involved in bocce at the school?
Unified Bocce was the best thing I have done. I’ve done bocce for four years.
What is fun about Unified Bocce?
You can hang out with some friends, make some new friends, and my coach this year is Ms. Holt. I like doing it because I can hang out with my friends.
How has playing Bocce helped you grow? Now that I’m older, it’s a part of me. It’s a lot of fun.
What advice would you give to students who are interested in an activity here at the school but are unsure whether to try it?
Everyone should play bocce, sign up and make some new friends, and have some fun.
WENDY CHEN
Interview by Matthew Ramirez ‘26
Interview by Evelynn Lin ’25
Interview by Matthew Ramirez ‘26
CHARLIE DETWEIler
I would just say, go for it. It doesn’t have to be the only thing you do, and it doesn’t have to be good. You can make something and it can be terrible, but that’s one more thing that you’ve made that’s out in the world that wasn’t there before. You can go out and make some junk, but if it’s junk that you like, and junk you like making, it’s productive.
I’d say most people are aware of the art I make in the school, and I’m thankful to have a lot of friends who support me. What advice would you give to students who are interested in an activity but are unsure whether to try it?
I’ve always been into painting, but especially over the COVID-19 pandemic and eighth grade into high school, that’s when I started taking it more seriously, mainly because, with a lot of free time during the pandemic, it was a great way to keep myself busy. Would you consider this to be something a lot of people in school know about you?
What led you to this activity? When did you start?
it’s a thing I can put my hard work into and get results out of. So it’s a way to find meaning through action.
It’s something I’ve always been into, but I found more of a reason for why I’m into it as I’ve gotten older. It’s the best way to feel involved and connected to things around me. I look at something or I think about something, and
Why are you so passionate about art?
BRYCE ROBINSON
My dad learned a lot from his dad, who was a mechanic. He’s done a lot of them in the past, so he has a lot of knowledge on the subject. I mean, the best way to do it is to save up some money and gain knowledge on the subject, whether that be YouTube or whatever. You have to research the subject, and you have to make it almost to the point of an obsession.
Well, you have to know what you’re doing.
What advice would you give to students who are interested in an activity but are unsure whether to try it?
Not many, but definitely people I know in my friend groups—they know. I mean, it’s one of the first things you see when you walk into my house. People who know me and go to my house see it. So, yeah, so some people know, but I don’t think the general student body knows.
Would you consider this to be something a lot of people in school know about you?
We started four and a half years ago. [On] January 9, 2021.
What led you to this activity? When did you start?
My dad and I always liked cars, so we thought it was a great father-son bonding activity. We were doing that for four years, and it’s just been a great project that let me get closer to my dad.
stories on shpantherpress.com
Why are you so passionate about cars?
My dad knows all that stuff, so he’s the one who’s been teaching me. If you don’t have somebody like that, I’d say it’s still possible. It’s just going to be a lot harder. You have to find somebody who can give you the knowledge, or find a source of the knowledge.” Our school has served as an inspiration and support for seniors outside the box that is Haven. From a love of ballet to fixing cars, seniors explore interests everywhere around the school.
OUTSIDE THE BOX
I would say it’s definitely hard to balance such a big commitment outside of school, but I think I like to keep a schedule down to the hour of when I’m going to do things. I always point out when I’m gonna do my homework and then when I have to leave for ballet. All of that said, I make sure that I get everything done, but also I can fulfill the commitment of going to dance.
What advice would you give to students who are interested in an activity but are unsure whether to try it?
I think everyone knows about it. I post on Instagram about it. So I think a lot of people know that about me, just because it takes up so much of my life. When people ask me what I do outside of school, that’s the first thing that comes to mind.
Would you consider this to be something a lot of people in school, like your teachers, know about you? Why or why not?
[My parents] put me in a tap class. And then I was like, I wanted to be in the ballet class. And so then that’s when I moved to Swarthmore and started doing that.
What led you to this activity? When did you start?
The feeling of just improvement, watching videos of myself from a year ago, and just seeing how much my dancing has changed, and how much I’ve grown as a dancer, being able to see that progression and just constantly improving–there’s no perfection, but you’re always trying to strive towards that.
I think it was the first thing I did as a little kid, so I was put into it, but then I think I really liked the discipline of it and having to constantly improve and learn new things. I tried a lot of other things, but it was very different than gymnastics or soccer because of discipline and the rules. I think growing up with that, it just taught me how to be focused and have a work ethic that I don’t think a lot of other things offered me at that time.
Why are you so passionate about dance?
Interview by Matteo Ventresca ‘25
Sydney Williams
Interview by Kaitlyn Ho ‘26
Interview by Matteo Ventresca ‘25
OPINIONS
Summer fun or summer stress?
In a boiling hot academic climate, is it beneficial for students to use their summer break to get ahead?
Fiona Seale ’28 Reporter
When I think of summer, I smell sunscreen and hear my mom yelling in my peripheral vision, chasing toddler me with sunblock on her palms. I think of the long car ride to summer camp up by the shore, the tight hugs I receive from the friends I haven’t seen since last year. I think of lazy mornings and late nights, ice cream, and gas on the grill.
Unfortunately for a lot of students, summer doesn’t evoke the same feeling anymore.
In early childhood, summer felt mystical and everlasting, no commitments, no work, no responsibility. Now, in the absence of school, all I can think about is how summer can be used as a time to get ahead.
With college applications in mind, students abandon the childhood joys of summer for educational opportunities like internships and summer classes. Can summer work really benefit students in the long run, or is it adding unnecessary stress during a time we’re supposed to be resting and having fun?
In an increasingly competitive academic environment, some students feel it is not enough to work hard during the school year, and that they need to use their summer break as extra time to get ahead and/or prepare for college.
Junior Daksha Nair interned at Georgetown’s medical school last summer and is planning to work a paid internship at the Children’s Hospital of Philadelphia (CHOP) this summer.
“The pre-med track is pretty competitive, you want to be doing some stuff that separates you from other people,” Nair said. “Showing colleges you were interested in it, found an opportunity, took and were still interested in it after
seeing what the medical world was like, shows them that you’re really committed.”
Pressure from peers and academic stress can make students feel like summer work is necessary to stay afloat.
“A couple of months ago, I was getting really stressed out about all this stuff that I needed to do over the summer,” Nair said. “I just feel like a lot of my peers were applying for all these types of internships, so I got kind of freaked out about it.”
Some common symptoms people may experience during the summer include excessive sweating, dehydration, and, of course, burnout. Stressing over college and overworking during summer months can cause mental exhaustion and make it hard for students to keep up the same level of academic vigor when they return to school.
What some students call “the grind” is really just an embellished disguise of self-imposed mental abuse. It can backfire when teens go back to school with minimal motivation. Besides, who wants to live in a constant state of anxiety during their vacation?
However, some students find that a certain amount of stress and hard work over the summer is worth it.
“I’ll have three or four months where I’m like, ‘Oh this sucks that I can’t fully relax,’” Melanie Foca, a junior planning to take a precalculus course online over the summer, said. “But it will be helpful next year.”
While stressing over summer plans can be unnecessary, some feel that using break to get ahead or challenging themselves in a preferred field study is the way they want to spend their summer— whether they’re participating in grueling internships because they actually enjoy it or they’re taking an extra class because
Memorial Day is too material-oriented
they know they’ll appreciate that work later.
It’s necessary for students to stay in tune with themselves and identify what’s important for them to achieve over summer, and when it’s time to take a break.
Unlike some stressed students, scrambling to find opportunities over the summer with only their college application in mind, students can find genuine joy and solace in the hard work they do during break.
Senior Ravneet Kaur has worked the same internship through all four summers of high school. She works alongside other students under mentorship at a lab run by a non-profit organization.
“It actually turned out to be really fun because I had an interest in biology before, but I didn’t explore it that well. So being in a lab actually did help me discover that I really do like bio,” Kaur said.
The internship is seven to eight weeks out of the summer, and participants live in dorms in Philadelphia, Portland, or other locations near their lab site throughout the session
“Having to stay in the dorms there, if I didn’t want to do it, I personally would have not gone back,” Kaur said. “I felt like that was something I wanted to do.”
In any case, summer should be spent doing something that makes you happy. If a medical internship or summer class does that for you, hooray. But no student should be choosing to do any of this during the summer because they feel pressured by their peers, parents or competitive colleges.
If you’re participating in something your heart just isn’t in, your mind won’t reap the benefits of the opportunity, and you’re back at square one more tired and
less motivated than you were when you started.
It’s important to keep active during the summer. Stimulating the brain and working hard at something you’re passionate about is amazing. However, stress can get to students, so it’s necessary to balance out work with play. Students should also take the time to rest up and relax. Taking good care of yourself is not silly.
Maybe summer has changed since we were little kids, but that doesn’t always have to be a bad thing. Students can adapt to their new expectations and goals while also making time for fun in the sun. Students should always consider doing what they love during break. That’s what summer’s all about.*
In today’s day and age, the deeper meanings of US holidays have been forgotten due to high rates of consumerism.
Claire Salera ’27
Detours & Opinions Editor
When you think of Memorial Day, you probably think of sunsets at the beach or hot dogs sizzling on the grill—not mourning members of the military who died in combat.
But if you do, you’re not alone. Due to the force-feeding of summer goodies like fireworks, American flags, and pool tubes, the true meaning behind summer holidays often goes unnoticed. Holidays like Memorial Day were well-planned out to honor specific Americans, and the failure to acknowledge this is unintentionally disrespectful.
Memorial Day began as a holiday to honor those who fought and died in the Civil War, according to the US Department of Veterans Affairs. However, the holiday changed after World War I to recognize every American who died at war, and became an official United States holiday in 1971.
According to a survey conducted by USAA, only 46% of people could determine the basic definition of Memorial Day: “to honor military service members who lost their lives in military conflict.”
This means that over half of those surveyed did not understand what is supposed to be celebrated on Memorial Day. Sophomore Lindsey Micklin was shocked by these results.
“I thought it would be more [people]. It’s really sad that people don’t know the general basis of Memorial Day,” Micklin said.
I’m so used to hearing about department store sales, the day off and barbecues that the topics of military or death seem so detached from the holiday. Why did this happen?
Junior Gordon Morris thinks that the lack of awareness stems from the way that society is set up in America.
“We’re in a capitalist society. If they can get money from something, they will,” Morris said.
Think about all of the people who died wretched deaths while fighting for their country, and their grieving family members. Wouldn’t they prefer to be revered on Memorial Day instead of seeing people making red white and blue candy baskets on TikTok?
Americans are not entirely at fault—who would want to be sorrowful on a holiday that kick-starts the countdown to summer? History teacher Mr. Jeffrey Kahn agrees that the timing of holidays like Memorial and Labor Day contributes to the lack of awareness.
“Those holidays mean summer…the beach, and hot dogs,” Kahn said. “[They’ve] become disconnected from their original meaning…I can’t imagine anyone on Memorial Day thinks about what they’re memorializing.”
Still, there are plenty of solutions our society could put in place to remind all generations of why we have these federal days off. Maybe cemeteries could make special flower arrangements for the graves of those who died at war.
Freshman Natalie Boghosian thinks that community participation is essential for awareness to be spread on
Memorial Day since school is out.
“Maybe [we could] set up activities relating to Memorial Day locally…[since] a lot of people would prefer to have a day off,” Boghosian said.
Morris believes that more people would value the meaning of the holiday if they took a break from consumerist practices.
“Spending less, especially on the holiday stuff. Use what you already have, you don’t really need those themed candies,” Morris said.*
LIKE SCHOOL, BUT IN SUMMER • Ravneet Kaur ‘25 poses with her poster presentation at the end of her summer internship with STEMprep program at Oregon Health & Science University in Portland, OR. Kaur works during the summer at a lab under mentorship. PHOTO: PROVIDED BY
RAVNEET KAUR
COMMERCIALIZATION OF A COUNTRY • A student waves an American flag around while observing a patriotic firework show.
PHOTO: CLAIRE SALERA
OPINION: Teens can manage social media use
better
While social media and phones should not go completely unused, it’s important to consider passive v.s. active use.
Kaitlyn
Ho ’26
Managing Editor of Print
Students know that an excess of social media is bad for them. Some of them just don’t care.
We can all make more of an effort to use technology to connect rather than isolate.
Ms. Rachel Riley, Communications and Community Relations Liaison for WSSD, uses social media every day. It’s an integral part of her job.
So when she ran a social media detox table at Wellness Wednesday, her first question was: “Are you aware of how to find screen time on your cell phone?”
The answers she got ranged from 20 minutes to 21 hours a day. She emphasizes that social media should not supplement in-person interactions.
report published by Pew Research Center, 74% of teens said social media makes them feel more connected to their friends, and 63% say social media gives them a place to show off their creative side.
Many parents will write this side of social media off. In the same report, among parents who are at least somewhat concerned about teen mental health, 44% said social media has the biggest negative impact on teens today.
“If you feel good about being on social media, maybe try to do something that’s a positive for yourself.”
Mr. Travis Edwards Counselor
“You will get so much more not being on your phone than you would being on your phone. So pick your head up and look around you and create something new. Your phone will do so much, and it’s a really good resource and tool, but talking and listening does a lot more,” she said.
Some students are self-aware about the effect that too much screen time can have. Junior Jason Zhang has an “extremely and/or humongously negative” relationship with social media. His average screen time can go up to seven hours a day and 26 hours a week. However, he often uses social media to connect and communicate with his friends—and he’s not alone. In a recent
HAVEN Arts
There is a major misconception that social media must be inherently good or bad, and that students are incapable of making their own choices. It is easy to demonize something that has consistently been on the news for destroying the future generations, one brain rot reel at a time. But as easy as it is to doomscroll, it’s just as easy to message a friend.
“Without [social media], it makes holding long-distance relationships a little bit more difficult and time-consuming than just sending your occasional reel every six months,” Zhang said. “It’s like how a cat gives you a dead animal. I send reels because I care about them.”
As for the cons of social media, Zhang makes the conscious decision to allow himself to scroll.
“It’s a trade off, you get short term benefits that I really enjoy, and then it ends up screwing me out later on
Silvertones prepare for 2026 Austria trip
in life, but it is what it is,” Zhang said, shrugging. “I always make my decisions in the spur of the moment.”
The appeal of social media is also from a need to stay connected. I didn’t have social media until the summer of my rising junior year, and I felt like there was a lot of knowledge I was missing from the school. When I wanted to vote for student council last year, they had descriptions and goals on the second floor bulletin board. This year, all of that vital information was on Instagram.
Many staff members believe that social media is not necessary to stay updated on Haven activities, and attribute the clubs and activities page as a reliable, updated source of information. At least for Student Council, it was not possible to view candidates’ bios on that page, and official results were released exclusively to Instagram.
Counselor Mr. Travis Edwards encourages students to use social media mindfully. “Self-awareness is a really important thing, and it’s something that we have to learn and expand upon through our lives,” Edwards said. “So the experiences that you guys have now are really valuable, and I think it’s also important to learn in a safe environment. It’s a lot harder to learn those things and in the world beyond, because sometimes when we are adults, the world can be very unforgiving.”
Social media certainly has its risks, as misinformation and cyberbullying continue to run rampant. 22% of teens acknowledge that social media may be the main factor in our generation’s mental health issues,
according to the aforementioned Pew Research Center report.
Zhang tries to avoid falling into the trap of comparison: wishing you were more attractive, well-traveled, or richer. Toxic or not, there’s no doubt that social media can be addictive for students.
The pressure to have social media is not just on teenagers, though. Social media is how this modern society stays connected, and it can be difficult to stay involved without it. For Riley, a major part of her role involves social media—but she still tries to be mindful of her usage.
“To see me on my phone constantly, I mean, you guys see me in the hallways taking pictures and doing all sorts of stuff or posting on social media. I want to make sure that I’m being responsible and showing you guys what a good role model looks like,” Riley said.
Edwards thinks it’s important to step back and evaluate your usage every once in a while, and consider alternatives to being on social media that can still give you that thrill of connection.
“If you feel good about being on social media, maybe try to do something that’s a positive for yourself,” Edwards said. “Physical exercise and taking a walk outside have so many added benefits. So I think it’s exploring the world outside of the 3 x 5 [average phone size is 3 x 6.5] screen again, hanging out with friends, going to have lunch, going for a walk, shooting some hoops, any of that stuff that just takes you away from that eye strain.”*
The audition-only chorus group has already begun practicing for the spring break excursion.
Claire Salera ’27
Detours & Opinions Editor
The Hills Are Alive…with the sound of the Silvertones!
Next year, the select singing group will travel to the Austrian cities of Salzburg, Linz, and Vienna to partake in numerous singing and sightseeing adventures.
The elite choir previously performed a biannual concert tour in Italy under the direction of Mr. John Shankweiler, but is spicing things up with Ms. Lindsey Reinhard Silva as the new choral director.
As for why Austria was selected as the highly anticipated, brand-new destination? Silva was drawn to choosing the European country for a variety of reasons.
“Crowds love to support choral music in Austria,” Silva said. “Given all of the musical history that exists [in Austria], it’s a really good way to start.”
With the trip being less than a year away, choral students are already buzzing with anticipation. From planning outfits to researching landmarks, there is a lot for students to be excited about. For example, freshman Asha Miller is fascinated by the distinctive construction in Austria.
“I’m really excited to see the buildings. I know there’s really cool architecture and churches that we’ll sing in,” Miller said.
Being immersed in another culture is another thing students are looking forward to. According to sophomore Wyatt Stevens, this aspect of the trip will connect back to his academics at Haven.
“I think it’s going to be a good social experience [to hear] a different language, because I take German, so I’ll be able to use some of it,” Stevens said.
In addition to learning experiences and group bonding, Silva is excited for the unique possibilities that traveling to a foreign country will bring for the singers.
“We’ll be searching for opportunities to collaborate with another high school in Vienna,” Silva said. “The Sound of Music was filmed in Salzburg, and I’m sure we’re going to see the Sound of Music sites.”
Unfortunately, traveling overseas does not come at a cheap price. That’s why the Silvertones have already gotten creative in planning fundraisers, as maintained by sophomore Madeline Garson.
“We did Singing Valentines and we have some restaurant fundraisers,” Garson said. “Hopefully we’ll do Revelry, which is our biggest event next year that helps raise money.”
Along with fundraising preparations, changes to rehearsal times are already underway. Silva hopes that these changes will benefit the group of singers and prepare them for the trip.
“We’re going to add in a Monday evening rehearsal,” Silva said. “I think that will allow students to sleep in. That expanded rehearsal time will really allow us to dive deeper into our music.”
Not all high schools have a program that supports international travel. Silva looks forward to pursuing a distinctive experience for her and her students.
“I’m really grateful for the opportunity to take students abroad and to represent Strath Haven,” Silva said.*
PREPARING PERFORMANCE
• Ms. Lindsey Reinhard Silva directs the Silvertones during the spring choral concert on May 21.
PHOTOS: MATTHEW RAMIREZ
ARTIST SPOTLIGHT: Jonas Szepessy’s illustrations bring stories to life
With a pen and ink in hand, Szepessy illustrates as an outlet for his creativity.
Josie Wieland ’26 Arts Editor
From tales of valiant knights to the world surrounding him, senior Jonas Szepessy has gathered a library of inspiration for his illustrations.
Influenced by his parents and British literature, Szepessy’s work often reflects stories he heard as a child, including Beowulf and Sir Gawain and the Green Knight.
“I tend to start from a story that I’ve learned, think about what I want it to look like, and then I draw what I can draw, and I’ll be happy with what comes out of it,” Szepessy said.
At the beginning of Szepessy’s artistic journey, he was taught to use watercolor, a challenging yet rewarding medium to work with.
“It’s a very special medium to me, but it’s not an easy process, just because it’s such a mean medium,” Szepessy said. “You can’t get rid of anything after you put it down, unless you’re willing to just leave it there.”
Depending on what he is drawing, Szepessy enjoys using different mediums for different subjects.
“For ink, I enjoy drawing people, but for watercolor, I am a lot more fond of drawing landscapes that are not necessarily true to what the landscape is literally, but what it feels like,” Szepessy said.
Taking figure drawing classes at Moore College of Art gave Szepessy the chance to refine his skills and challenge himself by studying models.
“You’re also not supposed to make eye contact with the model, which is really hard, but I just drew people over and over again,” Szepessy said.
Through taking AP Art and Design, Szepessy built his portfolio around stories in other cultures, allowing him to broaden his knowledge.
“I’m focusing a lot on how nature interacts with civilization and story,” Szepessy said. “I’ve been trying to branch out from just English literature, so I have a piece for Gawain, but I have also decided to do something for the Ramayana and Gilgamesh.”
Creating his portfolio has provided Szepessy with a better sense of what he truly enjoys about the process of creating art.
“I had started out not loving doing tons of research, not loving doing intense character work, or setting and composition,” Szepessy said. “That all was just something I did free-form as I went, and I started really enjoying how I could mix free-form and a lot of planning.”
Over the past year, art teacher Ms. Jennifer Rodgers has been able to see the development of Szepessy’s work through each of the pieces that he has created.
“I think he leaned into the fact that he works really well with lots of different materials, and was able to use different materials to explore different stories,”
Rodgers said. “It’s almost like the art material supported the story and vice versa.”
With their shared love for literature, English teacher Mr. Matthew Morris values the discussions they have about the stories that have served as inspiration for Szepessy.
“I know he takes a lot of inspiration from that, and I love talking about mythology and folk tales with people, and talking about different epic stories and stuff,” Morris said. “We had some good talks about that. And I know he’s inspired some of his art from those stories that are very important to people, and sort of put his own spin on them.”
Szepessy plans to go to Oberlin College in the fall, where he will be able to experience a handful of unique artistic opportunities.
“They have a program where you can take home a Picasso,” Szepessy said. “Apparently, nothing bad has ever happened to any of the art, so I was like, ‘what if I’m the first person to spill chili on the Picasso?’”
As a career, Szepessy hopes to pursue art by illustrating children’s books and book covers.
“I have a few friends who write books, and they’re like, ‘will you make a book cover?’ But they’re writers, and they don’t know what they want,” Szepessy said. Morris recognizes the strength that comes with being creative and offers his advice to Szepessy as he prepares for future artistic endeavors.
Band and orchestra spring concert was grand finale
“It’s always so important to be filling your own well, so that you have the water to drop out of it. For any artist, they need to constantly be refreshing themselves, and that doesn’t have to be in the medium that you work in,” Morris said. “You can watch a movie to inspire your writing. You can read these stories to inspire your art, just so that you’re constantly having material to work with and so you don’t feel like you have to create out of nothing. That’s not possible, and that’s not what creativity is.”*
Symphonic band, wind ensemble, string orchestra, and symphony orchestra presented a showcase of their work.
Anabella Larin ’27
Reporter
Haven’s band and orchestra ensembles presented their show titled “From Stage and Screen - The Finale” on May 14— a concert that was equal parts a musical celebration of the power of music and a farewell to the Class of 2025’s final ensembles.
The evening began with both Principal Andrew Benzing and band and orchestra director Mr. Nicholas Pignataro acknowledging the significance of the night, describing it as a finale in more ways than one.
“Each piece of music we’ve played either comes directly from a movie, opera, TV show, or had a famous event happen on a stage in the United States,” Pignataro said. “And it also tied in well with the finale of our school year, and for a lot of seniors, it’s the finale of their stage career at the high school.”
The concert featured works that were connected with historical events or iconic stage productions, taking the audience on a musical journey through time.
“We regularly watch and hear people at their very best giving these performances, and they are memorable for how emotional and moving they can be,” Pignataro said. A standout moment during the concert was the collaboration between the high school and middle school orchestras.
Students from the middle school orchestra joined the high school string orchestra for a performance of “Barés Basile Galop,” a piece that blended the skill of students from all grade levels.
Another highlight was the Tri-M Music Honor Society induction. The inductees were presented halfway through the night. This society recognizes students who demonstrate excellence in music and contribute to their community.
“It’s like NHS for band kids. You volunteer, you play in ensembles, and you help out,” sophomore Elsie StaleyBischoff said.
The Tri-M members play a vital role in supporting the music program, helping with tasks like organizing folders, cleaning the practice rooms, and assisting with concerts. Throughout the night, the auditorium was filled with
energy as Pignataro conducted the ensembles with excitement and passion. His energetic conducting style, full of jumps and dances, revealed how much he cares about the students and the music.
“It genuinely gives me life when students show up to practice,” Pignataro said.
One emotional moment occurred when the seniors conducted their annual senior prank, where the drum majors of the 2024 marching band season had the audience guess whether certain stories about Pignataro were true or false.
“The senior prank was really nice and I know some of the stories were really sweet,” Staley-Bischoff said. “Some of them really reminded me of Mr. P—even the ones that were false.”
For many of the seniors, including senior Wendy Chen, a co-concert master for this performance, this concert marked the end of their high school music careers.
“I’m excited to explore music in college, but I’m also sad that it’s over,” Chen said. “This concert was good. Shostakovich was one of the most fun pieces I’ve played in orchestra.”
Even for those who will continue to play in the high school ensembles in future years, the Spring concert marked the final time playing music all together with the members of this year’s ensembles.
“It’s the last time this exact group will ever play together. That’s what made it really special,” Chen said.
The concert was a mix of fun traditions and strong performances all wrapped into one finale evening.
“They’re my favorite nights. The concerts are the best times. I wish we could do it as much as possible,” Pignataro said.*
JONAS SZEPESSY PHOTO: JOSIE WIELAND
“ARRIVAL AT THE GREEN CHAPEL” • JONAS SZEPESSY
TOP: Band director Mr. Nicholas Pignataro smiles alongside 2425 Haven drum major during the band senior prank. Pignataro pulled stories about himself out of a jar and read them aloud, letting band and audience members guess whether they were true or false. PHOTO: ISAAC LOTHROP
BOTTOM: Junior Lexi Benzing plays the flute during the band and orchestra concert on May 14. PHOTO: ISAAC LOTHROP
TEACHER CREATIONS: Social Studies teacher Mr. Jonathan Pitts details musical background
Pitts can do more than deliver a lesson on modern world history. He has a special talent for vibrant music.
Morgan Matthews ’28 Reporter
In addition to his role as Haven, social studies teacher Mr. Jonathan Pitts has a flourishing musical side.
As a former member of two bands, Pitts is a well-accomplished musician.
Pitts has been a member of bands The Biltmores and the Delco Pacers. Both of these groups have released music on Spotify and other streaming platforms.
“The group I played guitar with was called The Biltmores. This was a band I played with in college,” Pitts said. “The other group I played, wrote, recorded songs, and played shows with was a band called Delco Pacers.”
The musical journey that led him to this point began from a young age when Pitts was enrolled in traditional music lessons, following in the footsteps of his mother and grandmother.
“I took traditional piano lessons as a kid, just like I took traditional saxophone lessons,” he said.
He found this to be a meaningful experience, however, he wasn’t fully satisfied.
“I enjoyed those, but I really discovered a love for music and creating music through guitar as a self-taught student,” Pitts said.
Without a formal background in music theory or composition, Pitts found himself more motivated towards learning guitar, which didn’t include the restrictions of conventional music lessons.
“I became much more driven when I didn’t feel the pressure of traditional music,” Pitts said.
He credits Neil Young as one of his major personal influences in music, as this was the first concert he ever saw.
“I remember it like it was yesterday. I still have the ticket stub. That live music experience was a very transformative moment for me as an adolescent, as a fan of music. It really lit a fire in terms of wanting to perform and create music,” Pitts said.
Harnessing this passion, Pitts first picked up a guitar at twelve as a recreational activity, and the rest is history.
“It was just a hobby, but I got really serious as a guitar player in college,” Pitts said.
During this time, on the brink of entering the real world, Pitts and three fellow students at Providence College assembled The Biltmores.
“At the end of my last year of college, I had a group of friends from our dorm, and since it was always a dream, I just started a band,” Pitts said.
Pitts cites ’90s grunge and alternative, in addition to ’60s folk music, as some of the biggest influences for the group’s work. Bands like Built to Spill, Pixies, and Pavement inspired the sound of the band.
“It was kind of a blend between 60’s inspired Americana folk music and the 90’s grunge music that we loved listening to,” Pitts said.
Their sound resonated with others, and The Biltmores began booking and performing live gigs on campus and performances in New England.“We mainly performed on campus at the Student Union. It was a venue called McPhails, and we would perform every month or so for our friends in the college,” Pitts said “We also performed in Boston, New York City, and in that region.”
Band Beat: Meet the 2025 Drum Majors
The Biltmores eventually began releasing albums. At first, Pitts stuck to instrumentals and songwriting, but eventually gained the confidence to begin using his voice.
“As a songwriter in The Biltmores, by the third or fourth album, I finally got the confidence to sing. This is something I was always self-conscious about, and I finally did it. Looking back, I wish I would have done it sooner,” Pitts said.
The Biltmores are no longer active; however, Pitts maintains the connections fostered by his experience in the group.
“It was the start of lifelong friendships. I still talk to those bandmates every single day, either on the phone or via text,” Pitts said.
Aside from The Biltmores, Pitts was a member of another group.
“The other band I played with was called Delco Pacers. This is a band I formed when I was no longer playing with The Biltmores, and we self-released albums,” Pitts said.
Delco Pacers have two albums available online: Stereo Streets and Bazaar Days.
Pitts now keeps his passion for music alive through recreational playing.
“The kind of playing I do is just Sunday morning playing my acoustic guitar for my kids. I’ve been a teacher for the last 13 years and a parent for the last nine, so it’s hard to find time to have those creative outlets, so I don’t record music or play shows anymore, but I would love to do it again one day,” Pitts said.
Music is something that will likely always remain dear to Pitts’ heart, as it built confidence and fostered friendships that will last a lifetime.
“The bonds that you create with different people through music are special, for lack of a better word,” Pitts said. Pitts has gained the wisdom through his own positive experiences to give others the push they may need to pursue their passion without inhibition.
“One message I would have for young people today is whatever your creative passion is, just do it. No one ever regretted starting a band. No one ever regretted doing some sort of artistic output, and beyond the music or the art that you make, you’re going to develop connections to other people in the world that last forever. That’s the awesome thing about it,” Pitts said.*
Drum major is the highest position in the marching band, and the 2025 drum majors are preparing to take on the challenge. Eli Graves ‘26
Reporter
As the 2024-2025 school year comes to a close, we bid farewell to our 2024 drum majors and prepare to welcome the next generation of student leaders.
For Panther Marching Band students, the drum majors are a pretty huge deal. According to the Panther Marching Band Handbook, the drum majors control many different aspects of the band, including conducting band performances, overseeing the entire student leadership operation, and meeting with the director to discuss leadership and other aspects of the band’s functions. For juniors Josie Wieland, Casper Stockman, and Eli Surkis, these big responsibilities are just the beginning as they rise to become the 2025 drum majors.
Wieland has been a member of the marching band since her freshman year. She has performed in the alto saxophone section of the band and was a section leader her junior year as well as a squad leader her sophomore year. She also had the opportunity to carry the Jack Hontz 12 flag when leading the cadence this past season, which was a high honor that was bestowed to her for her continuous dedication to the band.
“I have always loved band. Every season is the number one thing I look forward to at the beginning of the school year,” Wieland said. “I did just really want to do something big with my love for band, and express it in a special way.”
For Wieland, a great benefit of being a drum major may not be what you’d expect.
“I just can’t wait to get to know a bunch of people from different sections, and be able to work with people that I don’t know super well right now, to form those connections,” Wieland said. “I think we’re all going to work really well together, and we’re going to make it such
a good season.”
Stockman has also been in the band since his freshman year, and contrary to his usual bassoon, he has performed in the tenor saxophone section. He was a section leader his junior year and was a field major his sophomore year.
“The drum major position always interested me because they lead the band,” Stockman said. “Since the beginning, I just wanted to know what it felt like to be drum major.” Stockman anticipates loving the coming season just as much as he has in the past.
“Marching band always has fun experiences that are specific to moments in time,” Stockman said. “There’s just always little moments in band that really make it worthwhile.”
Surkis has been through a very similar experience as Stockman: a section leader his junior year and a field major his sophomore year. He has performed in the baritone section and was a section leader for both the baritones and the tubas.
“I’ve always enjoyed band, and I thought being part of something bigger than myself was always fun,” Surkis said. “I enjoyed leading my section last year, and I want to expand that.”
Though Surkis is just as excited about the drum major position as Stockman and Wieland, there are other feelings that he has been grappling with regarding this responsibility.
“I’m a little bit nervous, especially because I feel more confident in my leadership ability than I do in my ability to actually conduct,” Surkis said. “But I think I’m going to get enough practice over the summer and before the season starts that I should be good with [conducting].”
For every student applying for band leadership, there is a written application with several short answer questions,
a minute-long choreography teaching video, and an in-person interview with band director Mr. Nicholas Pignataro. For drum majors, on top of an interview with Pignataro and the former year’s executive council, they also have to conduct in front of the Symphonic Band.
“When I was on the road trip with my mom in the Pacific Northwest, I would conduct to the songs that we were listening to in the car,” Wieland said. “It just helped me really get that conducting pattern ingrained into my mind. But being up in front of the symphonic band, I was just trying to picture how I would possibly be on a Friday night, seeing the band in front of me.”
Pignataro is very excited to work with his new crew of drum majors.
“They’re incredibly hard workers and they’re kind,” Pignataro said. “They are the epitome of kindness, and all of the drum majors the past years, their number one quality, in my mind, is kindness.”*
DISCLAIMER: Reporter is a Panther Marching Band member.
STAGE PRESENCE • Mr. Jonathan Pitts plays the guitar and sings with his former band. PHOTO: PROVIDED BY JONATHAN PITTS
MUSIC LEADERS • Junior Casper Stockman holds his tenor saxophone under the Friday night lights, junior Eli Surkis blows into his baritone as he marches with the rest of his section, and junior Josie Wieland smiles as she carries the Jack Hontz 12 flag, leading the band through the Veterans Day parade PHOTOS: MATTHEW RAMIREZ
Senior athletes commit to playing their sport at the next level
Twenty-seven Haven athletes are committed to continuing their sport at the college level. A few reflect on their high school careers and what they see in their future.
Fiona Seale ’28 Reporter
What made you want to commit to Emory for track and field?
“This fall, I went down and visited and I met the coach and some of the people on the team, they were all really nice and welcoming. So, I really liked the people there and I felt that I connected with them.”
What is your favorite memory running for Haven?
“My favorite memory was freshman year when all of the javelin people made matching tie dye shirts. It was a lot of fun, and we matched with our coach, so it was a good memory for freshman
What are you most looking forward to or nervous about college track and field?
“I’m most looking forward to meeting a lot of new people, and getting to know the freshman and upperclassmen on the team. I’m probably most nervous about how hot it’s going to be in Georgia during the preseason, because I feel like I’m not really used to the humidity and the climate.”
What advice you have for aspiring collegiate athletes?
“One thing I would say is that you never know what will happen, so try and stay positive and just enjoy the sport that you’re doing. Your high school season only lasts so long so be happy with where you are and always be open to anything in the future.”
What made you want to commit to Ursinus for track and field?
“I met the coach and some of the guys on the team, and it just seemed really nice, kind of like a family. The environment just seemed really awesome.”
What is your favorite memory running for Haven?
“One time, we were on the track doing a warm up and someone ran into one of the football announcer bleachers, just straight on. It was so funny.”
What are you most looking forward to or nervous about running college track?
“Well, I’m nervous, obviously, because it’s a way bigger league and everyone else is older. You have full grown men in there, so it’s going to be really weird at first. I’m also just really looking forward to the new experience, I’m just excited for four more years of running.”
What advice you have for aspiring collegiate athletes?
“Just do the little things. I mean, you don’t have to hit a PR [personal record] every single race. Just as long as you’re staying consistent and determined every single time you go out there and run, that’s the best you can do. Just always try your best.”
What made you want to commit to JMU for archery?
“I love the team there. I’ve met the coach a million times, and the team is really tight-knit, and they’re all really kind people. I’m so excited to be on a team with them, and they’ve expressed interest in me going back as well.”
What is your favorite memory of competing during high school?
“Probably going to archery nationals. I got to take pictures there too. Taking pictures at internationals and JMU will be so exciting. This past February, I got to take pictures of the different team members. It was really fun.”
What are you most looking forward to or nervous about competing in college archery?
“I’m nervous about the different expectations and also being mentally away from my coach of 11 years, and being able to talk to her all the time with different issues that come up.”
What advice you have for aspiring collegiate athletes?
“Commit to your sport only as much as you are willing to. Not because your parents or someone else wants you to.”
Abbey Schofield | Franklin & Marshall College
What made you want to commit to Franklin & Marshall for swimming?
“I was super impressed by the team environment that was there when I went on my visit, and the coach was really nice too. I thought it offered a great balance of academics and athletics, which is super important to me as well.”
What is your favorite memory swimming for Haven?
“My favorite memory swimming for Strath Haven has to be just all of the bus rides that we had to away meets. With all the music playing, it was always just really fun and the team got to connect.”
What are you most looking forward to or nervous about swimming in college?
“I’m nervous because I feel like I don’t totally know what to expect. I’d like to have an idea about what’s going to happen in the future.”
What advice you have for aspiring collegiate athletes?
“I would say just never give up and always remember why you started in the first place.”
ONLINE FEATURE
What made you want to commit to Vermont for ultimate frisbee?
“I love playing my sport and I want to play it at the highest level possible. I found a great community and a few friends on the Vermont team. I’m so excited to keep playing frisbee at a high level with people that I love.”
What is your favorite memory playing ultimate frisbee for Haven?
“Winning states last year and getting the opportunity to play at nationals.”
What are you most looking forward to or nervous about playing in college?
“I’m excited for the level of play that college ultimate is at and how it’s going to affect and help me as a player. I’m ready for the challenge, finding my place on the team, and improving as a player, too.”
What advice you have for aspiring collegiate athletes?
“Find joy in the work that you put in outside of your sport because that makes it more fun in the end.”
Athlete of the Issue: Freshman brings talent, passion to field
Evelynn Lin ’25
Editor-in-Chief
Freshman Maddie Fanning contributes her own successes, and also team successes like winning the PIAA 3A state championship title, to her teammates’ community-like feel. Her most memorable moment of the season was the girls’ first playoff game.
“That first playoff game was a great way to start the playoff season, and it kind of showed us what the playoffs are going to be like,” Fanning said.
“There were so many people watching.
I remember a lot of our friends were there, and it showed us how it’s going to be a great season and great playoffs.”*
Lucy Hewitt | Emory University
Emma Ross | James Madison University
Tommy Martinez | Ursinus College
Katie Stack | University of Vermont
PHOTO: MATTEO VENTRESCA
PIAA revises policies, responding to executive orders
The PIAA removes transgender policy and references to gender to comply with Trump’s orders. Lavanya Dixit ’27, Anabella Larin ’27 Sports Editor, Reporter
In February 2025, the Pennsylvania Interscholastic Athletic Association (PIAA) adjusted its policies regarding transgender athletes in response to President Donald Trump’s Executive Order 14201. The order, titled “Keeping Men Out of Women’s Sports,” aims to prevent transgender women and girls from participating on female sports teams at federally funded educational institutions.
“We are tracking and assessing the law as it evolves and encourage all member schools to do the same. PIAA will comply with the law as established,” PIAA Assistant Executive Director Lyndsay Barna said.
identity piece of it,” Mosley said. “That’s kind of how PIAA has left it at this point. It’s kind of back into the school’s hands, and the school can always consult with their solicitor. So we would consult with the solicitor, with the superintendent, and then go forward that way with how we would proceed.”
“We want to always stay in line with the rules of the PIAA, while also trying to make sure that all student athletes are able to participate.”
Ms. Lynelle Mosley Athletic Director
On February 9, 2025, the PIAA Board of Directors voted to remove the PIAA’s “Transgender Policy” from the organization’s policy and procedures manual. The “Mixed Gender Participation” section was also amended, removing all mentions of gender, instead only referencing the athlete’s biological sex, and leaving the case in which a student’s sex is questioned up to the school to determine.
According to athletic director Ms. Lynelle Mosley, how Haven will handle issues around this policy is up to the school’s administration, potentially with legal advice.
“It goes back to the school and we are to consult with our solicitor on how the school is going to handle the gender or the
Although Strath Haven has not yet had to confront this adjustment in the school setting, it intends to comply with the PIAA’s requirements.
“If the PIAA wants it one way, then we kind of have to abide by that way so that our teams are still eligible to play in a postseason,” Mosley said.
If there was a circumstance that required discussion regarding an athlete’s gender identity, Mosley explains that Haven would be open to discussion. Haven’s goal is to allow for all athletes to be able to participate in their sport.
“We’re always open to talking to parents and definitely finding the best way to make sure that all our athletes can participate,” Mosley said. “We want to always stay in line with the rules of the PIAA, while also trying to make sure that all student athletes are able to participate.”
While Strath Haven aims to ensure student athletes can participate in their sport, it is important to note that these regulations are coming from above the athletic department and the district administration. They are coming from presidential orders.
“I don’t know that anybody on our level has a lot of say on it because we kind of are just following whatever policy comes down,” Mosley said. “I’m sure that if there were student athletes that went to Capitol Hill and wanted to have their say that that’s a way that students always can advocate for themselves. But unfortunately, at this level, we kind of just follow the rules. All of our PIAA sports— in order to participate, have to follow their rules.”
There remains uncertainty surrounding what true changes have been made to PIAA’s policies.
“The PIAA’s recent policy chances are both unnecessary and unlawful,”
Elizabeth Lester-Abdalla, who is a Staff Attorney at the Women’s Law Project and authored an open letter to PIAA’s Executive Director, stated in a press release. “These actions evoke confusion and fear. I want to assure transgender and gender-expansive students, their families, and the people who love them that they are still legally protected under state and federal law.”
Little discussion regarding this topic has been had in the Central League Leadership Council, according to Mosley, considering that these policies are coming from executive orders.
“We’re all kind of in the same boat because we’re all under the PIAA,” Mosley said. “I think even the PIAA is trying to understand exactly what the order is going to be and what it means. So I think we’re all kind of in that boat right now— just trying to figure out even what the policy is.”*
Congratulations to Haven Girls Lacrosse on winning the PIAA District 1 2A Championship! We will be following through the state championship.
Unified handball hosts Nether Providence Police for thrilling matchup
From the gentle claps of teammate high fives to the pom poms handed out at the door, Unified Handball gives every player and spectator a warm welcome to the gym.
Claire Salera ’27
Detours & Opinions Editor
While some athletic events at Strath Haven do have a police presence, the Unified Handball team is the only team that can count a match against local law enforcement on its season record.
On Wednesday, April 30, three officers from the Nether Providence Police Department joined some of the parents and siblings of handball players to face off against the Panthers. Strong defense from both teams contributed to the game ending in a close tie.
Handball is a very unique sport that closely resembles soccer, with a net and a goalie for each team, except that players hold the ball. Players are allowed to shoot or pass the ball after being limited to three steps with possession. In unified handball, players can dribble or hold the ball while moving and have the opportunity to get as close to the net as needed.
Program coordinator Nicole Bottino invited the police department to join in on the fun in a unique way to spread autism acceptance.
“The kids have a great time…we wanted to celebrate autism acceptance month, and we thought this was a really great way to bring the community together and engage our police department,” Bottino said. The game began with a heartfelt performance of the National Anthem by sophomores Adam Zdilla and Brielle Durnell, accompanied by senior Josie Tolson. Durnell scored multiple goals and caught a clutch interception at half court. She describes a straightforward thought process that contributed to her successes.
“[We played] great. I don’t know what to say about [my strategy], just gaining a goal,” Durnell said of her score during the first half.
Something unique about the team is that not only does it allow middle schoolers to play with their high school
peers, but also siblings. Sophomore Adam Hardy is grateful for the opportunity to play a sport with his twin brother, Dylan.
“I’m on multiple teams,” Adam said. “It’s really fun for my brother to be able to do this, and to do something with him.”
Members of the police department who attended included Sergeant Michael Montgomery, Officer Michael Dolan, and Officer Taryn Kelly. Montgomery had fun coming out to learn the ropes of the game and playing alongside Haven students.
“We do a lot of community things, and we love it,” Montgomery said. “This is the fun part of being a police officer. These officers will be putting ice packs on their knees.”
Supportive cheers filled the gym, which was already full of handmade posters and royal blue balloons. To add to the positive energy, Principal Mr. Andrew Benzing announced the game from start to finish, acknowledging every play and score.
Zdilla was extremely proud of how the team played.
“We played wonderfully. I was surprised that I caught the handball and dribbled it from the start, trying to avoid the other [team] to get an instant strike,” Zdilla said. “That game was very intense and exhilarating.”
The main objective of Haven’s Unified Sports programs is to spread inclusivity while providing an encouraging environment for athletics. Other Unified Sports at Haven include bocce and basketball.
“It’s all about having fun and learning a new sport,” Bottino said.*
TOP: Sophomore Adam Zdilla high fives the referee during the April 30 Unified Handball game against the Nether Providence Police Department.
BOTTOM: Sergeant Michael Montgomery of NPPD waves to the photographer during the high-spirited match.
PHOTOS: KATHRYN BARRETT
Senior Kate Fox races away from a Mount St. Joseph’s opponent. The #1-seeded varsity girls lacrosse team defeated the #4-seeded Magic 14-2 on Thursday, May 22, at George L. King Field. PHOTO: KAITLYN HO
DETOURS
READING REVIEW: Students offer June book recommendations
Evie Fernandez ’27
Haven Happenings Editor
Sophomore Maggie Peterson recommends: “One of Us is Lying” by Karen M. McManus.
“Essentially, the book centers around the fact that at the beginning, five kids walk into detention, but only four walk out—one is dead. I really liked how well written it was, and the plot was so good. I also liked how the characters were different. I was always waiting for the truth to come out,” Peterson said.
Freshman Scarlett Rein recommends: “Six of Crows” duology by Leigh Bardugo.
“It’s about a group of people who all live in a kind of corrupt city, and they’re tasked to go steal a person who created something they shouldn’t have, and bring them back safely,” Rein said. “I really liked them for worldbuilding and characters, and I liked that it has a little romance, but it’s not entirely focused on that. I like having a little undertone, but the plot should be the main thing.”
Senior Riley Smith recommends:
“The Rose that Grew from Concrete” by Tupac Shakur.
“[The book] is a group of poems written by Tupac Shakur, and essentially they discuss his life and what he’s gone through, and just memories and moments in his life,” Smith said. “He writes poetry to cope with scenarios, to inspire others, and to inspire his music. I think it
was a really interesting book, and it gave me a lot of perspective. I think what I most liked about it is I really enjoy reading poetry—I think it’s really interesting seeing into people’s minds like that, and I really enjoy the word choice and the flow of the poems. I also really enjoy that in this particular copy you can see how he wrote it, and then there’s also a notebook page in his handwriting that’s scanned into the book, and then right next to it is text.”
I recommend:
“Sunrise on the Reaping” by Suzanne Collins.
Sunrise on the Reaping is the newest book in the Hunger Games series, and it follows Haymitch, Katniss, and Peeta’s mentor, as he goes through his games. The book is (as are all of Suzanne Collins’s) incredible. It’s extremely timely, and I love that no matter how many times I read it, there’s always something new to notice. Collins is an expert in subtext and easter eggs, and it’s incredible to see how detailed and deep the universe goes. The original trilogy are some of my favorite books of all time, and this has been added to the list alongside them. It’s an amazing read.*
Departure offers shareable, tapas-style experience in Media
A new restaurant spices up South Orange Street with an international culinary twist. Just avoid the caprese salad.
Fiona Seale ’28, Joya Nath ’28, Morgan Matthews ’28, Darcey Strachan ’28 Reporters
From classic bites like beef sliders, experimental Asian dishes like stir fry, and the restaurant’s fan favorite array of tacos, Departure boasts a unique blend of cultures.
The menu is concise yet imaginative, comprised of tapas—small dishes. Some patrons may find this slightly limiting, but we found the small dish system was an excellent way to promote familystyle eating.
We ordered around eight dishes that best piqued our interests and shared them among our party. While certain dishes were a hit, others fell flat.
We started out our evening with Asian stir-fry and a duo of beef sliders.
The honey Hoisin stir fry, which was $14, had an excellent tangy flavor, it was slightly insubstantial. It did have pieces of chicken but was overwhelmed by a sea of red peppers. The peppers and snow peas smothered the chicken, and overpowered what was so good about the dish with their mild and watery flavor. We were left unfulfilled and wanting more.
The beef sliders were $12 and a good option for your picky friend, but they weren’t anything too
shocking. The bun was soft and the meat was decently tender.
By far the highlight of the night was the variety of tacos, a clear fan favorite, according to wait staff. We landed on the chili lime shrimp tacos along with a flight on their specialty spring menu that included carnitas, chicken elote, and bulgogi tacos. Each of these plates were $14.
The shrimp tacos were slightly spicy and delicately sour, and the actual shrimp was tender and not fishy.
The meat in the carnitas tacos was marinated to perfection, the warm and earthy flavor of the meat complemented by sour pickled onions. The chicken elote tacos were topped perfectly with sweet corn chutney which balanced out the flavors. However, the bulgogi tacos failed in this aspect as the meat was overpoweringly salty and the toppings did little to combat this.
The selection of salads provided a refreshing new taste. The cucumber salad was executed with a spontaneous freshness, but the caprese was disappointing to say the least.
The caprese was $12 and disappointing in terms of quality. The cheese was
CAR TALK: Senior shares revamping story about Nissan 300 ZX
falling apart and leaked distasteful water onto the rest of the dish. The tomatoes were flavorless and the basil wilted on the plate. This salad missed the mark in terms of freshness and managed to feel dull and dank.
The perfect end to our evening was the creamy chocolate cake. Not only was it beautiful, but it was richly cocoa flavored and not too sweet. It was safe to say the four of us were scrambling to steal the last bite.
While the quality of the food varied, Departure is certainly a nice spot to eat with large groups, or try new styles of food. The tapas style was refreshing and different, and some dishes were absolute bangers.*
Senior Bryce Robinson describes how he utilized his mechanical skills to remodel the once-rusted car into functional order.
Evelynn Lin ’25 Editor-in-Chief
For most, buying and owning a car consists of driving to a dealership, checking out the cars for sale, discussing the perks and maintenance costs of purchasing the car, test-driving and getting a feel of the car, ensuring all features of the car work, and then eventually purchasing and using the car.
However, for senior Bryce Robinson, his experience purchasing and repairing his 1993 Nissan 300 ZX is unique.
Robinson’s Nissan 300 ZX is a blue, coupe with a large trunk, leather seats and seatbelts attached from the door.
“I think what drew me to it originally was the shape of it,” Robinson said. “It's got a very sleek sort of bullet type shape to it, like a wedge shape. So I think I just like the sort of artistic aspect of it.”
Robinson purchased his Nissan 300 ZX off Facebook Marketplace in 2022.
“It was in Toms River, New Jersey, an
hour and 40 minutes away,” he said.
“It was night time in a Lowe's parking lot. The car is super low to the ground, so I couldn't really see up underneath it. It turned out there were a bunch of rust problems I would have to fix in the future.”
Using the mechanical car skills he gained fixing up a 1972 Challenger with his dad, Robinson was able to weld and repair the rust, replace certain parts of the 300 ZX, and repaint.
“My car didn't need nearly that much work that we put into the Challenger, so I was able to take the skills I learned from him [his dad], building a car from the ground up to apply it to fix my car and get my car on the road and inspectable and work in a good working order,” Robinson said.
Robinson made all the fixes to his car from November 2022 to February 2023
and repainted in the summer, noting challenges he faced.
“It was so cold. It was in my garage. It was just really, really cold out all the time. I had to really push through it, because it took a lot of motivation to go out there in the freezing cold and do it,” he said.
Robinson looks forward to bringing and driving his car to college and spending summer days driving around.
“I've done a lot of work on it to make it reliable. I think it'll serve me well in college,” Robinson said. “[I look forward to] taking the T-tops out, drive out to Kennett Square or something. Nice, nice country back roads. I like to drive in those conditions, go to some antique shops or something that they have out there.”*
TACO-BOUT IT • Chili Lime shrimp tacos plated in gorgeous duo. PHOTO: MORGAN MATTHEWS
BLUE BULLET • Senior Bryce Robinson poses with his vintage 1993 Nissan 300 ZX on May 8.
PHOTO: EVELYNN LIN
june Crossword
Morgan Matthews ‘28, Luci DiBonaventura Reporter,
Detours & Opinions Editor
Across
2. Musical of Strath Haven
5. Walkway from middle school to high school
6. Stories and folktales from the past
7. Stop by for a treat
11. Annual basketball fundraiser
12. Senior Ball location
13. First name of girls’ swimming coach
16. Day of ethnic celebration
17. Teacher who’s also a crossing guard
18. Our new principal
Down
1. Play of Strath Haven
3. State champs
4. Bring to school every day (hopefully)
8. Haven’s mascot
9. Pride of Haven
10. Annual publication of memories
13. Give me a ____!
14. “Temporary” classrooms
15. Where band practice takes place
CHEESE CORNER:
Starting summer is better with feta
This is the cheesiest column you’ll see in this issue.
Roland Rennick-Zuefle ‘27
Contributor
Welcome back to the cheese corner, where to prepare for vacation, we’ll be going over the renowned summer cheese: feta.
Summer cheeses are usually soft and light, having a lower fat content, which makes them less likely to become waxy in the heat. These qualities make them great to enjoy outdoors along with summer fruits or vegetables.
Hailing from Greece, feta certainly fits the bill as a summer cheese, going great with salads and fruits, such as raspberries, which I could not get enough of as a side.
When it comes to texture, this white cheese is very crumbly, and its strong, tangy taste is both delicious and salty. You really feel the saltiness when the feta is juxtaposed with the berries, but the flavor can really match anything.
Feta has a history as rich as its taste, having been around since ancient times and even being mentioned in “The Odyssey.”
According to Greek mythology, the cyclops Polyphemus left sheep’s milk in a bag made of a sheep’s stomach, where it turned into the first feta cheese after a few days. Apparently, Polyphemus liked it. In “The Odyssey,” Odysseus finds him storing it in his cave.
Feta would continue to be popular in Greece for years to come but interestingly, its name actually comes from the Italian word for slice, “fetta.”
What makes feta especially unique is the fact that it is made of sheep milk, although mixing it with up to 30% of goat milk is considered acceptable. As you can likely imagine from its taste, feta’s creation process includes salt.
First, the milk is coagulated through
the addition of the enzyme rennet, allowing for a curd to come off, which is then pressed into molds. The feta is then cut up, salted, and dried. Finally, it is packaged in plastic containers containing salt brine and shipped off.
Feta varies by country, since in America, the traditional Greek rules about only using sheep and a small bit of goat milk are sometimes ignored in favor of cow milk. However, the European Union passed a law to protect the authentic version of the cheese, stating only Greek feta cheese made in the traditional way is allowed to be called feta. This traditional version is what I tried.
So as the school year wraps up, maybe think about putting this Greek cheese on your summer bucket list.*
CRITTER
CORNER: Yuki, Sumi, Milo, Theo
Freshman talks about his bond with his cats and dogs.
Lavanya Dixit ’27 Sports Editor
For this publication’s regular feature of the Critter Corner, freshman Noel Springer discusses his bond with his cats and his dogs.
What are your pets names?
I have four pets, two dogs, named Milo and Theo, who are brothers and half Irish setter, half poodle. I also have two cats named Yuki and Sumi, who are halfbrothers and they are snow bengals.
How long have you had your pets?
I’ve had my cat Yuki for seven years, and we got his half-brother Sumi four years ago. I got my dog Milo only two years ago, and my other dog, Theo, a bit over a year ago.
How did you get your pets?
I got my older cat Yuki because I originally had an older cat, and my mom wanted him to have a playmate since our other cat had just died. I got my younger cat Sumi because my sister and I were bored during COVID and had a lot of free time. I got my dog Milo because I had originally wanted to get a larger dog, but my parents ended up getting him. He was lonely and had separation anxiety
when I was at school and my parents were working, so we got his brother, Theo, to keep him occupied.
What is your favorite thing to do with them?
With my cats, my favorite thing to do with them is play with them using a string toy, which they chase and cling on to, but I also like to just sit with them and relax. My favorite thing to do with my older dog is swim in the pool with him, which he is very good at. I play fetch with my younger dog and kick around a football for him.
How would you describe your bond with them?
With my oldest cat, I would say I am very bonded to him since I feed him and take care of him and he also sleeps in my room at night. My other cat is weird, and some days, he will like to sit with me and other days, he is very isolated from everyone. I have a good bond with both my dogs, but they like my mom more than me. Sometimes they make me mad because they bark or pull hard on their walks, but I would still say I am very well-bonded with them.*
MEOW AND BARK! • Freshman Noel Springer’s four pets. PHOTO PROVIDED BY NOEL SPRINGER
A SLICE OF HEAVEN • Feta being sliced with a side of crackers and raspberries.
PHOTO: ROLAND RENNICK-ZUEFLE
>Gawne, 7
“I changed it so that I would just like, kill them with kindness, almost. It worked for me. I feel like most students get along with me, and I get along with almost everybody.”
Gawne especially enjoyed the AP Spanish Language & Culture class in the spring semester of 2024.
“I tried to make an opener every day for that class. It was always about a ten-minute fun, free speaking activity. We did other activities, but as long as we were speaking all the time, I felt like that’s all we needed to do at that level. Even the presentations I thought were interesting,” she said.
Senior Brooke Forbes took the AP course with Gawne and recalls her kindness.
“She’s just a really good teacher in general, and she’s really patient,” Forbes said. “When you’re confused about something, she’s very helpful with really helping to understand what you’re talking about, because sometimes it gets confusing. Especially in the AP class. She really helped us a lot with the AP exam, and prepared us really well for it.”
Senior Emilio Celebre also participated in the AP course and Spanish 3 Honors. Celebre is grateful to have had Gawne as a teacher.
“[It’s] pretty sad,” Celebre said. “She’s been here for such a long time, taught so many students, since she’s just such a big part of the Spanish department and Spanish program. So, I was upset to hear that she was retiring and that more future students wouldn’t have the opportunity to take her class.”
Gawne believes that high school is a fun part of a person’s life. She is grateful for the opportunity to be part of that fun for so many teenagers’ lives.
“I’m going to miss the students. I’m going to miss the interaction all the time. I’m absolutely going to miss my colleagues as well. I feel nervous about the whole school or everything continuing without me here. It actually makes me a little bit anxious, like this is going to keep going on and I won’t be here anymore,” Gawne said.*
>Sharpe, 7
In retirement, Sharpe hopes to support a local community theater, where she and her sister have recently been involved in a Christmas production. Theater has been a major part of Sharpe’s life since high school, allowing her to grow by making friends, learning new things, and realizing her limitations.
Eleanor Newton, a seventh grader at SHMS, acted in the Christmas production with Sharpe.
“She taught me about self-correction and not giving up. A lot of times we would do something wrong, and then we would work together to fix it, and own what we did wrong, and then make it better,” Newton said.
According to Newton, Sharpe helped the children in the production learn from their mistakes in an understanding and patient way.
“After the end of the last show, when we did the bow together, she looked at me like, ‘good job.’ It was really nice,” Newton said. “She’s just an overall nice person. She was nice to everyone. She’s easy to talk to and have a conversation with,”
Both Sturgis and Newton hope that retirement will be a reward for Sharpe’s hard work and contributions.
“I hope all goes well and she enjoys life,” Sturgis said. Sharpe plans to substitute in the district a few days a week and volunteer in her grandson’s kindergarten.
“There’s a huge menu of fun and interesting things to do in retirement, and I plan to experience as many as I can,” Sharpe said.
Sharpe’s parting advice to students is to avoid ignoring problems in the world or in your own life, but instead just do the next right thing. She believes she has been changed by the challenges of teaching.
“Looking back, I see how everything I’ve taught my students were the many lessons I learned in my own journey. I know I have learned more from my students than I have taught them,” Sharpe said.
At the end of the day, Sharpe highlights the value of teachers by likening them to gardeners.
“You’re feeding minds. You’re planting. It’s like going over to a garden center, and you get this nice little plant, and it’s only a little tiny thing there. And you’re in charge—not total charge—but you’re part of it. You’re part of the story of making sure that it’s watered properly or cared for properly, and that takes a watchful eye,” she said.*
>Jordan, 7
“When I spoke for the seniors, I think that’s one of my highlights of my career here,” Jordan said. “Then the awards I’ve won since I’ve been here. All those memories, all those things that I cannot bring back, I cannot change, and I wouldn’t want to change. So that’s what made Strath Haven home for me.”
Haney, social studies teacher Ms. Xaras Collins, math teacher Ms. Lysa Rieger, and science teacher Mr. Tim Styer were just a few staff members Jordan listed as some of his closest friends. He is grateful for how accessible they have been to him.
“A lot of people have my phone number, just an open ear, just somebody that you can talk to. Because don’t get me wrong, working at this school is not easy,” Jordan said. Jordan’s job involves enforcing rules and regulations at Haven. But he emphasizes that he will never turn his back on a student because he will always expect the best from them. He wants them to succeed in the real world.
“A lot of you students here mean a lot to me,” Jordan said. “A lot of people might think I’m mean, but if you really, really sit down and talk to me, if you sat down and got to know me, you’ll understand why I’m hard going about these kids. Because I want it better for you guys. I don’t want you guys to follow the same track that I followed. Don’t get here the same way I got here. Keep your education. Keep on wanting to learn.”
Jordan would sometimes go into Haney’s public speaking class and listen to students’ speeches. Some students refused to give their speech unless Jordan was there, too. Jordan even gave his own speeches.
“And I think what that did was it allowed the student body here to not just see Mr. Jordan, but Harry Jordan, to see the real man. At the core of this place, he is the heart and soul of Strath Haven,” Haney said.
Jordan has one final parting word for his beloved school.
“Peace!”*
>Clancy, 7
“I think once he got here, he realized ‘Hey, there’s a lot that’s good about this career in this field,’ and certainly encouraged us to go that path,” Dr. Clancy said.
Beyond the influence, Dr. Clancy recognizes his father’s natural strengths as an educator and how he connects with students.
“He’s just a good listener, he tries to put himself in other people’s shoes,” Dr. Clancy said. “He has a pretty good sense of what kids are going through, and there have been a lot of times where there’s a conflict, and he seems to understand and diagnose it a little faster.”
The elder Clancy’s dedication in the classroom shows. “He genuinely loves his job,” Dr. Clancy said.
Sophomore Jonah Rodriguez, an alumnus of Clancy’s ninth-grade Health and PE class, shares the same sentiment.
“He is always super encouraging,” Rodriguez said. “He was always so nice and helped me when I didn’t understand something. It was always a chill gym class.”
As for plans after his retirement, besides Friday Night Lights, home is on the agenda.
“I’ve got plenty of home projects to keep me busy; there are many things that have been neglected for a lot of years,” Clancy said with a smile.
Though he is ready to be occupied at home, Clancy made it clear that leaving the school community won’t be easy.
“I’m grateful to the administration who hired me in ’91 and to the students over the years,” he said. “People say kids change, but I haven’t really seen it that way. We’ve always had great students here, serious about learning and respectful to each other. It’s been a great place to be.”*
OFF THE WALL:
Inquirer food critic shares his path to success
Craig LaBan describes his methodology when covering restaurants all over Philadelphia.
Savvas Zeibekis ’26 Reporter
One of my goals next year is to enhance The Panther Press and broaden its coverage by opening a food review section, or at the very least, continuing to cover restaurants in the area.
To aid in this quest, I consulted one of the best in the field of food criticism and journalism, Craig LaBan of the Philadelphia Inquirer.
As of our publication date, LaBan has won two James Beard awards and been nominated for it six times. He has won various other awards in the journalism field, and has been in the field since 1998. LaBan stumbled upon his career, having written just one article for his college newspaper. He was a French major in college and went overseas as a translator at a cooking school in France. There, he started in journalism and writing to make ends meet. When he returned to the U.S., he began freelance writing in Boston and went to the Columbia University Graduate School of Journalism.
“I worked a lot of different jobs in journalism, but kept coming back to food writing because I had those two educational experiences that came together,” LaBan said. “And those two things kept coming together. I just realized that was what I was meant to do.”
He later went to New Orleans as a government reporter, and an opportunity presented itself to him. The restaurant critic there left, and LaBan was “at the right time in the right place with the right experience.”
Ever since then, he’s been reporting on food.
“I love the excuse to ask every question I ever wanted to know, to be on the front lines of telling stories about our city and the places we live,” LaBan said.
LaBan reviews everything from cheesesteaks to oysters. He has been part of the food department at the Inquirer for nearly three decades, according to his profile.
When he reviews restaurants, he thinks of the people he writes for. He says that he takes pride in the authenticity of his reviews, knowing that people want honest advice on where to spend their hardearned money for a good restaurant experience.
“What I love the most is when somebody doing cooking is really passionate about what they do… I care about those stories and the hospitality more than the trappings of a fancy restaurant,” LaBan said. His advice for young food critics? Taste as many things as you can. He also stressed that writing as much as possible is very important to gain experience and grow.
“Don’t listen to the crowd around you. People will listen to you if you have something unique and true to say. Trust yourself,” LaBan said.*
PHOTO PROVIDED BY CRAIG LABAN
Food Review: Asad’s serves spicy chicken bursting with flavor
Crafted out of hard work and hunger, Asad’s has what every fried chicken lover needs.
Savvas Zeibekis
’26
Reporter
Chicken with heat, juice, and soul. Coated in sauce, spices and thick viscous hot honey. Add fries galore, and you have Asad’s Hot Chicken’s loaded fries.
Asad’s Hot Chicken has a special place in many Pennsylvanians’ hearts, including those of Haven students.
“I love Asad’s Hot Chicken. I got extra spicy, it was fire,” senior Samuel Le said. “I know plenty of people [at Haven] are fans of Asad’s.”
Opened in 2022, Asad’s is a fried chicken joint that started from a gas station in Northeast Philadelphia.
Its founder, Asad Khan, makes inspirational and business-oriented content on his Instagram page to tell his story to the masses. Khan claims online to have worked 36-hour shifts when he began his business, and says that all you need to succeed is discipline and hunger.
Just like the story, the food is simply amazing. Their menu includes different combinations of tenders and sliders, each entrée coming with fries, sauce, and a choice of spice level.
It’s not the crispiest chicken in the world, but the flavor is in outer space, with a piquant spice blend and juicy chicken.
“I think they’ve got some unique, topquality food for the price. 15 bucks for a good amount of food is really good. Good spot to hit,” senior Cole Dangerfield said.
will
Their loaded fries are also a fan favorite, covered in Asad’s sauce and hot honey. Spices and chopped chicken are mixed in there, which gives it a unique twist.
On his Instagram, Khan describes a time when a customer requested that her chicken be chopped and put on her fries. According to Khan, the customer came back after eating it and ordered three more platters.
Although I’ll never be able to verify that story, I believe it. The loaded fries are bursting with flavor. Although lacking in crispness, they get the job done in every other department.
Besides the chicken, they also offer a variety of smooth milkshakes and fruit smoothies which go perfectly with every dish.
Overall, Asad’s Hot Chicken is a great place for fried chicken. The quality of the food, bang for your buck, and the variety of shakes and smoothies are 100 percent worth your time and money.*
TOP: A variety of Asad’s Hot Chicken entreés, with a Razzle Dazzle smoothie, peanut butter milkshake, and soda in the middle. April 25, 2025 at Conshohocken Asad’s.
BOTTOM: Asad’s Hot Chicken #4 entrée. Tender, slider, and fries, extra hot.
PHOTOS: SAVVAS ZEIBEKIS
I think The Panther Press will cover the
of rats in the school cooking school lunches.
Evelynn Lin ‘25
The word “journalisming” will become an official word in the dictionary!
Kaitlyn Ho ‘26
Should there be a change in protocol for fire alarms when it rains? After what happened this year, I think it’s worth revisiting the policy for this, and asking if there will be any change after the chaos of this year.
Matthew Ramirez ‘26 SEPTA closures and curfews and the effects on students.
Clark Kerkstra ‘27
I think that next year, we should write a story highlighting the bathroom misuse and terribleness. Considering it’s nearly impossible to go to the bathroom during school, this is a story we should cover. Maybe it would spearhead change.
Evie Fernandez ‘27
I think we’re going to hopefully cover the superintendent’s new student advisory council and how that goes.
Josie Wieland ‘26
The winter will bring us a full week of snow days!
Mia Fagone ‘26
A Cinderella story: district employs media lab mice as bus drivers. Students in shock as giant pumpkins pull up to school instead of regular yellow buses.
2025-2026
Student Council
President
Minori Saito
Vice Presidents
Lila Martell Casper Stockman
Officers
Jamie Taub, Manny Pickup, Patrick Tolson, Zach Milligan, Anna Warley, Noah White, Lavanya Dixit, Joshua Lund, Weiler Graham, Astrid Beach, Leah Cohen, Madeline Garson, Maya Putty, Quinn Fromal, Olivia Stransky, Carter Sturgis
School Board
Representatives
Daksha Nair, Joy Yang
Announced on @strathhavensc Instagram on May 5
Our 2024-2025 Editorial Board makes some predictions.
Interested in joining the newspaper staff next year? Watch our Instagram @shpantherpress and your school email for summer updates. www.shpantherpress.com
Lavanya Dixit ‘27
We will definitely cover how the new superintendent feels about the start of the following school year, as it will be his first full year.
Claire Salera ’27
I think that next year, we should write a story highlighting the leaders of clubs. It would be a chance to learn more about each club and their plans for the school year.
Isaac “Cheetah” Lothrop ‘26
Predictions for the teacher spirit week and guesses for each day would be a little fun to cover. It most likely would be a MOTS or maybe an Instagram reel.*
Matteo Ventresca ’25
hundreds
1: Junior Joseph Theil delivers his team’s dish to Ms. Reagan Lattari during Mrs. Schoonover’s fourth block Culinary Arts Apple Crisp Competition on Thursday, May 22. The “Orange” team placed fourth in the competition. “I think we did pretty good. Everybody else was saying it was really good, so think we did all right,” Theil said. MATTEO VENTRESCA
2: Senior Katelyn Norbeck performs her dance routine during the Spring Dance Haven evening showcase on Saturday, May 3. Dance Haven KATHRYN BARRETT
3: Jazz band takes their final show of the year closer to home as rain eliminates original plan of playing at Media Dining Under the Stars. Junior Josie Wieland, sophomore Kay Liberi, and freshman Logan Knaub play the saxophone inside the cafeteria, ‘dining under the ceiling’ for a crowd of family and friends on May 26. FIONA SEALE
4: Senior Hannah Loyd signs a friend’s signature book during Senior Breakfast on Friday, May 30, in the cafeteria. The class-wide breakfast served as an opportunity for seniors to bond, eat, and get signatures from friends and teachers before they depart from high school. MATTHEW RAMIREZ
5: Sophomore Daija Bradwell reads through the 20242025 Jabberwocky during the release party in the third floor lobby on Wednesday, May 28. Jabberwocky spent months using art and literature submitted by students to create their final product, a 60-page magazine. MATTHEW RAMIREZ *
Claire Salera ‘27 Detours / Opinions
