Answers to Back to School Crossword

Back to School Crossword


DEAD POETS SOCIETY(1984)

Made in 1989 but set in an affluent 1950s boarding school, "Dead Poets Society" is a raw, uplifting, and unsettling film that's bound to tug at your heartstrings every time you watch it. At first glance, the setting and atmosphere of the historical-looking building in New England seemed to be quite distant from my own experiences. It was traditional, consisting of only boys in uniforms, so naturally I assumed that the message of the film would be outdated as well. This feeling could not be farther from the truth. Protagonist John Keating, portrayed by Robin Williams, assumes the role of the new English teacher at Welton, a prestigious school intended to preserve tradition and yield excellence in its students. Keating's philosophy is well-represented in his quote, "Medicine, law, business, engineering, these are noble pursuits and necessary to sustain life. But poetry, beauty, romance, love, these are what we stay alive tor." In a world of extreme pressure, poetry serves as a safe haven for students to express their emotions and unleash their imaginations. Although our lives may not seem as outwardly harsh as the ones on-screen, kids today bear the burdens of the ever-intensifying pressure to excel socially and academically in preparation for college. The film is brilliant because of the way it provokes the minds of viewers, making us wonder how we should go about living our lives. While the movie touches upon the importance of being pragmatic, its core message is that life is meaningless without aspirations that motivate us to become better. The film's optimistic worldview seems to dissipate when Keating gets fired for being a poor influence. One by one, the boys rise up onto their desks, an attribute to Keating before he departs. The ending is bittersweet, but you will ultimately be satisfied knowing that Keating fulfilled his purpose in igniting the passion inside his pupils.

10 THINGS I HATE ABOUT YOU(1999)

I had to include at least one iconic high school film on this list that is guaranteed to not make you cry. "10 Things I Hate About You" is a movie that never gets old. Its been 21 years since its release date, and people are still watching and rewatching this lighthearted film. Refreshingly funny and entertaining, this is a modern take on Shakespeare's comedy "The Taming of the Shrew, set against a classic 1990s backdrop. Similar to the 16th century play, the movie tells the story of two very different sisters, the shrewish and foul-tempered Katarina, and the popular and admired Bianca. Unfortunately for the boys who wish to woo Bianca, her father does not allow her to date until her older sister does, which is an unlikely event. The spite and bitterness of Kat's personality are what give her a hilariously dry sense of humor and made me favor her over her sister (although Bianca did show some character development by the end). Bianca's desperate suitors bribe teenage rebel Patrick Verona to pursue Kat. Already, this doesn't feel like a dreamy romance, given that one party is being paid off to date the other and take her to prom. Of course, the two discover how much they really like each other and the arrangement transforms into a heartfelt attachment. Aside from this 1960s standard, the movie features count- less nineties hits, perfect for the days when you want to transport yourself back 20 years. This movie is also one of the first of its kind- a movie portraying the female lead as headstrong, independent, and somewhat apathetic towards the way others perceive her. Nowadays, we see many more films following suit, from "Ladybird" to "Easy A. The bottom line is, this movie will boost your mood, make you laugh, and to top it oft, it features an 18-year-old Joseph Gordon-Levitt!

THE PERKS OF BEING A WALLFLOWER(2012)

Watching "The Perks of Being a Wallflower" may strike a chord inside you, as it grapples with issues that we often find uncomfortable to talk about. The ingenuity of this film lies in the way it presents these issues, with subtlety and profound emotional depth. Charlie, who was diagnosed with severe depression at a young age, is newly discharged from a mental health institution. As a freshman, he feels tense about fitting in until he finds sanctuary in two eccentric seniors: Sam and Patrick. Immediately, I was able to draw some parallels-I have seen with my own eyes the discomfort that confronts new students when they are suddenly dropped into utterly foreign crowds. Once his new guides take him under their wing, he observes what goes on behind the scenes of nearly all high schools, whether it be substance use at parties or the constant spread of rumors. Charlie is no stranger to tragedy, which we first find out when he confesses that his best friend committed suicide. As it turns out, he isn't the only one to keep his struggles buried underneath a deceptive exterior. Sam, who appears fearless, is secretly insecure and ends up being used in each of her relationships. Patrick is involved with a closeted football star and is torn apart from him once their secret is exposed. The film seamlessly weaves indie and alternative aesthetics into the scenes to represent the quest for self-identity. Perhaps what struck audiences most about this film was its sincerity and how openly it depicted the trials and tribulations that so many adolescents face today. A key difference that sets it apart from other popular teen movies is the complexity and quirkiness of the central characters. Unlike most examples, these students have exceptionally unique personalities, which in my experience is reflective of how we all are in reality.



Throwback High School Movie Reviews (contains spoilers)


The intoxicating scent of chocolate cake wafting from the oven kindled kindled a love for the kitchen in Meredith Hirschman ’22 from a young age. Observing her older sister, Leah Hirschman ’19, along with using Pinterest for inspiration, Hirschman gained confidence steadily – and it is reflected in her treats. With her sister’s encouragement, she now follows in her footsteps and serves as Editor-in-Chief for Spork, the PHS food magazine.



How did you originally start working for Spork?

My oldest sister was the Editor-in-Chief as a freshman. I had known about the magazine prior to even entering high school. I knew I wanted to do that because I always had a passion for baking. I applied, and I got to be a member. Then I worked my way up; I was Social Media Manager, then last year I was the Production Manager, and now I’m Editor-in-Chief.



What is the process of writing and creating each issue of Spork magazine?

The first thing we do is we come up with ideas of what themes we want to do. This past one, we did a strawberry and lemon theme. So we had strawberry lemonade, strawberry-lemon cake, something like that. And then we would ask our contributors to find those recipes specifically. They would write them down and format them correctly. We then buy the ingredients from those recipes and have recipe testing days, which are usually over the weekends. It’s one day, and we get everyone together in one kitchen. We make the recipes and set up the shot. So we make the food and then we put it all together and make it look pretty to take the picture. And then after that it’s production, which is about four days long, maybe longer. We take those photos, and we put them into Adobe InDesign. Then, we add all of the text and all of the needed recipes, and then we print them.



What is you favorite dish that you have made?It was a strawberry lemon cake, which, actually, I made earlier in March 2020. In between those three layers of strawberry cake was a strawberry-and-lemon curd. On the outside, it was strawberry buttercream. And then for decoration, I piped cartoon stuffed flowers with yellow buttercream petals, and a white center. Not only did it look good, but it tasted great as well!



During quarantine, at-home cooking and baking took over the internet, with trials of sourdough bread and dalgona coffees. Do you feel that in quarantine, you also gained more creativity in your cooking?

Yeah definitely. I also had more time to bake and cook, so I used that time. I followed the trends and made all the recipes. I made a frog bread, which was definitely trendy then. With all of that extra time, I also looked up pictures of food. I like to look on Pinterest, and I just like to search for something to make next.

Meredith Hirschman ’22 on her passion for baking and Spork magazine



Most drama students would agree that the highlight of theater is getting to perform in front of a live audience. However, as a result of COVID-19, drama students were no longer able to experience the opening night adrenaline rush. In order to adapt to these unexpected circumstances, the PHS drama students attended online classes, performed pre-recorded musicals, and even filmed self-tapes for auditions. Although the school year was far from normal, the drama students made the best of the situation and used their time at home to not only improve upon their acting skills but to also prepare for when performances would eventually start up again.

PHS drama students were not discouraged by the cancellation of in-person performances. Drama teacher Julianna Krawiecki made use of the technology available online and decided to have an at-home production. After auditioning online, students recorded themselves reciting their lines. These videos were then combined to create one cohesive musical. PHS students agreed that an online production had both its advantages and disadvantages.

“I’m not going to lie, it’s definitely nice being able to have your sheet music and lines out while performing as a little bit of a safety net, but there’s nothing like live theater and an audience to perform for,” said Hannah Bobchin ’21.

Many PHS drama students shared the same view. Although at-home productions brought about some benefits, such as not needing to stress about memorizing lines, these virtual performances didn’t have the same excitement as the live performances of a typical year.

“In a few ways, yes, it was easier to perform from our homes, by having easy access to scripts and by being able to control your environment,” said Matty Baglio ‘23. “However, in a lot of ways it sucked. Spectacle theatre is all about coming together and performing, and that was hard to achieve over Zoom.”

One of the more difficult challenges of at-home acting was the lack of interaction between fellow actors. PHS actors have found it hard to portray a character effectively if they are not able to interact with other characters in person. 

"One of the other big challenges as an actor in doing the production from home was that there were no other actors on stage with you to play off of. When there is no one to react to, it makes telling the story a lot harder!” said Sedona Raphael ’24. “While I appreciated the gift of ‘slowed-down time’ during the pandemic to work on my craft, I have definitely missed live theater — the friendships that you make during shows and that adrenaline rush you get when you enter an audition room for a callback.”

Out of all the aspects of in-person theater, students agreed that they missed the live performances the most.

“Hands down, what I miss most about live theatre is the audience’s energy. Performing for a live audience is almost like a supply and demand kind of thing,” Bobchin said. “It’s almost like you’re feeding off of their energy and vice versa.”

After a long year of online learning, students are ready to get back into their regular year routines, following COVID-19 regulations. Krawiecki shares some of her plans for the new school year and whether or not the pandemic has affected any of these upcoming plans.

"So I still have plans that all of my classes will have production. That is typical of the drama program right now. We just don’t know what the timeline is because of everything else going on with the COVID-19 restrictions. I do plan on kind of going back to the way that we used to run the class, where it was more interactive in exercises and activities that we can do still distanced,” Krawiecki said. “My goal is to let my students collaborate together, build our community, build their performance skills and experience diverse repertoire throughout the year. And we still do hope to have all of our productions. The timeline is just unknown right now.” Krawiecki is grateful for the opportunity to conduct more in-person activities that the online schedule prevented. She understands the restrictions of the pandemic such as social distancing and wearing a muffling mask, but she plans on working around these challenges to pull off great productions once again. With classes being in person, students now have the chance to connect with their classmates and truly experiencing the opening night excitement once again. But whether online or in-person the students at PHS are grateful for the opportunity to experience the true theater.

Reflecting on online performances, drama students prep for in person


As PHS students begin another academic year, it is difficult to ignore the construction projects occuring around the school. There are many renovations that are currently underway at PHS, most visibly including updates to the guidance suite, the addition of a second floor to the fitness center, and the construction of new bathrooms and a concession stand next to the track.

One of the most prominent projects currently happening is the construction of new bathrooms next to the football field. PPS Business Admnistrator Matthew Bouldin looks forward to their completion.

“They’re building a restroom and a small concession area,” Bouldin said. “I think it’s great for the athletic facilities. A lot of other school districts have buildings like that. Unfortunately, it looks like it’s still going to be at least seven weeks out.”

The construction of the new restrooms is one of many additions that received funding through a 2018 referendum that allotted $11 million towards facilities improvements at PHS through a community-wide vote.

“There’s always ongoing work in school districts,” Bouldin said. “So one of the most fiscally responsible ways that we can do that here in the district … is to bond through a referendum like was done in 2018. For regular stuff like [heating, ventilation, and air conditioning] and roof replacements, the state will give us up to 34 cents on the dollar back for the debt service.”

Also included in the referendum are the renovations above the fitness center as well as the cafe that will be replacing the school store. Bouldin believes that the new cafe will help decrease the current overcrowding of the cafeteria.

“The idea is to have a satellite food service section. It’ll be an alternate place where you guys can go and grab a slice of pizza … an alternate way to alleviate some of the crowdings in the cafeteria,” Bouldin said.

While these projects are still underway, they are not without obstacles. The COVID-19 pandemic has had a significant impact on the construction at PHS in many ways, one setback being the construction of the cafe. Currently facing a labor shortage, the cafe’s progress is behind schedule.

“Nutri-Serve, which provides our meals, was having trouble getting labor. So we’re hoping we’ll have someone to man that satellite remote dining area as soon as possible,”Bouldin said. “So the idea is to have limited options … for a little while, until we get up and running and get full manpower.”

In addition to creating a labor shortage, the pandemic has also put significant pressure on the supply chain. This has led to delays in many projects due to missing and delayed parts.

“One of the parts was on backorder for 16 weeks because of supply shortages. So the contractor was able to … fabricate part of the rooftop ductwork that was originally going to be a prefab or premanufactured and set in place,” Bouldin said.

In some cases though, the problems created by the supply chain were not so easily solved.

“In the Littlebrook library renovation … we’re missing the carpet,” Bouldin said. “Our contract was told it was shipped. But they don’t have a tracker on it, so it’s missing in action and it’s holding up the last piece to open up that library. So anyway, [it’s] all very frustrating.”

Despite all of the setbacks, Bouldin is happy with how the construction has gone and believes that it will benefit students in years to come.

The renovations to the building will not end with the completion of these projects. Due to a growing student body and an aging building, Bouldin anticipates that new projects will be necessary in order to provide the students of PHS with the best possible learning experience.

“We’ve had a lot of changes going on … You know, the demographics, growing enrollments,” Bouldin said. “So there is the potential to do a future expansion to the high school, you know, two to three years down the road.”



New construction projects underway at PHS


To cover expenses spent during the pandemic, the Princeton Public Schools received a total of about $2.9 million in COVID-19 federal aid. The aid was used to fund multiple upgrade initiatives and to smoothly transition students back to a normal school year.

Beginning in spring of 2020, Congress set aside $2.59 trillion for pandemic relief. About $189 million was budgeted for K–12 education through the COVID Aid Relief and Economic Security Act (CARES), the Elementary and Secondary Education Relief (ESER), and the American Rescue Plan (ARP). They were also used to fund higher education and help vulnerable Americans.

Since mid-2020, PPS has spent millions of dollars preparing for remote and socially distanced in-person learning, putting a strain on the district’s budget. Matthew Bouldin, PPS Business Administrator, expressed major relief to the aid.

“We’re here to educate, so it has helped to be able to do that without taking a step backwards financially,” Bouldin said.

The CARES and ESER Acts provided the district with around $116,000. The ARP funding was split into three separate streams: accelerated learning, mental health, and COVID-19 expenses. PPS Director of Grants Valerie Ulrich helped organize the funds.

“We got $51,577 toward accelerated learning, [programs] to help students who were struggling as a result of being out of school or having to learn online,” Ulrich said. “We [also] got $45,000 toward mental health and another $833,705 toward COVIDrelated expenses.”

District administrators collaborated in an effort to brainstorm initiatives to make use of the funding. These included upgrading PPS’s heating, ventilation, and air-conditioning systems, installing new learning software, and purchasing school computers and tablets for every student in the district. The funds also helped run successful summer programs district-wide in order to help transition students out of the pandemic “slump.”

“We had almost 700 kids participate in a summer program this year, district-wide. [This] was the greatest amount ... of PPS students ... ever. I know that both students and parents greatly appreciated the opportunity for additional learning over summer break,” Ulrich said.

In addition to funding summer programs, the money helped transition students back to a normal school year in other ways. For example, the aid was used to fund counseling surrounding equity and trauma from isolation and to organize schoolwide events to foster community within the student body.

“Part of the money is, of course, to address the nonacademic piece [of] a student’s education, the trauma they face as a result of being isolated for a year, social [and] emotional learning, and to [help] students get along ... We were able to use some of the [funds] towards welcome back events,” Ulrich said.

Though the pandemic changed the course of education for PPS students and staff, Bouldin and Ulrich anticipate more new projects to come.

“If we can find a silver lining behind all that has happened to us in the last year and a half or so, I would say [it’s] that every educational professional views school and education, just a little differently,” said Ulrich. “With interesting projects coming on board, a lot of spending is still yet to come.

Princeton Public Schools receives $2.9 million in federal COVID-19 aid



On September 10, the Welcome Back Tigers event kicked off the start of the new year at PHS. After more than a year of remote and hybrid learning, Princeton High School fully reopened with all students returning to complete in-person learning. The event took place on the second day of school.

The Welcome Back Tigers event was held after school from 4 p.m. to 10 p.m, lasting six hours so that even those with the busiest of schedules would be able to attend. The event was completely free and all students at PHS were encouraged to attend. As a health precaution, a sign-up form was sent out ahead of time in order to gauge how many people would be at the event.

PHS Principal Frank Chmiel, as well as other staff members, promoted the event with the goal of building stronger school spirit at PHS.

“This was an event that [Principal Chmiel] did at his former school. So he brought it to Princeton High School [and] hopefully now it’s a tradition that we’ll keep here,” said Diana Lygas, the Dean of Students at PHS.

While Chmiel had experience organizing similar events in the past, the Welcome Back Tigers event posed some logistical challenges, including needing to be rescheduled due to suboptimal weather.

“We originally had planned for it to be outside ... but then a storm came through [at] the same time so we [had to] cancel it,” Lygas said. “But aside from that ... it was pretty good.”

Students from all grades joined the event and got a chance to reconnect with their friends in person. Hanaan Sikder ’23 had a great time chatting with her friends at the event.

“I got to spend more time with my friends outside of school. I liked the part where [the school] allowed you to go outside [where] it was easier for me to talk with my friends while enjoying the Fair,” Sikder said.

Sofia Deng ’23 also enjoyed reconnecting with her friends during the event.

“My favorite part was the photo-taking in the PHS Tiger Gym. It [was] a good chance to take photos with friends, and it’s a good memory … I had a lot of fun so it makes me more excited to return to school,” Deng said.

Deng believes that it would be a good idea for PHS to continue this event in the future years since it provides both new and old students a chance to socialize.

“I think it helps people ... especially new students at PHS, to connect [and] get along with others, and get familiar with this school,” Deng said.

According to Lygas, the event will continue in the future with some possible time adjustments to fit into more student schedules.

“I don’t know if we’ll do it right at the start of school in the future. Maybe [next year] we’ll wait and save up for spirit week (which occurs in October) or do it before school starts,” Lygas said.

About 600 students attended the event, and the school’s staff organizational group was satisfied with the Welcome Back Tigers event’s outcome.

“We’ve been meeting with a student advisory group, so we will ask them at the next meeting … about their feedback for the event,” Lygas said. “And we definitely would be open to changing

WELCOME BACK TIGERS EVENT KICKS OFF NEW SCHOOL YEAR



Juliana Krawircki

The 2020-2021 school year brought with it many challenges for the teachers and faculty of PHS. Now, their efforts are being recognised with awards.

Julianna Krawiecki, a PHS Drama Teacher known to her students as Ms. K, was one such recipient. She was nominated by the Speech and Theatre Association of New Jersey (STANJ) for the Outstanding Teacher of Speech and Theatre Governor’s Award after she submitted her portfolio in January of 2020, and received news several weeks later that she had won.

“You’re asked to submit a portfolio, which for me had information about the past ten years of my teaching career— it had [written] information, pictures, clips from shows, and recommendation letters from administrators and colleagues, from both school districts that I had worked in,” Krawiecki said.



Krawiecki, as PHS’s drama teacher, previously taught at the ManalapanEnglishtown school district as a vocal music and theatre teacher before moving to the Princeton Public Schools district, where she first taught as a drama teacher in the middle school, before finally settling at her current position at PHS. On top of directing over six different drama productions, one for each class she teaches, Krawiecki oversees both of PHS’s school plays, the fall play and the spring musical.

“We do the work we do not to be thanked and recognized,” Krawiecki said. “But it was really an honor to receive the recognition, and it meant more because it was from my peers. Oftentimes, being a drama teacher in a school can be very lonely, you’re the only person [teaching that class]. I really rely on [the support] of theatre teachers from other schools. They’re my network and my support group.”

Reflecting on her years at PHS, Krawieck attributes her award to the community around her.

“Last year was my 10th year as a public school teacher. [Receiving the award] brought a nice sense of accomplishment, to know that the work I do is valued,” Krawiecki said.

James Smirk


PHS Science Teacher James Smirk was awarded an “Outstanding Educator Award” by the University of Chicago. He was nominated for the award by his former athlete Charlotte Gilmore ‘20, a graduate of PHS who is currently attending the University of Chicago.

“Upon admission, [the university] asks incoming students if they want to nominate someone who ... had a great impact on their personal and academic success,” Smirk said.

UChicago describes the recipients of the award as “teachers who share an infectious love for learning and care for their students both inside and outside of the classroom.” The university’s goal with the award is to perpetuate the belief that outstanding educators go beyond everyday teaching and leave an impression in students that is carried over a lifetime of learning. It aims to highlight educators who go the extra mile for their students.

Smirk is grateful to have received the award and thinks back fondly on his time working with Gilmore as her coach for track.

“When I received the email I was ... really proud that someone that I worked with thought highly enough of the work that we did together and the things that we accomplished to think about me in doing that,” Smirk said. “I think that’s [special] for her to take the time to do that ... it was really meaningful for me.”


One method that Smirk believes has been important to his success in the classroom or on the field is his emphasis on “leadership philosophy” with his students and athletes.

“That really puts the responsibility on students to move forward,” says Smirk. “I think… that plays out in my classroom as well as my coaching.”

Looking forward, Smirk believes that this award is indicative of a bright future for PHS.

“I think there’s a kind of recognition there that we’re doing something that other districts maybe are doing differently, or we’re doing that on a different level,” Smirk said. “It’s nice to know that the culture we’re working to actively improve here ... is paying off.

Flash Features: PHS teachers awarded for dedication to student


Over the summer, PHS students take advantage of their time away from assignments and studying, and many take on a summer job. 

The Princeton community offers many opportunities for teenagers to find a job. Some come easier than others thanks to connections through existing extracurricular activities. Jordyn Weber ’22, who has been a club swimmer for the Princeton Piranhas swim team since she was eight years old, was offered her first job by her swim coach. At the age of 13, Weber’s coach hired her to teach swim lessons to younger age groups. For the past two summers, she has worked as a lifeguard at the Community Park Pool. Weber notes that a majority of her co-workers are either her teammates or swimmers from other swim clubs. 

“Everybody I know works [at CP] because a lot of swimmers work there. So it kind of just happened naturally,” Weber said. “I didn't really apply for the job, or anything, [the coach] was like, do you want to work here? And I was like, ‘Yeah, sure.’”

While Weber is very familiar with the pool and swimming, the process of becoming a lifeguard taught her new valuable skills. Weber took in-person and online knowledge courses and passed a swimming test before earning her American Red Cross lifeguarding and water safety certification.

“It's good to know CPR and first aid skills for adults and infants,” Weber said.

Life-saving procedures are just one of the many possible skills PHS students may gain from their job. Shira Kutin ’23 found that her summer experience helped her develop her soft skills. 

Like Weber, Kutin also found her summer part-time through a connection. Introduced by Joshua Stucky ’22, Kutin started working at Jay’s Cycles, Central Jersey’s oldest bike shop, at the beginning of May. Aside from Stucky, she is the only other teenager working at the shop. Despite being the youngest employee, Kutin’s duties span a wide range of tasks. 

“My main responsibilities are selling bikes [and] accessories and keeping the store organized. And then additionally, just writing up repairs and getting people their bikes,” Kutin said.

Kutin’s favorite part of her job is helping customers pick the perfect bicycle. 


Graphic: [credit name="Emily Qian"]
“It’s always satisfying when someone can come in and I can help them,” said Kutin. “They just seem happy [and] it is a really nice thing especially [if] it’s a younger kid and it’s their first bike.”

As she watched children get excited about their new bicycles, she recalls her own experience with Jay’s.  

“It's really nice to see that [happiness] considering that I got my first bike in that store, and it’s just a nice experience to watch other people,” Kutin said. 

Although assisting polite customers in making purchases has been the highlight of her job, dealing with tougher customers is what allowed Kutin to work on her communication skills. When asked how she dealt with difficult circumstances, Kutin says the key was patience and composure. 

“My job definitely taught me a lot of patience. Just for so many reasons ... Either a customer who’s talking to me … for an hour or … we’re waiting for … bikes to come in all the time and customers are annoyed that their bikes are not here. Whatever it be … I've learned to manage that a bit better,” Kutin said.

At the end of the day, Kutin just wants to make sure she has done everything to help her customers.

“Just telling them what they want to hear and making sure I'm helping them just as much as I’d be helping anyone else even if they’re not very nice to me is important,” Kutin said.

Although it hasn’t been easy, both Weber and Kutin felt that their experiences with summer jobs have been rewarding. 

“My summer job has allowed me to be more independent because now I have my own money and an environment where people are relying on my ability to be responsible,” Weber said. 



PHS students gain valuable experiences from summer jobs

On Fridays, the halls of the school are noticeably different with large numbers of students and staff wearing blue and white clothes, a result of a policy to boost school spirit through our school colors.  is is part of a new agenda by the PHS administration, led by Principal Frank Chmiel, to foster respect and unity while increasing student engagement in the school. Other actions, including hosting the Welcome Back Tigers event and creating a student advisory committee that meets with Chmiel monthly, are steps in the right direction. Even before the pandemic, students were rarely seen at school events with the exception of a few concerts and football games and would have rather spent their time picking out PHS’s flaws. COVID-19 has exacerbated this issue, with many expressing disdain for the administration and the weight of a seemingly unbearable workload. However, there are signs that the new policies are already working: Even at the class meeting, usually one of the most dull events of the year, there was a new sense of hope.

How can we continue to improve our school spirit? For one, viewing our school more positively would help. While pointing out flaws is perfectly normal, we need to do so in a productive way to improve PHS. One example of this is the student response to the schedule changes last year. Complaining to other peers might not have resolved the issue, but when students rallied together to present their issues to the Board of Education in a constructive manner, they reached a compromise with the administration that, while imperfect, was a noticeable improvement. Though some demands went unmet, compromise was necessary to preserve students’ voices in policy while getting the board to agree. Similarly, when we find flaws within the school, instead of simply airing out grievances during lunch or between classes, we can work together to proactively change policy. But beyond trying to improve our school's facilities, we should also be proud of PHS' diverse student body. Often, people can be heard making negative comments about certain clubs or sports. Though these seem like jokes, these comments can lead to detrimental effects and students not doing what they want to do. While some clubs may have more prestige than others, it shouldn't matter since they are all composed of students who enjoy what they do. In order to foster a sense of school pride, we should embrace the different opportunities and the talents of the student body rather than discouraging students from pursuing their passions. By encouraging diverse interests, we can each add aspects to our school spirit and make PHS truly different from other schools.

Unity and pride may be the last thing on peoples minds in this transition to an in-person environment, yet this is arguably the best time to try to bring the student body together. When we navigate the obstacles that are to come, we should help our peers by paying attention to their needs and contributing where we can to make the school more welcoming and diverse.

School pride isn't celebrating PHS for being a perfect school. Rather, its celebrating the progress we've made and will continue to make in order to transtorm our school into an environment where the students and staff support each other at every turn. School spirit Fridays wont be  enough, but its a start. In this new year, we should aim to be a different student body with a stronger sense of unity and school pride.

New year, new student body



After a year of quarantine, stepping into the school building and seeing all your friends and teachers in person almost seems normal. Yes, precautions like masks and social distancing give the whole situation a touch of surreality, but seeing classmates instead of black boxes, talking freely instead of having to unmute in Zoom, and navigating the ever-tricky hallways of PHS have all been reminders of how much progress has been made in the past year. However, these same “mundanities” are also reminders of what we’ve taken for granted, and if we want to stay in-person, we need to continue being cautious. We also need to recognize that being in person comes with new challenges, both academic and social, that will take time to adjust to. As such, the administration, teachers, and students should all recognize that when things are disorganized or messy, many are due to a result of our adjustment that is slow but steady.

In the past year, many teachers did away with the idea of late work. Of course, there were still deadlines for assignments, but teachers were generally much more lenient and understanding when or if homework was turned in at a later date. Now, however, things are starting to change, with many teachers slowly putting back more expectations on turning in assignments on time (many of us probably got an explanation of late work policies on the very first day.)  is change, though with positive intention and many positive benefits, can be disorienting for many who are more used to getting extensions. Similarly, participating in class may be a different experience for those who are used to not speaking as much on Zoom because of technical issues or other extenuating circumstances. Without the privacy of a screen, it can be more stressful to volunteer ideas, but in-person discussions can also lead to less awkward and more in-depth conversations about the topic at hand.
And in general, it can be difficult to  find the motivation to do work a er a year of staring at computers and sitting in our own rooms. Building up our work ethic again will happen gradually, but it will prepare us better for the future. While there have been several academic changes with the new in-person format, they are largely for the better: We just need to learn how to learn again.

Socially, having spent what seemed like forever on FaceTime, iMessage, and Instagram, talking to friends in person can feel like more of a challenge than it has to be. What used to be fully charged social batteries are now drained power sources, unable to support the demands of in-person interaction. Many students’ once-thriving social groups have dwindled down to merely a few, a number easier to stay connected to online. Simply put, talking to people is hard now, even for the most exuberant extroverts. Dealing with this social fatigue on top of an already grueling high school schedule seems like a daunting feat.  is upcoming year will undoubtedly be characterized by the jarring, yet necessary, transition back to in-person life — both socially and academically. While academic burnout is more commonly discussed, social burnout is an equally real and devastating issue that many students will inevitably face over the next few months. Expecting students to seamlessly ease back into in-person school would be extremely destructive to student wellbeing.

Yet burnout doesn’t just affect students’ lives within school, it also impacts students’ lives as a whole. Emerging from a pandemic, many students have experienced grief, loss, and suffering. Almost everyone knows someone who has been personally impacted by COVID-19. Whether that be a friend quarantining for 2 weeks or witnessing a grandparent in a hospital bed, every student is coming into the school year with baggage, regardless of the size, magnitude, or capacity. Overcoming this hurdle is already a lot for so many students, even before they have to confront the transition back to in-person school.

Saying that this year will be different is an understatement — this year will bring back memories for some of us while being completely new to others. Yet everyone will be facing an adjustment period regardless, and we should recognize that as we navigate the academic and social obstacles and surprises that are to come. Forcing ourselves to adapt suddenly won't happen. Instead, we need to slowly change with the world, and, more importantly, be kind to ourselves.

The reality of the new year

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“I hate cross country but I’m part of the team because I win races.” My friend, like many other Princeton Public Schools students, had fallen into the trap of doing things they didn’t like only because they look good on their resumé. While this may not be a problem in itself, this, combined with schoolwork and other obligations, perpetuates the trend of students overloading their schedules with activities they’re not passionate. This leaves them without enough time to do hobbies they actually like. Finding enjoyable extracurriculars is the most important step to not detesting your day- to-day life. After all, you won’t find time to both relax and participate in a large amount of activities that are unlikable. The best thing to do is find activities you like and pursue those.

Take sports as an example (although any extracurricular that you enjoy works). Most often, students only do the sports they’re actually good at. This mindset can lead people to do sports they’re not interested in, or not partake in athletics at all. Unfortunately, there’s a huge misconception around sports that you have to be great at them to enjoy them. The truth is, anyone can do an activity he or she likes, no matter that person’s skill level. It can be discouraging to try something you’re bad at, but being the worst person in the room at something is a benefit — you have literally everyone to learn from!

I started running cross country in seventh grade because my best friend was super athletic and I wanted to hang out with him more. I was nervous because I had never been a sporty kid — I had joined a basketball team a few years prior to this, and my only score of the season was in my own team’s basket — but I decided to try. It was hard work, and I was not very fast, but I loved it nonetheless. It was great to get away from school work to just run and
hang out with friends for an hour or two every day. I wish I could tell you that I magically became the fastest runner in the country as I continued the sport, but that never happened. The only reason I ever did cross country was to have fun, and where I am right now — the middle of the pack — is exactly where I feel the best.

The PHS cross country team has been a blessing during the pandemic because we were always able to get together and run. It doesn’t matter that I’m not one of the fastest runners and that I don’t run at every single meet. I have a great time on the team, no matter what. Again, pretty much any activity that takes you away from the stress of school will have mental health benefits, especially if you’re partaking in that activity in order to have fun. At the end of the day, cross country has brought me happiness over the last few years, and I’m glad that I wasn’t too afraid to try it in seventh grade.

To be completely honest, a little bit of pandering to colleges has slipped into my extracurriculars, so I’m not a perfect example, but I strongly encourage people to try new activities just because they seem fun. After all, the worst thing that can happen is you just deciding they’re not worth your time.

Broadening your horizons



PHS students’ jobs are often written off as a side interest or yet another extracurricular for academic overachievers. But the money that minimum wage workers earn can help them support their families and develop lifelong skills, and they should not be underpaid. Starting as a grocery store cashier several months ago, I met people similar to the stereotypical PHS student — bookish kids looking for something to fill up their time. But as many of them left for college, I noticed more people that had initially escaped my attention: adults, many of them immigrants and parents, from different countries, all hardworking and intelligent, who built their lives working the same jobs as the teenagers I had previously surrounded myself with.

As the college application season begins, many students just think of part-time jobs as another add-on to their resumé. But apart from money, what are students taking away from their time spent working? If they are in customer service, they likely learn valuable interpersonal skills. If they are doing manual labor or something more specialized, they can learn a new technical skill they would otherwise never have had the opportunity to acquire. And having moved from a much more socioeconomically diverse, urban community less than a year ago, I knew many kids who took up jobs cleaning or working in fast food right after graduating to help their parents out with some extra cash. It was never a booster for their application later on: it was something they and their family relied on to buy groceries. One of the problems resulting from a low minimum wage is the country’s labor shortage, a problem unsolved by solutions such as hiring young teenagers or adding benefits to jobs. Yet according to the US Department of Labor in 2021, the federal minimum wage has not increased from $7.25 per hour since 2009. Further, while there are ten million job openings, there are still 8.4 million unemployed Americans, according to the Washington Post in 2021. Where I work, signs displayed above each register apologize for being short-staffed. And we aren’t alone. Increasing the minimum wage would incentivize those who are currently unemployed to find work. A larger labor force could take the pressure off current workers, who are frequently asked to work longer hours and more overtime due to a scarcity of workers. What could these companies do better to attract workers? In many cases, enough money to pay rent. Imagine a single parent raising one child and working full-time. Using MIT’s Living Wage Calculator in 2021, you can determine that this parent would need $38.79 an hour, requiring an annual salary of $80,677 before taxes. With additional costs like food and gas piling up and minimum wage coming nowhere close to supporting workers, it’s not hard to see why employers face challenges when trying to convince people to apply for often thankless and strenuous work. The US Bureau of Labor Statistics found that in 2020, the median age for a person working in food service was 29.6 years old. For my job, the median age was 24.8 years old. Millions of adults relying on these jobs require more stability than what they are receiving.

But workers should not be discouraged — a growing movement supporting a $15 per hour minimum wage has gained a lot of traction in the last year. Although this isn’t close to a living wage in areas like Princeton, businesses offering this kind of pay across the country have helped many people go back to work. As a result of higher wages, workers can afford rent more easily, take care of their children, and live more comfortably. New Jersey plans to raise its minimum wage to $15 per hour by 2025, and other states have enacted similar legislation. The high unemployment rate caused by the COVID-19 pandemic has allowed underpaid workers to have more negotiating power, leading to better wages and benefits.

Though many students are leaving their summer jobs, they will leave with new experiences worth much more than an extra item for their college application. The contributions that workers make should not be undervalued.

The least we can do for minimum wage


Whether you’ve been laughing or crying over those viral videos of adults angrily reacting to mask mandates, I’m here to tell you that your reaction is warranted. There is absolutely no reason why mask mandates shouldn’t be implemented, especially in our school district.

Anti-maskers argue that it’s their right to make their own risk-benefit decisions. But to fulfill their responsibility of protecting community members, governing bodies must keep people from harming other people and themselves, which can happen when one refuses to wear a mask. Drunk driving, for example, is illegal because even if one is willing to risk death, such a decision negligently risks their lives and those of others. By allowing people to hurt themselves and others, a government would fail to manage its duty.

An individual’s choice not to wear a mask affects his or her friends, family, coworkers, teachers, and, by extension, the rest of his or her community. Thus, the decision as to whether a person should wear a mask in a public space does not belong to that person but rather to the community and its elected officials. Furthermore, the choice of a community should be based on the opinions of experts, not on the com-plaints of a few misled individuals. For the past 16 months, experts have been saying, endlessly, that masks prevent the spread of COVID-19. The amount of evidence supporting the conclusion that face masks prevent the spread of CO-VID-19 is absolutely monumental. A recent example is a study in 2021 conducted on 340,000 adults by Jason Abaluck et. al, reinforces that masks are highly effective.

Then why are so many people still skeptical of something so simple as wearing a piece of cloth? Part of the answer lies in the perceived conflicting information from the government. In the early months of the pandemic, there was an absence of evidence with regard to the effectiveness of masks against the transmission of COVID-19. By April, however, there was enough to conclusively show that masks were effective, and the Center for Disease Control and Prevention began recommending their usage. Somewhat understand-ably, many were caught off guard when this happened and many still retain this skepticism. But this confusion is unfounded. It is important to understand that the nature of the scientific method requires that the scientific consensus always be evolving as new findings come to light. Following the science can mean federal and local changing recommendations in the middle of a pandemic.

Early in August, Governor Murphy followed the science and signed Executive Order 251, mandating mask inside all school buildings. Princeton Public Schools has been keen to adhere to this mandate this school year, and rightfully so. We go to school in a fairly data-driven, science-believing town. It’s no surprise that our vaccination rate is almost 25 percentage points higher than the national average, according to a letter by Superintendent Dr. Carol L. Kelley in 2021. So, are mask mandates really still necessary in our district? The answer is yes. The Delta variant, the dominant strain of COVID-19 in America, is no joke. According to a 2021 study released by the CDC, the vaccine is now only 66 percent effective against the Delta variant, down from the 90 percent a couple months ago. Even though the vast majority of hospitalizations and deaths are still among unvaccinated individuals, mild breakthrough cases accelerate the spread of COVID-19. Also this year, in Nature Journal, Nidhi Subbraman shows that a vaccinated person with COVID-19 can spread the virus just as easily as an unvaccinated person. Not to mention, there is still a decent portion of our district’s student body that remains unvaccinated, including all of the elementary school students at Riverside, Littlebrook, John-son Park, and Community Park.

There are some hidden benefits to wearing masks in schools as well. Masks decrease the risk of other airborne illnesses, minimizing the amount of students who catch some other virus and have to spend days staying home and getting tested for COVID-19.As summer break comes to a close, schools nation-wide have been taking many different approaches to reopening. Some approaches have been safer and smarter than others, and it shows. According to a 2021 NBC report, tens of thousands of students in Mississippi, Texas, and Florida are going into quarantine soon attend-ing their first week of in-person school. With this, combined with teachers dying in hospitals, and schools closing within weeks of opening, it’s easy to see why many school districts are reimplementing mask mandates. Furthermore, mask mandates decrease the volatility of our schedules. The complicated, four-cohort, half-hybrid, half-remote schedule from last year will not suffice this year. Having our school district go through cycles of opening and closing due to students and teachers getting sick, like those in the Southeast, will be unacceptable.

Masks are a precaution with virtually no significant drawbacks. There is little evidence that mask-wearing by teachers and students impair learning or social skills. Yes, visual guidance is required for speech development in infants, but elementary school students already know their syllables. Research in 2008 from the Yale Child Study Center also showed that toddlers spend significantly more time staring at the eyes than the mouths of the people they are interacting with. Masks are not a major barrier to communication, and they are better than a black screen.

Truth be told, we are all tired of masks and hand sanitizer and the pandemic as a whole. But comfort is a far second to safety. We need to stay vigilant, and wearing masks is part of that.

The Moral Case for Wearing Masks



Zachary Deng ’23 “

I really like chess boxing. It’s a very interesting mix because it involves two very different skill sets. It’s also pretty funny because you have players just playing a game of chess and then going to beat each other up. A couple minutes of chess and then a round of boxing. The skillset it takes is so impressive.”

















Sylvie Lebouef ’24



Speed-walking is definitely a favorite of mine because it looks really funny. It’s so weird how fast people can walk and how competitive it is when anyone can do it. The way they swing their hips is also really weird.
















photo courtesy: [credit name="Maeve Motto"]
Maeve Motto ’25

Frisbee golf is my favorite. I saw someone playing it at Thompson Park where I run, and I really respect the grind they put in being outside at eight in the morning. They were trying to throw two at once, and even though every time the frisbees hit each other in the air and fell, they kept trying and I admire that perseverance.







Akshay Patel ’23



Chess is a really cool un- conventional sport. A lot of people don’t consider it a sport, but I think it is be- cause the mental pressure is almost as much as the physical pressure on your body from other sports like running. You have to predict a few moves ahead but also think on the fly. I don’t play but it’s still really fun to try.

What is your favorite unconventional sport?


Every Sunday morning I wake up and yank my banana-yellow referee shirt over my head. I pull on my knee-high socks that are so long they extend past my thighs. Lastly, I loop my pink whistle around my neck. Although many may not be aware, there are countless challenges that come with being a referee, especially one my age.

One of the biggest challenges a referee faces is dissent from both parents and coaches against the decisions he or she makes. This can come in the form of a more tame “Oh come on, ref!” or some more colorful language. In one case, a coach actually ran onto the soccer field and tried to talk to me while the play had continued. In these cases, it is important to remember two things: abide by the rules of the game and trust your own instincts and judgement. Coaches and parents tend to be biased, and it is more likely that you are correct in your decisions. Even if the parent or coach may be right, it is important to act with confidence in all of your decisions. Especially as a youth referee, you may not be given the same level of trust and respect that older and more experienced referees have. Although that may be the case, younger referees are generally more quick and agile and have better eyesight. These characteristics allow them to follow the game better. The decision of a referee must be made rapidly in the heat of the moment.

At this time, I faced not only dissent against the decisions I was making but also protest against state regulations. One coach on the sideline refused to wear his mask during a time when mask regulations were required for all youth soccer coaches. Again, having confidence and using your voice are of utmost importance in these scenarios.

Another job of a referee is to make sure the game is safe for all children, especially when there are children with different abilities playing. For example, when there was a child with autism on a team, it was important to tell coaches from both teams and ask how best to proceed in case of a sensory overload so everyone is safe and enjoys the game.

These challenges can even come from other referees in the sport. I have been yelled at before by a male co-referee because my shorts were “too short.” As a female referee, I have to admit the outfit has its drawbacks. My shirt is so oversized that when I tuck it in it still billows out from underneath my shorts. I simply could not wear the given shorts as they would fall down if I tried to run. In moments or situations such as these, I find that remaining calm and collected helps when diffusing situations.

Overall, the main job of a referee is to facilitate the game and make sure it runs smoothly. Unlike the players, the goal of a referee is actually to have as little of an impact on the game as possible. Don’t be afraid to speak up against the inequities in the realm of refereeing! We need more young referees in the game.



The challenges of being a youth soccer referee


Watching her siblings’ soccer games in her childhood contributed to Sophia Lis ‘22’s growing interest to play on the field and prompted her to continue her soccer career in high school. Lis’s talent, consistency, and knowledge of the game lead to her skillful performance on the field: Lis quickly moved up to the varsity team in her freshman year and is now captain of the girls varsity soccer team. Head Coach David Kosa, who has been coaching the Princeton High School girls soccer team over the four years of Lis’s engagement, commented on Lis’s ability and growth.

“She’s very intelligent out on the field [and] unselfish, too,”

“Her improvement throughout the years has been very noticeable. Her skill level is at such a high point right now,” said Kosa.

Lis is consistently a top scorer for both her Princeton High School and club teams. She is committed to play Division I soccer for Lehigh University starting next fall.

After an injury her sophomore year and a long rehabilitation process, Lis was uncertain of her career in soccer. However, she recognized her desire to continue her soccer career and was inspired by others that recovered from ACL injuries. With perseverance, Lis has not only resumed her role playing on the PHS soccer team but also on the Players Development Academy (PDA), where she trains with athletes from different schools in a competitive environment.

“Just observing my teammates and the people around me, I learnt a lot about myself that year and made me realize I wanted to continue playing soccer and reach my goals of playing my junior year,” Lis said.

“PDA has taught me how to persevere and handle the pressure of the coach always watching or wanting to perform at the top level.”

Although she was in the rehabilitation process during her sophomore year, Lis was dedicated to improving her soccer skills and learning from her coaches and peers. As she took on a leadership role as an upperclassman, Lis consistently challenged herself to be more assertive on the field.

“Freshman year, she was very timid, even though she was the best forward and the top scorer she didn’t really talk that much. And now watching her as a captain, facilitating all the drills and incorporating the underclassmen she’s grown so much as a person and a player,” co-captain Megan Rougas ’22 said.

Lis is not only a hardworking athlete who always seeks to improve herself, but she has also shown strong abilities in leading and helping her teammates. As one of the captains of the PHS girls soccer team this year, Lis has become more of a team player, giving her teammates more scoring opportunities.

“For captains, it is always important to discuss with your team and ensure everyone is included and knows the value they bring to the team,” Lis said.

As an athlete who has gained many experiences from games and leadership, Lis gave some advice to the incoming and current underclassman athletes on the PHS soccer team.

“When there are any obstacles in the road, there is always a way around it,” Lis said. “You just have to keep pushing through and working hard to better yourself and the people around you.“

Athletes of the Month:  Sophia Lis ’22: soccer


Standing in complete silence, he pauses as he toes the line. To his left and right is a cacophony of sound as athletes slap their limbs, improving blood circulation. Ignoring distractions that surround him, Kento Nakaya ’22 composes himself, knowing he has done everything he can to prepare for this moment. But self-assurance has not always come naturally for Nakaya. Returning from long summers spent in Japan where he was unable to run and living with a life-threatening heart condition, he has worked long and hard to ensure his success for this season.

Growing up, Nakaya played soccer. Although he spent seven years playing soccer, he never felt it suited him best, and he decided to make the transition to track in the eighth grade. In order to stay motivated, he often watches track videos, especially those of professional runners, to improve his running technique. Nakaya focuses a lot on the mental aspect of his sport.

“Cross country is all about mentality. I think it has a lot to do with physicality, but mentality plays a lot of roles in a race. So definitely visualization is something that I [do] before I race,” Nakaya said. He often takes a minute or two before a race to center himself.

Nakaya is not the only one in his family who runs; Nakaya’s mother also ran in middle school and high school. This drove Nakaya towards the sport. However, like all athletes, Nakaya sometimes struggles to stay motivated. To get him through mental blocks, he often looks to his teammates for inspiration.

“Addison Motto [’22] you know, he’s definitely my motivation to run. And he’s been improving. I mean, he did really well in the last spring season,” Nakaya said.

Managing school and a sport can be especially tough, but Nakaya managed to keep up his grades by waking up early to study or complete homework. Freshman year, Nakaya made the decision not to do spring track to focus on other responsibilities.

“During that period … I wasn’t the best in cross country. So I was thinking about quitting. But then this spring, it was really fun. And I did pretty well, ” Nakaya said.

However, during that spring season, Nakaya faced a roadblock. Due to a negative reaction from his vaccine, he developed a condition called pericarditis, which in simple terms is an inflammation of the tissue around the heart. During this time he was unable to run, and after recovering, he got a knee injury. Despite his setbacks, he has made every effort to be a leader to his teammates.

“Kento is everything you would want to see in a teammate: hard-working, supportive, and positive. Even when runs get tough, he doesn’t give up and is always very encouraging to the team and myself, ” said teammate Zachary Deng ’23.

As Nakaya recovered, James Smirk, Head Track and Field Coach, was impressed by his perseverance throughout his recovery. “He was able to push himself after recovery but also knew his limits, which is very important for an athlete.”

Coach Smirk also admired his ability to support the team through his injury. While Nakaya was not able to physically run with them, he was able to help in other ways.

“Most kids would not go to practice when they’re injured to support their teammates, but he did. He’s a great kid. He is really focused, and his ability to communicate with his teammates and help them mentally and emotionally is admirable,” Smirk said.

One of Smirk’s favorite memories of Nakaya is when Princeton went head-to-head with their rivals, Robbinsville High School.

“They had beaten us [in] meets all season, but that last one Kento really stepped up and passed a few guys who had beaten him all season. That was a major success for him.”

Kento is planning on attending college in Japan, where there are no collegiate running teams. However, he is determined to finish out his final year of competitive running strong, leading his team to success at county meets, state meets, and beyond.

Athletes of the Month: Kento Nakaya ’22: cross country



Pacing up and down the sidelines, girls tennis coach Sarah Hibbert takes sporadic pauses to observe every single player. Offering tips to each of her athletes, she uses her own racket to demonstrate proper overhand serving techniques, foot placement, and hip stance. However, her help goes beyond just tennis technique.

“I try to find each individual player’s motivation. Some people need to be told warm-cuddly things. Others need more firm reminders,” Hibbert said.

This understanding that players need help outside of physical drills and activity is something that makes Hibbert stand out from other coaches. The idea that athletes need help with the mental aspect of the sport is something Hibbert understands as a person who initially struggled with her decision to continue the sport.

“I started when I was young, but then stopped for a while. Over time I became more committed and I eventually ended up playing in high school and college,” Hibbert said.

Throughout her past 15 years of coaching over 30 seasons of tennis, Hibbert has built a lot of experience. She has coached both teams and individuals who went on to win matches at the highest level.

“A couple years ago, we had a girl who made it all the way to the state championship and was the state champion of NJ. That was pretty cool,” Hibbert said.

Hibbert is excited for the upcoming season and believes her girls team can have an impact at counties, states and potentially beyond. She is excited to both physically and mentally encourage the athletes to improve this season. In order to be successful, Hibbert stresses the importance of individual hard work, especially in a sport as competitive as tennis.

“When you’re out on court it’s all you, and the fate of the match rests on your shoulders,” Hibbert said.

However, the individual aspect is one of the biggest appeals of tennis and is what initially drew Hibbert to the sport. It is rewarding to know that you are in full control of what happens on the court and makes victory so much sweeter.

“My favorite moments are definitely watching the joy on somebody’s face when they come back and win a match they didn’t think they were going to win,” Hibbert said.

While the team has experienced a lot of success during their season, there have also been some low points. According to Hibbert, one especially difficult challenge was connecting with leaders on the team and forming a plan for rookies to become integrated into the program.

“Because of COVID-19 it was definitely difficult. It was kind of go to practice, do your drills and play your matches. We only had 30 seconds to socialize and then we all went home,” Hibbert said.

Looking forward for this year and beyond, Hibbert is looking to implement better communication throughout the team through hosting more team events like team lunches and dinners. She is looking forward to creating a strong culture of leadership and teamwork.

Sarah Hibbert strengthens team mindset by supporting athletes on and off the court


Due to COVID-19 restrictions, fall sports are looking a little different this year, especially with the increasing spread of the Delta variant. On August 15, the Princeton High School Athletics department hosted a webinar discussing the restrictions in place for the season with Athletic Director Brian Dzbenski along with all of the fall sports head coaches, nurse Lisa Goldsmith, and Head Athletic Trainer Shannon Koch.

In the webinar, Dzbenski laid out a plan athletes must follow before attending practices: they must fill out a screening questionnaire and bring three masks, hand sanitizer, a towel, and a water jug. However, mask policies are far more relaxed; during practice, outdoor sport athletes do not have to wear them due to greater ventilation, and since sports started again after the pandemic, the virus has not been transmitted between students at outdoor practices from both the middle school and the high school. However, for indoor sports, such as girls volleyball, masks are still mandated by the New Jersey Sports Interscholastic Athletic Association (NJSIAA), the governing body of New Jersey’s high school sports, due to greater concentration of particles indoors. Also, when traveling to away games, students must wear masks in the buses.

There are special cases where wearing masks is not possible. NJSIAA guidelines state that it is not safe to wear masks when performing strenuous activities such as wrestling, swimming, or performing stunting. Close contact during these sports should be as limited as possible, at a maximum of 15 minutes of exposure.

In addition, temperature checks were taken away this season because the district decided they were not as helpful as the health screening self assessments in determining if an athlete had the symptoms of COVID-19.

Dzbenski stresses the importance of these self-assessments.

“[It is] important that our coaches, students, and parents continue to understand and monitor their health. It just takes a moment to do a selfassessment on how you’re feeling today. Sometimes we get so caught up in the stresses of going to school and juggling all the things we’re juggling that if you have a sore throat, you may not even be mindful of it,” Dzbenski said.

With outdoor mask mandates and temperature checks removed, sports this season are looking more relaxed than last year. According to the District Physician, Dr. Robert Helmrich, in an “Ask the Doctor” event hosted by the Princeton Public Schools on August 31, it is important to note that this year we have vaccinated staff and students. The sports department asked parents to voluntarily submit their children’s Centers for Disease Control and Prevention (CDC) vaccination cards because it affects quarantine time for the team if a player tests positive with COVID-19. If a team is fully vaccinated, they can continue practicing even if a player tests positive.

Furthermore, many sports will have cuts to maintain safety, with the amount of cuts depending on each sport. For volleyball, for example, 70 people signed up to try out, but only 30 made either of the two teams. For soccer, however, there were minimal cuts. There are four different teams, and freshmen were not cut from the sport.

The plan for the season was developed by the PHS Athletic Department following a combination of guidelines the NJSIAA put out last spring, ideas from the CDC conference for high school sports, and decisions made by the Princeton Public Schools health and safety committee created by Superintendent Dr. Carol Kelley. This committee includes District Physician, Dr. Robert Helmreich; the Head Athletic Trainer Shannon Koch; and members from the Princeton Health Department including Director Jeffry Grosser, and his assistant, Karen Cope.

“[This] arsenal of people keep up to date with CDC guidelines and are able to monitor the COVID-19 Delta variant in our surrounding area, which in our county is moderate. [They make sure] the other areas we host games with or travel to are safe,” Dzbenski said.

There are a few options for student athletes or parents who feel uncomfortable with certain situations. For example, if they feel uncomfortable taking the buses to away games, they can get approval to provide their own transportation. In addition, if an athlete’s family feels uncomfortable going to watch the games in person, Princeton High School sports has a free livestream of all games up and running on the athletic website. For those who decide to attend the games in-person, no masks are necessary when outside.

Overall, the community’s opinion of the plans have been favorable.

“We are back to practicing in our normal location. I think that it’s more normal, and that it’s a nice middle ground. We’ll still be safe though the guidelines aren’t as strict as last year,” said student-athlete Kyleigh Tangen ’24.

In addition, the community’s cooperation has been tremendous.

Dzbenski said, “[The community has] been very responsible. And I think we’re in a really good place [for this season].”

The district is currently working with the dynamic situation and adapting the protocols as things are changing.

“We are sharing information with our coaches as it becomes available. Things could change, as we head into the winter months. The NJSIAA, New Jersey Department of Education, or CDC may come out with new guidelines. Our health and safety committee will continue to update guidelines,” Dzbenski said.

 
 
 

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