2021-06-03

WEST SI DE STO RY IOWA CITY WEST HIGH SCHOOL

2901 MELROSE AVE.

IOWA CITY, IA 52246

WSSPAPER.COM

VOLUME 53 ISSUE 6

CALL FOR CONTROL WSS investigates the debate over gun control and the effects of gun violence in Iowa.

JUNE 3, 2021

PHOTO FEATURE JAY MASCARDO Sophomores Nao Oya, Asher Overholt and Jay Mascardo finish setting up their picnic, which featured cucumber sandwiches, Pocky and homemade milk bread. The three friends played Cards Against Humanity for hours as they enjoyed their food.

NEWS News Briefs

FEATURE Freedom of Teach

PROFILES Retiring Staff

HEALTH & SCIENCE Post-vax Facts

COVER Call for Control

SPORTS Sectioning Stigma

ENTERTAINMENT Rainbow Reading Recs

OPINION The Social Shell Secluded

PRINT STAFF LIST Owen Aanestad* Fareeha Ahmad Ruba Ahmed* Caroline Barker* Sara Baroncini Misha Canin* Alex Carlon Caroline Chandler Maya Chu* Heidi Du* Sila Duran* Bess Frerichs Kailey Gee*

04 06 08 09 10 14 16 18

Hi there!

Our names are Kailey Gee and Hanah Kitamoto, the print co-editor-in-chiefs for the 2021-2022 school year.

Congratulations on almost making it through the school year! You deserve a break, and what could be a better start to summer than a WSS in your hand?

Starting on page 10, this issue’s cover story investigates the debate over gun control at the local level. In light of a recent Iowa law making it easier to purchase handguns, reporters Ruba Ahmed and Helen Zhang explore student and professional perspectives on both the law and the future of gun safety legislation.

As high school athletes look to continue their athletic careers post-graduation, some athletes face a stigma of committing to a lower collegiate division. Flip to page 14 to read about how this stigma can impact the college selection process for athletes.

There’s no doubt this year has been a challenging one.

Please make sure to scan the QR code below to see some of the many mental health resources that are available.

Don’t forget to be kind to everyone, including yourself!

We hope you have a nice, relaxing summer.

See you in the fall!

KAILEY GEE

HANAH KITAMOTO

CONTENTS

Online Editor-in-Chief Sachiko Goto* Profiles Editor Zoey Guo* Reporter Co-Business & Co-Profiles Editor Grace Huang* Reporter Photo Editor Eva Jordan Photographer Krisha Kapoor* Photographer Managing Editor Hanah Kitamoto* Co-Business Editor Reporter Soomin Koh* Online Editor-in-Chief Reporter Youjoo Lee Assistant Sports Editor Reporter Feature Editor Marta Leira Reporter Co-Copy Editor Amy Liao Reporter Caroline Mascardo* Entertainment Editor Artist & Designer Managing Editor Feature Editor Alice Meng Reporter Audrey Parrish* Print Co-Editor-in-Chief Designer & Reporter

Assistant Design Editor Artist & Designer Art Editor Artist & Designer Health & Science Editor Artist & Designer Designer Sports Editor Reporter Print Co-Editor-in-Chief Reporter Co-Profiles Editor Reporter Feature Editor Artist & Designer Print Editor-in-Chief Reporter Design Editor Artist & Designer Co-Copy Editor Editorials Editor Reporter Copy Editor Reporter Online Co-News Editor Reporter

Ella Rosenthal Mishka Mohamed Nour* Katherine Shoppa* Alyssa Skala Rosemary Timmer-Hackert Gwen Watson Sara Whittaker Sydney Wildes Isaac Young Helen Zhang* Xiaoyi Zhu*

Entertainment Editor Artist & Designer Online Profiles Editor Designer News Editor Reporter Photographer Reporter Photographer Adviser Photographer Opinion Editor Reporter Columns Editor Design Editor Artist & Designer

BOLDED NAMES DENOTE SENIORS *Editorial Board member

DEREK CHAUVIN TRIAL

Approximately a year after the murder of George Floyd and the rise of protests for the Black Lives Matter movement, the jury convicted former Minneapolis police officer Derek Chauvin with second-degree unintentional murder, thirddegree murder and second-degree manslaughter April 20.

DASIA TAYLOR ‘21 APPEARS ON ELLEN West High senior Dasia Taylor appeared on “Ellen” April 26 for her color-changing sutures invention that received 10th place in the Regeneron’s Science Talent Search. Taylor received a trophy for winning “Ellen’s Science Fair for People Named Dasia Who Are Changing the World with Great Inventions,” and Shutterfly awarded Taylor $10,000.

NEWS BRIEFS

BY HANAH KITAMOTO

PHOTOS BY SACHIKO GOTO COURTESY OF CRAIG HUEGEL & UNSPLASH

DISTRICT OF COLUMBIA STATE DEBATE The House passed the D.C. statehood bill in a 216-208 vote along party lines April 22. The legislation proposes to have one representative and two senators for the 51st state. There are more than 700,000 people in Washington D.C. and the bill would need the vote of every Democrat and at least 10 Republicans for it to pass in the Senate.

04

NEWS JUNE 3, 2021

DESIGN BY EVA JORDAN

A lot has happened at West High and around the world since the last WSS issue. Here’s some news that you might have missed.

COVID-19 CASES IN INDIA Since late April, India has experienced a dramatic rise in COVID-19 infections with over 26 million total cases and a seven-day average of 283,597 cases as of May 22, according to the New York Times.

PROPOSAL TO BAN TRANSGENDER ATHLETES Gov. Kim Reynolds announced April 29 that the Iowa Legislature is working on a proposal to ban transgender girls from participating in girls athletics. The governor said she will sign the bill immediately, repeatedly calling it a “fairness issue” according to the Associated Press. Iowa is one out of 32 states attempting to ban transgender girls from certain sports.

PFIZER VACCINE ELIGIBILITY EXTENDED ISRAELPALESTINE CONFLICT Israeli police have been in violent confrontations with Palestinian protesters for several weeks. Israeli security forces attacked alAqsa Mosque using stun grenades, rubber bullets and water cannons May 7, leaving many Palestinians wounded.

Israel and Hamas agreed to a ceasefire to halt an 11-day war that caused destruction in the Gaza Strip May 20.

The FDA authorized the Pfizer COVID-19 vaccine for children ages 12 to 15 May 10. With over 100 million individuals vaccinated in the U.S., the authorization provides an opportunity for all middle and high schoolers to be fully vaccinated by this fall. Pfizer is currently running a nationwide trial for children ages six months to 11 years old.

AURORA ROGHAIR ‘21 AND SCARLET MARTIN ‘22 QUALIFY FOR OLYMPIC TRIALS Aurora Roghair ’21 qualified in the 200, 400 and 1500 meter freestyle at the TYR Spring Cup, a national USA Swimming meet, held in Des Moines April 29 to May 2. Scarlet Martin ’22 qualified in the 100 meter butterfly at the local David Armbruster meet at the Campus Recreation and Wellness Center May 23. Roghair and Martin will compete at the Olympic Trials in Omaha, Nebraska from June 13 to June 20 for a chance to travel to Tokyo for the 2021 Olympics.

COLOMBIA PROTESTS Anti-government protests have been ongoing since April 28 in Colombia after anger caused by pandemic-related tax reforms mobilized the nation. At least 42 people have died and thousands have been injured during the protests, according to the Associated Press.

NEWS JUNE 3, 2021

05

FREEDOM OF TEACH In a year full of political turmoil, controversial conversations in the classroom have become increasingly prevalent, raising the question: should teachers share their political views with students?

BY MAYA CHU & KRISHA KAPOOR ART & DESIGN BY GRACE HUANG

06

FEATURE JUNE 3, 2021

P

olitical conversations have become inevitable. From the line in a grocery store to an aggressive Twitter thread, there is no escaping the constant outpouring of news and discussion regarding the latest political events. However, there is one space that political opinions are less comfortably discussed: the classroom.

Out of 148 West High students surveyed, 81.8% said they have experienced a teacher expressing political bias in the classroom. According to ICCSD policy, teachers are generally prohibited from “advocating partisan causes,” but are allowed to express personal opinions as long as it is made clear that they are opinions and that multiple points of view are discussed. Science teacher Jeff Conner is comfortable expressing his viewpoints on political issues.

“I am always open about my liberal ideology with my students,” Conner said. “However, I make it clear that conservative viewpoints are welcome and that we should have an open dialogue in the classroom.”

Some teachers, however, are more hesitant.

“Teachers need to be very careful when working with young people,” said French teacher Theresa Juhl. “I was taught to not share for fear of inappropriately influencing [students].”

West High Principal Mitch Gross also recommends teachers keep their political opinions to themselves.

“I think personal political leanings on issues and candidate preferences probably should stay private,” Gross said.

In the survey, 58.9% of students indicated that teachers should not express political views in class.

One of the students’ main concerns is that teenagers are impressionable and will interpret their teachers’ views as the truth.

“I’m a person who is easily influenced by people older than me,” said Raajvi Singh ’22. “It’s hard for me to build my own opinion if someone else is telling me their opinion.”

Although Conner believes this is a valid concern, he thinks open conversations allow for a diverse set of opinions and the development of critical thinking skills. “[The conversation] should always be focused on critical thinking, and the goal should never be to shift a student’s ideology without rationale,” Conner said. “I try to create good thinkers, and if [they] end up thinking something different from me but are well-justified, that’s good.”

Diana Hess, dean of the University of Wisconsin-Madison’s School of Education, conducted a study of 1,001 juniors and seniors in 21 Midwest high schools to gauge opinions on politics in the classroom. Hess and co-author Paula McAvoy published their findings in “The Political Classroom: Evidence and Ethics in Democratic Education.” In their research, they found that the majority of students did not change their beliefs

POLITICAL BIAS IN THE CLASSROOM SHOULD TEACHERS BE ABLE TO EXPRESS POLITICAL BIAS IN THE CLASSROOM? 41.1% said “yes.”

58.9% said “no.”

*193 student responses 20.8% said “yes.”

79.2% said “no.”

*24 teacher responses

HAVE YOU EXPERIENCED A TEACHER EXPRESSING POLITICAL BIAS? 81.8% said “yes.”

18.2% said “no.”

- MATTHEW BLAKE ‘21

*148 student responses after hearing their teachers’ political views.

“When the sharing of views was not interpreted by the students as trying to … indoctrinate [them], for the most part, they thought it was just fine,” Hess said. “They actually learned from what the teacher had to say, but their own views did not change.”

Whether or not teachers actively push their viewpoints on students, some argue that the power dynamic in classrooms means susceptible minds will inevitably be impacted.

“I think [teachers] have to be careful because, in the classroom, they have the power,” Gross said. “[Students are] very bright, but they’re still kids; their brains are forming.”

Singh believes a teacher’s viewpoint can impact hers, even after she does her own research.

“I think older people have so much more experience, so I tend to believe them more,” Singh said. “Even if they tell me I can make my own opinion, and I go and read about a specific topic, I always have their opinion in my head. I tend to have biases toward that side of the story.”

A teacher’s position of power can also make students with a minority viewpoint feel excluded from participating in class discussions.

“I can understand from the perspective of being in a position of power … how [sharing political views] can be risky. If you do it incorrectly … you can alienate students, making them feel unwelcome or disconnected from their teacher in a way that would be harmful to the teaching process,” Conner said.

Miles Wood ’23 agrees that a teacher’s influence can make some students with opposing beliefs feel uncomfortable and detached.

“Many teachers abuse [their influence] and

“THE PROBLEM STARTS WHEN STUDENTS FEEL DISCOURAGED OR FEEL AS THOUGH THEY ARE NOT ALLOWED TO SPEAK UP AGAINST OR IN CRITICISM OR IN CONTRADICTION TO WHATEVER THE TEACHER IS SAYING.”

openly create an environment positioned against certain beliefs,” Wood said. “I think [students with differing opinions] typically feel more like outcasts in the school.”

Matthew Blake ’21 believes teachers should be open to dissent and make it clear that their opinions are not necessarily correct.

“The problem starts when students feel discouraged or feel as though they are not allowed to speak up against or in criticism or in contradiction to whatever the teacher is saying,” Blake said.

Despite concerns, many argue that teachers sharing their political views can benefit the classroom environment and help encourage students to develop informed opinions.

“Students would be able to work out my political ideology whether or not I shared it openly.

I find that by sharing my views and welcoming disagreement, I am able to create a more inclusive classroom,” Conner said.

He adds that shying away from open conversations can perpetuate the partisan nature of politics that exists in the nation. When teachers are not transparent about their opinions, Conner argues that this reinforces the stigma surrounding political conversations.

“If the idea that [teachers are] trying to spread is that we don’t openly talk about our political views in public, it creates a more fractured and isolated system where people are only talking about politics in small groups, and they’re not really getting a diversity of ideas or opinions,” Conner said.

If handled carefully, political discourse in the classroom can be both relevant and constructive. Blake believes the best way to ensure pro-

ductivity is for teachers to openly express all sides of the argument and invite conversation.

“As long as teachers are taking care to make sure that students know they are allowed to speak their mind without academic repercussions, it should be encouraged,” Blake said. “It does create a lot of learning for both the students and the teachers.”

Although many teachers approach political conversations at their discretion, there are some limitations to what they are allowed to say.

According to the National Coalition Against Censorship, the Supreme Court ruling from Tinker v. Des Moines concluded that students and teachers do not “shed their constitutional rights to freedom of speech or expression at the schoolhouse gate,” but there are exceptions to protected speech.

“Students … felt like the teacher was being silenced by the administration and that their free speech rights really mattered,” Hess said. “That argument … doesn’t really hold a lot of constitutional water, but the students felt that way.”

In the Garcetti v. Cabellos decision 37 years after the Tinker case, the Court held that speech by public employees, including teachers, is not protected by the First Amendment if expressed as part of their official duties.

In the end, Conner believes it boils down to what is best for the students.

“This is all about the students and not about the teachers. My job is to serve my students as well as I can,” Conner said. “Teachers need to prioritize the well-being of students over whatever ideas they have about their own freedoms.”

FEATURE JUNE 3, 2021

07

BIDDING FAREWELL WSS says their goodbyes to the teachers and staff members that will no longer be walking the hallways of West High every day.

BY MISHA CANIN

ART BY SILA DURAN

DESIGN BY MISHKA MOHAMEDNOUR

JULIE PETERSON, CAFETERIA MANAGER WSS: What are your plans after retirement?

JULIE PETERSON: The most important thing to me is my children are grown and live in

Minneapolis, so I’ll be spending time with them. I’m really excited for that. And I just need to make sure to decompress.

WSS: What have been your favorite memories at West?

JP: My favorite memories are just seeing the kids’ faces every day … I mean it so sincerely when I say that West High kids are so polite … nobody’s perfect, but man, like 95% of these kids that come through, even the ones that might have a troubled day or have troubles at home.

WSS: What advice do you have for new teachers and students in the district?

JP: Always be positive and look out for each other and your teammates and know that the administration here at West High is your go-to, they’ll always help you with everything.

JOYE WALKER, MATH TEACHER WSS: What are your plans after retirement?

JOYE WALKER: I want to play a lot of golf. I love to garden ... I love to go cycling. One of the

things I’ve really missed since I’ve become a teacher is those beautiful October days when the sun is bright, the high is 65 and [I’m] able to be outside all day on a day other than on a weekend. I just think it will be wonderful to be able to spend days and days being outside.

WSS: What will you miss the most?

JW: Oh my goodness, the people across the board. The custodians, the office people, the teachers, the students, this is just it to me. This place feels like a big family and so the idea of not coming here every day is a little bit daunting.

WSS: What advice do you have for students graduating?

JW: I mean the world is your oyster … after leaving four years at West I think our students are really

well prepared to do whatever it is they want to do, and I think it’s a good time to chase those dreams.

AMY SHOULTZ, ENGLISH TEACHER

WSS: What are your plans after retirement?

AMY SHOULTZ: Well, I’m really not retiring. My husband and I took jobs at an international

school in Abuja, Nigeria, so I’m going to be teaching middle school at the American International School of Abuja. We’re leaving at the end of July, and we’re going to be teaching there.

WSS: What have been your favorite memories at West?

JW: Oh my goodness, the people across the board. The custodians, the office people, the teachers, the students, this is just it to me. This place feels like a big family and so the idea of not coming here every day is a little bit daunting.

WSS: What advice do you have for new teachers and students in the district?

AS: Work hard. Be kind. Assume the best in others. And when a door closes on you, look for the

08

PROFILES JUNE 3, 2021

open window.

PHOTO BY ALYSSA SKALA & COURTESY OF GREGG SHOULTZ

POST-VAX POST-VAX FACTS FACTS As more people can get vaccinated, it’s important to know what to expect. Here are some things to know about the post vaccination period.

BY KATHERINE SHOPPA ART & DESIGN BY GRACE HUANG

What are common side effects after getting vaccinated?

According to the CDC, common side effects following vaccination include fatigue, headaches, chills, nausea and fever. It’s also common to have pain, redness and swelling at the injection site. According to University of Iowa Internal Medicine Professor Jeffery Meier, the second dose is more likely to cause these side effects with higher intensity.

“The side effects are an indicator that your immune system has been activated,” Meier said.

“This immune system activation can produce a localized reaction at the site of vaccination or a systemic reaction throughout the body.”

How should these symptoms be managed?

Dilek Ince, a professor and vaccine researcher at the University of Iowa, recommends taking Tylenol or ibuprofen and drinking plenty of water to lessen some of the systemic side effects, such as fever. To help with soreness in the arm after receiving a shot, Ince recommends applying a clean, cool washcloth on the area and to exercise the arm consistently to decrease discomfort.

The CDC also recommends using V-safe, a smartphone-based tool that uses text messaging and web surveys to provide personalized health check-ins and assistance after you receive a COVID-19 vaccine. You can monitor your symptoms and get assistance if anything is abnormal. Symptoms should go away after about 48 hours, but if they persist or worsen, you should contact your healthcare provider and continue to monitor your symptoms.

When are you fully vaccinated?

You are considered fully vaccinated once it has been two weeks after your second dose of Pfizer or Moderna or two weeks after your single dose of the Johnson & Johnson vaccine. As

of print time, Pfizer has been approved for ages 12+ while Moderna is approved for those 18+ and Johnson & Johnson for those 18 to 49 years old. Around 25% of Iowans getting Moderna or Pfizer vaccines have missed their second dose, but it’s important to remember that you will not be considered fully vaccinated until you have received both doses.

When is it okay not to wear a mask?

As of print time, the CDC says fully vaccinated people no longer need to wear a mask or socially distance themselves outdoors and in nearly any indoor setting, with a couple exceptions. The CDC recommends that you continue to wear a mask when traveling in buses, trains and airplanes. If a mask is required by federal, state or local laws, as well as regulations in local businesses or workplace settings, these rules must continue to be upheld.

How should you ask someone about their vaccination status?

It can be a touchy subject to ask people if they are vaccinated or not. However, Ince recommends being direct and honest.

“Let them know you are not asking to judge them, but that knowing their vaccine status would help you adjust your own behavior around them,” Ince said.

Is Johnson & Johnson safe?

Use of the Johnson & Johnson vaccine resumed April 23. The vaccine was temporarily recalled from April 12 to April 22 after six cases of a rare blood clotting disorder were reported out of the 6.8 million vaccines issued at the time. The clots can cause thrombosis, or blocking of blood flow, a condition that kills up to 100,000 people per year in the U.S. The recipients also developed thrombocytopenia, which causes abnormally low platelet levels in their blood. It is important to know your risk as the clots are more likely to occur in women who are taking birth control or are pregnant, as well as people with hereditary disorders that predispose them to blood clotting. While there can be risks that come with getting vaccinated, remember that these complications are very rare. According to CNN, the risk of dying from COVID-19 is 40 times the risk of developing the blood clots from the vaccine.

HEALTH & SCIENCE JUNE 3, 2021

09

CALL FOR CONTROL WSS investigates the debate over gun control and the effects of gun violence in Iowa.

BY RUBA AHMED & HELEN ZHANG Scared. Sad. Angry. Disgusted. Normal. These are words West High students used in a survey to describe how they feel when shootings happen across the country and around the world.

Whether people have gotten used to it or are still grappling with the unfortunate truth, the U.S. has become notorious for its unusually high rates of mass shootings and gun-related deaths for a developed country.

In 2020, over 19,000 Americans died as a direct result of gun violence and an additional 24,000 by gun suicide, according to the Gun Violence Archive. Despite the reduction in school shootings due to the COVID-19 pandemic, 2020 saw the highest gun violence death toll in over two decades. Additionally, the Gun Violence Archive found that May 2020 had the most monthly total mass shootings since their first collected data in 2013. GVA defines a mass shooting as an incident in which four or more people are shot; however, this definition varies between sources.

As of May 25, 2021, there have been 194 mass shootings, according to NPR. These alarming rates fuel the ongoing debate over the necessity of gun control and whether

strong enforcement of it is an infringement on citizens’ Second Amendment rights. In Iowa, both national occurrences, as well as local changes, contribute to the conversation.

On April 2, Gov. Kim Reynolds signed a law concerning gun ownership in Iowa that will be put into effect July 1, allowing Iowans to purchase and carry handguns without a permit.

This law does not apply to shotguns or rifles, as Iowans can already purchase and carry those without a permit. The legal permitless carrying of a handgun is known as constitutional carry, and currently, 19 other states allow it.

STUDENT PERSPECTIVES The new constitutional carry law has sparked mostly negative responses among West High students, with 85.4% of 92 respondents to a survey disagreeing with the new law and 12.4% agreeing.

“I’m genuinely feeling unsafe just going out in public because of this new law,” said Quincy Tate ’21. “I think that if most people went through and read the content of this bill, they would not

agree with it.

Like Tate, Peter Adams ’22 believes in the danger that might come along with the passing of this new law.

“It does worry me that it’s becoming easier and easier to get a gun, and especially guns that can inflict a lot of damage in very little time,” Adams said.

Adams feels other students around him may be worried as well.

“Students can get really anxious about school shootings because they’re becoming more prominent,” Adams said. “[This] can make someone feel unsafe going to a school that potentially could be a target for a mass shooting.”

One student that has felt feelings of unsafety after hearing of mass shootings on the news is Briar Martin ’24, who is in favor of stricter gun laws.

“It was so scary to go back to school the day after [a shooting happened],” Martin said. “We have to go to school every single day; there’s no way to avoid [school].”

On the other hand, Miguel Cohen Suarez ’22 finds shootings are no longer a shock to him due

to the frequency of gun violence.

“The sad truth is, it’s happened so many times that I’ve kind of become desensitized to it,” Cohen Suarez said. “When someone mentions a mass shooting, it’s more like just feeling upset that it happened but not really having much empathy for the true tragedy of what happened.”

While some might worry about what easier access to guns might bring in the future, others are not experiencing much of an emotional change.

Sean Hagan ’22 sees widespread gun ownership as an advantage and a means of self-protection from others using guns.

“That [law] doesn’t really scare me or anything,” Hagan said. “I think people owning guns is a good thing, and disarming the population won’t solve any problems that manifest as gun violence.”

Under current Iowa law, a person must be at least 21 years old to obtain a nonprofessional permit to carry or acquire a handgun. A person must be at least 18 years old to obtain a professional permit for a job.

There are many reasons that people give when it comes to the source of gun violence. Most agree mass shootings can be preventable but disagree on the exact cause.

“Bullying is not the cause of mass shootings.

If bullying were a cause of mass shootings, we’d see a lot more people of color, LGBTQ folks and women who are mass shooters — that’s not what happens,” Tate said.

Contrarily, Cohen Suarez views bullying as something that can lead to safety threats.

“I think it’s easy for someone who’s been bullied to take out their anger in an extremely violent and detrimental way,” Cohen Suarez said. “I think building a positive community is extremely important so that … nobody feels they need to harm each other.”

TAKING ACTION Scott Peterson is the executive director and board chair for Iowans for Gun Safety, a non-profit organization that aims to reduce gun violence by lobbying for stricter laws and policies on gun control. Currently, the organization’s primary goal is to defeat a pro-gun state constitutional amendment that will appear on voters’ ballots in 2021. This amendment states that Iowa recognizes the right to keep and bear arms as “a fundamental individual right” and any restrictions on this right “shall be subject to strict scrutiny.”

Strict scrutiny is the most challenging obstacle that legislation needs to pass. If Iowa voters approve the pro-gun amendment, it will be harder

“

IT’S HAPPE N E D SO MANY TI M ES THAT I ’VE KI N D OF BECOM E DESE N SITIZE D TO IT.” - M IGU EL COH EN SUAREZ ’22

to pass restrictive gun laws in the future.

The annual gun-related death rate in Iowa is lower than in many other states. Everytown Research reports that 270 people on average die by guns each year in Iowa. However, in recent years, leadership in the Iowa legislature has made efforts to weaken the state’s gun regulations, which for some, may make Iowa feel less safe than it was before.

“I think there is significant room for common-sense measures, regulations and laws to significantly lower the number of injuries and deaths that we see. And that we again are going in the wrong direction,” Peterson said.

Peterson believes the public perspective on gun control is impactful.

“It’s hard to get to … how we can do better, how we can look at this as a question of public health and public safety, rather than kind of a radical right individual rights movement,” he said.

Peterson also wants students to know they have the power to help prevent gun violence, and can take actions such as defeating the strict scrutiny amendment.

“I just wish [Generation Z] … would say, ‘This is not what we want in Iowa … This is extreme, and we’re going to not only vote against it, but help defeat it,” Peterson said.

Similarly, Adams strongly believes in the ability of students to become activists and voice their opinions on gun control.

“I wouldn’t call myself anti-gun. I’m more in favor of just approaching guns with the level of scrutiny and responsibility necessary for, you know, a lethal weapon,” Adams said.

Adams took part in the Wear Orange campaign of National Gun Violence Awareness Day on June 8, 2019, intending to bring awareness

IOWA AND GUNS: A TIMELINE

2011 Iowa becomes a shall-issue state; if an applicant for a handgunowning permit satisfies the legal requirements of Iowa law, issuing authority is obligated to grant it.

2013 Iowa bans ownership of bullets or projectiles composed of chemicals designed to explode.

2017 Iowa passes the “stand your ground” law, which allows the use of deadly force as a way of selfdefense.

2017 Iowa lowers the age requirement for handgun use to 14 with supervision.

2017 Iowa extends the permit duration for handgun purchase from one year to five years. This requires background checks to only be required every five years.

2020 Without a permit, unloaded handguns carried in vehicles must be placed in containers large enough to prevent concealed carry.

2021 Iowa passes a law that allows Iowans to purchase and carry handguns without a permit, with concealed or open carry.

to the issue of gun violence and support the gun safety movement intending to bring awareness to the issue of gun violence and support the gun safety movement. Wearing orange on this day shows support for victims of gun violence and the gun safety movement.

“I definitely take a role in activism, and calling in to make sure that they hear my opinion because people who [are] pro-gun, pro-constitutional carry are very, very motivated about this,” Adams said. “If a senator hears from their constituents 20-to-one that they are in favor of looser gun restrictions, that’s probably how they’re going to vote.”

Adams also brings awareness to gun violence through conversations in everyday life.

“I do try to bring up this discussion, whenever it’s appropriate of course, with people because I think an honest discussion … needs to be had.

It’s a tough conversation, but that doesn’t mean that we shouldn’t have it,” Adams said.

A large reason for Adams’ passion for gun safety is the loss of his grandfather, who died by gun suicide when Adams was in the second grade.

“It’s just my personal goal to make sure that no other second graders are pulled out of their class to be told that,” Adams said.

In the ICCSD, staff members are also acting to keep people within schools safe.

“Staff completes what’s called ALICE training, which is training that we, as a staff, would do should we have an active shooter in our building or on our grounds,” said Principal Mitch Gross. “[The] training goes through a variety of scenarios that we have to respond to in real-time, so we keep our senses and reflexes quick and agile

“

I TH I N K AN HON EST DI SCUSSION ...

N E E DS TO BE HAD.” - PETER ADAMS ‘22

to be responsive.”

ALICE stands for Alert, Lockdown, Inform, Counter and Evacuate. According to ICCSD Care Assessment Coordinator Dustin Gehring, district staff goes through this training every year and rotates between elementary and high school staff.

“We try to keep the staff as knowledgeable as possible. We know that it’s something we hope that never happens, but we want to be as prepared as possible,” Gehring said.

More training will happen this summer for members of the district’s care assessment team.

Meetings for care assessment started in 2021.

One of the main objectives of this team is monitoring the safety in schools and preventing violence, which the district plans to achieve through the Virginia Threat Assessment Model, a process consisting of a five-step decision tree.

Using this model, the care assessment evaluates a reported threat, which later is classified as transient (low-level) or substantive (serious or very serious). Then, the team will respond to the threat accordingly, using methods such as restorative practices, mediation and mental health assessments. If needed, they will put in place a written care plan.

“If there are any times that we feel that somebody is an actual danger, our number one job is to protect that person or persons from danger,” Gehring said. “We will maybe skip a few steps to protect them and then go back to the beginning and start to reassess, but we want to make sure that everybody’s safe within the school system.”

With the focus of the Virginia Threat Assessment Model being on prevention, Gehring pin-

STUDENT STATISTICS HOW DO YOU FEEL ABOUT IOWA’S NEW GUN PERMIT LAW?

DO YOU PREFER STRICTER OR LOOSER GUN LAWS?

92 students surveyed

HOW DO YOU FEEL ABOUT GUN OWNERSHIP BY THE GENERAL PUBLIC?

AGREE: 12%

STRICTER: 81.5%

LIKE IT: 20.7%

DISAGREE: 85.9%

LOOSER: 9.8%

DISLIKE IT: 52.2%

UNSURE: 2.2%

UNSURE: 8.7%

NEUTRAL: 27.2%

DO YOU OR A FAMILY MEMBER HAVE ACCESS TO A GUN? YES NO PREFER NOT TO SAY

WHAT DO YOU THINK IS THE MAIN CAUSE OF GUN VIOLENCE? 100%

ACCESS TO GUNS: 50% MENTAL HEALTH: 29.3% CONFLICTS BETWEEN INDIVIDUALS: 6.5% DRUG USE: 1.1%

0%

OTHER/UNSURE: 13.1%

pointed some key parts of what causes violence, such as shootings.

“These things don’t happen out of nowhere.

There are usually events that lead up to it, and maybe that’s as small as a student feels out of place, or they’ve been bullied and harassed,, or they have food insecurity at home — there’s some mental health stuff, underlying there, so I don’t think that these things happen just randomly,” Gehring said.

Both Gross and Gehring emphasize the importance of being attentive to the behavior of other people to recognize signs of potential violence.

In one instance that Gross witnessed, a student who was acting unusual was discovered to be carrying a gun in his backpack.

“I think it’s really incumbent upon those of us in education to take the time to make sure that we’re well connected with our students so that we are able to notice when a student is not acting like themselves,” he said.

Gross also believes the administration can improve the West High building.

“We’ve made really solid attempts of limiting access and entry points. That’s been an issue at West,” Gross said. “We’re not quite there as far as having a secure, separate entrance like other schools have, but I think that will be in the works from a construction standpoint and the final phase of our addition, which will hopefully be in the near future.”

Martin is another student who has taken action on this issue. She has attended several protests and rallies against gun violence. Additionally, she believes community members can create change by talking to local politicians, signing petitions and participating in conversations surrounding gun violence.

“They can help make an influence and show how many people really want more laws,” Martin said.

Some community members have already taken the initiative to create more safety measures to prevent future acts of gun violence. Dr. Karim Abdel-Malek is a professor and director at the University of Iowa who co-founded Malum Terminus Technologies Inc., a company that created technologies to detect gun threats.

“We have this incredible system that not only knows that somebody is there — so that’s the person — then, whether they are posturing to do something, and then thirdly, whether a gun exists in the scene. All of this automated completely,” Abdel-Malek said.

There are other technologies used to prevent gun shootings, such as gunshot sound detectors.

However, Abdel-Malek feels as though these might not be as effective.

“

WE’ R E TRYI NG VE RY, VE RY HAR D TO MAKE EVE RY STU DE NT FE E L SAFE .”

- DUSTI N GEH RI NG, ICCSD CARE ASSESSM ENT COO RDI NATO R

“Probably the most common [technology] right now is a sound detection system. If somebody comes in and fires a gun, that sensor trian-

gulates and knows it’s a gun,” Abdel-Malek said.

“It works, but [only] after a shot is fired. Our system is more if somebody is walking with a gun or a rifle to school from afar. As long as that rifle is showing, we’re able to detect it.”

The gun-threat detection technology has already been used around the University of Iowa campus and across the country. However, Abdel-Malek and the company are still working on adding the system to other locations as well, one being schools.

“I think schools are number one by far. The second to that would be large arenas, where the potential to do bad is huge,” Abdel-Malek said.

In the ICCSD, Gehring wants students to know they can trust the district’s ability to keep them safe.

“In the school system, if a shooting were to happen there, listen to your teachers — they’ve been through the training, listen to your administrators — they’ve been through the training,” Gehring said. “We’re trying very, very hard to make every student feel safe.”

PHOTOS & DESIGN BY SACHIKO GOTO

SECTIONING S T I G M A

BY HEIDI DU & SOOMIN KOH PHOTOS BY SARA BARONCINI DESIGN BY XIAOYI ZHU

H

BREAKING DOWN DIVISIONS NCAA: National Collegiate Athletic Association DIVISION I: 32% of NCAA schools (350) Multiyear, cost-of-attendance athletics scholarships available DIVISION II: 28% of NCAA schools (310) Partial athletic scholarships DIVISION III: 40% of NCAA schools (438) - largest division in NCAA No athletic scholarships

CORENTIN CHARLES ‘23 SOCCER

NJCAA: National Junior College Athletics Association DIVISION I: Can give full tuition, fees, room and board, and supplies 400 schools DIVISION II: Can give full tuition, fees and supplies 205 schools DIVISION III: Cannot offer athletically-related financial aid 164 schools NAIA: National Association of Intercollegiate Athletics Smaller association than NCAA 255 schools

14

SPORTS JUNE 3, 2021

Source: NCAA, Smarthlete

As prospective college athletes decide between collegiate divisions, some athletes face the stigma associated with lower-division athletic programs.

MIGUEL COHEN-SUAREZ ‘22 SOCCER

igh school athletes face arguably the most important decision regarding the future of their athletic career: committing to a college. This choice comes with many implications, such as determining what division level of the program they want to attend.

Most public and 4-year universities have programs in the National Collegiate Athletic Association, while smaller, private colleges have divisions within the National Association of Intercollegiate Athletics. Two-year institutions, such as community or junior colleges, are part of the National Junior College Athletic Association.

Home to over 400,000 collegiate athletes in the nation, the NCAA is divided into three divisions, abbreviated as DI, DII and DIII, each with different requirements for athletic programs.

Divisions are most distinctly determined by school budget and size, with DI schools having a higher budget and greater variety of sports.

Miguel Cohen Suarez ’22, who plays varsity soccer, sees that these differences bring a varying level of competition between collegiate divisions.

“DI is the most competitive, and that’s usually at bigger schools,” Cohen Suarez said. “DIII is usually smaller schools and is less competitive.”

According to Peyton Steva ’19, who ran track at DI University of Northern Iowa and currently runs at NJCAA DII Indian Hills Community College, there is little distinction between the competitiveness of these programs.

“There is little to no difference between DI, DII, DIII and JUCO,” Steva said. “Everyone participating in a sport, no matter the level, is there because they want to be a part of that sport at the highest level.”

Along with this decision, some student-athletes face the stigma that comes with attending a lower division college.

Nola Femino ’21 committed to swim DIII at Calvin University. While she believes the stigma exists, she finds that athletes have personal reasons for choosing their college.

“I think that a lot of times, DI is extremely demanding, especially with college,” Femino said.

“I’m just excited to swim in college, and I wanted to have a balance between college and social life

and [swimming]. I felt like DIII gave me a good option for that.”

One of the main reasons Femino chose Calvin University was its resources, including its athletics complex and training programs.

“They’re a private college, so they have a lot of funding that goes into their DIII programs,” Femino said. “They do a lot of stuff that DIII schools don’t [usually] do, like training trips and promo days, so I liked that because it was the best of both worlds.”

Doug Wagemester is the athletics director at Kirkwood Community College, a 2-year school that is a part of the NJCAA and competes in the Iowa Community College Athletic Conference.

According to Wagemester, community college programs can be cost-effective, making them the more affordable option for most.

“Our cost compared to DIII schools [is cost-effective] for sure because they don’t offer athletic scholarships,” Wagemester said. “We can give better financial packages than some DI schools.”

Wagemester estimates 10% to 15% of Kirkwood’s athletes either transfer in from a 2-year college or transfer back from a 4-year college.

Additionally, more than 90% of athletes transfer out of Kirkwood.

Wagemester believes some players attend a community college as a step towards attending their preferred division later on.

“Maybe they’re not getting recruited at the level they’d like and think community college could be a path to something they’re looking for,” Wagemester said.

Seybian Sims ‘17 attended Kirkwood Community College before transferring to North Dakota State University, where he currently plays DI basketball. Going into Kirkwood, Sims planned to graduate after two years and then transfer to a school at the DI level.

“We had two amazing seasons [at Kirkwood], and North Dakota reached out and offered me a scholarship,” Sims said. “I was there for a year, and now I plan on playing at the University of Northern Kentucky for my remaining two years.”

Despite their athletic ability, lower division programs may offer more flexibility for athletes.

Steva decided to transfer from a DI school to a junior college due to personal reasons.

“I moved to Indian Hills not because I wasn’t capable of competing at the DI level,” Steva said.

“I just had a lot of things going on in my personal life that changed the direction my life was going in, so I took a step back from NCAA DI and moved to JUCO.” As a junior, Cohen Suarez is in the process of deciding what college to attend. According to him, there is a natural difference in skill level between the collegiate divisions.

“On a general basis, the most skillful players try to play in the highest division, and people try to play in the highest division that they can,” Cohen Suarez said.

Soccer player Corentin Charles ’23 believes

NOLA FEMINO ‘21 SWIMMING, DIVISION III

WE AS A SOCI ETY ALWAYS STR IVE

TO BE TH E BEST OF TH E BEST, AN D WE VE RY EASI LY ASSU M E THAT ANYTH I NG OTH E R THAN TH E TOP I SN ’T WORTH IT OR SE R IOUS .” -CO RENTI N CHARLES ‘23 this stigma may exist due to a pressure to succeed.

“I think the stigma exists because we as a society always strive to be the best of the best, and we very easily assume that anything other than the top isn’t worth it or serious,” Charles said.

Wagemester, who has been coaching at Kirkwood for 23 years, believes the stigma remains for community colleges because of flawed perceptions.

“There is a bit of a stigma with the community college experience,” Wagemester said. “A lot of times when [people] say, ‘community college,’ they’ll say well, I’m thinking of two buildings downtown and academically underprepared students … That is not the case, and we’ve been working hard at that. I think [the stigma] has changed in the last 20 years, but certainly, people who don’t educate themselves could be misled that way.”

Steve Bergman, West High’s boys basketball coach, also believes students’ perceptions of lower-division athletics are skewed.

“I think it’s because they grew up here, and so their vision of college basketball is Big 10, Iowa,” Bergman said, “and I don’t think they realize how exciting or how competitive DIII basketball is. It’s very good basketball, and it’s well-attended.”

In the decision process, Bergman has found some athletes are reluctant to commit to DIII schools because of this reason.

“We have a hard time getting kids to go DIII and play basketball,” Bergman said. “If DIII is their option, they probably don’t play.”

West High Athletic Director Craig Huegel does not see a valid reason for the stigma. No

matter the level of the program, he believes all student-athletes should take advantage of the opportunities given to them.

“There is a stigma out there that, if it’s not a DI athletic scholarship, it somehow means less, which I’ve never quite understood,” Huegel said.

“Anybody who gets an opportunity, whether it’s at a community college, an NAIA school, a DIII school [or] DII, those are great opportunities.”

Huegel also believes lower-division programs have undoubtedly achieved a high level of success.

“There are a lot of DIII NAIA schools that do things really well,” Huegel said, “and, conversely, there may be DI schools that have not established that culture of achievement.”

Wagemester believes the stigma has evolved over the years, with more athletes being open to continuing their athletic success through various paths.

“Over time, with some funding from states and some exposure … what these kids are doing and what we’re doing to prepare them for the next level has opened people’s eyes, and hopefully more in the future,” Wagemester said.

Ultimately, Huegel hopes athletes will value what is important to them in the future.

“I would encourage our student-athletes to ignore the noise about, ‘well, it’s not a DI school so it must not be good.’ That is the biggest myth.”

Huegel said. “It’s more about what is the right fit for you. This is your experience as an athlete; you have to be the one that’s comfortable with it.”

SPORTS JUNE 3, 2021

15

Rainbow Reading Recs

Here are eight great reads to kick off summer vacation and celebrate Pride month with.

BY ROSEMARY TIMMER-HACKERT ART & DESIGN BY ZOEY GUO

Darius the Great Is Not Okay

By Adib Khorram

“Darius the Great Is Not Okay” is another book on this list guaranteed to have you in tears. It follows Darius, a biracial Persian American, on his first trip to Iran to see his extended family.

The book centers around these themes as Darius gets to know his grandparents. While there, he also meets a new friend, Sohrab, who understands him as no other person has before.

The novel’s biggest strength is its ability to make you care about everything. I fell in love with the characters, the setting and Iranian culture. Representation-wise, throughout the novel, Darius is questioning his sexuality. One great choice Khorram made was not giving him a romantic subplot. The story is full enough without one, and not being in a relationship doesn’t make a queer character or person any less queer.

They Both Die At The End

By Adam Silvera

Spoiler alert: they both die at the end. This is the book to turn to if you need a good cry.

The readers get front row seats to watch two teenage boys, Mateo and Rufus, find out they’re going to die, find each other, find love and then lose it all in a single day. This is made possible by Death-Cast, a company that informs people about when they’re going to die. The whole novel explores the consequences of this knowledge from the perspectives of its two main characters and various side characters. This format works well here because it allows Silvera to examine Death-Cast as a concept. Overall the book makes for a great, heartbreaking read.

Last Night At the Telegraph Club

By Malinda Lo

“Last Night at the Telegraph Club” is set in 1950s San Francisco and follows Lily, a young Chinese American girl coming to terms with her sexuality. It is incredibly wellresearched and does a great job of representing the struggles of being Chinese American during the Red Scare and lesbian before queer identities were more widely accepted. While it deals with difficult issues, it still manages to be a warm and tender book with the inclusion of a lesbian found family and an incredibly sweet romance between Lily and her fellow high schooler, Kath. Queer history is seldom discussed, so seeing queer characters in historical settings has an almost fantastical element to it.

“Last Night at the Telegraph Club” owns this, making the book feel astonishingly vivid.

16

ENTERTAINMENT JUNE 3, 2021

On a Sunbeam

By Tillie Walden

“On a Sunbeam” is a science-fiction graphic novel that interweaves the story of Mia’s school romance with Grace with her adventure traveling the universe as part of a reconstruction crew. The cast is made up of female characters and a single non-binary character, making for plenty of sapphic romances to follow. It’s impossible not to become invested in Mia’s relationships, whether it be her romance with Grace or her friendships with the crew. The artwork, while simple, was clearly crafted with care, and Walden creatively uses color to differentiate the storylines and convey what the characters are feeling.

I Wish You All the Best

By Mason Deaver

When Ben decided to come out to their parents as non-binary, they did not expect their family to kick them out of the house.

Luckily, they find a place to stay with their estranged sister, Hannah, and her husband as they complete their senior year. The story’s main focus is on Ben’s relationships with others, especially Nathan, a fellow student that insists on taking Ben under his wing after they transfer schools, who I can only describe as sunshine in human form. Throughout the story, we see how Ben’s parents’ actions affect them, making it harder for them to open up to others. Nathan remains patient and eventually, his and Ben’s friendship becomes something more. Overall, it’s an incredibly genuine novel about everyone’s right to be loved for who they are.

Scan this QR code to find out where these books are available.

The Ship We Built

By Lexie Bean

“The Ship We Built” is told in letters addressed to whoever finds them and sent off on balloons by Rowan, a young transgender boy. The best thing about this book is that Rowan feels real. It’s easy to imagine a fifth-grader as the one writing the letters instead of the author. While Rowan’s coming-of-age struggle is primarily related to his gender identity, I think everyone can relate to being scared to grow up and the challenge of being yourself when you’re not quite sure who that is yet. “The Ship We Built” leans more towards heartbreaking than heartwarming, but it is a mix of both, making for a remarkable read.

Beyond the Black Door

By A.M. Strickland

If you’re yearning for a wonderful world to get lost in, then look no further than “Beyond the Black Door.” The story revolves around a mysterious black door that the main character, Kamai, keeps seeing inside people’s souls but was told never to open. Anyone familiar with the fantasy genre knows this means someone will open the door at some point, but I was not expecting how quickly it happened, and Strickland kept surprising me. I found myself shocked by each twist and turn the story took as it navigated the political intrigue and potential romance that lay beyond the black door. Overall this is a delightful dark fantasy novel, and Kamai is arguably the best asexual representation I’ve ever read, which is probably due to Strickland being asexual and biromantic herself.

ENTERTAINMENT JUNE 3, 2021

17

A

The Social Shell WSS intern Zoe Smith ’24 shares her opinion on virtue signaling, performative activism and social media.

BY ZOE SMITH PHOTOS BY CAROLINE BARKER ART & DESIGN BY KAILEY GEE

18

OPINION JUNE 3, 2021

fter George Floyd was killed at the hands of a white police officer last summer, Black Lives Matter protests were in full swing. Not only were streets overflowing with protesters, but Instagram feeds were also overflowing with reposts.

Anytime something happens in the world, my generation turns to social media to post a pretty little infographic to show that they “truly care” and are “activists.” However, performative activism, such as posting on Instagram, is not activism that will bring meaningful change, and it never will be.

Over the past year, I have seen many of my peers fall into a trap of reposting every single thing they see about current issues on social media while clicking through dozens of the same posts and infographics. I, too, have been caught up in the fad of resharing information on social media, purely because I didn’t want my peers to think that those issues don’t matter to me.

When I see posts about how a lack of posting “contributes to the problem,” it contributes to the pressure people feel to do the same because they are scared of what others might think if you have a differing opinion. But many people don’t want to post 50 things on their stories that people have already seen, especially if some of that information has fallacies.

For example, late last summer, a conspiracy theory claiming that an online store called Wayfair sold furniture containing kidnapped children was widely circulated online. As everything does on the internet, this conspiracy theory spread like wildfire. But in reality, it was a far-right conspiracy theory that someone on TikTok fabricated. Social media can have a large influence on Gen Zers, with 90% of teens ages 13 to 17 using social media according to the American Academy of Childhood and Adolescent Psychiatry, and 75% of those have an active profile. A study done by Common Sense Media also showed 54% of teens rely on social media for their news. This dependency on social media causes people my age to get so caught up in the platform that we forget to actually process and critically evaluate the information we receive.

Performative activism can be very harmful. Posting things about different world issues has become a trend and this distracts from the problems at hand. With the rise of the Black Lives Matter movement, there was an outpouring of performative activism, one of which being “Black Out Tuesday,” which entailed posting a black screen on your feed with the hashtags #BlackLivesMatter or #BlackoutTuesday. While there were positive intentions, this trend ended up hurting more than helping. As screens overflowed with black screens captioned #BLM, it drowned out Black people who were actually sharing their experiences with systemic racism. Racism does not stop with a black screen. Racism stops with acknowledging the problem and educating yourself and others, and letting others educate you.

Performative activism is defined as surface-level activism. I am tired of seeing the hypocrisy of peers who are so enthralled with posting on social media about “saving our planet” and “why we need to stop saying the r-word” while using slurs and throwing their trash out of the window.

Information you see on social media isn’t automatically true, and the spread of incorrect information not only discredits news sources but spreads disinforma-

WORD Bank

FALLACY: A false notion or misconception.

PERFORMATIVE ACTIVISM: Activism fueled by others perceptions of you and not for the actual cause.

INFOGRAPHIC: A graphic created with art, images and/or words used to present information in a clear format.

SLACKTIVISM: Standing up for a cause with little effort, such as using social media and signing online petitions.

VIRTUE SIGNALING: Expressing opinions for a cause publicly with the intention of Source: dictionary.com showing your good morals and character.

“REAL CHANG E COMES FROM EDUCATING OTH ERS AN D TAKING ACTION.” -ZOE SMITH‘24

tion and distrust in society. I understand how easy it is to get your news on social media, but many of these “news” accounts are highly opinionated and often uncredited without sources.

News should be factual, not opinionated. When you post something on your story that has to do with current events in a sparkly infographic, make sure to actually read the news. If adolescents today took the time to read the news from multiple sources and perspectives, then their ideals of this world would shift due to them being able to form their own opinions based on facts rather than the opinions of those around them. When reading the news, make sure to take the time to reflect on that source’s reliability to ensure you are getting the most accurate and unbiased news.

Most of my friends share the same political and social views that I have, so I am in an echo chamber where the same ideas I have on the world are thrown back at me. Having my beliefs constantly reinforced is not always a good thing. In fact, it can be more of a problem than a benefit.

Our generation has become stubborn when it comes to new ideas. Right now, we are caught up in our own echo chambers. Our social media feeds will keep reinforcing our preexisting views, and as soon as someone has a differing opinion, we get angry at them because they don’t have the “right” or “popular” opinion. I don’t want to share the same ideas with everyone, but it feels like there is no room to create my own opinion.

It is not only boring, but dangerous. As soon as we are confronted with a different opinion, it is hard to look at that opinion with an open mind.

I want to have conversations with people with different perspectives; I want to be challenged and think critically. But when Gen Z’s first instinct is to cancel someone who disagrees with them, it is very hard to find people with their own opinions. Have conversations and be open to talking to someone who disagrees with you, educate them as well as learn from them.

There is so much going on in the world today, and I have definitely felt anxious and concerned about doing enough. As young people, my generation has faced a fiery mess of issues to deal with. Many of us feel pressure to make change.

Naturally, we turn to social media to do so, as it is largely where we communicate and express ourselves. These massive problems have taken over the globe for years, and all I feel I can do is sign a petition and share an infographic. These thoughts flood me with anxiety because I want to help these people and I want to help our environment, but me signing a petition and posting an infographic is not going to save the Amazon Rainforest, fix the border crisis, or end police brutality.

Real change comes from educating others and taking action. If you want meaningful change, then inform your peers in person, because no one is taking that infographic seriously. Have conversations and be open to talking to someone who disagrees with you, educate them as well as learn from them. If you want to see real change,

do the work in your own community — go to protests and town halls, call your local representatives and support marginalized people in your community. If you can, donate money and most importantly, vote. Posting things just to check off a box is only helping you feel like you are doing something to aid the situation, which is not only selfish, but does not bring about change.

If you are looking for ways to make a change but don’t know where to start, educate yourself and make an impact through volunteering.

There are many great organizations such as Houses into Homes and the CommUnity Crisis Center. Regarding governmental change, there are many opportunities for students to get involved. One example is the Iowa Youth Advisory Council. Participating can give you a first-hand look into how legislation is made, and you can also share your ideas to enact positive change in your state. Find a way to make a real difference, because change doesn’t happen over a screen.

“IT FEELS LIKE TH ERE IS NO ROOM TO CREATE MY OWN OPINION.” -ZOE SMITH ‘24 OPINION JUNE 3, 2021

19

West High School SFAs

SECLUDED The WSS Editorial Board addresses the lack of student awareness regarding mental health resources at West High during the 2020-2021 school year.

Visit the Guidance Office or contact them directly via email.

Annie Gudenkauf gudenkauf.anna@iowacityschools.org

Jamie Schneider schneider.jamie@iowacityschools.org

CommUnity 24/7 Crisis Hotline Call 1-855-325-4296 or chat at IowaCrisisChat.org.

DESIGN BY SILA DURAN PHOTOS COURTESY OF UNSPLASH

This is an editorial. An editorial, like news reporting, is based on objective facts, but shares an opinion. The conclusions and opinions here have been derived by our Editorial Board and are not associated with the news staff.

A

s the 2021-2022 school year draws to a close, students and staff alike must reflect on a year of unprecedented learning and hardship. This school year had its fair share of difficulties, from charting the unfamiliar virtual classroom to navigating a safe return to in-person classes. Since last March, online learning has confined the relationship between students and teachers to a screen. Despite a slow transition back to traditional classes at West High, a particular challenge has endured: lack of connection.

Whether part of the online or in-person learning program, this separation from others has affected everyone. Quarantine isolation has been detrimental to many individuals’ mental health, and amidst the disorder of this school year, it has been nearly impossible to know where to seek help. In light of recent, tragic events in the West High community, every student must be aware of available mental health services to ensure their well-being. Although West High offers such resources, most do not know they exist or are afraid to seek help. This issue stems from ineffective communication between administration and students.

Even in previous years, the student body’s knowledge of mental health resources at school has been scarce. Students are expected to seek aid when necessary, yet, with little administrative action to advertise these services, students must search for help by themselves. This can be especially difficult due to not only the nature and symptoms of mental illness, but also the stigma surrounding it. Pandemic circumstances have increased this lack of awareness, particularly for new West High students in the online program, where the guidance office is further than just down the hall. This is not just a matter of well-being but also a problem of equity.

20

EDITORIAL JUNE 3, 2021

Administrators did not widely publicize mental health services throughout the school year, whether by email, homeroom announcements, posters or otherwise, leaving many students uninformed. Unless administrators communicate directly with students through various means, it is not guaranteed that all students are aware of these resources.

Mental health is seldom a topic of conversation in the classroom, yet another reason for students’ lack of awareness of school resources. If teachers do not actively engage students on this issue and continually emphasize the importance of mental health, seeking help in the school environment becomes a more daunting task. To the Editorial Board, it seems that both administrators and teachers typically promote these resources only when students hit rock bottom. A student should never have to reach their breaking point before learning what services are available to them — they should already feel certain West High puts well-being before schoolwork from the start. By normalizing interaction between mental health resources, like Student Family Advocates, and the student body during the school day, students can more easily seek help when needed.

The question of mental health resources at West High is one of awareness rather than availability. West High offers several services to students through district and community efforts, including mental health resources, hospitalization help, medical support and a local crisis line through the CommUnity Crisis Services and Food Bank. Throughout the school district, Arabic, French, Lingala and Arabic-speaking cultural liaisons are also available to connect families to the support they need. These services are not just limited to mental health; they also provide homelessness assistance, LGBTQ+ support, parenting resources, supplies to meet basic needs and more. To utilize any of these resources, contact SFAs Annie Gudenkauf or Jamie

Schneider via email, or visit them in the West High Guidance Office. SFAs’ primary focus is to connect students with school, district or community services and are also great resources for any student needing a one-on-one conversation during the school day.

This school year has made flaws in communication between West High administrators and students especially apparent. These shortcomings have exacerbated students’ lack of awareness of school resources and the stigma surrounding mental health in the classroom, demonstrating that current administrative efforts to promote social-emotional wellness are insufficient. The primary reason for these issues is poor communication. Administrators and teachers must ensure students are aware of helpful school resources and prioritize mental health in the classroom every day. In turn, students and staff may work together to further publicize valuable school resources. Students should already know who to contact for support if they need it; they should not have the burden of looking for help by themselves. Additionally, West High administrators can strengthen their connection with the student body by promoting mental health resources through various virtual and in-person means, such as classroom discussion, regular emails and informational posters around the building.

West High must now take time to reflect and implement immediate change before a new school year begins. Although there are several valuable mental health resources available at school, most students are completely unaware of them. By promoting these resources and increasing overall communication with the student body, the West High administration will demonstrate its devotion to supporting students’ well-being and making help accessible to everyone.

21

ADS JUNE 3, 2021

ADS JUNE 3, 2021

22