The Warde Focus Summer Edition

THE

WARDE FOCUS

THE OFFICIAL NEWSPAPER OF FAIRFIELD WARDE HIGH SCHOOL

JUNE 2025

‌ f o e l b Ta ‌ s t n e t n o C f o e l b a T s t n e t n o C

I HOSTED A PAUL CAVANNA LOOK ALIKE CONTEST Alex Renzulli ‘25 Blur Editor On December 6, 2024, I, Alex Renzulli, hosted a “Paul Cavanna Look-Alike Contest” at Fairfield Warde High School. Honestly, I thought no one would show up.

In fact, I fully expected this piece to be titled, “I Held a Paul Cavanna Look-Alike Contest and Nobody Showed Up.” But I was quickly proven wrong.

As I entered lunch wave one on that memorable day, I was greeted by a crowd of at least 50 students—most of whom had likely convinced their teachers to let them skip class for 15 minutes. They gathered eagerly outside the cafeteria to witness teachers, students, and staff dress up as our beloved principal, Paul Cavanna:cardigan enthusiast, fist-bump aficionado, and owner of an enviable mane of long hair.

To say I was shocked would be an understatement.

The Timothée Chalamet look-alike competition in New York City may have sparked the idea, but I never imagined my hastily designed flyers(crafted in about three minutes).

would draw a single participant, let alone this many.

Yet there they were, chanting “Paul! Paul! Paul!” as the contestants—vying for a modest prize of five British pounds—showed off their best Cavanna impressions.

Honestly, I don’t think an event at Warde has united so many students since a nearmicrowave explosion two months ago forced everyone outside for 30 minutes. And unlike that day, these students showed up willingly, with no guarantee the event was even real. For all they knew, it could’ve been an elaborate prank. But still, they came, and they witnessed one of the quirkiest spectacles this school has seen in years.

Looking back, I might just be remembered as “the guy who hosted that Paul Cavanna contest,” and I couldn’t be prouder. For a brief moment during that lunch wave, students laughed, cheered, and chanted, enjoying a shared moment of pure, silly school spirit.

They watched as Officer Wilke and our legendary security guard Paula donned wigs and vests to recite the Warde Acronym, all while slightly inflating Mr. Cavanna’s ego.

Confused or not, the crowd couldn’t look away.

This whole event was a reminder that high school is a fleeting experience, so why not make it memorable? It’s worth slapping some ridiculous flyers on lockers and trying something that might fail —because it also might become, simply put, legendary.

With only five months of high school left, the approaching end feels both exhilarating and terrifying. When I look back on these four years, I don’t want to remember regret. I want to remember joy, risks, and unapologetically being myself.

As the saying goes, “A ship in a harbor is safe, but that’s not what ships are built for.” So, stop worrying about what others might think. Go be bold, be weird, and make the kind of memories that make you smile for years to come.

A NEW ERA BEGINS CARDINAL ROBERT PREVOST BECOMES POPE LEO XIV Maya Castaneda ‘27 Head of Pop Culture It was May 8, 2025, and as white smoke rose above the Sistine Chapel, one truth became certain: a new pope had been elected.

Following the death of Pope Francis, the world entered a state of mourning. Loved for his nearly 13-year papacy, Francis was known for his progressive values and compassionate leadership.

He championed unity over division and worked tirelessly to support the poor and marginalized. His passing left many with the same question: Who’s next?

Now we know.

In a historic first, the Catholic Church has selected an American pope: Cardinal Robert Prevost, now Pope Leo XIV. Born in Chicago and holding dual citizenship with Peru,the 69-year-old has served in the U.S., South Africa, and Latin America.

He began his papacy with a tribute to Francis and a call for peace. Though the world is just beginning to know him, friends describe him as focused, sincere, and grounded. “He’s not a showboat,” says friend Ashley Killough.

Reactions to his election have been mixed, but many hail his progressive outlook.

Supporters praise his stance on LGBTQ+ rights, immigration, and social justice.

With goals like expanding female collaboration in the Church and serving the underprivileged, Pope Leo XIV may be, as one family member said, “a second Pope Francis.”

YOU DON’T HAVE TO DO IT ALONE MS. MONTERO HELPS WARDE STUDENTS NAVIGATE LIFE AFTER HIGH SCHOOL Kayla Wamaitha ‘27 Head of Features Thinking about life after high school can feel overwhelming—especially when it seems like everyone else already has it figured out.

Fortunately, students at Fairfield Warde have a steady guide in the process: Ms. Montero, the College and Career Coordinator.

Her job goes far beyond helping students fill out college applications or plan their next steps. She’s here to remind them that they don’t have to navigate the journey alone.

“I’m here for whatever the need is,” Montero says. Whether it’s job shadowing, résumébuilding, exploring community college options, or applying for scholarships, her office is a hub for resources many students don’t even realize exist.

Each fall, she brings more than 250 representatives from colleges, universities, and technical schools to meet with students face-to-face.

But Montero’s work doesn’t stop at the traditional college route. She supports students through every kind of postsecondary path.

“It starts mid-September and runs through Thanksgiving,” she explains. “They come in to talk about their programs and answer any questions students might have.” These visits offer a glimpse of life beyond Warde —and help students begin to picture what their future could look like.

She’s quick to push back on the idea that there’s one “right” path. “A big misconception is that everyone needs to choose the four-year college route,” she says. “I try to create a space where students who aren't sure what comes next can feel comfortable. We can figure it out together.”

That mindset—curiosity over pressure—is central to her philosophy. “Even having an experience where you realize, ‘I definitely don't want to do that,’ is valuable,” she says.

“That tells you something about what might be right instead.”

At the heart of everything she does is a belief that students shouldn’t have to figure things out alone. Her office isn’t about having all the answers—it’s about creating a space where students feel safe asking the questions.

When asked how underclassmen can begin preparing—especially when college still feels far off—Montero is clear:

“You’re young,” she says. “You’re not supposed to have it all figured out. You just need to know that someone is here, and that you can come talk.”

“Your grades matter, of course, but I think it’s really important to build connections. Join clubs, try new things, talk to your teachers.

Ask them about their journeys. You learn about yourself by learning from other people.”

Sometimes, she says, growth comes from simply staying open. “If you’re at someone’s graduation or visiting a new city, use it as an opportunity. Just being exposed to something new can open a door.”

Here at Warde, that someone is her.

“EMBRACE YOUR UNCOMFORTABILITY.” BLACK AND LATINO STUDIES TEACHER MS. MATEEN DISCUSSES THE FUTURE OF THE COURSE AND THOSE LIKE IT Sabrina Cassano ‘25 Editor-in-Chief As debates over educational content intensify across the U.S., Connecticut stands at the forefront of a movement to expand culturally inclusive curricula. Leading that effort are educators like Ms. Mateen, a teacher at Fairfield Warde High School, whose passion for Black and Latino Studies reflects both personal conviction and a broader national trend toward representation in the classroom.

Her journey began in graduate school, where she discovered a new curriculum that struck a chord. “It was content that I didn’t learn when I was a kid,” she says. “What is something I wish I learned in high school?

This course kinda fell in my lap.”

Her experience reflects a wider effort: as states like Connecticut build model curricula around underrepresented histories, teachers are stepping up to fill the gaps.

Mateen believes all students should “see themselves in what they’re learning,” adding, “there are a lot more commonalities… but there’s beauty in the differences as well.”

Her philosophy aligns with frameworks like New York’s Culturally Responsive-Sustaining Education, which affirms diverse identities and fosters empathy.

While she feels local support, she’s aware of national resistance.

“Culturally and politically… if this course were federally mandated, it’d be on the chopping block,” she says.

Content that challenges dominant narratives can make some uncomfortable—but she argues discomfort is part of growth.

“Education is power, but applied knowledge is also powerful,” Mateen says, urging educators to “grapple with your uncomfortability” and collaborate with students and communities.

The results speak for themselves.

Students engage more deeply in Black and Latino Studies than in traditional history classes. “Even students who aren’t Black or Latino have a better understanding of the world,” she notes. Research backs her up—showing that inclusive curricula improve academic outcomes and broaden perspectives.

Still, there are hurdles. “There’s so much history, and I just don’t have time to teach it all,” she admits. With unclear standards and political divides nationwide, implementing inclusive education remains a challenge.

Mateen hopes public education continues to receive support and confront difficult truths. “We may disagree, but we engage. We don’t run from it,” she says. “Even though the history focuses on two large communities, everyone—regardless of nationality, creed, race, ethnicity —is involved. It’s important that everybody engages with the information to maybe understand our world a little better.”

FAREWELL, PRINTERS SPOILER ALERT: BLAME...TONER? Anshika Sinha ‘26 Associate Editor In every classroom, there are a few essentials: desks, pencils, paper, chairs (though some might debate that one)—and printers. Among the most relied-upon tools, printers quietly serve both students scrambling to reprint lost assignments and teachers managing last-minute handouts.

But soon, those trusty machines may disappear.

According to the Board of Education’s 2025–2026 budget report, there will be “a reduction in the area of technology equipment replacement.” In practice, this has taken shape as the removal of individual classroom printers.

“It’s a ‘cost savings’ plan by the Central Office to remove individual desktop printers,” said Mr. McGarry, the teachers’ union leader.

While he acknowledged that desktop printers are “very helpful” and widely preferred, the district deemed them too expensive to maintain.

“The real cost is about toner,” he explained. “Toner is very expensive.”

Some teachers are already feeling the effects. Damaged printers are going unreplaced, and the inconvenience is noticeable.

One teacher noted, “I disagree with the removal of printers… it benefits the student. When they leave to go to the library or house office to print something, that takes away from class time.” Students in that class nodded in agreement.

Mr. McGarry echoed the concern, especially for younger grades. “I’ve advocated on behalf of teachers to keep desktop printers at the elementary level,” he said. “It’s more difficult when students lose materials or need accommodations because of 504s and IEPs.”

(Both refer to plans designed to support students with learning differences.)

In place of classroom printers, there’s talk of hallway printing centers—larger, centralized machines meant to serve multiple classrooms. But students and teachers alike question whether that’s realistic.

“It’s like taking away all the side streets around the Merritt Parkway,” one student remarked, “so everyone’s forced onto the highway, and it just gets more crowded.”

The true consequences of this decision remain to be seen. But one thing is clear: for many teachers and students, printers aren’t just another piece of tech— they’re part of the classroom’s heartbeat.

So pay attention to the printers.

Their absence may speak volumes.

BLUR

(AKA SATIRE)

TRYING TO MAKE WARDE LAUGH

Nothing Happens at Warde Alex Renzulli ‘25 Blur Editor Hello avid readers of the Warde Focus, I do not have anything to write today, as there is no news to report on. Nothing strange or controversial has occurred at Fairfield Warde Public High School recently so there is nothing newsworthy to report on.

And alas, even if there was, I fear an article about something concerning concerned somebodies may just be too newsworthy to put into the news, so we should probably just let you, lovely readers, figure it out.

Furthermore, this is a work of satire, so I wouldn’t want to write about that anyways. (This is because I write satire, which is not, as I am about to mention, the news).

If you want to read about any news occurring at the school, I suggest you read the section of our website titled news, which houses the news, but as I said earlier, there is no news to talk about.

You, currently reading this, have found the section of the paper exclusively used for satirical purposes. This was originally called Blur but now is, very aptly, called Blur (satire).

That's funny right? Blur. Like, the opposite of Focus (That's the name of this newspaper if you weren’t aware).

Personally, my favorite section of the paper is A&E, where we discuss our favorite letters of the alphabet.

Anyways, this article is about nothing, however if you read closely enough it will probably be about something, so if you do happen to have any news for us to report on, please let us know. I mean honestly though, if the Warde Focus hasn’t picked up on it, that means nothing has been going on in Warde, Fairfield, or the Government.

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