Last year, the PHS boys football team made its first playoff appearance since the 2014–2015 season, defying expectations and starting a new trend. The team now has had back-to-back winning seasons for the first time since the 2008–2009 and 2009–2010 seasons, while starting with wins over Lawrence and Allentown this year. 
A big part of the team’s achievements stems from the leadership of Head Coach Charles Gallagher. When he first started with the team 13 years ago, the Tigers were 0 and10, but they bounced back the next year with a winning 8 and 2 season. According to Gallagher, the biggest strength this team has compared to earlier years is greater participation and quality of athletes. 
“You’re going to be a strong football team if you have numbers. It just so happens that we’ve had some really great athletes over the past couple of years — not to say that we haven’t had really good athletes prior — but I think we just have more of them,” said Gallagher. 
The squad has 75 players consistently coming to practice, which is significantly more than in prior years, where the average has been around 50 players. 
“Nobody’s taking off, which is awesome. No one has quit. Everybody’s sticking in. Everybody’s having fun. Everybody’s getting an opportunity to play,” said Gallagher.
While a strong senior class is key for any high school football team, this year’s group of players draws its strength from all grades. Under the leadership of captains Ellington Hinds ’26 and Carmine Carusone ’26, the team is working together to maximize their potential.  
“Once we make the playoffs, we have a goal to make the playoffs again, so that overall just focuses the team even more,” said Hinds. “Even though we made the playoffs last year, it’s a new team, so there’s struggles that we have to go through.”
As the starting quarterback, Quinton deFaria ’28 understands the amount of hard work that is necessary to achieve their goal. 
“[Our goal is] just to be 1–0 at the end of every week. That’s our saying. And to achieve [this], we just [have] to continue to work hard. We’ve been doing great in the summer. We’ve been lifting, we’ve been practicing, and [staying] humble,” said deFaria.”
As the Tigers prepare for the Homecoming game and the rest of the season, they aren’t showing any signs of stopping. 
“[We have to] just continue what we’ve been doing,” said deFaria. “It’s obviously working out well for us, but we can’t take our foot off the gas just because we [started] 2 and  0. [We have to] just keep going.” 


Photo: Rohan Viswanathan

The PHS football team celebrates after their first win of the season. 

PHS football team success continues

Set — everything falls silent: the cheering crowd, the music, even the pounding of her heart. The gun is about to go off, and all that matters is what lies ahead. A deep breath, then the horn sounds. She’s off, spikes digging into the track, every ounce of training fueling Lena Hamilton ’25 toward the finish line.

Hamilton has been an athlete her whole life. After 13 years of classical ballet, she switched sports in the spring of her freshman year. She chose to pursue track and field because her dad had run in high school, and following in his footsteps proved the perfect way for her to remain active. Since then, her passion for the sport has only grown. 

“I’ve always enjoyed being competitive, and I found track and field to be a very competitive discipline that I could potentially excel at,” said Hamilton.

Since being named captain in her junior year, Hamilton has strived to bring her team closer together.

“I organize pre-season workouts during the fall off season, manage the team social media, design team merch, and plan team bonding,” said Hamilton.

For Hamilton, one of the most important lessons she has taken away from her experience in track is of the value of self-sufficiency as a mechanism for improvement.

“You’ll never grow as a sprinter if you aren’t able to self-analyze and figure out what you need to do to help yourself be better,” said Hamilton. “I’ve definitely gotten better at naming my flaws and working on how to fix them.”

Before races, Hamilton likes to take a moment to herself to collect her thoughts and concentrate on her upcoming event. She finds that, when facing race-day nerves, it is critical to not doubt herself and remember just how much she is capable of. 

“I like to say prayers to stay focused on my race and to remain confident in my training and my ability
to do what I need to do,” said Hamilton.

Being a track and field athlete means rigorous training for most of the year. Being a student-athlete means coming home late from practice and immediately shifting gears to focus on schoolwork. For Hamilton, it’s crucial to find ways to prevent homework and studying for assessments from piling up.

“I balance school and track by organizing my time and assignments to the best of my ability,” said Hamilton.

To her coaches, Hamilton stands out as a positive and motivating force on the team, always working to improve her own individual performance, and that of her teammates. 

“[Lena] embraces our team’s principles of growth mindset and positive psychology, always striving to improve and encouraging others to do the same,” said track head coach Ben Samara. “Her commitment to both personal progress and the success of the team is evident in everything she does.”

Apart from being an outstanding runner, Hamilton has a notable impact on her teammates, providing feedback whenever it’s needed and cheering them on during races. 

“She’s very positive, which I think is a nice quality to have, because it gets you thinking in a different approach, [rather] than [thinking of] something negative [that could] happen,” said Madison Hamlin ’27, a sprinter on the track team. “The advice that Lena gave me was so focused on myself and how to improve myself ... She inspires me because she’s like my big sister. She has that connection that works for us.”

With already three years of track under her belt and plenty of race experience, Hamilton only has a few words of advice for her younger self: “I would tell my freshman self to sign up for track sooner.

Lena Hamilton ’25: track

The sound of the starting horn reverberates throughout the pool as Jaiden Xu ’25 dives off the block, precisely cutting his way through the water. His rivals struggle to keep up, as he glides through the water in a rhythm and pace that has been meticulously cultivated throughout his years of experience. In an effortless display of his underwater prowess, Xu scores the key points for his team

Xu was introduced to swimming at an early age, with his father kickstarting what would eventually blossom into an 11-year career. His father became one of his inspirations along with 23 time Olympic gold medal winner Michael Phelps.

“My father taught [my brother and I] at a young age ... I really looked up to my father,” said Xu.

Xu explained that his father and Phelps share key traits: dedication, perseverance, and resilience, which played a key role in his decision to stay in the sport, despite facing many challenges.

“There was a period in time where injuries plagued me, and it genuinely made me [think about] quitting,” said Xu. “But I thought about the fact that I’ve put so much effort into this sport I might as well continue and see how far it’ll take me. It’s not like it’s going to be the end of the world if I don’t perform well.”

His commitment and dedication to his team paid off, as Xu’s efforts aided the PHS boys swim team in clinching the Colonial Valley Conference championship this past January, going undefeated in the regular season and individually placing in the top three. Boys swim coach Carly Misiewicz has noticed Xu’s capability ever since his freshman year.

“From his first year he was somebody who was very talented [and] very skilled,” said Misiewicz. “He was a top contributor as a freshman ... but he’s really grown into being able to swim almost any event.”

In between his commitment to the sport, Xu finds time for other aspects of his life, especially his family and his education.

“With my family, I try to spend as much time as I can, especially on the weekends,” said Xu. “[For] school work, I try to finish in school so I don’t have to do it at home. [But], sometimes I do have to miss practice in order to finish work.”

His dedication to excellence is also shown in his leadership. David Xu ’25 has been on the team with Xu for all four years, witness- ing the behind-the-scenes effort he puts into the sport.

“He’s definitely one of the hardest workers out there that I know of,” said Xu. “He’s always there ... helping and pushing teammates to do their best and go their fastest.

Xu’s leadership has been critical to the team’s success this year, especially in an important swim meet against West Windsor High School South when it came down to the final relay where the boys needed first and second place to win the meet. That’s when Jaiden came up with a strategy.

“[He suggested to] split up our best swimmers into both these relays so we could secure these positions, and it ended up helping us win the meet,” said David Xu.

Xu plans to carry his swimming career into the next four years at Hamilton University, where he will continue to compete at a high level in a sport that he has loved since his childhood.

Jaiden Xu ’25: swimming

A form of exercise, calisthenics, has begun to gain more attention through social media. Online fitness celebrities such as David Laid and Simeon Panda showcase their strength by doing bodyweight movements that seem to defy gravity like the planche or handstand pushups. 

“I think there are a lot of pretty popular influencers that do calisthenics, especially in terms of short-form content.
For me personally, [that content] is what also inspired me to get started with calisthenics,” said Ronald Qiu ’26. 

Though calisthenics may seem like a new fad, Angelo Andriotis, owner of the International Calisthenics Academy in Greece, says its roots can be traced back to 600 B.C: “calis” comes from the Ancient Greek word “kallos,” meaning beauty, and “thenics” comes from “sthenos,” or strength. Under Spartan rule, leaders relied on calisthenics to train soldiers. The reason why it continues to be widespread mainly ties back its benefits and the overall nature of the exercise. 

The main function of calisthenics, as concluded by Thomas Rosmond et al., is to build functional strength, because these exercises target multiple muscle groups in the body while enhancing flexibility, coordination, and posture. Performing daily tasks in life would become much easier because a lot of calisthenic exercises mirror daily movements like pushing, pulling, and squatting. Furthermore, with increased mobility, one would be at a lower risk of injuries and have increased joint health. 

“I think that one of the best benefits of calisthenics is its [convenience]. You can do it anywhere, anytime, [and] you don’t need fancy equipment to do [it],” said Qiu. 

Calisthenics is beginner friendly; many basic bodyweight exercises like squats and pushups are relatively easy for people to master without major risk of injury, so people can improve their form and build confidence in their balance and strength. This enables the transition into weight training, but it’s important to keep in mind that lifting and calisthenics are separate exercises for different intentions.

“[When] lifting weights ... you’re pretty stationary because you’re the one pushing the [weight]. With
calisthenics, you’re using your body as the weight, so it’s a lot more mobile, and also, you get better control of your body,” said Qiu.

Like Qiu, Jake Winn ’26 started calisthenics two years ago and continues to improve his routine. 

“A good [calisthenics plan spans] anywhere from like six days a week, and you probably only need half [an] hour a day to get results,” said Jake Winn ’26.

According to Pat Chadwick, a certified calisthenics coach, a plan should start off with the easier moves such as lunges and planks. As the workouts get more advanced, equipment like gymnastic rings, pull up bars, parallel bars, and resistance bands are often used but aren’t necessary. 

“You could have a pull up bar at home, but you don’t need a lot of materials because you could go to any playground or gym and do pull ups, muscle ups, [and] dips,” said Winn.

Though the end result may seem unattainable, it is important to remember that everyone starts somewhere, and the only way to progress is through consistent effort.

“If you’re thinking about starting calisthenics, you should, because progression comes fast at first, and it’s actually very rewarding to see,” said Qiu. 

Bodyweight fitness: how calisthenics is redefining strength training

Nerves settle in. A close game against a challenging opponent is coming down to the wire. With the difference only being a single goal, Ellie Naggar ’25 sprints around the field, switches on to open players, and manages to hit a pivotal slide on the opposing team to prevent a goal. The Tigers are able to hold on for a close 8–7 victory, gaining a huge win backed by Naggar’s stellar defense.

Naggar was first introduced to the sport in second grade by following her sister, Winnie Naggar ’20 in her footsteps, leading her to join the Princeton Girls Lacrosse Club. Ever since then, she has loved lacrosse, a love that she still holds with her in what is now her 10th year in the sport. Additionally, Naggar’s defensive style of play was inspired by players that came before her at PHS, such as Eva Petrone ’21, who was also a defender and now plays lacrosse at Fairfield University.

“A lot of my sister’s friends played, and [they were] pretty inspiring ... They looked like they had a lot of fun playing the sport. I did some summer camps and I really liked it,” said Naggar.

As a defender, Naggar is responsible for being an effective communicator and executing key plays to prevent the opposing team from scoring goals, as one mistake can be the difference between a win or a loss.

“Ellie is one of the best communicators on the field. You can always hear her, no matter where she is on the field,” said Head Coach Katherine Federico.

As team captain, Naggar leads the team with her aggressive defensive strategy and optimistic spirit. In a winning game against Hillsborough, Naggar played a key role in helping her team secure the win before going into the state tournament. As a fellow defender, Zoie Reynolds ’26 has known Naggar since second grade and played club lacrosse with her from third to fifth grade.

“Ellie inspires me [to be] a leader and [to be] loud and vocal on defense. She’s actually one of the people I depend on because she’s very vocal,” said Reynolds ’26.

Throughout her time on the team, Naggar has shown tremendous growth from her earlier years to her current role as captain of the team. Despite not making varsity freshman year, Naggar worked hard to improve her game by playing at the Gym and Center Court, which is a winter lacrosse league played during the offseason.

During her career as captain, Naggar learned about the importance of a positive attitude and body language on her team’s performance.

“I can see the [team’s] body language change when we cheer them on versus when we don’t. That’s the part of being captain you enjoy most, empowering your teammates.”

In addition to cheering on teammates, Naggar takes pride in continuing traditions that she took part in as an underclassman. One of these involves surprising new members of the varsity team by going to their home or other places to let them know they have made the team. When she was a sophomore, Naggar remembers this as one of her most memorable moments on this team.

“It was just so much fun, and it was a great team bonding activity. It’s a tradition,” said Naggar. “I literally cried when I made varsity because I was so excited, so doing that for the other kids that made it this year was super fun.”

The girls lacrosse team finished the season 12–9 before falling to Red Bank Regional High School in the first round of the state tournament. While Naggar currently has no official plan to play lacrosse at the next level, she acknowledges the impact it has made on her life.

“I’ll definitely be friends with all of these girls forever, and I might play club and college. I just think it has taught me that sports are super important,” said Naggar.

Outside of gaining lifelong friends because of lacrosse, Naggar also learned that success often comes from constant vigilance.

“You need to always be looking around. You need to watch both the girl and the ball at the same time, and you need to be able to multitask, which a lot of people say is impossible, but I think most defenders have it down pretty well.”

Photo: Charley Hu


Naggar leads her last team practice as varsity captain, bringing an end to her 10-year lacrosse career.

Ellie Naggar ’25: lacrosse

As the school year comes to a close, it can be tempting to sit back and relax, letting the whole summer blur past while you stay indoors and retreat to the online world. While relaxing is crucial, staying physically fit can be just as important.


Exercise has numerous health benefits, but without school sports in the summer, it can be hard to find ways to stay healthy. Fortunately, staying active doesn’t mean you have to do vigorous exercise every day. Even something as simple and small as going outside for a stroll can be beneficial.



Parks are a great place to spend time outside and enjoy the nice summer weather. Whether it’s taking a walk or walking your dog, parks are there for you to get some fresh air. Smoyer Park is a classic, with open fields and ponds, which is a nice and peaceful environment to walk through. Marquand Park offers labelled trees and well-kept trails, perfect for those who love nature. For those sports and skateboard enthusiasts, Hilltop Park contains a soccer field, baseball/softball diamond, basketball courts, and a whole skate park. These parks are perfect for sports lovers that play sports even outside of the school season, like Sebastian Balestri ’28.



“I like playing tennis, so sometimes during the summer I like going to certain parks with tennis courts and just play tennis with my friends,” said Balestri.



The Community Park Pool is also open during the summer, and swimming is a great way to stay active, with your body burning calories to stay warm and swimming itself being a strenuous activity. Pools are the place to go if you just want to spend time with your family, cool off, or just have fun and fool around with your friends.



There are a number of hiking trails in and around Princeton too. The Watershed Reserve, located in Hopewell Valley, has over 10 miles of trails and supports one of the largest nature centers in New Jersey. Within Princeton are the Herrontown Woods, which is open to the public everyday free of charge, and the 5.2 mile Stony Brook trail. For those who are willing to travel the distance, the Sourland Mountain Preserve is 30 minutes away with hiking trails that have amazing views and beautiful rock formations.



“Over the summer I like to hike at the Watershed Reserve because I really like the environment there. I like to go there when the sun is about to rise to get a good view,” said Gavin Macatangay ’27.



As for indoor activities, there are also many options nearby. Gyms such as Planet Fitness offer a traditional gym experience, while places like the Gravity Vault have other options, such as rock climbing.



The key to staying active is keeping consistent while making the most out of your summer, even if the things you do are small and simple. Staying active doesn’t mean missing out on the summer fun, it means making the most out of the time that you have.

Photo: Emily Kim


Lily Berkery ’26, Kalina Tacheva ’26, and Mercy Ebong ’26 walk laps during gym.

Ways to stay active after school ends

Spring recap

Bouncing the ball against the court, Shaan Zaveri ’25 adjusts his feet as he prepares to serve. Taking a deep breath, he hits a fast flat serve out wide with his racket and rushes to the net as the opponent returns the ball. Angling his racket face, Zaveri hits a volley winner between the opposing players.

Zaveri was introduced to tennis when he was in fifth grade, inspired by his sister. Growing up, Zaveri also played table tennis and soccer, which caused him to take many breaks from tennis. He eventually decided to focus on tennis, choosing to do so because of how much he enjoyed watching his favorite players, especially his role model Novak Djokovic.

“One of my role models is Novak Djokovic. He's a pretty famous tennis player, and I like how he's calm in tense moments,” said Zaveri. “I really like his mental toughness, and that's something I put towards my game whenever I'm down a set, or I'm down a couple games, so I'm not [scared] to make a comeback or hit a shot.”

Mental toughness is especially important in tennis, since while playing, players only have themselves or a partner. Zaveri tries to exemplify this ideal, especially in a tough match.

“I'm a risk taker ... I never back down from the big moments ... and I'm never giving up on a point. Even if the ball looks like it’s going out, I'm still hustling towards the ball,” said Zaveri.

Being strong mentally and emotionally has also helped Zaveri win important matches. One such example was the 2025 Colonial Valley Conference tournament first doubles final, where he and his doubles partner Tacto Yamada ’27 were able to beat the same doubles team they had lost to previously, winning first place. 

“Winning the Mercer County tournament individually with my partner Tacto this year [was a highlight of my season], because the last two years we've been [losing] and [getting] third place,” said Zaveri.

In addition to his skills and mental strategy during matches, Zaveri has also learned to be a leader on the team, understanding the importance of balancing being competitive with having fun on the court, which stood out to PHS boys tennis Head Coach Sarah Hibbert.

“He enjoys the lighter side of things as well. He enjoys having fun on court, and I think that it's important to be able to lighten up the intensity sometimes because it can be an intense sport,” said Hibbert. “There can be a lot of pressure. So being able to find moments of comedy is important.”

In tennis, players also need to be able to grow and adapt their game to play well against stronger opponents. Last year, in the doubles tournament, Zaveri and Yamada nearly beat the number two seeded pair in a close match.

“They really rose to the level [that was needed] and played a great match. [Zaveri]’s improved over the years and I think overall he has really stepped into the role as first doubles this year, and it's been a pleasure watching him grow as a player and as a person,” said Hibbert.

Even with the amount of time and effort Zaveri puts into tennis, he has been able to find a balance between his academic and athletic lives.

“I used to schedule my tennis [according] to my school schedule, I would play right after school, and then I'd go home, and I would rest, like a nap or a snack, and then I'd do my homework, and then it's just a cycle,” said Zaveri.

This season has been his second with Yamada as his partner. After working out the imperfections in their partnership, their chemistry has grown to be stronger, built on their trust and communication.

“Last year I was paired up with Shaan as well, and we were still figuring out what we should do as doubles [partners] but this year, we were able to figure out how to play doubles and talk to each other and stuff like that,” said Yamada.

Zaveri’s tennis journey has also been about personal growth as it is about getting better as a player and being a part of the team, learning lessons along the way that go beyond the court.

“I've made a lot of good buddies that I wouldn't think that I would make just regularly interacting with the high school and the community,” said Zaveri. “[I’ve learned to] never give up and just try to have fun.”


photo: Jasur Agzamov

Zaveri finishes his high school tennis career with many accomplishments, including winning first place at the Mercer County tournament in doubles. 

Shaan Zaveri '25: tennis

2025 FIFA Club World Cup

Millions of soccer fans across the globe look forward to the FIFA Club World Cup every 4 years. This year, the United States will be hosting the tournament, with the final taking place at the MetLife Stadium in East Rutherford, New Jersey. This tournament brings all the action of the well-known FIFA World Cup, which features national teams, but is played by 32 of the strongest club teams in the world; all 63 matches will be mainly broadcasted on DAZN. Follow along with the tournament this summer from June 14 to July 13. “It provides all the fans in America a chance to see some of their favorite clubs,” said Ryan Litvinsky ’27. 

2025 UEFA Women’s Euro

16 European nations will send out their women’s soccer teams to compete in Switzerland this summer in hopes of winning the 2025 UEFA Women’s Euro, a continent-wide soccer event that takes place every four years. The first tournament took place in 1983 and has continued up until present day, Germany winning the most with 8 trophies. The most recent winner in 2021 was England. These countries along with many others spread across Europe look to compete for the trophy this year in hopes of bringing home glory and victory to their country. The tournament will take place from July 2 to July 27, and will mainly be broadcasted on FOX Sports network. “I thought the men’s tournament last year was pretty great so I’m excited to see the women’s tournament this year,” said Charissa Hu ’28

2025 Tennis U.S. Open

A yearly tennis event taking place in New York City is an event many look forward to, especially for fans who live in the area. The U.S. Open is the fourth and final grand slam championship of the tennis season and it is not only known for its phenomenal tennis matches, but also is played at the largest tennis complex in the world, the USTA Billie Jean King National Tennis Center. The area features the two largest stadiums in the world: Arthur Ashe Stadium and Louis Armstrong Stadium. “Tennis is a really cool sport and it’s nice to see a big tournament that's fairly local,” said Alex LeBouef ’27.  


Sports events to watch over the summer

On May 13, the PHS girls golf team made history by winning this year’s NJSIAA Girls Golf State Championship. This is the team’s first state title ever since its founding in 2023 by player Madeline Zang ’23. Behind this success was a roster of veterans who managed to shine both as a team and individually, with each member hitting under 100 strokes, a display of their consistency.

“They stayed committed to the process, supported one another, and consistently held themselves to a higher standard,” said Head Coach Jess Monzo. “That belief and mindset shift became a turning point that propelled them toward the state championship.”

For the team, this title is more than a trophy; it is proof of the effort and endurance from the team throughout the grueling season. Kyuyoung Chung ’26, one of the five players in the state-winning team, explains that this title was crucial for the team’s confidence — serving as redemption for the team after not doing as well in previous years.

“[The title] definitely adds to our confidence and it’s an accomplishment that we’ve worked towards collectively; so I think that really adds to the bonds between the girls as well,” said Chung. 

Monzo echoes this sentiment, emphasizing that the title means more to the players, who saw themselves overcome various obstacles to achieve this feat, than it might to a spectator.

“For the team, it’s more than just a title — it’s validation that every practice, every tough round, and every challenge they faced was worth it,” said Monzo. “It’s a shared achievement that reflects their growth not just as athletes, but as a unified group.” 

Despite facing numerous challenges, the team managed to not only pull through but also come out stronger than before. Throughout the season, Monzo has seen this team develop into the standout athletes they are now.

“This team has matured tremendously — not just in skill but in leadership, resilience, and their understanding of the game,” said Monzo. “Over the year, they've learned how to handle pressure, support each other, and bounce back from setbacks.”

Monzo cites consistency under pressure as one of the biggest challenges this team faced going into the state championship.
 
“High-stakes rounds can get into your head, especially at a state-level competition,” said Monzo. “Learning how to play one shot at a time and not let a bad hole spiral was something we worked hard on. Staying mentally tough was key — and they rose to that challenge beautifully.”

Individually, Yasna Shahriariana ’27 faced challenges on her way to the title, such as her dissatisfaction with her own playing. 

“In golf it is easy to get caught up on the bad shots that you have hit previously,” said Shahriarian. “But the most important shot is always the next and I often find the need to remind myself of that.” 

According to Monzo, the team showed signs of their capability and skill even before their state championship triumph. Prior to their victory at the state competition, the team also won the Red Devil Invitational and the CVC tournament.

“There was a defining moment mid-season during a tough invitational played in less-than-ideal weather conditions,” said Monzo. “Despite the challenges, the team rose to the occasion and played exceptionally well, taking home the team title against some of the top programs in the state. [Jacqueline Zang ’25] won the tournament individually, and Kyuyoung finished fourth — both incredible performances. That day, the team realized what they were truly capable of.”

Regardless of what happens next year, Monzo has an optimistic outlook for the team and the players individually.

“Every practice, every match, and every moment of support helped push this team forward,” said Monzo. “Their sportsmanship, camaraderie, and relentless work ethic made this journey truly special. This championship is a milestone, but it’s also just the beginning of what this program is capable of achieving.”


Girls golf team wins state championship for the first time

The start of the new school year has brought many 
changes to Princeton High School: new teachers, new 
schedules, new facilities, and — most noticeably — new 
school-issued MacBooks. On paper, the laptops are a 
clear upgrade: faster, sleeker, and 
more powerful. But beneath that 
polish, many students have run 
into something less exciting: a 
wall of restrictions.

Last year’s devices allowed 
students a degree of flexibility 
across multiple apps. Students 
once had access to Adobe Creative Cloud — tools like 
Photoshop, Illustrator, Premiere Pro, and InDesign — 
which were heavily used by visual arts elective classes, as 
well as various clubs like Yearbook. 

When access to key academic or creative tools is blocked, 
not every student has a clear or immediate path forward 
— especially those who may not know how to navigate the 
tech support process. That gap points to a deeper equity 
issue of technological fluency — an issue that our tech 
department should work to solve, potentially by hosting 
assemblies to instruct students. Still, Dean Diana Lygas 
believes that the district is moving in the right direction. 

“There is certainly a balance that comes into play. 
[Unfortunately], that sometimes means blocking access to 
certain content that might be non-educational, disruptive, 
or inappropriate,” said Lygas. “But I love that our students 
have the benefit of receiving a school-issued computer as 
nice as a MacBook. It offers so much power and creativity 
in what students can use it for.”

However, students such as Adam Kaplan ’27 argue 
that the benefits of the investment by the school are 
significantly cut short through device restrictions.

“If you’re giving us computers this good, we should 
be doing something with them, considering [the 
district] just spent hundreds of dollars per student 
getting us these crazy computers,” said Kaplan. 

The abruptness of the technology changes have 
wreaked havoc on the workflow of not just students but also 
teachers as they have lost access to classroom technology. 
Printers, document cameras, and DVD players — each 
pieces of technology that had previously been integral parts 
of the way some teachers have conducted classes — have 
disappeared without explanation or forewarning. 
 
“Our old dock cameras [and] DVD players are gone 
... they’ve just ceased to exist ... they [are] no longer here 
in any of the rooms. [The] new technology sounds great. 
However, it doesn’t allow us to teach the same materials 
that we used to,” said English teacher Anna Soriano.

Restrictions on technology, while well-intentioned, are 
detrimental largely for the same reasons that helicopter 
parenting creates ineffective adults — people need to 
learn from failure. We implore administration to keep 
our school’s motto at the top of their mind: learn to live. 
It means — in today’s day and age — learning to live not 
just with technology but also using it appropriately as a 
tool. This requires being exposed to the technology of 
tomorrow in an environment where students can learn to 
use it effectively and to their benefit, while continuing to 
maintain an environment of genuine learning. And this 
is difficult to accomplish through the sudden removal 
of integral websites, apps, and classroom tools. PPS 
administration should strive to be transparent with teachers 
and students — the people who are most affected by such 
changes — and take their feedback when making changes.

Photo: Charley Hu

A restricted message from Mosyle appears when 
students attempt to access certain websites.

Technology restrictions hinder learning

### Whitney Davidson-Hinz

Whitney Davidson-Hinz has wanted to teach history 
since high school, crediting one of her own teachers as 
the inspiration behind her choice of career. 


“[She] changed my life and really inspired me ... I decided 
I wanted to do for others what she had done for me ... I had 
originally thought about history as a collection of facts and 
dates, and [my teacher] encouraged me to think about it as 
a discipline, the craft of a historian [as well as] a contested 
narrative that people fight over,” said Davidson-Hinz.


Over her past 20 years as a teacher, Davidson-Hinz has 
applied her craft across the country in places as wideranging as California, Iowa, and New York. However, she 
sees the Princeton community as uniquely encouraging 
towards developing meaningful connections between 
teachers and students.


“In speaking with many, many people in this community, 
I got the sense that this was a place that had a lot of shared 
values with me in terms of my own approach to teaching 
... on day one, emphasizing the importance of developing 
relationships with kids and keeping that central to my 
work was very inspiring, and you don’t always hear that,” 
said Davidson-Hinz.


This year, Davidson-Hinz will be teaching U.S. History 
I and AP U.S. History. In the classroom, she strives to 
encourage open discussion and careful source analysis, 
emphasizing the role history class plays in developing 
essential life skills.


“The skills we are reinforcing in history are critical 
toward any number of aspects of living a good life ... that 
would include the development of critical thinking skills, 
our media landscape [being] saturated with AI as well 
as misinformation ... you need to be able to distinguish 
between what’s accurate and what’s inaccurate. I think 
history [also] teaches empathy as we learn about other 
ways of life ... it gives you a way to think about why things 
are the way they are today,” said Davidson-Hinz.


Davidson-Hinz is also a singer-songwriter, and enjoys 
performing her original compositions at Open Mic nights. 
She also frequently visits national parks with her family 
and loves collecting stamps at each one for her national 
park passport.

### Prutha Patel

As a self-described adventurer and thrill-seeker, Prutha 
Patel’s newest adventure brings her from Minnesota to PHS’s 
math department to teach Geometry and Pre-Calculus 
Accelerated. Patel joins PHS after two years of teaching at 
Albert Lea Area schools in Albert Lea, Minnesota, where 
she served as both a technology teacher and robotics coach. 


“Two years ago, I was a first-year teacher and I accepted a 
role [to] teach technology instead of math. I really enjoyed 
teaching technology, [and] I was also teaching designing, 
robotics, 3D designing, [and] Python,” said Patel. “My 
students were very interested in robotics, [so] I decided to 
start a club and coach them [for robotics competitions].”


Growing up, Patel was inspired to become a teacher by 
her father, who was an educator himself. However, as an 
undergraduate at the University of Minnesota, Patel decided 
to pursue computer engineering — but later realized that 
path was not for her.


“I did take some computer classes in college, but I ended 
up liking the math part of computer science and not the 
computer part of it. So that’s why I decided to just major 
in math and become a teacher,” said Patel. 


Although Patel chose to teach at PHS for its learning 
environment, she also recognizes a certain competition 
between students that was not particularly evident at her 
former school.


“For students [at PHS], they are constantly looking 
for that competition. I think that’s the mindset that they 
have: ‘Oh, if my friend took Accelerated Geometry, I have 
to take that as well’,” said Patel. “Everyone’s different, and 
just because your friend is ahead doesn’t mean that ... you 
have to [be] as well.”


Thus, Patel hopes to create a more collaborative and 
engaging environment in her classes. 


“Oftentimes, it is working with someone and not having 
to submit any formal paper. Instead, [students are] working 
with someone on a board where ... you just have to write an 
answer. So [students are] freely thinking — and whatever 
is in their mind, they’re writing it down. It just helps them 
look at math in a different perspective.”

### Jessica Zhang

 Jessica Zhang, PHS’s newest art teacher, says she could 
have predicted half of her title — “teacher” — ever since 
she was a kid.


“I always knew that I was going to be a teacher because 
my parents always said that I was very bossy growing up,” 
said Zhang.


However, the “art” part would have come as a surprise 
to a younger Zhang.


“I was really bad at [art] when I was a kid — it was 
something that was forced onto me, so I never really liked 
it. But then I had some really good teachers in high school 
that really helped nurture my creative expression, and that’s 
where that passion came,” said Zhang.


This year, Zhang will be teaching four sections of Studio 
Art I, the introductory visual arts course at PHS which is 
the prerequisite for all other classes in the program. For 
her, one of the main attractions of PHS was its strong art 
program. 


“I was very impressed [by] the Numina Gallery and I 
was very inspired and ... very motivated to work here,” said 
Zhang. “I get to develop a lot of one-on-one relationships 
with students [and] we do deeper engagement with the 
work rather than the fast pace of elementary school.”


Zhang is a recent graduate of The College of New Jersey 
and was previously an elementary school teacher in the 
South Brunswick school district. For her, the switch, while 
noticeable, has been worth it.


“I [taught] in elementary school before this, [and] it’s very 
different. I really like [PHS] so far because I get to develop 
a lot of one-on-one relationships with students, [and] we 
do deeper engagement with the work rather than like the 
fast pace of elementary school,” said Zhang.


In her free time, Zhang hopes to continue her various 
hobbies, both artistic — stained glass, working with yarn 
and fabric — and not, like cooking and long walks in the 
park. However, her biggest passion is her students.


“[I’m] passionate about seeing students’ confidence as 
they become more familiar and they develop skills in art,” 
said Zhang. “ I would say [it’s] always [about] the connec- tions that I get to make with students.” grow ... [it’s] always 
[about] the connections that I get to make with students.” 

Photo: Charley Hu


Zhang helps Markintosh Barthelemy ’29 with negative 
space drawings in Studio Art I. 

PHS new teacher profiles

On August 21, Assistant Superintendent for Curriculum and Instruction Kimberely 
Tew released the results of PHS’s New 
Jersey Graduation Proficiency Assessment 
(NJGPA), which revealed disparities in 
pass rates between Asian, White, Black 
and Hispanic students. The NJGPA is a 
graduation requirement administered 
annually to 11th graders, though alternatives 
exist if a student does not pass the test. 


Though PHS has been known for its 
testing disparities since at least 2005, when it 
was the subject of a New York Times article 
titled “The Achievement Gap in Elite High 
Schools,” district officials, teachers, and 
students say they aren’t giving up.


This summer, the Princeton Board 
of Education approved a five-member 
Affirmative Action team tasked with 
updating the Comprehensive Equity Plan, 
a two-part document mandated by the state 
law that outlines the district’s plan to combat 
inequalities within the education system, 
including achievement gaps. 


“The work never ends; we have to explore 
and dive into data all the time. The data 
should help us make decisions about 
[whether] there are more programming 
or services that we can provide, and ... 
when we provide it. I think one of the 
foundational pieces of all of this work is 
building relationships with our students 
and with our families. [And] the more we 
know about our students, the more we can 
... excite them in their learning,” said Angela 
Siso Stentz, Assistant Superintendent for 
Human Resources and a member of the 
district’s Affirmative Action team.


The 2025 NJGPA data showed that 74 
percent of Black students and 50 percent 
of Hispanic students at PHS met the 
graduation requirements — compared 
to Asian, White, and students of other 
ethnicities having a 92 percent pass rate 
or higher. The report did not detail the 
NJGPA scores by income level. However, 
one of the priorities for Dr. Andrea Dinan, 
the director of the IDEAS center, is for all 
students to be able to access free, highquality tutoring — a service that can be 
unaffordable for many families.


“We’re working with the Pace Center 
[for Civic Engagement] at Princeton 
University, and we’re going to have five to 
seven tutors from Princeton University on 
Tuesday, Wednesday and Thursday,” said 
Dinan. “They’re going to provide SAT [and]
ACT help and AP prep, and we’re going to 
target lower-resourced families, but it will 
be open to everyone. I think that’s one of 
the ways that it really works well — if it’s 
open to everyone, but we make sure that ... 
lower income students ... know about the 
opportunities.”


In solving an issue as complex as the 
achievement gap, teachers are playing a 
role in changing the culture within the 
classroom. PHS Social Studies teacher 
Dr. Katie Dineen is an advocate for an 
educational philosophy known as the 
Universal Design for Learning (UDL). First 
designed in the 1990s based on research 
in neuroscience, UDL advocates for a 
curriculum in which students are provided 
with multiple ways to acquire information 
and multiple ways to demonstrate what they 
know. Dineen is also working to make her 
classroom more culturally inclusive.


“You know, regardless of where [students] 
come from, and especially with AP [World 
History] being such a transitory and 
international community, there’s so many 
opportunities for students to bring their 
own family’s artifacts into the classroom, or 
their family’s perspectives or speakers,” said 
Dineen. “I think I [have] created a place for 
each student to feel as though their story 
and their origin are important enough to 
be centered in that curriculum.”


Furthermore, many clubs at PHS are 
also working on fostering a supportive 
community among underprivileged 
students. This includes Generation 1, a club 
focused on helping students who would be 
the first generation within their family to 
pursue higher education.


“I know from my personal experience, 
my mom didn’t get to pursue a further 
education, [so] I struggled a lot trying to 
figure out resources for SATs or college 
[applications] or just finding things in 
general to help me throughout my school 
journey,” said Aimy Solares-Zacarias 
’26, who serves as the co-president of 
Generation 1. “Our main goal is to just 
help provide those resources for kids who 
are [first-generation students] on their 
pathway to [higher education].”


Solares-Zacarias recalls a period of 
academic isolation within her own journey 
where she was afraid to ask for help. Today, 
she encourages her fellow students to follow 
a path similar to her own by contacting 
Generation 1 to find a community of 
academic support. 
“If anyone is reading [this] and they’re a 
[first-generation] student, I want them to be 
able to reach out to us because I know it’s 
not embarrassing or a weakness to want to 
ask for help,” said Solares-Zacarias.

Graphic: Katherine Chen

NJGPA passing versus not passing rates for different races at PHS.

The achievement gap at PHS

Princeton is no stranger to unopposed elections. On the ballot this coming November, there will be two unopposed positions for the Princeton Council, and three unopposed seats on the PPS Board of Education. During PHS’s own 
election for student body council earlier this month, the 
seats for both student body vice president and secretary were 
unopposed. This is hardly a new phenomenon. 

For the past five years, numerous 
Princeton municipal 
leaders have won primary 
and general elections 
uncontested. The same 
can be said of many PHS 
student council positions 
for upperclassmen: every 
single student council 
candidate for the class 
of 2026 ran unopposed. 
This concerning trend 
of candidates being elected 
through no-contest undermines the 
health of democracy. 

Recent changes in student council policies only 
exacerbate these concerns: starting from the 2026–27 
school year, only students who have previously served on 
student council may run for student body positions and as 
school board liaison. The result? A reduction of an already 
shrinking field of candidates. 

When voters lose the opportunity to choose between 
candidates, they often become apathetic, causing the trend 
to continue into future elections. According to data gathered 
by Survey and Ballot Systems in 2024, there is a 39 percent 
decrease in voter turnout in non-competitive elections. 
This is reflected in PHS Student Council elections, where 
voter turnout averaged 62.4 percent in campaigns where 
all races have more than two candidates but dropped to 
24.6 percent in years with only one candidate. 

In Princeton municipality elections, voter turnout was 
57.66 percent, placing it second to last place among Mercer 
county municipalities — and voter turnout has been on 
the decline since 2016. Officials have placed emphasis on 
measures to increase voter turnout, yet the fundamental 
root cause of voter hesitancy remains the same: a lack of 
choices at the ballot box. 

Indeed, this disillusionment in the electoral process can 
be seen at the school level, too. Freshman year student 
council races often feature a wide range of hopefuls, each 
vying for a position they see as prestigious and meaningful 
in the school community. Yet just one year later, the number 
of candidates running in sophomore year races drops 61 
percent, going from about 4.16 candidates per race freshman 
year to just 1.75. When students realize that these positions 
can’t truly bring change, they may no longer be eager to 
spend time, energy, and effort to run for them. 

Participation in school elections has been found to predict 
civic engagement in adulthood, with students who vote or 
run feeling more prepared to engage 
in the same processes as adults. 
This means that disengagement 
from elections at a student level 
can lead to decreased political 
engagement through both 
running and voting in future 
democratic processes. 

Breaking the cycle of apathy, 
beginning at the local level, is 
critical. The municipality 
makes decisions daily on 
many of the most important 
policies that directly impact 
our lives. As just one instance, approving new highdensity housing projects is not a decision handed down 
from Washington, but rather taken on 400 Witherspoon St.

To address these challenges, it is time we revitalize what 
it means to win one of these positions. Whether it be at the 
school or municipal level, these positions can hold real value 
and change-making power. The real question is, of course, 
why has the ambition to serve in these roles vanished? The 
answer lies in the idea that these roles are perceived as 
lacking any real agency: student council positions simply 
serve to plan prom and town council members just rubber 
stamp predetermined policies.

So to the community, we say this: come together and 
unite behind new ideas: rally for fresh faces that break the 
status quo. Pool your minds — and funds — together, and 
perhaps you will see someone on the town council that truly 
represents you and advances the values that you care about.

To be clear, the current candidates don’t present any 
inherent flaws. But the mere fact that they have run 
unopposed for several election cycles sets the scene for 
deep-seated voter apathy.

When local governing bodies seldom have to step out of 
their comfort zone and truly connect with the community, 
the quality of our candidates falls short of what this town 
deserves. Without facing pressure to compete against 
opponents, winning candidates have the privilege of 
assuming positions with subpar effort, without the need 
to bring concrete policies to the table. 

Democracy works. But it’s not a passive form of 
government — it works only when people are active in it. 
From the forums in Ancient Greece to the record electoral 
participation in India in its recent elections, it is up to 
us — we the people — to fulfill our duty to create a more 
perfect union by demanding a choice worth voting for, 
and ceasing support for a coronation of the unopposed.

The perils of unopposed elections

As a child, Sylvia Schreiber ’26
would sit at the dining room table
for hours, happily doodling with
crayons. Though she’s transitioned
from crayons to watercolor and
gouache, the importance of art in
her life has stayed the same. In her
time at PHS, her illustration work
has included t-shirts, programs, and
this year’s school-issued planner.
She’s currently compiling pieces for
her portfolio as part of applications
to art school, where she hopes to
further expand her artistic abilities,
preparing her to eventually work as
an artist professionally.

**What childhood experiences
shaped you as an artist?**

I remember when I was little my
mom would put me to bed and then
I’d get up and turn my light on and
start drawing — I was trying to
copy the cover of one of my picture
books because I loved it so much.
And then my mom would come and
be like, “Sylvia, go to bed.” Picture
books really inspired me to create
art when I was younger.

**What are you drawn to depicting in your art?**

 Anything in the natural world is my go-to. I like things with patterns, so obviously
nature has a lot of patterns, but also architecture ... I like to push myself to draw new
things a lot of times, but I would say nature is a big one ... I feel like the repetitive motion
of drawing the same thing over and over again is definitely calming.

**What mediums do you work with?**

I work in 2D mostly; that’s what I’m most comfortable in. But within that, I do a lot of
stuff. Drawing, painting, and printmaking are the three that I do the most. I love watercolor.

**Are there any mediums that you’re experimenting with right now?**

I’m trying to do more printmaking. I really like printmaking. I’ve been doing some
classes at the Arts Council on linocut and stuff like that, and I think why I like it kind of
ties back to the patterns — you can
print it over and over again. And I
just like the look of print making,
so I’m trying to do more of that
right now in my portfolio and just
also for fun.

**What are some of your
inspirations and influences?**

My sister, just her being in art
school and all of her friends, I follow
them all on Instagram and I get to
see all of their amazing work and
sometimes I’ll take an idea from
there ... Having my sister in art school
is really cool to see, because it’s, like,
whoa, that could be where I am in
a couple years. Barbara de Lorenzo,
she works at the Arts Council ...
She illustrates children’s books, and
she mostly works in watercolor,
so she’s helped me a lot with my
watercolor abilities. When I paint
with watercolor, I’m channeling
Barbara DiLorenzo. She’s definitely
helped me grow as an artist.

**What’s your artistic process?**

 I have a sketchbook at home that’s really just whatever comes out ... A lot of times,
when I’m feeling like I want to do something art-related, I’ll just sit down with that and
just write or draw, or do whatever is inspiring me at the moment; I’ll try to get it down
on paper ... So then when I know what I’m going to do for my project, it comes with
some trial and error ... So I do a lot of practice sketching. And then I’ll try to see if I
have materials at home or if I need to get some from the Arts Council ... You just have
to start and challenges always arise ... It’s kind of inevitable that at some point, you’re
going to be like, this is terrible. But more times than not, it’s not terrible and you just
need to work through it.

**What goals do you have for yourself in your art in the future?**

I want to get into an art college and I want to just enjoy that to the best of my ability
without having to think too much about what exactly I’m going to do with art after
college. I just want to really explore my own style and develop my own style as an artist
... Even as art becomes my work, I also want to just keep enjoying it.

photo: Charley Hu

Sylvia Schreiber ’26 sketches to plan out a print for her art school portfolio.

Student artist of the month: Sylvia Schreiber ’26

With the start of another school year, yet another group of
sophomores are looking for ways to fulfill their community
service hour requirement. Many community services
programs are offered at Princeton High School, focusing
on topics such as tutoring, health, and the environment.
However, there are also a variety of arts community service
programs at PHS.

The Arts Council club provides an opportunity for
students to work together on projects such as decorations
for the school and cards for senior centers or hospitals. For
example, during the winter, the club puts up snowflakes to
heighten the festivities.

In addition, the club also collaborates with the Arts
Council of Princeton by volunteering at events and camps
that the council hosts.

“During camps ... we assist with cleaning, with [art] skills,
and just talking with the children. Children as young as
kindergarten all the way through middle school [come to the camp], and our goal is just to spread
art [to them]. A lot of the people that are
in the club are interested in art, and we
want to give back to the community,”
said Vanessa He ’27, one of the leaders
of the Arts Council club.

While the Arts Council club focuses
on giving back to the community, it also
brings together community at PHS.

“While we [work together], people
are also talking. And I think that’s also
another way for people to connect with
peers, not just the whole community
itself,” said He.

Another arts community service at
PHS is School Beautification. A newly-
formed club, their goal is to improve
the appearance of
PHS in order to create a more welcoming
environment for both students and teachers.“Art creates a welcoming environment
because ... abstract shapes and colors
usually inspire creativity among people
and individuals. Seeing art every day
makes the space look less monotone
and [industrial-like]. Instead, the more
creative, welcoming environment would
help students be more productive,” said
co-leader Lucy Wang ’27.

The club also hopes to expand the scope
of their projects in the future.

“I also hope that in the spring we are able
to collaborate with some other community
service organizations to hopefully plant
flowers, or [install] plant pots inside the
school,” said Wang.

The service project Make Your Mark
has a different approach to helping the community. Focusing on creating crafts such as jewelry
and clay keychains, the program donates all the handmade
crafts back to the Rise organization.

Rise, a nonprofit social support project based in central
New Jersey, helps the community through food pantries,
thrift stores, and educational programs. In addition to
making crafts, the club also organizes volunteering and
crafts events for the community.

“We plan to bring arts and crafts opportunities to our
community through hosting crafting events at Princeton
Public Library,” said Jessica Zhang ’26, a co-leader of Make
Your Mark. “We [also] organize volunteering opportunities
at [Rise’s thrift store], helping to work and manage the store.”

Overall, while the main purpose of each community
service project is to give back to the community, members
also find themselves connecting and bonding with each
other and the community.

photo: Katherine Chen

Vanessa He ’27 and Kenzie Miller ’27 talk to a student about the Arts Council club.