Zionsville teens build friendships, plans for future careers through the community’s growing car culture
Peer ML class
As the only girls on Zionsville’s hockey team, sophomores Gleason, Jovonavich prove that skill, determination matter more than gender
With major playoff runs, record-breaking seasons, Indianapolis sports teams are giving fans a reason to believe again
First year of the ZCHS esports team brings struggles with technology but their communication, teamwork helps them persevere
The benefits of celebrating Christmas before
Patronizing posters, poor advertising turn a useful safety tool into a joke among students, damaging the STOPit app’s credibility
to events coming up, looking back on past student events
Technology, diploma changes send wrong message about the importance of learning foreign languages
AirPods,
captioning glasses, Google Translate and Indiana’s new high school diploma all seem to suggest that learning a new language isn’t worth the effort. Improved brain function and problem solving skills: a waste of time. Understanding world cultures and practices: a waste of time. Unique educational experiences: a waste of time.
In the new Indiana Core 42 Diploma, World Language classes have been lumped into a larger general elective category for current freshmen and all future grades. Instead of requiring four credits of a language to graduate, students now need 12 credits from this group, which also includes Fine Arts, Performing Arts and Career Technical Education.
showed “the brains of successful learners had undergone functional changes, the brain was better integrated.”
Beyond the mental strength these classes provide, the large emphasis they have on learning the culture is the best part. They introduce ways of life from around the world more impactfully than a history class can. Students learn not only about the past, but about the everyday lives of people in places they may never visit.
These learning opportunities increase empathy, respect, understanding of world politics and reduce prejudice, characteristics that every Zionsville graduate should possess.
On the surface, it sounds like more choice, but it risks sending the message that learning another language doesn’t matter.
This change shouldn’t be seen as a reason to skip World Language classes that seem difficult. In reality, those challenges make them worth taking.
By middle school, where these classes are introduced, it feels like every other class builds upon the last. But with language classes, we’re given the chance to start something completely new. Their difficulty creates problem solving and critical thinking skills in a way no other subject can.
In a 2014 Penn State study, subjects learning Chinese vocabulary words
These learning opportunities increase empathy, respect, understanding of world politics and reduce prejudice, characteristics that every Zionsville graduate should possess.
They also create real connections with others that speak the language. Whether through foreign exchange programs, pen pals, travel or local events like the Chinese National Honor Society’s Chinese New Year celebration, students connect with people and cultures beyond their own.
While technology may translate sentences, it can't replicate those experiences. Learning another language is more than a class on a list of options, it is about connecting with and understanding another culture. We shouldn't let new requirements make us forget that. Learning a foreign language isn’t a waste of time. Choosing not to learn one is.
Cover:
Srinithya Basireddy
Spence
Farrar Perspectives
Dhani Miller
Izzie Paino
Gia Villarrubia
The mission of the Harbinger is to provide
relevant and interesting content, while handling topics with respect, objectivity and accuracy. Harbinger aims to reflect the diverse nature of the student body of ZCHS by including those of all walks of life in the publication. The Harbinger is student-run and opinions in the magazine do not necessarily represent those of ZCHS or Zionsville Community Schools.
Vasquez Suarez (10) on her grade form on
23, Taite Dalberg (12) and Maddie Reyes (12)
friends. Vasquez Suarez has lived in the United States for three
school. Photo by Lilly Steele
Lockdown Lockdown Lockdown
Amid rising concerns over school safety, new lockdown technology aims to bring ZCHS peace of mind, faster protection
By Ariana Spence, News Editor, with additional reporting by Laine Dickerson
Right before the end of the school day on Sept. 10, sophomore Samantha Calibo and her class huddled in the darkest corner of their classroom, watching the red light flashing on the ceiling.
All across the school, classrooms were silent, with the doors barricaded and the lights off. But panic set in especially for Cal ibo’s class when the lock down first initiated, with no teacher present and no knowledge of the situation.
“It was chaotic,” Calibo said. “People were panicking, and it was not a calm situation. We were all scared out of our minds wondering if there was a real shooter or not.”
all the kids to the high school, and then we went on lockdown because nobody knew what was happening,” Byrum said. “But when we were on lockdown, they didn’t tell us anything about what was going on.”
In order to prevent unsafe situations from going unstopped and to limit miscommunication, this school year Zionsville Community Schools implemented new Centegix security and lockdown systems in order to better prepare students and staff for the possibility of an intruder.
Fire arms are the leading cause of death among children and teens in the U.S., according to the Center for Disease Control.
Although there wasn’t an actual intruder in the school, and the lockdown was only initiated inadvertently after a medical emergency, Calibo and her class were still fully aware, and scared, of the possibility of a threat within the school.
At nearby Herron High School, a gun was brandished by a student on Sept. 11 and another student’s life was threatened. Westfield High School was also placed on lockdown on Sept. 29 when a student claimed to have a weapon, although there was no gun present.
In 2018, this possibility became reality, when a 13-year-old student at Noblesville West Middle School (NWMS) shot and injured another student and a teacher. Matthew Byrum, a current ZCHS math teacher, was present at NWMS when the shooting occurred.
“After the shooter was cleared, they moved
Each ZCS school now has silent, flashing warning devices located on the ceiling of almost every classroom, bathroom and hallway. Each teacher’s computer screen also displays a warning message to alert the school silently of a lockdown.
Teachers are also now required to carry a badge that can call for help or initiate a lockdown. The badges can instantly contact administration, start a silent lockdown or contact authorities, depending on the number of times the button on the badge is pressed.
“It’s a true game changer in making us a lot safer and putting us in a position to react in a way that’s vastly improved from what we would have been able to do in the past,” assistant principal Jared Williams said.
The new systems haven’t replaced the previous lockdown systems such as the ALICE procedure. The new systems are merely an add-on to better prepare students for an intruder situation.
“[The new lockdown system] helps all the staff to be on the same page quickly in case
an intruder is in the building,” Calibo said.
According to the New York State School Board’s Association, lockdown methods like ALICE have had average success rates consistently over 85%. New lockdown systems going up all over the country are only expected to make these numbers rise.
Most school security systems and lockdown protocols haven’t been around for very long, and although more ways to protect students and staff are being put into place, the number of school shootings per year has been increasing substantially.
In the past two years, the rate of gun deaths among children has gone up by over 50%, and in 2025 alone, as of Oct. 1, there have been 184 mass shootings on K-12 school grounds that resulted in at least two injuries or deaths, according to a database from the University of Missouri.
Before lockdown systems had been majorly implemented in schools across the nation, the few school shootings that occurred were much more deadly because of the lack of prevention efforts and the lack of preparedness for what could happen during a shooting. This causes a drastic difference in casualties between schools now and schools in the past with less security.
According to Williams, the new security system has been tested several more times since the initial unplanned lockdown.
“It’s our job to just have the best course of judgment and additionally keep everyone safe,” Byrum said. “At the end of the day, it’s about the students, not about us. So it’s whatever we have to do to kind make sure that happens.”
Lost in Translation
From Google Translate to ChatGPT, World Language classes adapt to rampant technology use as state diploma requirements change
By Brody Brown, Feature Editor
Indiana’s new high school diploma no longer requires two years of a world language, instead opting for world language courses to be completely optional. This removal was replaced by allowing students a selection of 12 elective credits. These courses are also offered under the category of “World Perspectives” where students can choose between a world language or a “world-focused social studies courses.”
“I fear the new diploma’s lack of emphasis on world languages will diminish their importance in the eyes of students and families,” Spanish teacher Lindsay Alessandrini said.
This sentiment isn’t exclusively held by faculty either.
“I think it’s a bad look for the degree since it’s devaluing [languages],” junior Colin Graninger said.
Graninger is trilingual, speaking English, Spanish and French and currently is in French 4.
“I’m very passionate about French,” Graninger said.
“I’ve always loved it, I love the history and I’ve
always felt like I’d like to expand my language [skills].”
Also affecting world language classrooms is the changing artificial intelligence landscape. The reality for world language teachers and students at Zionsville has been to adapt.
“I think there are pros and cons [to AI], and it depends on the level of your language proficiency,” Chinese teacher Shu-Chun Tseng said. “When you get to a certain level, AI will definitely help you enhance your skills. I’ve implemented it in different ways. I’ve used [it] to help create real life scenarios that we can apply to the skills we are learning in class.”
Even with its positive uses, there isn’t a definitive way to spot cheating other than the tells that come with the technology.
“AI is never going to be perfectly punctuated for the circumstance… you can tell sometimes it’ll use grammar above the level the kids are at, that’s the number one [way people are caught],” Graninger said. “We started doing [checks] about actual knowledge on recent speaking assessments. Our teacher would ask us questions about it, making sure we actually knew what the words meant.”
World Language teachers have seen this kind of technology change in years past in the form of Google Translate.
“I remember when Google Translate was first a thing and everybody thought, ‘this is great,’” French teacher Jenna Engelhardt said. “But you have to learn how to work with it.”
Google Translate’s function was to translate a phrase or word from one lan-
guage to another. However, Google Translate’s lack of context for languages puts a cap on its usefulness for students.
“I feel like [AI] can be very helpful for learning, it can actually understand what you’re trying to get,” Graninger said. “[For] Google Translate you just put a word in and it gives it to you translated.”
Despite the growing popularity of AI, there are still limitations to the technology.
“There’s still cultural norms, there’s still slang, there’s still lots of things that AI is probably not going to be great at,” Engelhardt said. “Also just having spent time and lived in the culture, there’s so many little niche things to learn about that your AI best friend isn’t always going to know or be able to give you that personalized experience.”
An important piece of world language classes is learning about the culture that the language comes from.
“Learning a language is not only being able to understand people, it’s the whole culture and it’s the whole different identity,” Graninger said. “You speak different, you act different, you have different thoughts.”
This is where educators have the upper hand on AI and the benefits of world language come out.
“ You’ve got human interaction, that’s what makes kids passionate about things is their ability to connect,” Engelhardt said. “If you’re connecting with a computer there’s not a lot of emotion there.”
Even with the new diploma moving away from World Language classes, teachers still believe that it’s important for students to learn new languages.
“Kids should learn another language and about different world cultures, even if they don’t become completely fluent,” Alessandrini said. “Beyond learning how to put words together, learning a language is about understanding how other people think, communicate and live.”
Multilingual Mentorship
Peer ML class allows selected students to tutor English language learners, helping them navigate school, life
Sharing candy with Zaicheng Wang (12), Peer ML tutor Sanraj Singh (12) finishes giving a lesson about appropriate AI usage on Oct. 9. Photos by Dhani Miller
By Jasleen Kaur, Guest Reporter
Just four years ago, ZCHS had only one part-time Multilingual Learner (ML) teacher. Fast-forward to today, there’s a full-time teacher and nine students consistently engaged in enriching the experiences of students learning English and adapting to an English-speaking school.
These nine students are a part of the new Peer ML class, a class period in their schedules dedicated to helping around 30 ZCHS English language learners feel included by showing care and giving assistance. The development of the class came from a crucial need for academic support for non-English speakers at ZCHS.
“People think you need something more profound or that you need to speak their language and you don’t,” ML teacher Lisa Geimer said.
everything from finding a classroom and checking emails, to navigating Canvas.
“I have never seen a group of American students be excited and want to be so involved with students that speak other languages,” Geimer said.
Lorena Irizarry-Rodriguez created the idea for ML students to be tutored by peers to create a sense of belonging and help Geimer.
“I have never seen a group of American students so excited and want to be so involved with students that speak other languages.”
- Multilingual Learning teacher Lisa Geimer
Geimer said that it’s not necessary for a peer tutor to know the English language learner’s native language. The main requirements for the class are having a GPA of at least 3.0, being a student in good standing, and being fluent in English.
Peer tutors realized many students needed more than homework help, also providing assistance for bigger challenges. Tutors step in to guide students through these challenges, regardless if they don’t speak the same language. The tutors act as guides, helping with
The Peer Proposal
Irizarry-Rodriguez also is one of these peer tutors and already sees the rewards of investing time with multilingual learners. She recently helped a student with his personal narrative for English class.
“He really trusted me with his story and him emigrating from Honduras,”
Irizarry-Rodriguez said. “It was a wonderful thing to be able to read it and be able to help him put everything he was saying in his mind into words and to English.”
Peer tutors in this class contribute to the student’s growth, both in educational and social situations. Geimer said the classroom is a place where the students “can go to feel safe.” Over time, this helps new English learners become more comfortable in a space that once seemed scary.
“Having someone who’s their own age being there with them, showing up and staying dedicated to their educational growth would encourage them to keep growing,”
Irizarry-Rodriguez said.
As part of the Peer ML coursework, tutors complete self-paced lessons focused on learning about English language learners and proper tutoring techniques.
Geimer said her true goal for the future of this class is to “help build a more integrated community.”
“We have the magical unicorn school that you can actually do this in,” she said.
Geimer said all students can contribute to this inclusive community building by connecting to ML students during their day.
“They don’t get talked to very often. Just being interested in who they are at all, that’s enough sometimes to open them up,” Geimer said.“
Lorena Irizarry-Rodriguez proposes ML Peer class after personal experience with ENL program
“Last year when we had our APUSH Project Based Learning fair, my group and I really wanted to work with the ENL program. At first it was just going to be tutoring, helping them out. Then I realized this could be a way to get a class going. I talked to the administration with one of my group members, and they were really responsive to everything we wanted to do and that’s how we got the course made.
When I first got here, I was also in the ENL program. I was only in it for four months. I got here when I was in first grade. I wanted to be able to give help to someone that was like me when I got here. I love doing that. The other people I did it with was Maria Vasquez. She was also in the ENL program when she first got here and Delia Stoian; she’s from Romania. She wasn’t in the ENL program in Zionsville, but she did have another first language other than English when she first got here.
Being able to give back to people who are like us, that’s probably the most rewarding part. Coming in as high schoolers, it’s really hard to learn English, even more so than coming in at an elementary school level. Giving them both social support and educational support is what we love to do.”
Handing out a paper, Maddie Reyes (12) checks in with students in the class on Oct. 9.
Making More of MAP
National Honor Society begins MAP tutoring program
By Mackenzie West, Guest Reporter
With each teacher having over 100 students, it’s hard to give each student the one-on-one time they may need. To offer students more one-on-one support, the National Honor Society (NHS) is offering tutoring during MAP to provide free academic help to students.
NHS sponsor Ann Bender oversees the tutoring program with four NHS members serving as tutors in her classroom.
“There is a lot of time involved,” Bender said. “But I feel like I’m giving back to students in the school and community.”
NHS members can volunteer to help tutor students who need help in
a wide variety of subjects and earn service hours through tutoring.
“I try to match them based on who wants them and then who has the ability to help them,” Bender said.
Junior Jacob Laboe is a NHS member who spends his MAP period in Bender’s room, available to tutor. He has tutored several students so far, primarily in math.
“Every student learns different,” Laboe said.
Although they earn service hours, the NHS members still need to learn to be effective tutors.
“I’m patient,” Laboe said.
Laboe said he helps by walking the students through the problems, letting
them get a feel for how it is, and then has them try it on their own so they can practice learning independently.
This resource enables students to get personalized help. Bender emphasized the program’s focus on addressing a student’s immediate needs. Because of this, the program is still being improved to make it more effective.
Bender said she got a call over the summer about the MAP tutoring program. Between administration and Bender, the tutoring program is now functional and benefiting other students.
“[The administration and I] kind of work shopped a few things and then came up with what we’re working with right now,” Bender said.
There are two different types of tutoring available, student-led tutoring in Bender’s room W313 and the teacher-led math and science tables some students are assigned to during MAP. NHS members can help with both types of tutoring.
Not only does tutoring get NHS members service hours, but Laboe said it helps to add to academic scholarship applications and looks good on college applications. It also doesn’t require out-of-school time like some other service hours.
All of the work put into the tutoring program to get it up and running has paid off. Students are getting the help they need while the tutors are getting any service hours they need. Ideas have continued to evolve through the work of administration, Bender and the tutors themselves.
“Personally, I love it when students come up with things because I think it has more weight,” Bender said. “But I love it when it comes from wherever it comes from if it benefits the student body.”
Working through math problems, Jacob Laboe (11) helps Sammy Applegate (9) during NHS tutoring during MAP on Oct. 8. Photo by Dhani Miller
By Ant Farrar,
TThe Wheel Deal
Zionsville teens build friendships, plans for future careers through the community’s growing car culture
he car scene in Zionsville is steadily growing, especially among high school students. It has become not only a way to connect with others, but it also creates new opportunities and life lessons.
Junior Crew Carmichael has always been around cars, and he now works at Graham Rahal Performance (GRP) detailing luxury and high-end cars.
“I first got into cars from the day I was born,” Carmichael said. “My dad’s always had a big passion for cars, so I’ve just grown up around them.”
For Carmichael, the job has given him many opportunities to learn more about the field.
“It’s definitely taught me a lot more about cars, not only in detailing, but the mechanics, how they work and different types of cars,” Carmichael said. “I’ve gotten really good at it, and I think owning my own shop one day would be really cool.”
Nick Payne, the Operations Coordinator at GRP, thinks that student involvement has had a great impact on the dealership, as well as the community.
“We are definitely a big sponsor and advertisement for the car community and the car culture around here,” Payne said. “Especially with our Cars and Coffee events every single month, where we see teens come in. Just getting clients in the door to show them why the
car scene is amazing, just the way it is.”
Payne also notices that the youth in Zionsville have become more involved in the automotive industry and are increasingly showing up at the dealership, eager to connect in some way.
“I can tell teenagers are getting invested when they apply for jobs here, or they come in to take photos, or just stopping one of us to ask about the cars,” Payne said. “Some know even more than Graham, which is very few, but when they do, you can obviously tell.”
Payne believes that the car culture is loved by the youth due to the sense of freedom.
“The automobile, when it was first invented, was to give freedom to people instead of having to ride horses,” Payne said. “That freedom is shown throughout generations, through new enhancements in the cars.”
Senior Bennet Clayton has taken his passion for this freedom to the next level leading him to create the ZCHS Automotive Enthusiasts Club.
“I wanted to lead a group of people that shared the same passion as me and who are able to go out and do fun things together as a community,” Clayton said.
The ZCHS Automotive Enthusiasts Club gives students a place to connect over their love for cars, whether they own a car or not.
Clayton strives to shed a positive light on the car scene through his work with the club.
The automotive club has not only been a good way to share interests, but a valuable lesson in leadership and communication for Clayton.
“I didn’t think it would be as big of a deal as it actually is,” Clayton said.
Cars don’t always have to be about style or speed, but they can be a passion for people to chase if they get involved early.
“It’s fascinating to learn that cars are not just things that take you from A to B,” Clayton said.
“They’re much more than that, and not a lot of people realize it.”
Sports Editor, with additional reporting by Aaron Steichele
Photos submitted by Media at Graham Rahal Performance
Designed by Srinithya Basireddy
Photo by Ant Farrar
Eagles on Ice
As the only girls on Zionsville’s hockey team, sophomores Gleason, Jovonavich prove that skill, determination matter more than gender
By Addy Cieciek, Reporter
Most Hockey teams are traditionally seen as a team of all boys. But for the Zionsville Hockey Club that is almost the case, except for two players.
Mary Gleason and Nicole Jovonavich are the only girls on the team, but to them it’s their team.
Gleason and Jovonavich are both sophomores and forward wingers on the team, contributing energy, skill and determination that helps the team through every practice and game.
While it may seem Gleason and Jovonavich stand out, the team and coaches are very welcoming and focused on skill and determination above all else.
“The team is all very connected and the people you meet all become your friends,” senior and teammate Spencer Krug said.
For Gleason, the beginning of her hockey journey started with inspiration from her brother.
“I started playing hockey because my
older brother played it and it always looked so fun when I would watch his games,” Gleason said.
Jovonavich has also always felt connected to hockey and has known that it would be her sport.
“I have always wanted to do hockey and I joined the club because I wanted to play for my high school,” Jovanaich said.
Both players bring something unique and different to the ice even though they both play the same position.
“At first it was hard warming up to them and a bit awkward,” Gleason said.
Through this shared experience, Gleason and Jovonavich have become close friends.
“We’ve really built our friendship off of hockey and gotten really close,” Gleason said.
“Hockey is where I feel the most determined and a place where I push myself the most.”
- sophomore, forward winger Nicole Jovonavich
“I bring a lot of positivity and determination to the team every day,” Gleason said.
Jovonavich says she brings “technical skills and motivation,” something she has been working on throughout the years.
Outside of hockey these girls balance school, homework and other activities.
“In my free time I like to read and hangout with friends to take the stress away from school and hockey,” Gleason said.
Before every practice and game, Gleason and Jovonavich get ready in the locker rooms together before they go out and join the rest of the team.
Hockey has been an important part of their lives and has given them a place to challenge themselves the most.
“Hockey is where I feel the most determined and a place where I push myself the most,” Jovonavich said.
Being the only girls on the team hasn’t been without its challenges. Sometimes other players or opponents will underestimate them at first, and they have to prove themselves through hard work. But through these difficulties Gleason and Jovanovich have grown and learned to lean on each other.
“At some points in the game we just have each other and that has really bonded us,” Gleason said.
Throughout the years both players said they have grown not only as players but as teammates.
“I’ve learned how to be more confident in my skills and team,” Gleason said.
These girls hope to have their story inspire others who might be nervous to join a male dominated sport like them.
“My advice is to go for it because it’s really fun and has provided me with a lot of good opportunities,” Gleason said.
Battling for the puck, Mary Gleason (10) and Nicole Jovonavich (10) practice at the Carmel Ice Skatium on Oct.
7. The team prepared for their first tournament of the season happening that weekend.
Running drills, the team inhances their agility on Oct.
7. Photos by Addy Cieciek
Circle City of Champions
With major playoff runs, record-breaking seasons, Indianapolis sports teams are giving fans a reason to believe again
By Dhani Miller, Reporter
From the Pacers’ NBA finals appearance, the Colts best record in 16 years, to the Fever reaching the semi-finals for the first time in a decade, to IU’s recordbreaking undefeated football season, Indiana sports teams are thriving.
“Loyal fans have been waiting for decades to feel what fans are feeling now, winning!” sports marketing teacher Gil
Speer said.
The Indiana Pacers had an incredible playoff run, reaching a crucial NBA Finals game seven. Star Tyrese Haliburton led them though the playoffs and scored several game winning shots. He suffered a devastating injury in the first quarter of game seven, and the Pacers struggled to keep the momentum going without him. The team fell short of the win, narrowly missing their first NBA championship, but got the closest to earning the trophy in team history.
The Indiana Fever had the number one draft pick two years in a row, picking up stars Caitlin Clark and Aliyah Boston. Despite numerous season-ending injuries this year, including Clark, the Fever had their best season in 10 years, not only making the playoffs, but reaching the semi-finals before dropping the series in a heartbreaking game five loss to the Las Vegas Aces.
The Indianapolis Colts have also assembled a talented roster and added quarterback Daniel Jones in the offseason, which has led them through their very strong start.
Although the team isn’t anything with-
out the players, it all begins with something much bigger, more than just a skilled roster and coaches.
“It starts with the ownership of the organizations,” Speer said. “All of the families have done a great job.”
As a long-time Colts fan, social studies teacher Bob Brennan has also noticed the impact that the ownership has on the team.
Colts owner Jim Irsay passed away last spring, which saddened many players and fans. But his daughters have taken over his spot, and many fans are grateful for their continued excellence as they follow in the footsteps of their father. The team has been embracing their new “Win for Jim” mantra and wears patches on their jersey with Irsay’s initials for the 2025 season, which shows the impact the renowned owner had on the team.
“It’s terrible about Jim Irsay passing,” Brennan said. “But I think his daughter is really energetic about the team, is involved and is wanting to win.”
The fan base also plays a huge role in the success of teams because anyone can be a part of it. More attention helps the sport grow and become more competitive. Home court/field advantage also becomes a huge benefit when the stands are packed.
“We call it the bandwagon effect, where people really aren’t fans, but now that they’re winning, everybody is on board,” Speer said.
The facilities that Indianapolis has to offer is also a huge draw for large events and has helped the city become a hub for sports fans.
“I know that coaches and owners like to come here because everything is accessible downtown,” Speer said. “Restaurants, hotels, meeting places. Indianapolis has done a great job. I don’t think it’s going anywhere.”
Meeting sports commentator Ernie Johnson, Sam Longenberger (11) attends Game 3 of the Conference Finals on May 25. Photo submitted by Longenberger
Along with friends and family, social studies teacher Bob Brennan uses his Colts season tickets. Photo submitted by Brennan
At the IU football game against UCLA, Harper Hyslop (12) and Hudsyn Hyslop (10) pose for a photo on Oct. 25. IU beat UCLA, 56-6, maintaining their undefeated season.
Photo submitted by Ha. Hyslop
First year of the ZCHS esports team brings struggles with technology but their communication, teamwork help them persevere
By Colin Adam, Reporter
“Error code 63,” the screens read as they froze. ZCHS’s esports team lost their first match of their inaugural season not to the opposing team, but to technology.
The club, which currently uses old teacher laptops and the school's Ethernet connection, is eager to expand. The club startup this fall helped many students learn more about computer software through the computer problems they faced. Because of these issues, the team has not been able to play all of their weekly matches as they intended. Through
these challenges it has become clear how strong their communication and teamwork is while working through these difficulties.
“We're hoping to have at least five newer PCs so we can run most games and begin to work on ourselves rather than the computers,” vice president and sophomore Aarush Vaida said.
These struggles along with the team's inexperience has made managing the team no easy task for head coach and science teacher Jared Adley.
“The problem with some of the equipment we have now is that it's not up to the level of gaming on a competitive level across the state,” Adley said. “This is a newer club, so it's going to take time to get that kind of funding from sponsorships or donations.”
As the club grows, skills like teamwork and communication can become more important in team dynamics.
teams are apart of, to compete against other high schools in the state.
“Within the next couple of years, we're planning on increasing the amount of games to allow more people to join,” Vaida said. “This can allow the club to be more respected and seen as more than just video games.”
Currently, the club runs weekly matches with two different games, Valorant and Super Smash Bros. Ultimate.
“Whether sports are digital or physical, students have to find a way to work together. Communication is key if you want to win these competitions.”
- Head coach Jared Adley
“I've been proud of how willing everyone is in the club to try and figure out solutions to our technological problems,” Adley said.
Neighboring schools like Carmel and Noblesville have teams with over five years of experience each. It is clear there is a growing interest in and out of schools for esports.
The ZCHS team joined the Indiana Esports Network, a group 170 different
“Whether sports are digital or physical, students have to find a way to work together,” Adley said. “It might look different in athletic sports, where you make physical plays, but it’s the same idea. Communication is key if you want to win competitions.”
Similar to traditional athletes, esports athletes use the skills they develop through the sport to accomplish their goals beyond high school.
“I've heard of many students from other school districts, large and small, getting scholarships to play esports at colleges such as Ball State," Adley said. "Students can definitely benefit from being in esports and being a part of a team.”
With growing recognition of esports and scholarships nationwide, this can allow students to turn their passion to something more. As the season continues, the club is gaining experience and adapting to the pressure of competition representing their school in every single match.
“Esports is not a club that's only meant for people who only like video games,” Adley said. “It's meant for people who just want to give it a shot and see how they like competing
12 Designed by Ellie Vanderbur Graphic by Ellie Vanderbur - Sports
Picking his fighter, Aarush Vaida (10) plays Super Smash Bros Ultimate with other members on Oct. 1. The team fine tuned their skills as tech problems prevented them from competing like expected to that day.
Preparing for the first game of the year, Connor Byrum (12) plays Valorant on Sept. 29. As the team's captain he made sure the team was ready by practicing with them. Photos by Colin Adam
With Vyas Somarowtu (10) and Aarush Vaida (10) watching, Ilgar Demir (10) practices for their first Valorant game on Sept. 29. Demir, who started playing Valorant this year, was excited to meet others with similar interests.
Write an Article About AI
AI use in school has negative effects on academics, mental health
By Gia Villarubia, Reporter
At ZCHS, a poll of 183 students found that 40% use Artificial Intelligence daily and another 25% use it at least once a week. This suggests that over a thousand students across the school turn to AI for help with their work.
What started as a tool to help students learn has quickly turned into a shortcut for skipping the hard work. This growing dependence can cause students to lose focus on their work and fail to learn the curriculum.
Overusing AI is also affecting students’ mental health. Spending long hours on screens and relying on AI can lead to stress, anxiety and mental fatigue. A study by the National Institute of Health (NIH) shows that constant interaction with these digital tools can increase emotional strain and make it harder for students to take breaks or relax after school.
“You still need to feel uncomfortable, you still need to do the hard work, because the learning comes from all of that,” assistant principal Katie Willour said.
While AI can make completing school work faster, it also stops students from thinking independently. Getting quick answers from AI means students spend less time solving problems or coming up with their own ideas.
According to the NIH, the overuse of AI can weaken critical thinking and reduce the motivation to learn, since students depend on technology to do the hard work for them.
“You can’t depend on it to do skills for you, it’s not always correct, dependable or complete in its thoughts,” Willour said.
In the long run this could make it harder for students to succeed in higher level classes or future careers.
“I think that it poses a really big risk for learning in the future,” senior Aren Summers said.
Students are also noticing how AI affects creativity. When assignments are completed with help from AI or writing tools, there’s less space for original ideas and personal style. Over time, this can make creative thinking feel harder, such as in classes like art or English.
“It makes people less creative,” Summers said.
“As people use it more, they really quickly become less able to come up with ideas on their own. It’s a downward spiral.”
Additionally, research shows that the benefits of AI use in schools might not be as strong as people think. According to the NIH, small improvements in certain skills like speaking have been found, yet students who used AI for essays scored 6% lower than those who didn’t.
While AI can be helpful for research, tools like Google Gemini or ChatGPT sometimes give answers that are inaccurate and misleading as supported by the University of Florida College of Journalism and Communications.
In school, this can be a big problem as some students turn to AI generated content for homework or projects without realizing it’s wrong. If students don’t know how to check sources or verify information provided by AI, they can accidentally include incorrect facts in their work. Over time, relying on AI for answers without double checking can make it harder to learn how to research properly and recognize trustworthy information.
"I think we need to embrace it, but have standards and criteria expectations that it has to be your work,” Basic Skills teacher Alex LeBoeuf said.
If care isn’t taken when using AI, students come to rely on it to write essays, create projects or complete classwork. They aren’t just skipping steps, they’re also misrepresenting their abilities.
Over time, this can weaken students’ sense of honesty and fairness, making it harder for them to understand the value of doing their own work. Relying on AI in this way can teach students that cutting corners is acceptable, which hurts their personal ethics and decision making both inside and outside of school.
“If you use it to do something for you, in terms of a skill or a final product for a class, that’s not your own work,” Willour said. “That’s not ethical and that’s not the truth.”
Christmas Time is HERE!
The benefits of celebrating Christmas before December
By Izzie Piano, Reporter
The secret to more joy, time for holiday traditions and less stress around the holiday season is simply celebrating Christmas early. With fewer hours of daylight during the day, people start feeling down during the fall and winter. For those who celebrate, starting the celebration of Christmas right after Halloween can brighten the spirits.
During Christmas people focus on family and gift-giving. It’s a time of year where the community comes together to give presents to loved ones, the less fortunate and those in need. There are food banks and toy drives that people can volunteer for to help families, kids and individ uals during the holiday season. People also volunteer at hospitals and nursing homes to spend time with residents, sing carols and to help with holiday crafts.
Think of it like Hal loween is the beginning of the season getting everything started, hanging out with friends, going to a party, going Trick-or-Treating or handing out candy. Then when Thanksgiving comes
around, it’s time to think about all that you are thankful for.
Some people argue that you should start celebrating Christmas after Thanksgiving, but starting early doesn’t take away from the meaning of Thanksgiving. It’s message of being grateful and appreciative fits right in with the idea of Christmas spirit and helping others.
mas traditions that they have carried on year after year. The extra time also gives you a chance to make some new ones. Whether it’s sharing meals together, exchanging presents, baking treats, decorating the tree, attending a parade or sending Christmas cards, each one is special and brings together the family.
If you cram in the shopping, cooking and planning events all into one month, you will never get to actually enjoy the holiday. When you spread things out and start celebrating early you have more time to enjoy the fun parts, like spending time with family, watching Christmas movies and baking cookies.
This time allows you to start thinking about shopping after Halloween so you can make the right decision and avoid the stress of the last-minute choices.
You are also able to get the Christmas lights up on the house before it’s freezing cold and there is snow falling.
By starting the Christmas season early, you get more time to spend with your family while enjoying the season and not being stressed by planning events and shopping for presents, making the best time of year last even longer.
STOPit
Patronizing posters, poor adver tising turn a useful safety tool into a joke among students, damaging the STOPit app’s credibility
By Luke Kouns, Perspectives Editor
“Bullies make me sad. Friends make me happy.”
This seems obvious, doesn’t it? It’s the kind of thing you would expect to find on a TV show made for little kids, not something for high schoolers. But this isn’t a quote from the newest Disney Channel original, it’s from the inside of ZCHS, on a patronizing poster advertising a potential “solution” to a serious problem: an anti-bullying app.
According to the ZCS website, the district utilizes a mobile app called STOPit App as “an additional layer to monitor and report safety concerns.” The app allows students and parents to anonymously report incidents to their school’s administration and is one of the many tools Zionsville uses to effectively ensure a safe learning environment.
But the way the STOPit app is advertised renders this noble effort ineffective and to some extent counterintuitive. The posters placed around the school, which were provided by STOPit, were obviously not meant for a high school audience.
Most of the advertisements are overly childish, obnoxious and barely explain what the app even is. Because of this, they can come off as demeaning and patronizing, leading students to ignore the actual message. No high school student is willing to seriously consider downloading any app when it’s accompanied by a cape-wearing toddler.
This horrible advertising not only fails at its job of promoting the STOPit app, but actively works against it. When confronted with advertisements this bad and patronizing, people tend to align against whatever is being marketed. This had led to the STOPit app getting a rather negative social reputation.
This phenomenon is described by a concept called reactance. According to the National Institute of Health, “Reactance is an unpleasant motivational arousal that emerges
when people experience a threat to or loss of their free behaviors. It serves as a motivator to restore one’s freedom.”
And to me, there is no better threat to free behaviors than being treated like a child and told “Lets cheer, bullying is not accepted here!” With this in mind, is it not logical that the student body of ZCHS doesn’t want to follow the recommendations of a school supported, degrading organization, no matter how important the issue is?
This negative outlook is further proven through the app’s reviews. The app only has 1.6 stars on the Apple App Store, largely due to most of the reviews being jokes or gags. Very few reviews take the product seriously, and the ones that do typically complain that downloading the app only leads to more bullying.
In the “Most Helpful Reviews” section, serious reviews explain that the STOPit app is “a laughing stock among every student” and how the app “allows bullies to report other students and get away with it.” Other reviews mock the app, pretending it is a game where you report random students or creating stories where the app fails to prevent historical tragedies.
The real tragedy here is the fact that the negative stigma caused by these childish posters stains what is ultimately a good idea.
The way our school implements the STOPit app is fairly understandable and well managed, and it gives students and parents a way to reach out when they are
afraid to do so in person. I believe the app could be a real force for good if the administration changed the way they advertise it. Administration would be better off redsfdfs removing the posters entirely. Instead, they should focus more on advertising the app on their own, something they already do a bit of in newsletters and during the beginning of the year assembly. Eliminating the negative influence of the posters will make the STOPit app more effective as a whole. Students will take the concept more seriously and be willing to give it a shot, if they need it. So I ask all students that care about anti-bullying initiatives or even those that just don’t want to be treated like a child: tell the ZCHS administration to “be the hero you were born to be”, and take down the STOPit posters.
Designed by Luke Kouns
Photos by Luke Kouns
Harb Highlights
Dressed in Halloween costumes, the Green Jazz Band performs at the annual Boone Village Halloween Party on Oct. 23. The event featured vendors, trunk-or-treating and a costume contest.
Performing a guitar solo during the Beetlejuice theme song, Theron Stockwell (12) plays in the Fall Band Concert on Oct. 13. Stockwell’s impromptu costume choice made his performance all the more memorable. Photo by Luke Kouns
Event Experts
“We have talent in many aspects of the game. Everyone contributes something different and everyone contributes a lot. That makes it really fun to watch.”
“It’s a great way to experience live performance on stage, especially if you haven’t gone before. ‘Grease’ is a really memorable show.”
Headline Scramble
Unscramble the headlines, follow and DM the @zchsharb Instagram with your answers to win a prize, winner announced on 11/14!
Photo by Brody Brown
Marching on the field, Julia Sáenz (10) and Ethan Rooks (12) play the saxophone on the football field during marching band practice on Oct. 23. This was their last practice before they won state finals that weekend. Photo by Ariana Spence
