M-A JOINS CALIFORNIA’S PHONE-FREE MOVEMENT
HIGH SCHOOLS NEED PHILOSOPHY CLASSES
GET TO KNOW M-A’S 16 NEW TEACHERS THE BIGGEST MOVIES & ALBUMS OF THE SUMMER
EDITORIAL: DISTRICT SILENCE FOLLOWING
SEQ SCAM EMAILS IS COSTING STUDENTS...LITERALLY
SPORTY SENIORS
OPINION: FIND OUT BEARS’ HOTTEST TAKES
MEET THIS YEAR’S 12TH MAN
GABY FOSTER
Editor-in-Chief
LEAH COLLINS
News Editor
ISABEL HABIBI
News Editor
JENNA LEE
Events Editor
CAITLIN SMITH
Design Editor
BECCA KOENIG
Editor-in-Chief
ALESSANDRA HARTWIG
News Editor
ROSE CHANE
Culture & Features Editor
BEN WARNER
Sports Editor
AMARI WITT
Social Media Manager
JOHN MCBLAIR Advisor
Copy Editors
Louisa King, Siboney Lynch, Ellie Rosen, Alli Schindler, Lilia Wilkiewicz
Staff Writers
Oliver Bain, Delilah Bellis, Gracie Bullard, Yimeng Cai, Lawrence Chao, Karen Chen, Eliana Clapp, Ilaria Cline, Sarah Coolican, Eliza Crowe, Remko Cuellar, Anna Dearing, Niya Desai, Saachi Dhillon, Alexa Djafari, Koji Edmunds, Emerson Edwards, Nicolas Espinosa, Beatrice Bohmann Farrell, Aria Folkerts, Farah Ghajar, Melani Pleitez Gutierrez, Leilah Hanif, Julianne Hanson, Hailey Hintze, Austin Horton, Alex Sanchez Jara, Caleigh Jones, Vesta Kassayan, Johanna Key, Niklas Klemmer, Leonardo Lanza, Layla Lecue, Colin Lee, D’Anjou Paul Libunao, Lucia Liu, Audrey Majzun, Grant Maletis, Nalin Malhotra, Natasha Mar, Milagros Tapia-Mendez, Scottie Miller, Lia Nadav, Sosi Noravian, Joe Pagee, Julian Pang, Alisha ParikhBriggs, Lucia Rose, Piper Rosenthal, Brianna Ruiz, Shawnak Shivakumar, Hana Suzuki, Lavietani Taufahema, Charlie Tobin, Ivy Watrous, Miya Yu
Welcome back Bears!
Summer is out and The Mark is in! Kicking off the year with this retro-inspired issue, we want to celebrate the timeless elements that make M-A truly unique. Featuring our spirited cheerleaders, 12th Man, 16 new teachers, and alumni, we hope you feel the pride that connects every Bear—past and present.
Our stories are reaching more people than ever! We’re starting the year strong with over 2,000 newsletter subscribers, breaking news stories with thousands of views, and our biggest Instagram following yet. You can find and follow it all at machronicle.com and @machronicle on Instagram.
With a team of over 70 journalists across three periods, we’re excited to continue to capture M-A’s moments, voices, and spirit all year long!
Yours truly,
Say hello to M-A’s 16 new teachers.
Movies of
Here’s everything you missed on the big screen over break. Albums of the Summer
These four albums defined the summer of 2025.
Hot Takes
Check out these Bears’ fieriest opinions. Before They Were Bears
A new column featuring Erika Shepard and Scott Kirk.
Back
Take a look at the getups students rocked on the first day.
Faces of M-A
Celebrating M-A’s student body!
Sporty Seniors
Read about Sabine Polly and Evaimalo Ama’s athletic journeys.
Editorial: Scam Emails
District Silence Following SEQ Email Scams is Costing Students. Freshman First Impressions
Here’s what the Class of 2029 has to say about M-A.
M-A Joins California’s Phone-Free Movement
Students and teachers adjust to M-A’s new phone policy.
Learning philosophy benefits students in academics and daily life.
Key local news from the last few months.
Meet the New 12th Man
Find out what this year’s 12th Man brings to the bleachers.
Bears Doing Big Things
Take a look at two of M-A’s outstanding alumni.
you decode our latest puzzle?
“M-A has a very diverse demographic, and I want to bridge that gap between stu dents where there’s a possible disconnect.”
Delilah
“I learned I really liked Computer Science from being a data scientist, and I’d like to encourage more people to go into that field.”
“It’s a great school; a really lively community, a lot of great programs, and the students here are awesome.”
“There were many students that I worked with who hated math. That’s part of why I want ed to become a math teacher, just to change their perspectives.”
“I hope my students see math as not just solving an equation or working with numbers, but using logic and building skills that are important outside of the classroom.”
“I hope that I’m able to help students understand math better, that I can meet all their needs, and that they will be able to come out of my class feeling that they’ve learned something meaningful.”
“I’m still learning a lot, and I learn from my students every day. I just hope to be some body students can rely on and feel comfortable with exploring English and also exploring their ever-growing lives.”
“I really love working with students, and the opportunity to meet new people and learn Latin together. For me, that’s the ultimate game.”
“I remember I went home and I told my husband, I really like the vibe of the school, the whole thing. So my first fresh impression was, even if I didn’t get the job, ‘Well, my goodness, they were really nice.’”
“My junior year United States History teacher seemed like he was having a lot of fun, and it was one of the first classes that I truly, truly enjoyed. I could see myself doing a similar thing, and I’m now in my 21st year as a teacher, and I couldn’t really imagine what other job I would do.”
“I hope for the upcoming school year, I will survive because I’m kind of in a unique situation. I taught four sections of physics and engineering, as well as green technology at Carlmont. Then I came here to teach one section of AP Physics 1 here at M-A.”
“I wanted to work in the area where I grew up, because I feel like I have a better understanding of the challenges and strengths that a lot of us have here in the area.”
“I’m really passionate about working with students. I love interacting with them every single day, and I love math, so I decided to combine the two, and that’s why I’m here.”
“I hope they learn to love photography, other than with their phones, with an actual camera, and learn the rules and then learn how to break them.”
“For me, I just hope to be seen and known. My goal as a first-year teacher is just to be seen by my students, by the parents, and also by my colleagues as an effective teacher.”
“M-A had a shop position available. I’ve worked in this district before, and I’m kind of familiar with it and the campus, and so I just couldn’t let that opportunity pass by. I figured it’s a once-in-acareer opportunity to be able to shop or teach the shop class, so I bounced on it.”
When women in Hollywood turn 60, they find a plastic surgeon. When men in Hollywood turn 60, they find a plastic surgeon, and then they find Joseph Kosinski. Hollywood’s master of redemption arcs follows Top Gun: Maverick with F1, another perfectly cheesy and exhilarating film.
F1 stars Brad Pitt as Sonny Hayes, a dejected racecar driver making one last bid for global success in—you guessed it—Formula 1. Throughout the season, he confronts both his past traumas from a near-deadly crash and his worries for the future, embodied by his teammate, Joshua Pearce (Damson Idris). Though at times F1 can feel like an overly obvious redemption ploy by Pitt, the movie is well-executed, well-focused, and truly exciting.
Sure, the pacing drags early in the second act, and Pitt’s monologue doesn’t quite land— but these are minor flaws. Kosinski does the impossible, he delivers a totally reasonable summer blockbuster.
Filmmaker James Gunn faced a massive job with Superman. He had to establish his newfound DC Extended Universe as something complete ly different but equally valuable to the Mar vel Cinematic Universe. While introducing us to a set of characters we’ll need to know and love for this project to work in the fu ture, Superman doesn’t ever compromise the quality of the film for the studio’s longterm goals.
The film stars David Corenswet as the titular Superman, with Rachel Brosnahan as Lois Lane, and A-lister Nicholas Hoult as Lex Luthor. Hoult’s convincingly villainous while still deeply unserious performance makes him a perfect supervillain. Super man’s social commentary is the main thing separating it from other superhero films. Themes of kindness, empathy, alienation, and protecting the powerless feel strikingly relevant today, painting DC as riskier and more meaningful than the assembly-line superhero films dominating theaters right
he newest film in the Jurassic Park canon, Juras is a confusing addition. It’s no where near as suave or sleek as the 1993 original, and removes much of the complexity that made the first film so intelligent. There’s not nearly enough death, and no dinosaurs really feel threatening. Overall, Rebirth
Scarlett Johansson and Jonathan Bailey are fine. Bailey’s American accent flattens out all his textbook charisma, and Johansson and Bai ley fall so flat in the chemistry department that the film drops that idea altogether halfway
But, by miles, the greatest thing about Jurassic World Rebirth is that it acts as the catalyst for the return of one of America’s greatest living actors, Mahershala Ali. Ali takes an underwritten and comically cliché role and complicates it into something soulful and rebellious. is just that for his career.
ove is confusing, and so is Materialists. Celine Song’s sophomore flick follows an all-business matchmaker (Dakota Johnson) who finds herself caught in the middle of her very own love triangle. She is stuck between a seemingly perfect financier (Pedro Pascal) and her rough-and-ready ex-boyfriend (Chris Evans). explores the intersection of class and love. At its best, the film provides thoughtful insight into classism and success. However, most of the film feels underdeveloped and cold. Johnson’s inability to convincingly convey human emotion feels like some sort of robotic satire, stripping the movie of any warmth. Still, there are flashes of promise—a genius scene where Johnson persuades a reluctant bride, unique dialogue, or a great gag about male leg-lengthening surgery. Song likely has a truly great film in her arsenal, it just might take her 15 years before she can make it.
Lorde’s Virgin is her boldest, most vulnerable, and self-reflective record yet. Echoing the intense emotion and electrified sound of Melodrama, it digs deeper into questions about identity and reinvention.
“Some days I’m a woman / Some days I’m a man,” she sings on the intense, synth-driven opening track, “Hammer,” setting the tone for an album of honesty and contradiction. “Why do we run to the ones we do / I don’t belong to anyone, ooh,” Lorde sings on the closing track, “David,” a song that captures the exhaustion of giving everything for another person until you’re stripped of yourself. It’s emotionally draining and leaves the lingering question of whether she will ever find someone who truly loves her. Though the album is a quick 35-minute listen, Lorde’s focus and haunting, layered sounds produce a powerful exploration of identity. This was the perfect, most iconic comeback
Just three days before its release date in late July, Tyler, the Creator announced DON’T TAP THE GLASS. Along with the album’s release, the artist took to X (formerly Twitter), where he instructed listeners to dance and move their bodies, for only then will they discover the true spirit of the album. The first several tracks are upbeat, catchy, and creative: perfect for dancing. It’s in the second half of the album, however, that Tyler really begins to shine. Intriguing, complex production is met with emotionally raw lyrics while still maintaining that danceable sound. “Don’t You Worry Baby” is the real standout of the album. Madison McFerrin’s contributions are nothing short of perfect, balancing the heavier production with melodic vocals. His ninth studio album is everything one should look for in a summertime listen.
Addison Rae’s striking debut ditches her wholesome TikTok image for a confident and cohesive record that balances glossy hooks with impressive emotional weight. The retro sparkle of “Diet Pepsi,” released months prior to the full album, features a playful, coquettish allure and layered vocals reminiscent of Lana Del Rey. “Wish my mom and dad could’ve been in love,” Rae sings on the trip-hop track “Headphones On,” an unexpectedly raw moment to end the album. Throughout, Rae’s voice carries an ethereal, angelic, almost whispery quality that elevates its simple melodies. While some tracks feel a little predictably pop, Rae’s reinvention and artistic vision are consistent and intentional, making her debut as a pop artist a major success.
ustin Bieber’s SWAG is a step away from his pop past toward a mix of R&B and gospel-inspired tone, featuring more reflective lyrics. Tracks like “DAISIES” also capture Bieber’s new and refreshing stripped-down softness. Bieber frequently mentions his wife, Hailey Bieber, throughout the record, bringing her presence into both playful and intimate moments. “That’s my baby, she’s iconic / iPhone case, lip gloss on it,” he sings on “GO BABY,” a sweet devotion to their relationship despite recent media criticism. The record’s primary flaw is its uneven flow—lyrics and guest features often feel distracting, pulling attention away from Bieber’s own voice and making it feel like multiple albums stitched into one. Some lyrics lean a little unsophisticated, undercutting the maturity he is going for. Still, SWAG highlights Bieber’s strong, expressive voice that has kept fans engaged for years.
by
Rose Chane, Becca Koenig, and Charlie Tobin designed by Becca Koenig
We’ve all heard the classic ones: “milk goes
“I like ketchup with my goldfish.” - Natalie Knitter
“The cookie part of the Oreo is better than the filling.” - Lily Pellican
“Lukewarm water is better than ice water.”
- Vivienne Legrand
“Raisins are the best part of trail mix.”
- Ines Bensoussan
“Rich people are sadder than poor people.”
- Yasamin Abedi
“Root beer is the worst soda.”
- Lily Anderson
“The Beatles -overrated.”are James Jun
“Grilled wings are better than fried wings.”
- Rafa Kroes
Before Erika Shepard became a Marine Biology and AVID teacher at M-A, she was a small-town teenager navigating the highs and lows of high school life.
Shepard grew up in Sebastopol, a closeknit town north of San Francisco. She attended a small public school with only a graduating class of around 300, Analy High School, “Which is a very unfortunate name,” Shepard said.
As a teen, Shepard explored a range of interests. “I fit a couple of clichés,” she said. “I was in the band all four years and played the clarinet. I also played school soccer, so I was into athletics as well. I played club soccer too, from when I was around four to 18.”
Academics played a large role in Shepard’s life as a teenager, but her school’s resources were limited. “I took an AP if it was offered, but my school was small, so we didn’t have nearly as many options as M-A does,” Shepard said.
Shepard remembers the deep sense of
community she felt growing up. “The best part of high school is that you get to see your friends every day, and you don’t have to work to go find them,” she said. “You have this community that stays together.”
Shepard treasures many memories from high school. “My senior year, one of my friends saw this challenge online where you apparently can’t eat an entire spoonful of cinnamon. He gathered an audience of probably 60 people to watch him try and eat a spoonful of cinnamon, and then proceeded to just cough up brown clouds into the air,” Shepard said. “60 people watched this kid essentially make a fool of himself and laughed at him. But none of it was malicious. It was all in good fun.”
High school was also where Shepard first experienced a deep sense of loss. “I had a classmate who was killed by the police my junior year,” Shepard said. “We were really good friends in middle school, but we’d just kind of fallen out. It was very hard for me to process that this per-
son, whom I had once been friends with, I would never have the chance to reconnect with.”
Although she lived in a small town of limited racial diversity, her town began to evolve. “In the end, a lot of good changes were made, but it was really hard, especially because he was the only person of color in my class,” Shepard said.
“If you had asked me in high school, I would have given it a five [out of 10], but in retrospect, it was pretty good,” she said.
One of Shepard’s biggest realizations was that high school wasn’t just about the events that happened, but the way they shaped her into the person she is today. The challenges she faced growing up in a small community—whether it was balancing academics and athletics or dealing with loss— have helped her better relate to her students at M-A. She credits some of her passion for teaching and connecting with students to the experiences she had growing up in a small community.
“High school is hard, but later on, when you look back on it, you don’t remember the hard parts as much as you remember the good parts. It’s worth it. It’s good. Just don’t give up,” Shepard said.
by Ilaria Cline
photo courtesy of Ilaria
Cline
Before he became an Education Specialist and Study Skills teacher at M-A, Scott Kirk was a friendly teen navigating the halls of San Mateo High School.
Raised in San Mateo, Kirk remembers his high school as both unique and tightknit. “It looked kind of like a prison, as far as the windows and the courtyard in the back,” Kirk said. “But we loved it. It was a very diverse campus, similar to M-A.”
Unlike some classmates who fell into distinct groups, Kirk floated between them. “I wasn't part of any particular crowd,” Kirk said. “I kind of just migrated, whether it was athletes or just skaters or whoever, it didn't matter to me.”
Though he tried out football, golf, and even a year of soccer, Kirk never fully committed to one sport. Instead, his high school years were shaped by a balance of fun, responsibility, and a little bit of mischief. “I got in some trouble just kind of being a teenage boy in middle school, you know, little things like getting detention and stuff like that. But nothing crazy,” Kirk said.
Kirk also worked throughout high school, starting young. “Believe it or not, they let you work as a 14-year-old at Longs Drugs, which is now CVS. I don’t think they do that anymore,” Kirk said. That job gave him an early sense of independence and responsibility that shaped his future work ethic, he explained.
Kirk recalls his school’s spirit vividly, especially during basketball season. “I was not on the basketball team, but we had a lot of school spirit, and we had a very good basketball team,” Kirk said.
Academically, Kirk took a more relaxed approach. “I just took the regular classes,” Kirk said. “I didn’t do any APs. We did have that, but I just wasn’t motivated like that.”
One of his tougher moments came with a long-term P.E. substitute. “I kind
of was a little bit of a knucklehead. I just stopped dressing out, so she failed me, and I owned it. So then I had to take P.E. as a senior,” he said.
His senior year took an unexpected turn when the school was abruptly shut down over safety concerns. “They decided that it wasn’t earthquake safe. Basically, the year ended there,” Kirk said.
Still, his senior year wrapped up on a high note with a friend group senior trip to Cancun. “We had to raise money and all that, but it was a lot of fun,” he said. “It was very interesting to be there as an 18-yearold with a bunch of 18-year-olds at that time. Lots of fun outside the country,” Kirk said.
Looking back, Kirk notices how different his high school experience was compared to today’s academic demands. “I don’t remember the academic pressure,” he said. “Now people are so concerned about grades and extracurricular activities and doing the best. It was really more about having fun and a little bit more stress-free,” he said.
Kirk sees technology as one of the biggest changes in today's environment at M-A. He shared how recently his students found a video of San Mateo back in the 2000s. “There was a video actually in San Mateo, someone had a camcorder, and there was nobody on their phones. People were talking. And it bums me out, because I think that’s just the way the world is now, but it wasn’t like that before,” Kirk said.
Overall, Kirk reflects warmly on high school. “There wasn’t a lot of bullying or anything like that. I think for the most part, I’m gonna say it was a nine [out of 10].”
Today, he uses his experiences to relate with his students, offering the advice he wishes he’d known as a
teenager. “I would say, follow your gut, follow your interests, do something you love to do, and work hard to do it, whether it’s art or whether it’s computer science,” Kirk said. “Work as soon as you can—it’s a really good experience to learn how to kind of gain some independence. And get your driver’s license.”
Ilaria Cline
“I got my clothes as a birthday gift. The shorts are from Costco.”
- junior Leonard Kabakov Isakov
“My shirt just actually appeared in my house one day, and these pants are my dad’s, but then I stole them and edited them myself.” - sophomore Fiona McGaraghan
“I found this shirt in PacSun, the shorts I have are Nike, and I have Birkenstocks.”
- junior Jamarlo Jackson
“My shirt is Brandy, the jeans are PacSun, shoes Converse, and the keychain is Hannah Bahng.”
- senior Sumiko Robinson
“It’s a Weird Al Hawaiian shirt, this red t-shirt is from a summer camp, and I just got these blue shorts, and some Hokas.” - junior Joseph Tompkins
“My shirt’s from this thrift office in San Francisco, my pants are from Urban Outfitters, and then my shoes are Converse.” - junior Aliyah Bizzell
“I got this white shirt from Gap, and these sweatpants, I just honestly have no clue where they are from.”
- junior Jackson Hong
Since her freshman year, Sabine Polly has shone as a dual-sport athlete, playing for the girls’ water polo and lacrosse teams.
During her first few weeks at M-A, Polly picked up water polo with encouragement from her mom and friends and became a natural in no time.
“Originally, I didn’t know many people in water polo, but my good friend Zoe Gostyla asked me if I was going to do it, and I guess I just decided, ‘Why not give it a try?’” she said.
Polly was initially on JV, but she was pulled up to varsity by the end of the season to represent M-A in CCS.
Before her water polo career began, Polly was already excelling in another sport: lacrosse. She had been playing in the Firehawks club team clinics throughout middle school, and in eighth grade, she knew she wanted to start taking it more seriously. Since making varsity her freshman year, Polly’s love for the game has only grown stronger.
During a game against Saint Francis High School her freshman year, Polly scored her first goal. “It was the best moment, everyone kept coming up to me telling me how proud they were, not much else compares,” she explained.
Concluding her freshman lacrosse season, Polly was awarded most improved. “It just felt so good to know other people recognized the work I put in,” Polly said.
After an exciting and successful lacrosse season, Polly was eager to develop her water polo skills to the same level. In 2023, she joined the Stanford Water Polo Club and played two seasons of club water polo to prepare for her junior season at M-A.
An intense senior night battle against Woodside High School
during Polly’s sophomore season remains one of her favorite memories with her team. The Bears barely pulled through, scoring a final goal against the Wildcats and winning. “The energy on the pool deck was just insane. Someone was commenting on the game, and so many people were there to support,” Polly said.
Though each sport is vastly different and comes with its own challenges, one thing remained consistent between both her teams: the friendships that came with hard work and dedication. Polly’s passion for both water polo and lacrosse is deeply rooted in the support and friendships she has built with friends from both teams.
“We were with each other all the time, even if we were not the closest friends, I think we all spent more time together than anyone else,” Polly said.
Fond of the outdoors and looking for a change from M-A, Polly decided to spend her spring semester of junior year at The Mountain School in Vermont. It is a semester boarding school focused on outdoor and environmental education through activities such as farm work, outdoor hikes, and camping.
Initially, Polly wrote off the experience because she would be forced to miss a season with some of her oldest teammates in lacrosse. “I have been on the same team as some of those girls since sixth grade,” she said.
Polly started looking more into the program after feeling stressed due to the repetitive cycle of M-A. “It felt
like it was the same thing every day, and I was looking for change,” she said.
Before Polly applied, she reached out to her ceramics teacher, Michael Burton-Tilson, for a recommendation letter. When discussing her concerns about leaving home, he gave her encouraging words of advice.
“Mr. Tilson told me this would be the coolest thing I would ever do, and that I had to just go,” Polly recalled.
Although she missed out on a lacrosse season, “It was the best experience I’ve ever had,” Polly said. Back at home, Polly is looking forward to playing water polo and lacrosse again. She has high hopes for both her teams. Thinking about her final games with her longtime teammates, Polly is feeling bittersweet.
“I’m excited for this season. I love all the girls, and I am going to miss them so much when the season ends,” Polly said.
Along with her teammates, Polly also shares love for her water polo coaches, Lauren Lesyna and JP Nelson. “They are my biggest supporters, they always have higher expectations for me than I do myself, and they push me to be better,” she said.
As her final two seasons of her high school career creep closer, Polly hopes to continue athletics in college. While not expecting to play at the collegiate level, she wishes to play water polo at the club level and keep up her lacrosse skills recreationally.
by Alisha Parikh-Briggs designed by Caitlin Smith photo courtesy of Bob Dahlberg
“I’ve played with [my cousin] since I was a kid. And he’s always been my equal. He’s always pushed me to be better.” Inspired by his older cousins and father, Evaimalo Ama started playing football at five years old. He played for the East Palo Alto Mastodons through elementary and middle school. Since then, Ama has become a competitive running back on the M-A football team.
Ama knew that to succeed in high school football, he needed to improve his performance. “It was a big turnaround since eighth grade because it didn’t prepare me, with COVID happening. So going into my freshman year, I had to step up my game,” Ama said. He started on M-A’s freshman football team, pushed himself daily, and earned a spot on varsity by sophomore year.
Simultaneously, Ama is pursuing his passion for rugby. Recruited by his friends freshman year, he joined the East Palo Alto Razorhawks as a fullback and scrum-half. Ama is no stranger to high intensity training, practicing three days a week during rugby season and Monday through Thursday during football season.
But Ama’s true love for football didn’t develop until junior year. “My junior year, we had a great team—all my senior friends really helped us, and we did good last year. I really miss that team because that’s when I really started to love football,” Ama said. One of his favorite memories from that season was playing against Menlo School. “When we beat Menlo—that was my best game. It felt good because my sophomore year we lost and I helped the team a lot that game,” he said.
Now, as one of 14 seniors on the team, Ama is stepping into a leadership role. “I’m a vocal leader, and I help them on the field too,” he said. Along with mentoring younger teammates, Ama shares the field with his family. “I have three cousins on varsity, and my little brother is a freshman.”
Family is a major influence in Ama’s life, with two cousins playing particularly impactful roles. “I always looked up to my cousin Tay for football; he
always pushed me. And for rugby, my cousin Drew helped me get better at the game and taught me a lot,” Ama said. With strong support from both cousins, Ama has always had a steady source of motivation and guidance throughout his journey. But now focusing more on rugby, Ama is still getting the same encouraging support from his parents as well. “Moral support from family helped me a lot. My mom and dad are very supportive of me, and I thank them for everything. After every game, I go up to my mom and I always give her a hug,” he said.
Ama values the strong bond he shares with his teammates, and for him, maintaining a balance between seriousness and fun is just as important as performance on the field. “This team is pretty close and we goof around a lot,” Ama said.
For Ama, the love for rugby came easier than football. With consistent involvement with the team and more opportunities to handle the ball, the sport created a more engaging and dynamic experience. “Everyone gets to touch the ball and something to do. Without one person the whole team can go down, like a chain,” he said.
With the deep connections he shares with his teammates, Ama is able to thrive on the field. “It’s fun with all my friends, like a big friend group playing one sport. That’s what made me fall in love with rugby,” Ama said.
Ama is currently sidelined with a high ankle sprain sustained from a miscalculated tackle—an untimely setback in an otherwise promising season. Though currently unable to play, Ama is recovering fast and is expected to be back on the field in two weeks. He continues to bring
a bright presence on the sideline by supporting his teammates with the same enthusiasm he brings to the field.
After graduation, Ama is uncertain whether he’ll continue his football career in college or explore other opportunities. Ama is considering pursuing his strong passion for rugby and is attending recruitment camps in October.
No matter where he ends up, Ama said he will always have a special place in his heart for the M-A football team and the Razorhawks. He advises incoming freshmen to stay dedicated to their passions: “Make the most out of your dreams and always stay on the grind,” Ama said.
by Miya Yu designed by Caitlin Smith
Evaimalo Ama
“I was checking my bank account and, from the $40 that I originally had, $3,000 was taken out.”
“Iwas checking my bank account and, from the $40 that I had originally had, $3,000 was taken out,” an anonymous student from TIDE Academy said.
Phishing emails to district accounts are not new, but their frequency appears to have ramped up in recent months. These emails, sent through hacked SUHSD staff member accounts, most often offer paid internships or remote job opportunities with the District.
The trailing “seq.org” at the end of the senders’ emails makes students even more vulnerable to these scams. “I trusted it. Before I opened [the email], I did research on who the person was, and it showed that it was someone in the District,” the TIDE student said.
Currently, the District relies on a software program that detects scams and automatically deletes them from all users’ inboxes. However, this system is faulty, as some fraudulent emails aren’t deleted until days after students have already seen them, while others have yet to be deleted at all.
There has been no communication
sent to students from the District addressing these scams.
Students’ inexperience with independent financial accounts uniquely exposes them to long-term financial consequences. As the SUHSD domain owner, the District has a responsibility to educate students about cybersecurity and warn them of phishing emails as soon as they are sent out. Students, who are required to use District-issued emails, shouldn’t have to detect these threats on their own, especially when disguised as their own educators. An immediate alert could prevent students from becoming victims of these scams and protect their digital and financial safety.
advice from school staff, but was told the transaction couldn’t be reimbursed because she had voluntarily shared her banking information with the scammer.
“[The police] would say the same thing: ‘There’s nothing really we can do anymore,’” she said.
She and her family picked up extra work to compensate for the lost money.
“[My dad] put in more hours so he could help pay for it. And my mom used to work from 7 a.m. to 2 p.m., and once that happened, she would work the full day so she could try and get a higher paycheck,” she said. “There was an internship at my school during the summer, so I joined it so I could get $1,000.”
“My mom used to work from 7 a.m. to 2 p.m., and once that happened, she would work the full day so she could try and get a higher paycheck.”
Once students have fallen victim to the scams, the damage is difficult to undo.
After noticing the large amount withdrawn from her account, the TIDE student reached out to her bank following
The TIDE student wasn’t alone. An anonymous M-A senior also followed up on an email that offered an assistant job position.
“Your task and duties are to track and
disburse each charity organisation’s fundamental contributions on behalf of the Feed the Children organization.” It continued, “[You will] be part of the great team working towards a better future for the less privileged, the motherless kids, and the growth of the community…Are you familiar with mobile check deposit?”
They proceeded to tell her that they would send her an image of a check that she needed to deposit into her bank account. This kind of offer—where the target is given fraudulent money to donate back to the scammers—is a common scam known as a money mule scam, attempting to exploit a person’s good nature while making them an accomplice to a crime.
also asking her to donate the money to charity. Shortly after, Wells Fargo flagged the check as forged. “I was banned from ever opening a debit card with them again,” she said.
The District is frequently faced with scam emails and other outside threats to its technology systems, according to SUHSD Network Specialist Cuauhtémoc Martínez. “This happens on a daily basis everywhere in the United States,” he said.
“I was banned from ever opening a debit card with them again.”
“The thing about these types of infec
are even more vulnerable to the same threats.
It is imperative that the District take action to protect its students. Straightforward measures like scam prevention lessons and scam warning notifications for students can shield them from long-term financial consequences.
To learn more about cybersecurity, visit America’s Cyber Defense Agency’s website.
Here’s what the class of 2029 has to say about M-A!
Another batch of freshmen have arrived at M-A to start a new chapter of their lives. While many en ter the halls fearful and uncertain, high school offers an abundance of exciting, new experiences to look forward to.
Chalissa Mems graduated from Cesar Chavez Middle School this past year. For her, M-A has been a great experience so far. “I like all of my classes, especially English with [Erin] Walsh and Biology with [Erica] Woll,” she said. “I had pretty high expectations, but I have actually been impressed. It is pretty crowded though.” This year, Mems hopes to succeed in her classes and meet new people from other middle schools.
“The first day, I was lost for 10 minutes just trying to find my classes,” Angel Leon said. Leon, a newly arrived student from La Entrada Middle School, has had to adjust to the size of M-A’s campus. “My Biology class has been the best because I like my teacher, [Crystal Gillfilan], she is nice,” he said. He has enjoyed spending time with his friends at school and has liked his teachers so far.
Noah Granville is another fresh face at M-A who graduated from Kennedy Middle School. “The first few days I did get lost, but I’ve started to figure it out,” he said. “I am currently playing football, so I’m excited for that as well as the varsity games. They are always spirited.” Granville didn’t expect much from high school, but he has enjoyed his first few days at M-A and is excited for more.
Elijah Andrade is joining us at M-A after recently graduating from Hillview Middle School. “I’ve really enjoyed reconnecting with some of my old friends and also meeting new people,” he said. “It’s a lot bigger than I thought it would be, so I have to rush a bit to get to my classes.” So far, his favorite class is Spanish with Michael Mueller.
Ella Marks is a recent graduate from La Entrada Middle School. When stepping on campus for the first time, Marks was shocked by the size and student population of the school. “It is definitely different from my middle school,” she said. Marks has also found the pacing of school very tiring. “I was really shocked by the pace each class is going. It seems like most units are only two weeks long, which could be a lot,” she said. As a swimmer, Marks is excited to be part of a high school team for the first time.
After her first week of freshman year, Avery Moeller has slowly gotten comfortable. Moeller, who attended Hillview Middle School, was eager to begin this new chapter. “My first few days have been chill—I’ve enjoyed myself so far,” she said. “M-A has definitely gone way beyond my expectations in every aspect.” Moeller is looking forward to attending M-A’s wide range of sporting events and taking advantage of the athletic opportunities M-A offers. She is playing on the girls varsity water polo team this fall.
Like many freshmen, Desmond Miller didn’t know what to expect stepping on campus but has been pleasantly surprised. Miller’s favorite part of M-A so far is the food. “I’m not kidding, the food here is a lot better than it was at my old school,” he said. “My classes have been steady, but we do get a lot of homework.” Besides playing basketball in the winter, Miller is excited for the football season and school dances.
Giovanni Barragan is attending M-A after graduating from East Palo Alto Charter School. “I made some new friends. I love it so far,” he said. Barragan especially enjoys his Biology class, taught by Crystal Gillfilan. Looking forward, he is excited to attend football games and try out for the basketball team this winter.
Nativity School graduate Alex Chipres has enjoyed his first few days at M-A. “I really like it so far,” he said. “I expected it to be pretty fun, and so far it has been.” Chipres has also found the environment to be very welcoming. “It’s also inviting because of all the people I have met,” he said. Chipres is excited for his first season on a high school football team.
by
This fall, M-A launched a new phone pocket policy mandating students to store their devices in phone pockets during class time. The change comes as part of a statewide movement led by Governor Gavin Newsom’s Phone-Free School Act. Newsom’s act, signed in 2024, requires all California public and charter schools to implement a policy limiting or banning cell phone use during school hours by July 1, 2026.
Under M-A’s own policy, students must place their phones and other electronic devices, like AirPods, into wall-mounted pockets at the start of class, with access only during brunch and lunch. Teachers may allow phones for instructional purposes, and exceptions can be made for emergencies, students with an Individualized Education Plan, or students with 504 accommodations.
Similar policies have been tested by individual teachers in past years, but this marks the first time it has been made a requirement for all classrooms.
While schools can design their own systems, the law emphasizes reducing distractions and improving mental health, with exceptions for emergencies
and academic use. California now joins at least eight other states, including Florida and Ohio, in passing laws to curb phone use in schools.
For some students, the shift has been beneficial. Senior Maya Frost said the rule has helped her concentrate. “It’s better for retention in classes, people aren’t gonna get as distracted by their phones,” Frost said. “[It can be] kind of annoying when you want to check the time or if you finish your classwork and there’s nothing left to do.”
For incoming Students, this policy is a change of pace. Freshman Oliver Carmel noticed an improvement from the phone policy at Hillview Middle School, where students were simply required to keep their phones in their backpacks. “I feel like it enhances my overall performance,” Carmel said. “I think it boosts my focus.”
Senior Apple Hopgood emphasized that the policy may be most useful for underclassmen. “I think it’s really beneficial for freshmen because I feel like a lot of them are actually phone addicts,” Hopkin said.
Others, though, have found the policy to be frustrating and inefficient. Fresh-
man Julianne Morrissey explained that she sometimes forgets her phone in the pocket, forcing her to backtrack between classes. “That makes me late to class often, which can make my attendance scores lower,” Morrissey said.
Junior Aryn Roodman offered a different perspective, arguing that students need to learn accountability with phones. “I think to build responsibility, students should have their phones,” Roodman said. “Once college hits, they will have their phone no matter what. So by building responsibility of not using a phone during class in high school, it can help you with college.”
Social studies teacher Ellen Jacobson, who has taught at M-A for 20 years, is enthusiastic about the policy. “I love it. Love it,” she said. “I am a firm believer that unless there’s a particular reason you need your phone out on your desk, it should be put away.”
She has already noticed students staying more engaged, though she pointed out that devices can still be distracting in other ways. “They’re definitely more focused [without phones],” Jacobson said. “But again, if they have their com-
puters out, especially if they’re on their own devices, I know they’re messaging each other, and so then it’s lost, right?”
For English and AVID teacher Rachael Wan, who was part of a pilot program for the pockets last year, the decision to implement the policy schoolwide was about creating unity among staff.
All participating teachers followed the same rules—phones go in the phone pockets during class unless otherwise said by teachers—and data was collected throughout the year. The results were regularly reviewed and shared with staff, and showed that the policy was effective. Based on this success, they advocated for expanding the policy schoolwide.
English teacher Erin Walsh, who copiloted the policy with Wan, explained that they, alongside a group of 11 other freshman teachers, spent a year collecting data to present to the administration. “We met with admin quite a few times, and kind of just pushed for, ‘Hey, this is working, and I think that it would work even better if the whole school did it,’” Walsh said. Over the summer Wan and Walsh used their research to create a clear policy which was then implemented by a small number of teachers the following year. Wan and Walsh also conducted another pilot study the same year, requiring 30 student volunteers across grade levels to go bell-to-bell without their phones.
“It also allowed a lot of the ninth grade teachers to have the same policy so students couldn’t be like, ‘Oh, well, this teacher does this. This teacher does a different thing,’” Wan said. In past years, this inconsistency weakened individual teachers’ ability to regulate phone usage.
Wan is especially concerned about how phones affect the developing brain. “I feel really strongly about the role that phones play in a lot of our brain development, especially for young people whose brains are currently changing,” Wan said. “For adults, [phones are] already addicting, and we all acknowledge that. But we also have fully developed frontal cortexes.”
She recalled one experiment when she gave students a break from class. “Everyone got their phones, it was quiet, and [they were] just staring down at their phones, kind of consumed by that,” Wan said.
Walsh noticed students now appear more confident in class. “People are less afraid of saying things that might be embarrassing or incorrect because there’s no one filming,” she said.
For her, the main issue was how phones were eroding students’ ability to learn. “Phones in the classroom are a distraction, and were really starting to take away from students accessing what we were trying to teach,” Walsh said. She also noticed
that phones began to replace human connection. “There’s not as much face-to-face connection. Students aren’t talking to each other as much when there’s free time, it’s just immediately using phones rather than chatting with each other,” she added.
“I think students absolutely know how to use their phones in a responsible way, but I think sometimes when you’re with 29 other people, it can feel almost like peer pressure. Like if everyone else is using their phone, you feel like you have to use your phone because it’s awkward to be out of the norm,” Walsh said.
Walsh admitted she understands the temptation herself. “As someone who has a phone, sometimes I want to sit and scroll,” Walsh said, “But I remember parts of my high school career, sometimes the best parts of class were the last 10 minutes where you could just chat and laugh with your friends.”
While some Bay Area schools have adopted Yondr pouches, lockable sleeves that keep phones inaccessible throughout the day. Walsh said she prefers the flexibility of classroom phone pockets, “I like the ability to have students use their phones as a tool if I want them to use them. If you want to go turn some music on and have your headphones, I like having that option.”
Schools like San Lorenzo High and San Mateo High that have turned to Yondr cited fewer disruptions and more face-to-face interaction. However, the harsher approach has also drawn criticism from students who feel it is overly restrictive.
English teacher Lisa Otsuka, who has taught at M-A for 34 years, voiced her appreciation for technology. “Phones are awesome, because you have information at your fingertips,” she said.
Still, Otsuka worries about what it does to students’ attention spans. “You absolutely can’t learn anything if you can’t pay attention,” Otsuka said.
Whether students love or hate the new system, M-A’s phone pockets are here to stay. While students continue to adjust to the new routine, teachers say they have already seen improvements in focus and classroom connection.
by Ilaria Cline
losophy. Even when Newton was writing his famous work that essentially laid the foundations of physics, it’s called the Mathematical Principles of Natural Philosophy,” Brian Tapia, a philosophy professor at Foothill College, said.
Philosophy applies to all academic disciplines, classes, and daily experiences, but most people never explore the field until college, if at all. High school is a neurologically formative time for students, during which they discover ethical and moral standards. Learning philosophy encourages individuals to keep open minds and reflect on their biases, guiding them through real world problems like choosing what to eat, understanding politics, and considering what makes life worth living. Philosophy’s benefits are not just theoretical, but practical—by practicing logic and argument analysis, students significantly improve their critical thinking skills.
A study that tested Philosophy for Children (P4C) among sixth-grade students for two years found that 96% of teachers
Learning philosophy guides individuals through real-world problems like choosing what to eat, understanding politics, and dealing with interpersonal relationships.
said students had improved their levels of respect for differing opinions, and 93% of teachers said students were better able to clearly express opinions.
The interdisciplinary aspect of philosophy means that it can help students in other classes by aiding their critical thinking and articulation abilities.
Cleo Rehkopf ’24, who now majors in philosophy at Colby College, developed a love for it through her high school English classes and independent reading.
“Having that philosophical background before taking AP Literature was really helpful for me because it helped me understand the deeper themes in the texts that we were reading,” Rehkopf said. As a discipline that brings science, literature, history, and the arts together, philosophy’s application in any class can be beneficial.
Kate Budinger ’24 now double majors in philosophy and neuroscience at UC Berkeley and agreed that her knowledge of philosophy benefited her in other classes. She credits AP English Language and Composition at M-A as the source of her interest.
“Throughout middle school and the
first half of high school, I had always considered myself great at math, biology, and chemistry, but just mediocre at English,” Budinger said. She added that she had struggled with humanities classes because they lacked a single, definitive answer.
“Philosophy taught me how to think of questions with ‘no right answer’ in a logical way, guiding me toward making conclusions that could be as airtight as a math equation could be,” she said. “It improved my writing and reasoning in AP Lit as well as AP US History where questions were posed abstractly.”
Some teachers at M-A, particularly those who teach AP Lang, teach through a philosophical lens. However, this approach cannot fill the role of a philosophy class. The two would offer distinct experiences: while AP Lang uses philosophy to discuss politics and ethics, a dedicated philosophy class could cover politics, logic, ethics, and aesthetics, even diving directly into metaphysics and epistemology, the basics of knowledge itself.
“Philosophy ends up showing up in a lot of different classes, but I think that having a dedicated space to study it real-
ly helps you comprehend it when it does show up,” Rehkopf said. She explained that some of her favorite things she has learned while studying philosophy include free will, virtue and justice, what makes something art, and epistemology, or the study of how we know what we know.
Economics majors on the Law School Admission Test and outperform business majors on the Graduate Management Admission Test, showing the application and diversity of philosophy.
Why wait until college for these benefits to roll in?
“Philosophy taught me how to think of questions with ‘no right answer’ in a logical way, guiding me toward making conclusions that could be as airtight as a math equation could be.”
- Kate Budinger ’24
Rather than offering only brief exposure through other subjects, a committed course would give students a comprehensive understanding of philosophical thought—one that extends beyond the classroom. Philosophy influences students in a variety of ways: studying ethics can shape real-world decision-making, while learning logic strengthens reasoning skills and academic testing.
“Logic allows you to understand how arguments are made and evaluated, and whether or not the reasoning is sound,” Tapia said.
A common argument for limiting the study of philosophy for students before adulthood is a perceived lack of maturity because of minimal life experience and cognitive development. Philosophy itself, however, helps develop maturity by encouraging inward reflection upon biases as well as helping individuals develop articulation. By fostering emotional awareness and reflection in adolescence rather than adulthood, a high school class would enable students to reap the benefits earlier.
A 2019 study looked at how philosophical ethics influenced students’ behavior in real life. Half of a sample of undergraduate participants read a philosophy-based article about vegetarianism and then took part in a group discussion. The study found that participants’ ethical stances changed: 43% of the group that learned about meat ethics voted that eating factory-farmed meat is unethical, while 29% did so in the control group. This suggests that the effectiveness of philosophy actively establishes moral standards in students.
These days, independent thought is becoming more valuable. “High schoolers have to study philosophy because reasoning and thinking is becoming a lost art with the emergence of AI,” Budinger said. Because philosophy depends on the originality of human thought and experience, the course is far more resistant to AI use than other classes. It is a subject of thought with little concrete answers, encouraging individual reflection.
“Students will talk about how they watch the news and start picking out fal-
lenges ideas that may feel fundamental to some, especially when emphasizing reasoning and empirical evidence over faith, potentially leading to conflict, friction, or identity struggles in the classroom. However, a developed class would highlight and appreciate different perspectives throughout the world and history, facilitating discourse in a structured manner. Conversations between people with different beliefs, while sometimes thought to cause tension, would actually help increase understanding overall. A 2022 study looked at the efficiency of teaching philosophy to elementary students through P4C and found five main benefits: higher-order thinking skills, safe environments, civilized students, democracy in discussion, and the culture of thinking in the classroom.
Philosophy gives students a structured way to explore the big questions that naturally arise during high school, from ethical dilemmas to understanding biases. It equips teens to think critically, understand the world, and reason carefully—skills that benefit them in every environment. By introducing philosophy in high schools, students can better navigate challenges, reflect on their own val-
“It lets people explore new ideas in a safe space and debate values and questions.” - junior Thomas Greenleaf
Philosophy majors are consistently top-scoring on the GRE, the primary standardized test for graduate school admission. Philosophy majors are tied with
StarVista, a mental health counseling nonprofit organization, closed its services in San Mateo County on Aug. 1. Based in Burlingame, the organization has provided mental health services, 24-hour crisis hotlines, and in-person counseling for over 60 years in the Bay.
The company closed due to financial difficulties, propelled by an unsuccessful merger attempt in June and an alleged embezzlement scandal in 2023. StarVista served over 38,000 clients in 2024, according to GuideStar, and has representatives across all SUSHD schools, including M-A.
Despite closing, the company plans on continuing housing services for youth in its programs, according to a statement on its website. The company plans on moving its active organizations, the StarVista
Crisis Center and San Mateo County Pride Center, to more affordable locations.
Without StarVista providing coun-
seling for M-A, students have the option to ask for mental health assistance from Care Solace and Kara Grief, services still offered through the District.
In a nationwide effort to protest Trump’s recent political measures, thousands of Protestors marched through Palo Alto as part of the “No
Kings” movement. Demonstrators carried signs and USA flags as they walked a seven-mile-long route down El Camino Real to Sunnyvale.
Many demonstrators protested against Trump’s relationship with high-profile individuals, mass deportation plans, and handling of foreign relations. The route intentionally passed several Tesla dealerships, where demonstrators decried Tesla CEO Elon Musk’s involvement in Trump’s administration.
Protesters also walked in the “We the People” parade, which was followed by the “We the People” Democracy Fair at Rinconada Cultural Park.
The protest was one of many events ongoing that weekend, including Stanford’s commencement ceremony one block over, the celebration of Trump’s 79th birthday, and the Army’s 250th anniversary parade in Washington, D.C. The demonstration also took place hours after
a politically motivated shooting spree left Minnesota State Representative Melissa Hortman and her husband dead, along with Senator John Hoffman and his wife suffering severe injuries.
Over the summer, nine students from M-A and neighboring schools had the opportunity to participate in the Menlo Park Sister Cities Association’s trip to Bizen, Japan. Bizen is one of Menlo Park’s sister cities, a formal partnership between two cities in different countries that aims to promote cultural, commercial, and educational ties.
Students on the trip ranged from ages 12 to 17 and spent a week in Bizen, where they participated in cultural exchange. They visited historical landmarks in Okayama, Hiroshima, and Bizen; traveled to Itsukushima Shrine, one of Japan’s “Three Scenic Views”; and explored the Bizen Sword Museum, where they viewed master swordsmiths at work.
The program also offered students a chance to meet with local officials from the Bizen government and attend City Hall meetings, which provided valuable insight into the inner workings of the city. Throughout the week, students
Arecent email sent out by Menlo Park-based advocacy group SUHSD Students First claimed that students have the legal right to opt out of M-A’s freshman course Ethnic Studies. However, the class remains a graduation requirement, and students’ requests to opt out have been denied.
Among other updates about the District, the newsletter provided an email outline for parents wishing to remove their children from Ethnic Studies.
Starting with the freshman class of 2022, the District made Ethnic Studies a graduation requirement prior to the enactment of California Assembly Bill 101, which enacted Ethnic Studies as a graduation requirement for all California high
delved into the authentic culture, art, and traditions of Bizen, ranging from creating their own rustic Bizen ware to learning about unique customs.
“This experience opened my eyes to how hospitable and generous the people of Japan are. It made me realize that it is very different from American culture, which feels more disconnected between people,” junior Martin Stoyanov, a student ambassador, said. “It is an experience that you cannot miss. It will open you to new cultural experiences that will stick with you.”
schools effective starting the 2025-26 school year.
While other classes may offer alternatives to fulfilling their designated credit, Ethnic Studies does not, and as a graduation requirement, students cannot be exempted from taking the class. “Our board policy does not provide for opt-outs from entire courses which are required for graduation,” Principal Karl Losekoot said. “There are no other graduation-required courses that we allow students or families to opt out of.”
The lack of viable alternatives to the class and an unsteady curriculum has led to concerns from parents of students with 504s and IEPs. “Parents and accommodations teams have no way to review the
curriculum to judge whether the class is appropriate or whether it risks violating their FERPA rights,” a spokesperson from Students First said.
Due to recent controversies over its curriculum in the past two years, the course is undergoing revisions for the current school year. The District will discuss graduation requirements for the 2026-27 school year at an upcoming Board meeting this fall.
by Isabel Habibi designed by Gaby Foster photos courtesy of Gaby Foster, Alessandra Hartwig, Menlo Park Sister Cities Association, and Lilia Wilkiewicz
What are your plans for this year?
“We’re trying to bring back the old M-A hype. We’re committed, and we’re gonna do whatever we can to get as many people at the games and get it as hype as we can.”
What would you tell someone considering trying out for 12th Man?
“It’s a big responsibility, but it’s all worth it. It’s really fun. I love giving back and just helping out.”
What are you most excited for?
“I’m most excited to scout for the up-andcoming 12th man for next year. I want to see that dog. I want to see that loudness, I want to see that grit, just all those qualities that a true dawg has.”
What do you bring to 12th Man?
“I bring the loudness and the grit.”
What do you bring to 12th Man?
“Honestly, just that dawg mentality—I really want to win. Even though I’m not on the field with everyone else, I don’t care about losing 55 to zero, we’re still winners at the end of the day.”
What are you most excited for?
“I’m most excited for the student section. I just want to see everybody get rowdy.”
What is your 12th Man going to do differently than previous ones?
“I mean, it kind of started with our photo shoot. We’re gonna be at the zoo this year. We’re gonna be animals. We’re gonna go crazy. I think we’re gonna bring more hype and energy to the games than last year and really get the underclassmen involved.”
What are you most excited for?
“I’m most excited for the student section and seeing all the grades come together. I think our school spirit really comes out during football games, and I’m excited for Friday Night Lights games at home, specifically the homecoming game.”
What’s your favorite theme?
“Probably white-out and black-out. I think it looks cool when everyone’s united in one color. This year, we’re gonna have some new themes—look
What are you most excited for?
“I’m super excited for the themes and to see everyone dress up for and show up to games. I think it’s going to be super fun and a great environment. It’s also fun to see the new freshmen come out and dress up.”
What’s your favorite theme?
“My favorite theme is probably white-out or black-out, because it’s cool when the whole school is united in one color, and the student section looks more hype.”
What do you bring to the 12th Man?
“Personally, I think I bring great costumes
What’s your advice for future members of 12th Man?
“Show up. If you’re debating going to a game, if you have nothing to do, go to a game, show up, because that shows us that you’re dedicated and you want to lead the student section.”
What are you most excited for?
“I’m most looking forward to seeing how hype everybody gets for all the games. I’m excited for all the games and just seeing all the grades come together to support our teams.”
What do you bring to the 12th Man?
“I think I bring a lot of energy. If people aren’t getting hype, I’m going to make sure that they’re getting hype and getting into it to make the most out of our student
by D’Anjou
by Alessandra Hartwig designed by Alessandra Hartwig
A credit you need to graduate M-A
One might smile from one to another “Tulsa’s affordable public college”
Save our souls & parent-teacher alliance, but backwards
Misspelling of Facebook’s new name
Acronym for popular social media app
The Democratic Republic of the _ _ _ _ O
Bottom part of a shoe
Vowel #2
Something an injured athlete might work on with Steph (M-A’s athletic trainer)
Corn state
How one communicates with GPTs
What you try to do after winning the first time
What teachers did to their classrooms before school started
Opposite of off Acronym for M-A’s newest Physics class
Pirate’s favorite letter
44. 47. 48.
Prom court accessory
Bits and bytes of sound
Abbreviation for Every Real Icon Acts Up Lion zodiac sign
First-person pronoun
Main character in “The Matrix”
The noise of 39-down
Marks the spot
Middle three letters for aging process of hair
Somewhere you might buy $5 AirPods
Sleepy spirit week theme
Key to get out of fullscreen on a Mac
Turning L or _
National Security Agency, in brief Blue, in Spanish
Main character in “To All the Boys I’ve Loved Before”
Video game term you might call someone who acts like a bot M-A’s mascota
One of Taylor Swift’s 11 in her tour
Where most underclassmen sit (or the ending of most verbs)
You might learn how to throw in this class
The Odyssey is one What you might call your homeboy
“Ewww this doesn’t ____”
Popular California place to ski or spend the Fourth
What volcanoes do
Popular artist Choppa
An insect attracted to crumbs in your classroom
Students in this class might see their finished product on opening night
Highest card in a deck
Popular bathroom issue
One participant in tictac-toe
Crescent-like letter
Something one might confess behind closed
What monarch butterflies do
Score of a “love-all” tennis match
Courtesy title of a female Spanish teacher Pop singer Lipa Uncle Sam’s first two words
A 10-point Scrabble letter
What the long horizontal clues have in common
First element on the Periodic Table
What a shrug implies someone’s feeling Era after BCE
Honest ___ (nickname for our 16th president)
Latin expression sibling to “e.g.”
Carbon ____ (we release it when we exhale)
Old-timey title for a Russian leader
Tyler, the Creator’s newest album: Chroma ___
What a cowboy might say 35. 40. 41. 42. 43. 45. 46. 51. 52. 54. 55. 57. 58. 61. 62. 64.
The class that produced this magazine!
Physically shows they agree
2025 Grammy winner for her song “Saturn”
What stage crew might do for an actor
Government broadcast for awareness
_SPN (sports streaming platform)
Brainrot term you might farm for
The messenger for DNA in biology
Animal spotted last year in the M-A parking lot! Spanish, French, and Mandarin are all options for this type of class
Name for the fourth chapter in any Shakespeare play
Unit we measure temp. in
Chocolate milk brand
How a poet says “over” Yam ___ (annual AP Lit. performances)
Charged particle
Chemical combination ending (see 58-across)
Luxury brand (or rapper Mane)
Easy _ Female sheep
81. 84. 85.
87.
88.
When doubled, what you do after hitting the whip! Acronym synonymous to alien “She is __ icon”
Breakfast drink, with J __=mc²
ROY BIV’s middle initial
Type of turn
