The roar of the crowd fades around Jojo Vitaro ’26 as she takes a deep breath and 
steadies herself. As an oncoming attacker rushes toward her, Vitaro stands her ground 
and deftly steals the puck from the attacker with a well-timed sweep check. Seconds 
later, the clock rings and the PHS girls 
hockey team crowds around their 
captain as they celebrate a 7–3 victory 
against Lawrenceville, marking their 
third consecutive victory.

The ice rink was far from unfamiliar 
to Vitaro. She began playing hockey 
at five years old after her brother Nico 
Vitaro ’23 introduced her to the game.

“My brother gave a lot for his team 
when he was a freshman or when he 
was a senior; he played goalie for his 
team, even when he had never played 
goalie [before],” said Vitaro. “He 
sacrificed a lot for hockey and I look 
up to him for that.”

As a result of her family’s 
background in the sport, they 
became a source of inspiration for 
her passion for hockey. Still, she 
only rediscovered her passion after 
stepping away from the game for 
years to pursue a different sport, 
soccer. 

As Vitaro grew over the years 
after her return to the game, Head Coach Christian Herzog observed her growth 
as a player throughout her four years on the team. Specifically, Herzog emphasizes 
her importance as an honorable leader on the ice rink.

“She’s gotten better over the years positioning-wise — that’s a common theme 
within this team,” said Herzog. “She’s more trusted than she has been [in the past], 
and she earned that kind of trust.”

Furthermore, her attitude has also drawn attention from spectators. Herzog 
recalled others noticing Vitaro’s perseverance regardless of the outcome of the game.

“I’ve had colleagues of mine who come to see games, and even if we don’t [do 
well] ... they [say], ‘Hey, so I noticed 
a captain, she just doesn’t throw in 
the towel’,” said Herzog.

Similarly, her efforts have also 
been noticed by her teammates. 
Sophia Lee ’26, another co-captain 
on the team, emphasizes Vitaro’s 
willingness to be honest and 
communicative.

“A lot of people feel like they can’t 
give me feedback or that they’re not 
in the place [to do so],” said Lee. “But 
whenever the period ends, she’ll 
skate up to me, and she [says] ‘Hey, 
I’m just noticing this and this...’; then, 
I’ll do my best to correct it right away, 
and I honestly see that as one of her 
best qualities as a captain.”

Beyond her individual growth, 
Vitaro highlighted the improvement 
of the team as a whole throughout 
her career. Ever since Vitaro joined 
the team in her freshman year, 
she has witnessed the team make 
changes that allowed them to 
gradually improve.

“My freshman year, we lost all of 
our games,” said Vitaro. “Since then, 
we’ve had so much improvement ... We’ve won quite a few games this year and last 
year, and comparatively, we’re playing a lot better.”

Despite losses discouraging the team in the past and an 0–15 season in Vitaro’s 
freshman year, Herzog found that they were critical to the development of the team.

“You learn a lot more from a loss than you ever will from a win,” said Herzog. 
“Losses, which we’ve had plenty [of] over four years ... they create character.”

Vitaro recently committed to being a student-athlete at Tulane University. As 
she looks back on her time spent with the team, she cherishes every one of their 
moments together.

“Even though we haven’t been the strongest team in the past, it’s been worth every 
moment of stress, anger, and frustration,” said Vitaro.

Photo: Jasur Agzamov
After committing to Tulane, Vitaro feels proud of her improvement and looks forward to continuing her career in college

JoJo Vitaro '26: ice hockey

With foil in hand, James Huang ’26 stays focused as the match comes down to its final moments. His teammates hold their breaths, waiting for the buzzer to light up.
 
After several back and forths, Huang makes his final lunge and touches his blade to his 
opponent’s chest, taking the win. 

Huang was first introduced to fencing by his parents six years ago when they brought 
him to Medeo, a fencing club in Bridgewater. There, he began training with a private 
coach, Andre Zamlynny, who taught him the fundamentals of fencing. Together, Huang 
worked hard to improve his skills.

 “I remember in my sophomore year, I didn’t have much of a foundation in any other 
sport, but I realized that … with the knowledge that I had of fencing, I was able to 
continue progressing in the sport,” said Huang. 

Although fencing eventually became his focus, Huang’s mindset was shaped by his 
background as a rower.

 “[Rowing] really taught me how to put in hard work and dedication into a sport, but 
I think that moving on to fencing was a great choice, and I believe that it’s the right 
sport for me,” said Huang.

After working with his coach for three years, Huang joined the PHS boys fencing team 
in April of 2024, where Huang fit in immediately. Throughout his time on the team, 
Huang has inspired his teammates, serving as both a mentor and a leader. 

“[Huang] serves as a mentor 
[and] teaching role for me and many 
others in fencing, specifically foil,” 
said teammate Ethan Hu ’27. “He’s 
my head captain this year ... was 
my blade captain [sophomore] and 
freshman year. He was teaching me 
the ropes [and] showing me how 
things work.”

During his time on the team, the 
fencing program went through a 
difficult transition due to losing their 
prior coach, Sam Blanchard. While 
the team worked toward finding 
new coaches, Huang stepped up 
to help support the team and make 
the transition smoother for both 
teammates and the new coaches, 
Dr. Katie Dineen and Victor Lau.

“He wanted to make sure that I was around because they had recently lost their coach,” 
said Lau. “He was one of the first people to contact me … and [help] me learn the process 
of what coaching the team would be like.”

Although Dineen and Lau were new to the fencing program, Huang made a memorable 
impression on them. In particular, his understanding of the game helped the new coaches 
quickly acclimate themselves. 

“It was so helpful to have someone who knew which equipment we needed, how to 
set up the space, [who knew] the rules, and was willing to coach new players … I was 
just very grateful to have someone who cared so much about the program,” said Dineen.

In contrast, Lau already knew Huang before becoming a coach. Before joining the 
boys fencing team, Lau had Huang as a student.

“James was my student before I knew him as a fencer. So he’s a good student, first and 
foremost. He’s really enthusiastic 
[and] he loves fencing,” said Lau. 

This attitude has allowed 
Huang to end his career with a 
55–36 record. Through Huang’s 
many achievements throughout 
his career, he sees one particular 
accolade as his “greatest.” 

“My greatest accomplishment 
was making it to individual states, 
which means that I qualified 
among the top 50 fencers in New 
Jersey,” said Huang.

As Huang has a deep passion 
for fencing, this accomplishment
showed how much his hard 
work and dedication had paid 
off. After struggling earlier in 
his career, qualifying for states 
reminded him that putting in 
effort allows him to continually 
improve and succeed. 

As Huang’s time on the PHS fencing team is coming to an end, the lessons he learned 
from fencing will stay with him during his transition from high school to college.
“The biggest takeaway from fencing for me is that no matter how much hard work 
you put in, you’ll be able to get twice as much with other people supporting [you],” 
said Huan

Photo: Claire Yang
Throughout his time on the team, Huang has stood out as a key leader to both coaches and teammates alike.

James Huang '26: fencing

A silence falls over the gym as Taylor Adair Heyward ‘26 steps up to the bars: her favorite event. She takes a deep breath, preparing herself to perform some of her hardest skills yet. Using her momentum, she spins and twists, moving around the bar before gracefully landing on the mat.
	
Heyward started doing gymnastics when she was just two years old. It was her uncle that first suggested she be put into gymnastics after noticing her high energy as a young child.
“My mom always tells me that I used to just run around a lot and jump on the counters” said Heyward, “So my uncle suggested that she put me in gymnastics”. 

Her dad, who was also a gymnast, became a big role model for her. Being able to look up to him and have his support through setbacks has helped her stay committed to gymnastics.

“[My dad] was a gymnast and he's always pushed me to do my best in the sport… he used to get hurt a lot in gymnastics, but he never gave up. And I feel like I also tend to get hurt a lot, and just like having him tell me about his experience, just tell me to push through [helped me],” said Heyward.

Heyward is now a level ten gymnast, a goal of hers ever since freshman year. In gymnastics, athletes advance through different levels after learning and mastering specific skills. Level ten is the highest level of gymnastics before advancing to college or “elite” levels, making it incredibly difficult to reach. 

Gymnastic’s many versatile events help Heyward to become a more well-rounded athlete in all aspects of strength, balance, and flexibility. Her preferred event is bars, where athletes need to be strong and stable in their upper bodies in order to perform tricks such as spinning and catching each of the bars at different heights.

“[It] feels like you're flying in the air, and it's very different from the other events, because it's the only event where you use mostly your upper body strength… It's a lot harder when you start, and it takes a long time to learn, but you kind of just have to use your upper body strength to move you around the bar,” said Heyward.

Heyward stands out as a leader within her gym, keeping everyone on track and helping the other senior teammates take charge of team bonding. 

“There's three of us that are seniors, so we kind of all lead the team… we just kind of keep everyone on task and make sure everyone does everything right, and we also try to keep the team very close,” said Sophia Cassese ‘26, a teammate of Heyward’s.

Despite the impressive situation she is in now, Heyward has encountered setbacks over the years, including her many injuries. 

“She's had a lot of injuries that she's had to come back from. She's hurt her wrist, her back, her finger, her ankle … and she always comes back from it, ending the season strong” said Cassese, recalling Heyward’s positivity and determination.
“She's very focused but still remains positive, even in stressful situations,” said Cassese.

Recently, Heyward committed to Yale University, a school she had never even considered before two years ago. For Heyward, committing to Yale was one of the most memorable moments of her career.
 
“When they offered me, I just felt like I'd been trying to do this for so long and at some points I wasn't even sure if it's gonna work out, but I realized that…I've been trying for so long, and it finally worked out, and it just made me really happy” said Heyward, “I feel like…all the hard work finally paid off”. 

Heyward will undoubtedly remain focused in the years to come, giving all she has to her team, and passing on the wisdom of moving forward to her younger teammates. 

“Focus on what progress you're making, and don’t get so caught up on what you did wrong, because most of the time, you've done more right than you have wrong,” said Heyward. “These small mistakes or these issues that they're having now aren't going to stop them from getting to where they want to be, so just keep going.”


Photo: Charley Hu

After committing to Yale, Heywood feels proud of her accomplishments and looks forward to continuing her career in college.

Taylor Adair-Heywood ’26: gymnastics

Dribbling the basketball on the court, Zion Madden ’26 sprints across the hardwood. There are 10 minutes left in the playoff game against Ewing, and everyone is on edge. With the ball in hand, Madden shoots a three-pointer, and it swishes into the hoop. Throughout the rest of the game, he shoots six more threes as the crowd stamp their feet. 

Madden has loved basketball from a young age, but he only started playing competitively when he was 13 years old. He was introduced to the sport by his dad and brothers, who also taught him how to play, and their support played a huge role in his game and improvements over the years. 

“My brothers played it, but they didn’t ... play it seriously ... I was the first in my family to play it seriously,” said Madden. 

As Madden started to put more time into the sport over the course of his high school years, he learned he had to work much harder if he wanted to play at higher levels. 

“Something I’ve learned is that you’ve got to really earn it ... sophomore and junior year I started playing more and dedicating my time to play,” said Madden. 

Madden explains how he has been inspired by many role models who have helped him build confidence throughout his years of playing. “I really look up to Shai Gilgeous-Alexander ... I like to watch him play … but in person, my role model’s probably my dad,” said Madden. 

Madden recognizes his responsibilities as a student athlete, as he recalls how his mom tells him to be a student before an athlete and to finish all his schoolwork, so he doesn’t have to worry about anything after practices. When he joined the basketball team at PHS in his sophomore year, Head Coach Patrick Noone knew he was going to make a big impact on the team. 

“[My] first impression of Zion was how fun and outgoing of a kid he is. And then the second impression was how good of an athlete [he was] and his passion for basketball,” said Noone. 

Reflecting on his years, Madden recalled that he started to dial up his training work as hard as he ever has in his freshman and sophomore years. He believes in never giving up and to always keep trying as much as possible. Noone also said that an initial setback Madden overcame during his years was the nerves he got while on court. With gradual improvement Madden goes on offense in a home match against Sayreville. over time, and despite his few years of experience playing basketball, Madden is a confident senior today. 

“I think he was a little bit overthinking it ... but I think last year, as we got through the season, culminating in that playoff game, he really was able to get comfortable and enjoy and have fun and take the pressure off,” said Noone. 

Madden was not always the player he is today, mentioning that it took him multiple years to start getting minutes on the team. 

“8th grade I didn’t play, freshman year I didn’t play, and then sophomore and junior year I started playing more and dedicating my time to play,” said Madden. 

Throughout his years at PHS, Madden continued to inspire and lead the team by creating a great experience for his teammates on and off the court. 

“He’s just always such a positive, outgoing person, so that makes everybody feel really comfortable and that they can do their best,” said Noone. “He takes a lot of accountability, so for the younger guys ... they can feel less pressure, and he’s just a really good person all around,” said Noone. 

Madden’s teammates describe the bonds Madden helps create between each other on and off the court, which lead them to play their best and have good teamwork during the season. 

“I think we’re all close friends off the court. And we play a lot of basketball outside of the school team and stuff, so when it comes to the season, we all have good chemistry together and are well-bonded,” said Noah Wadler ’26, one of Madden’s teammates. 

Madden has created bonds with his teammates and helps them have a great time, and overall improves their experience of being on the team, according to Madden’s teammates and coach.

“He’s got a lot of friends on the team, and makes sure they kind of enjoy the presence of being out there,” said Noone.

Madden is excited about the upcoming basketball season, and as he looks back on his career, he emphasizes the importance of persistence for progress.

“Don’t give up,” said Madden.

photo: Charley Hu

Despite a late start to his career, Madden quickly became a top scorer on the team and
the leader on steals.

Zion Madden ’26: basketball

The lights are bright as energy pulsates through the crowd. Taking a deep breath, Valeria Trujillo ’26 steps onto the mat and faces the audience with a smile. The music starts, and she follows every beat with precision. After receiving their score, 
Trujillo and the team raise their first place trophy into the air to the roar of the crowd. 

Trujillo began cheerleading as a freshman after spending her childhood exploring different sports, such as cross country. This time, however, she decided to stick with it for the rest of her high school years. 

“I’ve always liked dancing, so I thought that cheer would be a good way to be able to still dance,” Trujillo said. “So, I joined my freshman year.” 

Her love for music and dance came from her parents and her dance teachers. Growing up, she and her parents would 
often dance together to Spanish music, especially salsa. 

“[I learned] techniques, like when you’re carrying the girls, or the routine has a lot of stuff, so I think that I learned 
a lot of more new skills other than [just] dance,” said Trujillo.
 
Head Cheer Coach Veronica Foreman noticed Trujillo’s dedication right from the start. Even as a freshman and a newcomer to 
the sport, Trujillo stood out for her effort and determination, putting in large amounts of time to learn all the dances beforehand and consistently practicing.

“My first impression of Valeria was freshman year, during tryouts, literally the first day she knew everything ... all the routines ... I was just so amazed,” said Foreman. 

She added that Trujillo has become more confident and organized, taking on greater responsibilities within the team. Over time, she has learned how to use her voice as a leader — encouraging her teammates, communicating clearly, and setting an example both on and off the mat. 

“She’s the first one to reply to emails, and she’s always helping to make sure that we get the things out to the girls,” said Foreman. “I feel like Valeria has grown by being able to realize her worth ... and I see now that ... she knows that she is confident in what she does.” 

Along with co-captains Nava Brito ’26 and Suki McNulty ’26, Trujillo led the cheer team to a first place overall win at 
the cheer CVC competition. The team took first place in the traditional category and second in the game day category.

“When there were five captains [last year], I think one of her weaknesses was just trying to figure out how she fits in to 
be a leader with the captains when there were still many and how can her voice be heard,” said Foreman.

Trujillo’s teammates share similar thoughts about her leadership. As one of the co-captains, Trujillo is known for 
her outgoing personality and patience.

“She’s a really good captain, and she teaches me many things. I’ve only been on the team for a month, and I’ve learned a lot 
from her,” said teammate Zoe Csefan ’29.

While balancing cheer with academics can be challenging, Trujillo has found a strategy that enables her to be able to 
focus on both. However, she continues to bring energy and focus to every practice and performance.

“I think I usually always try to kind of make time for my work outside of school, outside of practice, make that like my priority,” said Trujillo. “But when I get on the mat, 
or in practice, I usually try to take everything else off my mind and focus on [the] fun.”

As Trujillo reflects on her four years of cheer, she plans to pursue pre-med in college and look into college cheer teams. 

“I think that [we] definitely have formed a community and I think that I used to do a lot of sports that were like single, more like it was just based off of yourself,” said Trujillo. “But I learned that cheering is a lot, you rely on everybody in the group. So I think that I definitely [learned] to work to communicate better and work together as a group."

Photo: Charley Hu

Trujillo leads the cheer team with patience and diligence, and she looks forward to continue her career in college alongside a path in pre-med.

Valeria Trujillo ’26: cheerleading

Ripples spread throughout the water while the crowd of spectators hold their breath. All of a sudden a large cheer erupts as Grant Shore ’26 rows through the finish line of the 
prestigious Head of Charles regatta, a highly regarded race in the rowing world. Shore and his team end up placing fourth, in a race that attracted thousands from across the globe.

Shore initially lived in Wisconsin but later moved to New Jersey and took an interest in rowing. Shore’s older brother Rory first introduced him to intramural rowing team during 
eighth grade at the Hun School. Shore medaled in a few of the races during that season and decided to row for the Princeton National Rowing Association (PNRA) that summer. 

“I played basketball throughout middle school and in the freshman year of high school,” said Shore. “Up until I was 10 years old, I’d say ski racing was my main sport, then basketball, and then [I moved to] New Jersey. For the last two years, two and a half years now, rowing has been kind of my main sport.”

After transferring to PHS during the fall of his sophomore year, Shore decided to pursue rowing full time. Early on in his rowing journey, former Princeton University rower and boys rowing varsity coach Jamie Hamp became one of Shore’s biggest role models.

“He’s really been able to provide a lot of insight into the whole process of training,” said Shore. “He’s been very helpful in giving insight on what optimal nutrition is, what the optimal pacing for each workout [and] optimal ways to plan out your day to best ... orient your recovery. And it’s just been very helpful to have coaches like that.” 

In July 2024, Shore competed internationally and was a quarterfinalist in the Princess Elizabeth Challenge Cup at the Henley Royal Regatta. He competed in the Head of the Charles Regatta and placed fourth in the Under 19 (U19) eight category last year in October as well. For these accomplishments, Shore had to persevere and make tough decisions on a daily basis. 

“[I make] sure each night I am getting my homework done in a timely fashion so that I can get to sleep. During the day, [I 
make] sure I’m getting all my work done, [so] ... going into practice, I don’t have anything I need to handle that would take away from practice,” said Shore.

Even with his acheivements, Shore recognized that rowing is an extremely demanding sport. When he first joined PNRA, Shore struggled with getting used to the intensity of the training and the environment. 

“He wasn’t acclimated to that volume. And so he did hit a little bit of a plateau, and he did struggle a little bit,” said Hamp. “I told him to relax, take a deep breath, 
[and] it’s not that big of a deal."

With the help of coaches and teammates, Shore was able to overcome this obstacle, both mentally and physically. 

“But the hard part, I guess, is just kind of getting through it and realizing what is it that’s holding me back, what is it that needs to be overcome?” said Shore. “And then once you 
address that factor and overcome it, then obviously start to improve again.”

Still, Shore was already a prominent rower early in his career. Teammate Will Kovalick ’27 recalls meeting Shore during his freshman year met.

“He was in the one V as a sophomore, which is pretty impressive,” said Kovalick.

Not only is he technically skilled, Shore is also a role model to his fellow teammates. 

“I feel like he’s always there for advice [and someone] I can look up to, and he’s helped me develop my leadership skills … and it’s just his common nature to act as a leader,” said 
Vrishank Nalla, who competed with Shore at nationals. 

Both Nalla and Hamp say that, once Shore has his mind set on something, he doesn’t take his mind off of it until it is complete. 

“He’s not a very big vocal person. He’s more of a lead by example guy …he’s got this quality that, when he talks in the boat or says something in a meeting or says his 
goals for the boat, everyone’s listening,” said Hamp.

Shore’s main goal is to qualify for the U-23 national team, as last year was his final year on the U-19 team.

“So my goal would be to try and get on [the national team] sometime [in] the next two or three years, and then try 
and obviously compete for a medal this year.” Shore said.

This August, Shore was selected to represent team USA for the U19 Men’s World Rowing Championships in Lithuania. As rowing has shaped Shore over these past few years, he has grown as not only a rower but a person. Shore doesn’t just enjoy getting out on the water and winning, he loves being able to meet different people that all share common interests and goals with him. 

“The camaraderie is definitely my favorite part, getting to meet a lot of unique and interesting people,” said Shore. “The people who you row with, kind of whatever reason you keep coming back and keep talking to them, because it just bonds you in a way.”

Photo: Jasur Agzamov

After placing fourth at the international Head of the Charles Regatta and representing the US for the U19 team in Lithuania, Shore hopes to qualify for the U-23 national team.

Grant Shore '26: rowing

Ready, set, hike! The ball is immediately snapped and handed off to Carmine Carusone ’26. He sprints past defenders and breaks tackles on his way to scoring a pivotal touchdown for the Tigers. A couple seconds later, he jogs back out to kick the extra point, which he drills right between the two uprights. 

Carusone grew up playing football with his brothers and friends - instilling an early connection to the sport. However, he initially played both soccer and lacrosse in his freshman year before making the switch to join the high school football team. 

“Once I started the workouts in the summer and I got to see the kind of bonds that you create, and what it's like to actually put the pads on, [it was] something that I knew I couldn't get away from,” said Carusone.

When he first started on the team, Carusone played as a cornerback and kicker. This didn’t stop him from achieving division honors in just his sophomore year, being named First Team Defense for his position as cornerback by the West Jersey Football League. The organization chooses division all-stars each year, the best in their respective positions, in collaboration with league coaches in all 17 divisions. 

Head Coach Charles Gallagher has been leading the PHS boys football team for over 10 years. When he first met Carusone, Gallagher knew he would be a great asset to the team. 

“We saw he was an athlete. He was tough, he was fast, and he was smart,” said Gallagher. “He was a great kid, and we'd like to think that we built our program around good kids.”

In a recent game against Lawrence, Carusone played a pivotal role defending his position as running back against the opponents.

“I remember he had like a 60 yard run against Lawrence where he ran through like, two, three guys,” said teammate Julian Frevert ’27. “And then, [it] took like five guys to bring him down.”

The following season, Carusone got his first snaps at the running back position, recording 651 yards on 130 attempts and five touchdowns. That season, the Tigers would go 5–5, winning the Valley Division title, and competing in the playoffs for the first time in 10 years. Additionally, Carusone was named First Team All Offense, this time for his position at running back in the Valley Division, for his contributions. 

Now, as a senior, Carusone is co-captain of the team. However, Gallagher says leadership is something that comes to him naturally and has been present in him for years, along with the characteristics that make up an excellent football player.

“He's become a great leader for our program,” said Gallagher. “He plays three different positions, some of the hardest positions. Being running back, corner back, and also being our full-time kicker, as punter, [means] he doesn't come off the field.”

In addition to playing such a pivotal role in the team, Carusone shoulders heavy responsibilities like school and academics. During the summer, the team completes workouts in preparation for the season. It doesn’t stop there though; the team has practice six days a week throughout the school year. 

“When school starts, I try to keep my mind on my scores as much as I can throughout the school day,” said Carusone. “Then as soon as football comes, my mind just completely shifts. I'm focused, ready to learn about the team that we're playing against or new plays that we're putting in."

Stepping into his leadership role, Carusone assists teammates in the weight room, a pivotal part of offseason training for every member on the team. In the weight room, he can be found leading teammates in exercises and providing support for everyone to get the most out of their workout.

“He's [the] kind of guy you want to get behind and follow,” said teammate Julian Frevert ’27. “He's one of our strongest guys and a really good example to have for younger guys on the team and people my age.” 

Even through tough moments such as losing the homecoming game in Carusone’s sophomore year, he took it as a chance to redirect his energy towards improvement.

“So when big losses like that happen, we try to just keep the team together and uplift everybody so that when the next big game comes, we're ready to go,” said Carusone.

For his final season, Carusone hopes to lead the team to another great season and victory at the homecoming game. While still going through the recruitment process, he has stacked an impressive resume from his time on the team and left a legacy that won’t be forgotten.

“The best part about football is, for me, is ... what it's like to be a part of a team. When you're part of a team, you're like a family, and [it’s] like a culture that no one else has, except for your team,” said Carusone. “When I step on that field, I know that I have my teammates’ [backs] and I know that they have my back.”


Carmine Caruson '26: football

The crowd roars as he laces up his cleats and takes to the field. Aaron Thyrum ’26 jogs out on the pitch in one of the biggest games of the season, a home playoff game against Monroe. Thyrum flies around the field, ready to make the most of every offensive opportunity that comes his way, while also playing crucial defense against quick attackers. Through Thyrum's efforts, the Tigers secure the win and advance onward to the next round of the CVC tournament.

Starting at the age of four, Thyrum’s soccer journey started by following in the footsteps of his father. He first started playing soccer at the age of three, along with other sports such as baseball and football. However, eventually he chose to pursue just soccer when he was in middle school.  

“My dad is really the one that got me into soccer. I mean, he's a soccer fan as well, so it's just a matter of how any other kid gets into sports,” said Thyrum. “As middle school came along .. I really wanted to ... get better at one specific thing, that's when soccer ... pulled ahead of everything else.”

However, once he reached high school and began his freshman season, Thyrum experienced a significant setback when he injured his back. 

“I had a back injury where I was out for nine months ... you can say that was like the lowest point in my soccer career, because I had to go a full nine months without even touching the ball,” said Thyrum.

Head Coach Ryan Walsh first started coaching soccer at PHS 11 years ago. Along with introducing him to a physical trainer, Walsh helped Thyrum stay connected mentally to the game and to the team throughout his rehabilitation. 

“I remember how upset he was, and he was not able to play. I could just tell that he loved the game and wanted to play so bad,” said Walsh.

Despite the setback, quitting was never an option for Thyrum, who maintained a positive attitude.

“I don't think it was necessarily something where I wanted to quit. I think it's just you have your highs and lows, but at the end of the day, you have to understand it's a fun game that you get to play with your friends,” said Thyrum. 

However, the next season would prove to be different as Thyrum was able to get on the field as a member of the varsity team. Ultimately, the squad won the State Championship, an especially proud moment for the team.

“Going from a sophomore not playing at all to a junior last year for him, it's a really big gap, and he had to immediately become one of the most important players,” said teammate Kian Asiaie ’27. “I mean, that's always hard mid season, just kind of missing out a little bit, but he always bounced back really good.”

In 2024, Thyrum recorded three goals and seven assists as the team went on to win 18 games and a sectional victory against Monroe. 

This season, Thyrum is one of three captains on the varsity team. As a captain, Thryum takes inspiration from the leaders that came before him, such as Archie Smith ’25 and Azariah Breitman ’25, in his approach to leading the team.

“Obviously, last year, you look at the captains and the year before that, and I really considered those guys as people I look up to, and those [who] set the example,” said Thyrum. “But now, as a captain, and as a senior on the team, you really have to embrace the role model role.” 

Thyrum stands out as a vocal figure through the team's high-intensity training sessions, an essential part of their game preparations. Working with his co-captains, he pushes the team to be the best they can be through workouts and drills, to ensure a winning season. 

“The guys really are attracted to him ... they gravitate towards him because of his ability to connect with [them],” said Walsh. “He himself is training really hard ... it's very rare to have a guy who both leads by example and leads their voice. And he does both.”

His leadership style has received high praise from multiple teammates in addition to his skill in games throughout the season. 

“Soccer wise, he's an amazing player [and] technically, he's really good. His shooting technique is insane,” said Asiaie. “This year, against Hightstown, he dropped an incredible performance. And, I mean, that's just like the Aaron Thyrum we know.”	

So far this season, the Tigers are 13-2-1, including being 6-0-1 in CVC conference play and Colonial Division champs. Thyrum has recorded two goals and seven assists as the team has rallied around him in crucial moments this season.  

Although unsure about his career as a soccer player in college, Thyrum looks forward to another season as the Tigers look to finish strong before ultimately hoping to win the state championship title. 

“We feel as though we're family. I feel like everybody, no matter what position or role that you're in, everyone has a role, and you're connected to one another,” said Thyrum.


photo:Jasur Agzamov


Thyrum plays as one of the senior midfielders and helped the team win the CVC tournament and state final last year.


Aaron Thyrum '26: soccer

The starter shoots the pistol, and Kajol Karra ’26 is off. Less than 20 minutes later, she approaches the finish line of the 5k race. Legs aching and arms pumping, Karra sprints under and passes the arch, giving it everything she has left. 

Growing up, Karra tried many different sports before joining the cross country team at PHS in her sophomore year, after moving from West Windsor. Role models like Olympian Parker Valby and her own teammates inspired Karra to stick with the sport. Inspired by her teammates' dedication, strong work ethic, and running abilities, she implements their strategies into her own training and races.  

“I just liked the community that I was able to build with my teammates, and I thought it was pretty fun,” said Karra. “One of my teammates ... I race with a lot, so I feel like I'm able to learn from her and how she races as well.”

However, as a student athlete, balancing school work and after-school practices can be difficult. For Karra, a major skill she had to develop was time management, in addition to growing her athletic skills.	

“I feel like that was a big thing because cross country is more time-consuming than track,” said Karra. “I get home later ... So being able to manage my schoolwork and tests with the time commitment of meets, where you're gone all day, [can be hard]”

In addition to time management, Kajol was able to learn how to find connections within the running community through what can be at times, an isolating sport.

“Running is pretty individual, but there's also team aspects, so how to contribute to that aspect,” Kajol said. “When you race, it's technically by yourself [but] knowing that you're not alone.”

Ever since she started on the team, cross country coach Jennifer Smolyn knew Karra had the potential to become one of the best runners on the team. Smolyn and the other cross country coaches worked with her to expose her to high level competition, to boost her skill and confidence.

“We knew when she got here that she was very, very talented,” said Smolyn. “Getting her to see just how talented she was, getting her to realize that, ‘oh, I should have some confidence in this,’ [or] ‘I'm a great runner.’” 

Selected as one of the cross country captains this year, Karra has more responsibilities compared to before . In addition to becoming a bridge between her teammates and the coaches, she’s attentive to her teammates’ performance and the effort they put in through training.

“[It’s more] caring more about other people, having more responsibility for the other teammates, and what they do on the team and how they perform on a daily basis, not speed-wise, but how much they put into it,” said Karra. 

Throughout the season and in past years, Karra has always been a supporting teammate, providing advice for the underclassmen and making sure no one is left behind. Last year, she led the team in winning their first ever state title, after clocking a time of 19:26 at the 5,000-meter course.

“She's very positive, and works really well to connect our teammates together and in races.” said teammate Grace Hegedus ’27. “She inspires me by just staying committed. I love how she was very new to the team when she started and new to the sport. ... And she grew so much, she stayed consistent [and] really worked very hard to get where she is right now.”

Leading into the season, Karra was the top Princeton girl at the Manhattan Invitation with a 2.5-mile time of 15:17.8 that she ran on October 11.  

“She is just fearless. From the time the gun goes off, is somebody who is willing to just get out hot, like be fast from the gun, make passes when she needs to,” said Smolyn. “She is unafraid of competition and unafraid of challenge.”

Now as Karra finishes her last season at PHS, her skills, leadership, and personality will be greatly missed among her teammates and coaches.

“She's just a great training partner and during practice, at meets and even outside of practice, and it's just really fun to see,” said Hegedus. “She is my racing buddy [and] I don't think anyone will replace her in that way.” 

While still going through the recruitment process, Karra looks forward to finishing up the season and making memories with her teammates and friends. 

“The sport is pretty hard, and, a lot of times it's not as fun, but the people make it fun,” said Karra. “ I feel the relationships I've been able to build through the sport is what makes it [what it is] and I know they're gonna last forever.”


photo: Charley Hu


In her third and final year running at PHS, Karra looks forward to finishing up the season while still going through the recruitment process. 

Kajol Karra '26: cross country

Seeing the ball fly through the air, Naomi Lygas ’26 runs up to the ball set to her, plants her feet, and jumps up to spike it. Whipping her arm forward, she hits the ball between the opposing player’s arms, watching as it flies through the air and bounces off the ground with a loud thump.

In fifth grade, Lygas was given the opportunity to play either field hockey, softball, or volleyball. She tried volleyball out first and fell in love with it. Role models like American beach volleyball player Taylor Crabb and her mom encouraged her to keep developing her skillset in the sport. 

“My mom is one of my biggest role models. Whether it's in sports or not, I feel like her work ethic translates really well over to sports. So I like to try to replicate that,” said Lygas.

For Lygas, volleyball is a year-round commitment. Not only is she a member of the PHS girls volleyball team, but she also plays for the beach volleyball club Stars and Stripes. 

Lygas’ dedication to the sport has earned her and her team numerous awards: last year, Lygas played a crucial role in the PHS team’s run to win the NJSIAA Group 3 Championship, recording 60 kills in the tournament alone from her position as outside hitter. Additionally, Lygas also won the 2024–25 Gatorade New Jersey Volleyball Player of the Year title. 

“Gatorade Player of the Year was something I had been working towards for a while, and to actually see the results of my hard work was super amazing,” said Lygas.

Despite spending much of her time on volleyball, Lygas is still able to find a balance between her academics and athletics.

“[It’s] hard, especially when traveling for tournaments, but I always try to get my work done,” said Lygas. 
“It comes down to having some late nights doing work, or early mornings waking up to do it, but I get it done as much as possible, because I value school as much as sports.”

The constant pressure to become a better player takes its toll even on the best of players, something that Lygas also struggled with at one point in her volleyball journey.

“I was at this level where I didn't feel like I was getting better. And one of my biggest things is that I want to get better, and always see myself having that constant improvement,” said Lygas. “So it was kind of hard to just tell myself that even one percent every day is still an improvement, [but] once I put that mindset in my head, I haven't felt that way since.”

Lygas’ passion for the sport and her hard work have made her a leader on the team, immediately catching the attention of PHS girls volleyball Head Coach Patricia Manhart.

“She is such a hard-working, driven athlete. You don't get as good as Naomi is without putting the work in. So knowing how dedicated she is, those are all things that make her the outstanding athlete that she is, that she's just always training, always pushing herself to get better,” said Manhart. “And I think that really also then motivates her teammates too, to make sure that we are strong all around because it is a team sport.”

Lygas’ well-rounded skillset and abilities have also stood out to her teammates, making her a respected and well-valued member of the team.  

“Passing is one of the largest skills in volleyball,” said Kaelin Bobetich ’26. “She's probably our strongest passer at the moment ... and that's just one of the most important parts about a game, because if you're an outside hitter, you have to be able to pass really well and hit really well, and she's put in that position because she can do those things really well.”

This year will be Lygas’ seventh year playing volleyball and fifth playing beach volleyball. Through her many years on the team, she has grown both mentally and in her game to be more versatile and adaptable. After being recruited at the end of her sophomore year, she plans to continue playing beach volleyball at Tulane University.

“Adaptability is huge, especially in beach volleyball, which is what I am going to play in college. Whether it's the wind, the sun, or if the other team is serving to you every single time, you have to learn to adapt,” said Lygas. 

After becoming the captain of the team this year, Lygas hopes to continue acting as the role model for her teammates that she had when she was a freshman.

“Coming in as a freshman, I was a little scared,” said Lygas. “Some of the senior captains that year were some of my biggest role models in high school. And now the leadership role is definitely more prevalent as that's what I'm labeled as, but I always try to be a good leader by leading by example.”


Naomi Lygas '26: volleyball

### 1776 - Harvard Bad Butter Rebellion

A rebellion over rancid butter. But the butter left more than just a rancid taste in Harvard’s students’ mouths, quickly turning into the United States’ first student-led protest. These tensions that soon evolved into larger questions about the student body’s relationship with administration have been a defining feature of student-led protests since.

### 1963 - Birmingham Children’s Crusades

Over 1,000 school-age children — ranging all the way from age seven up to age 18 — skipped classes to march on Birmingham’s City Hall to engage the city’s mayor on legalized segregation in Birmingham. Many of the children were arrested, sprayed with fire hoses, and attacked with police dogs. The crusade led President John F. Kennedy to publicly support federal civil rights legislation.

### 2006 - Walkout against immigrant policy

Driven by a proposed bill to make entering the U.S. illegally a felony, these protests in spring of 2006 saw events like “A Day Without Immigrants” bring business as usual to a halt. In Los Angeles county alone, 72,000 middle and high school students stayed home from school to protest immigration policy, and countless Latinx workers across the country stayed home from work, showing solidarity in their economic power.

### 1945 - Protesting McCarthyism and Censorship

Jumping nearly two centuries later, the Cold War has taken its toll on America and fears of the Red Scare abound. Started at Indiana University, the so-called “Green Feather Movement” targeted an attempt to censor a textbook mentioning Robin Hood due to his promotion of communist ideals. The students at Indiana University responded by dying chicken feathers green and spreading them throughout campus to represent the chicken feather in Robin Hood’s hat.

### 1970 - Kent State Protest and Shooting

On May 4, 1970, the Ohio National Guard fired upon students protesting the Vietnam War, killing four and wounding nine. Resulting from President Nixon’s announcement of expanding the war into Cambodia, the demonstration followed days of agitation and the burning of the college’s ROTC building, leading to nationwide divisions about the war.

### 2018 - March for Our Lives – gun control related

This month eight years ago, 17 high school students were killed by a fellow classmate in Parkland, Florida. March for Our Lives was one of the largest youth protests since the Vietnam War, with some 800,000 protestors in Washington, D.C., and nearly two million worldwide. They demanded gun reform, and survivors of the shooting used this platform to call for legislation.

Timeline of American student protests

Public schools maintain a balancing act between protecting student free speech and upholding order. Under First Amendment Rights, public school districts cannot explicitly support or oppose the sentiment of a given student protest, however they must shut down protests that violate or threaten safety or traditional learning.

Princeton Public Schools sets out clear guidelines on student protests that are found in the student handbook. While the district acknowledges students’ First Amendment rights to free speech and peaceful assembly, it states that walkouts, protests, and demonstrations are not school-sanctioned activities. Therefore, they are prohibited during instructional time or whenever they are deemed to interfere with school operations; violations of the Code of Conduct during protests can also result in disciplinary repercussions.

“Students definitely have freedom of speech, and we, in fact, encourage that, no matter where your political standing is. However, during instructional minutes, school rules apply, and that’s where we come in,” said PHS Principal Cecilia Birge.

The rules that PPS has established are similar to those in other school districts, with a common goal of balancing student protests with school safety.

“Our role is safety. The communication piece to school admin[istrators] is really so that we are aware of how to manage the safety aspect of it,” said Birge.

Yet, given these constraints, many student-led protests often result in disciplinary action for participating students. According to NJ.com, in 2022, an abortion-rights rally led by students at Hunterdon Central Regional High School in New Jersey resulted in aggressive verbal disagreements, damaged public property, and acts of physical violence between students who supported abortion and those who opposed it. Following the incident, administrators vowed to punish students and urged adults to set a better example for the youth. The incident at Hunterdon revealed how quickly a protest can turn from peaceful to chaotic, especially when parties with opposing views collide.

“If a protest on campus turns violent, then we can suspend students, we can call the police, so its consequences can be more severe depending on how egregious the violation is exactly,” Birge said.

Needless to say, not all student-led protests end in conflict. Some demonstrations have been successful due to their organization, structure, and how they were carried out. In 2018, the March for Our Lives movement led by students gained significant traction, drawing over one million attendees across hundreds of global rallies to demand better gun control policies. In the United States, protestors gathered in major locations like Washington, D.C. to promote their cause with nearly 2 million participants, making it one of the largest student-led protests since the Vietnam War anti-war movement in 1970.

Ultimately, the district’s priority remains in education, and if students choose to campaign, they should at least communicate with the school for safety reasons.

“I suggest [students] come and see us … I would require students to reach out to their parents so that parents understand why students are not in class,” said Birge.

Free speech vs. student safety

### Gen-Z Protests - Nepal

In September of 2025, Nepal’s Generation Z population led the charge on a nationwide anti-corruption protest that resulted in a complete political regime change. Lasting for only about a week, these protests quickly turned destructive, as protestors clashed with military forces, and governmental buildings were set ablaze. Political debates, elections, and polling were all held on the messaging platform Discord as a result of the censorship of other social media platforms, concluding with former Chief Justice Sushila Karki becoming the first female Prime Minister of Nepal.

### Anti-ICE Protests - United States (Minnesota)

In late January of 2026, over 30 high schools engaged in a nationwide walkout as part of student-organized “National Shutdown.” The protests arose as backlash after Trump’s administration enforced mass deportations that led to the deaths of Renée Good and Alex Pretti. Their walkouts and marches were not just symbolic gestures, but strategic disruptions aimed to force the country to acknowledge the human consequences of immigration enforcement. Since the protests, ICE has pulled 700 immigration agents out of Minnesota.

### Anti-Government Youth Protests - Peru

Following the impeachment of conservative Peruvian President Dina Boluarte in October 2025, decentralized protests intensified to challenge social and economic issues. Even after fellow conservative José Jeri took office, people continued to rally against the government’s instability and sharp uptick in crime. Amidst sustained public outcry, Jeri declared a state of emergency. Since then, protests and clashes between demonstrators and the government have continued, putting the seventh Peruvian president of the decade at risk of impeachment.

### Gen-Z Revolution - Kenya

Ever since the summer of 2024, Kenya’s young adult population has mobilized against nationwide issues. On June 25 of that year, hundreds of young Kenyans assembled at the Parliament Buildings in Nairobi. Despite the police’s usage of riot equipment, protestors stormed the Parliament Buildings upon learning that a tax increase bill had passed. More than 20 people were killed, with many more injured, leading Kenyan President William Ruto to respond by pledging to not sign the bill into law. Calls for Ruto’s resignation continued, forcing him to replace his entire cabinet with a mix of allies and opposition members on August 8th.

Current student protests around the world

Throughout history, students have played a crucial role in the progression of the Civil Rights Movement. Sit-ins, one of the most prominent forms of student protests, involved organized groups of people going to “White Only” spaces in order to call out the failed promises of equality.

Even though the students who participated in the sit-ins were young and still in school, their actions exemplify the fact that anyone can take part in protests to make a change, regardless of their age.

The most well-known of these sit-ins took place in Greensboro, North Carolina. In February 1960, four Black college freshmen entered a white-only lunch counter at Woolworth’s and endured the resulting harassment in protest. The sit-in movement inspired other Black college students across the American South to also take part, forcing over 100 lunch counters to desegregate by April.

With over 50,000 students taking part in these peaceful protests, communities and businesses were forced to confront the injustice, and contributed to the momentum in passing the Civil Rights Act of 1964.

The birth of the Student Nonviolent Coordinating Committee (SNCC), an organization that led fights against segregation through grassroots movements, is another testament to the role of student protests in the Civil Rights Movement.

Thousands of Black voters across Southern states were successfully registered through SNCC’s continuous organized protests, finally giving representation to citizens whose voices had long been forced shut.

Student campaigning has been invaluable to the Black Civil Rights movement, playing an important role in both current and future civil rights advocacy.

Student roles in the Civil Rights Movement

Winter Recap 2026

### Beloved ###
The house at 124 Bluestone Road is haunted. Everyone in the bleak, post-Civil War 
Cincinnati, Ohio of Toni Morrison’s “Beloved” knows it, and all but a select few avoid 
it. The ghost of an infant rages against the home’s inhabitants, “worrying [the] house 
into evil,” but not only that; each member of the house, only a few years free from 
enslavement, carries with them the malevolent spirits of their pasts.

There are few books that characterize a period in American history better than 
“Beloved,” published in 1987 but set in post-Civil War America. It follows Sethe, 
an escaped slave, and her daughter, Denver, whose home in Ohio is haunted by the 
malevolent ghost of Sethe’s dead infant. When a mysterious woman referred to only 
as Beloved arrives and begins to worm her way into the two women’s lives, unbidden 
memories begin to surface, and Sethe is forced to reckon with the atrocities of her past. 
“Beloved” is the story of a deeply complex female character who possesses not only a 
great capacity for love but also for violence, exploring the vast impacts of slavery on 
the human psyche through the vessel of the family.

Diving into the minds of people who have undergone some of the most brutal abuse 
imaginable is not easy, and Morrison doesn’t hold her punches. Sethe, a strikingly 
complicated and tragic figure, is a mother of four children, which shapes her identity 
and the abuse she encounters at the hands of her enslavers. The story of her escape from 
slavery while pregnant, recounted several times throughout the novel, is visceral; the 
description of the whipping scars that looked like “a chokecherry tree,” “red and split 
wide open, full of sap,” is only one of its many striking images.
 
As is appropriate for a novel about ghosts and trauma, 
“Beloved” is heavily concerned with the issue of 
memory. The past is revealed in small, recursive 
snippets of flashback from various perspectives; all of 
the characters forget or block out major aspects of the 
core events, making it difficult to piece together the 
full picture of what transpired. This nonlinearity may 
hinder a new reader’s ability to follow the plot, but it 
shapes the story’s atmosphere: “Beloved” is a ghost 
story, eerie and dreamlike, and the unconventional 
form makes it a reading experience like no other.

Though Morrison’s novel is set almost two 
centuries ago, many of the issues it examines are 
still relevant today. Learning not only the way that 
slavery in America affected women then but also 
the way that its psychological scars linger in America 
today is crucial to understanding women’s history in the 
United States.

### Jane Eyre ###
In 1846, Charlotte Brontë began to write “Jane 
Eyre.” She was 30 years old, and up to this point, 
most of her life had been spent moving from 
boarding school to boarding school, first as a 
student and then as a teacher. In this regard, 
“Jane Eyre” reads much like a narrative about 
Brontë’s own life: first an orphan living with her 
distant family, Jane is sent to an oppressive 
boarding school, where she eventually gets 
a job upon graduating, finally ending up 
working as a governess. Furthermore, in an 
event likely inspired by the death of Brontë’s 
older sister, Jane witnesses the aftermath of a 
typhus epidemic at her school, including the death 
of her closest friend.
 
Despite these parallels, however, 
and the novel’s original subtitle of 
“An Autobiography,” “Jane Eyre” is 
undoubtedly a work of fiction. Although it 
was published in the 19th century, it contains 
many of the modern novel’s conventions: a 
major reason for its popularity at the time of 
publication was its intense first-person narrative, 
unusual at the time but commonplace now.
 
As the governess for a young French girl at an estate called Thornfield Hall, 
Jane is drawn to the mysterious master of the house, Mr. Rochester. Inspired by the 
Byronic heroes Brontë read about in her youth, he quickly sweeps Jane off her feet. 
Trouble ensues, however, when strange occurrences begin to happen at Thornfield 
Hall, and Jane learns of the secrets he has been keeping.
 
Although a modern eye may not peg “Jane Eyre” as a radically feminist text — Jane 
never manages to break free from the societal expectations of a Victorian woman — 
many core beliefs of modern feminism are present in their prototypical forms. When 
Rochester proposes, Jane refuses to accept until he admits that she is his “equal” as 
a “free human being with independent will.” Brontë published “Jane Eyre” under a 
pseudonym, Currer Bell, in the hope that a more masculine name would help her 
succeed in the literary world. This proved wildly successful, and she was met with 
immediate fame. Though our society may have grown past strict Victorian ideas of 
gender roles, it remains important to read books by female authors — not just this 
March, but year-round.

Must-reads for Women's History Month

Valentine's Day mini crosswords

In late January of 2025, the students on the Cuba trip said their goodbyes to the island 
and embarked on the bus to the José Martí International Airport in Havana. On the ride 
there, our tour guide Sergei gave each student a personalized postcard as a parting gift. 
The front of the postcards were paintings by Cuban painters from the Museo Nacional 
de Bellas Artes, while the back had the title of a Cuban song, chosen specifically 
for each person. My song, “Una Palabra” by Carlos Varela, played through my 
headphones the entire flight back.

As an avid collector of vinyl records, I’m often trying to expand my 
taste through the $1 bins that line the Princeton Record Exchange, 
but the discovery of “Una Palabra” opened my eyes to a whole new 
realm of music. Ever since that day, I have been exploring more 
music in foreign languages as a way to dive deeper into the world 
of sound, better understand unfamiliar cultures, and practice a 
second language. Later that school year, after returning from 
Cuba, I started exchanging songs and albums with my friend, 
who recommended Mexican artists like the indie rock band 
Enjambre, the pop and ballad singer José José, a folk band 
called Los Tres Diamantes, and the metal band Red Ulalume.

Through my own exploration of Latin music, the first artist I 
found whose style really spoke to me was Rico Del Oro, an alternative indie singer from 
Durango, Mexico. His style blends country, crooning, and bolero, bringing his ancestral roots 
and his Texan upbringing to the Nashville scene. Rico Del Oro presents as a moonstruck 
cowboy, often telling stories about love, loss, faith, and the Western landscape. His debut 
album “Tauro” mixes Spanish and English in each track, with the only two written fully 
in Spanish being “Vida” and the titular track. His second full-length album, “Durango,” 
was released in 2024 and serves as a sequel to the former, including tracks like “Flora De 
Saguaro” and “Alacran.”
 
My interest intensified with Jeanette, a Spanish singer who rose to fame as a teenager 
in the late 1960s. Her soft and sweet sound captures romantic angst while maintaining 
the natural rebellion of youth, often featuring orchestral arrangements as well as an 
electric guitar, which Jeannette herself plays. Some of her most popular 
songs, such as “¿Porque Te Vas?” and “Soy Rebelde” appear in the 
movie “Cría Cuervos” (1976), for which she recorded the soundtrack. 
Facundo Cabral, a self-taught folk and protest singer from Argentina, 
was named a “worldwide messenger of peace” by UNESCO in 1966. 
Cabral was a self-proclaimed anarchist and “violently pacifist” according 
to an interview in 1972, and often wrote about individual and spiritual 
resistance against military dictatorships in Latin America. His ballads 
“Pobrecito Mi Patrón” and “Yo No Vendo, Yo No Compro” are two of many 
in his discography that demonstrate his non-materialistic philosophy and social 
consciousness.

As I discover Latin artists outside of mainstream American media, I continue to reap the 
benefits. My knowledge of Latin culture extends beyond linguistic subtleties, but through 
music delves into the many aspects that make up a complex culture.

Entering the world of Latin music

As February unfolded, the hallways of 
the PHS choir wing filled with the sounds 
of students singing in preparation for the 
PHS Spirituals and Gospel Festival in 
honor of Black History Month. The event 
highlighted the musical, cultural, and 
historical significance of gospel music as 
an American art form.

The PHS Gospel Festival aimed to honor 
the tradition while bringing students into 
direct contact with the music’s cultural 
roots. The performance took place on 
Thursday, February 12, in the Performing 
Arts Center, featuring all PHS choir 
students, five Studio Band members, and 
guest conductor Bishop Chantel Wright 
from New York University. Their combined 
effort resulted in a program that honored 
both the music and its tradition.

“I just love being able to sing a song that 
has meant so much to other people, [that] 
has an impact on so many things, and has 
such a big story to tell … I’m able to sing [it] 
with [so] much emotion, and with so many 
other people, and share the story,” said PHS 
choir member Aimy Solares-Zacarias ’26.
 
Gospel music originated from the 
spirituals sung by enslaved Africans, who 
blended their traditions with Christian 
hymns as a way to express hope and 
preserve their identity. The music reached 
its prime in the early 20th century and was 
shaped by composers such as Thomas A. 
Dorsey, who combined sacred lyrics with 
blues-influenced harmonies, creating the 
foundation for the choirs and modern styles 
heard today. Over the years, gospel music 
influenced other major American musical 
genres like jazz and served as a source of 
unity during the Civil Rights Movement.
 
“PHS Choir and Cantus both [did] their 
own sets [at] the concert and then all of the 
choirs, including Chorale, [sang] all four 
pieces … all together. So we call it the mass 
choir and we often have some community 
members from the Black churches in our 
Princeton community [and] they [came] 
and [sang] with us as well,” said choir 
director Sarah Pelletier.
 
The style of gospel challenged students 
to adapt to a different vocal approach, 
emphasizing tone, attitude, and blend.

“I think a big factor with gospel music is 
the attitude and the tone that you’re bringing 
to the songs, especially when there are large 
harmonies you want to be heard, but you 
also don’t want to stand out from the rest 
of your voice part,” said Alexis Brown ’27.

The event features a guest conductor 
who rehearses with the students and leads 
the final performance every year. This year, 
for the second in a row, PHS welcomed 
Bishop Wright.

“They’ve been rehearsing since we got 
back to school in January and so the music 
[was] in multiple parts. Sometimes certain 
choirs [did] certain parts and then it all 
[came] together. Then we [had] all the 
voice parts covered and so it [was] fun to 
finally get to put it together with Bishop 
Chantel Wright. That [was] the night before 
the concert,” said Pelletier.
 
A small group from the Studio Band, 
including drum set and rhythm-section 
players, accompanied the choirs. They 
practiced individually and with the choir 
teachers before joining in several combined 
rehearsals.

“I think it’s neat that the school has a thing 
like [the Gospel Festival] ... It’s a good way 
to get involved with your community and 
the music is really soulful,” said Studio Band 
member Zack Ware-Huff ’26.
 
For many students, the event was 
meaningful not only because of its distinct 
musical style, but because each song carries 
with it a unique story and history.

“Bishop Chantel Wright, she is all about 
community and bringing people together 
... This music is very religious … but even if 
you are not a religious person … this music 
can bring communities together, and that’s 
what she is all about,” said Pelletier.
 
Through this event, choir students had 
the chance to expand and diversify their 
musical skills while also honoring the 
traditions and long history of Black gospel 
music in America.

photo: Emily Kim


PHS Choir performs at the PHS Spirituals and Gospel Festival, joined by guest conductor Bishop Chantel Wright and members of Studio Band.

PHS choirs celebrate Black History Month with gospel celebration

Mia Dunlap fell in love with music at a young age, and 
she hasn’t looked back since. As the current music director 
for Cloud Nine, a member of Studio Vocals, and a vocalist 
for Jazz Ensemble, Dunlap has shared her passion for music 
throughout PHS and beyond. Although she does not plan on 
pursuing music as a future career, Dunlap is considering a 
minor in music alongside working towards her nursing degree

**How did you first get into singing?**

I’ve been singing for a while. When I was six, I started doing voice lessons. I really 
liked musical theater growing up … I’m from Alabama, and we did a trip to the city 
when I was younger, and we went to a Broadway show, and I just loved watching people 
perform and stuff, and so I wanted to do that … I used to have really bad stage fright 
… even when I was a kid. And so I got over that, and I would do my recitals and stuff, 
and I continued to do musical theater. I started that when I was nine [and continued] 
... until I moved.

**Have you ever played an instrument? If so, why did you choose to continue 
singing instead?**

I play guitar. I’m not very good. My brother is a really good guitar player, so in 
comparison, I’m really amateur, but I also play piano. I took piano lessons when I 
was a kid. I’ve just been [singing] the longest, and … I think you have much more of 
a connection with the music when you’re the instrument … I think it’s much more 
personal than [playing an] instrument as a vessel for your music.
 
**How do you prepare for all of your performances?**

I struggle with nerves a lot. And that’s something I’ve had to work on … I think the 
best way for me to cope with that is practicing … I just make sure that I have everything 
down, and I’m ready to perform it how I want to perform it, or else I’ll second-guess 
myself, and then I’m a nervous wreck. But I think just practicing and making sure that 
I’m prepared and confident in my ability, that’s the best way for me to set myself up 
for success.

**Do you prefer singing a cappella or with the band?**

With the bands. I think a cappella is very unique, [and] I really like the part of 
arranging my own music a cappella and getting to hear that [music] kind of come to 
life. But I prefer the style of the jazz songs, and I think you can have a little more fun 
when you’re singing with the band, because they’re kind of doing their own thing … 
[and] it’s not as structured. So I enjoy that about bands.

**How do you think your experience in Cloud Nine has changed after becoming 
the music director?**

It’s a lot more work. I have realized how much work the past music directors have had 
to do, and I have much more respect for them. It’s so much work arranging music and 
scheduling all of the rehearsals and scheduling performances. But it’s super rewarding 
to hear that translate into an actual group sound … Once you kind of hear the actual 
people singing it, it’s really rewarding. It’s very fun to hear.

**What is your favorite personal memory of singing in either Cloud Nine or in 
Jazz Ensemble?**

The jazz combo I did my sophomore year. It’s part of Jazz Ensemble, but it’s a separate 
[small group]. It’s usually just instrumentalists, but they asked me to sing with them, 
and that was super fun … it was a lot of work, but we ended up placing third, which 
is really good for the Ensemble Combo. I got the judge’s choice award. I just was very 
excited, and I felt very cool to be a part of their little band kid group … It’s all [really] 
good memories.

**What advice would you give to someone who wants to join an a capella group or 
become a band vocalist?**

I would just say find your style. I think it’s very easy, especially now and especially 
where we are, to try and conform to a certain style … And I think it’s best to just kind 
of find that [style] within yourself and not really see that elsewhere … Just staying true 
to yourself, especially in your music, and not trying to be someone else or stylistically 
sound like someone else [is important]. Find your own style.

Student artist of the month: Mia Dunlap ’26

**The Tower asked Princeton High School students for their opinions on recent activity of Immigration and Customs Enforcement (ICE) both locally and on a national scale. Here’s what they had to say.**

### I am Guatemalan, I am human, and I am not going anywhere

I am Guatemalan. And I am proud.

I do not believe deportation is wrong. I believe the intention behind it is what has gone off track. 

There is nothing wrong with protecting a nation. But there is everything wrong with tearing apart innocent families in the name of it. I do not agree with deporting children who have known no other home. I do not agree with deporting mothers who rise before the sun, who clean, who care, who labor so their children might dream bigger than they ever could. I do not agree with deporting a man who works harder than most, who pays his taxes, who contributes to an economy that runs on the sweat of his back, doing the jobs that no one else will stand in the sun for ten hours to do.

Deport the predators. Deport the violent. Deport those who break the law and bring harm. But to deport a human being simply for the color of their skin, the accent in their voice, the pride they carry for where they came from? That is not policy. That is cruelty dressed in procedure. And it is dishonorable to the very idea of what America claims to be. 

I do not need to call myself American to know I have built this country with my own hands. I do not need a plastic card to remind me I am human. And I should not need one to prove it to you. We are watching millions of dollars evaporate. Farms emptied. Hospitals understaffed. Buildings unfinished. Crops left to rot in the fields not because Americans won’t work, but because the workers who fed this nation have been cast out of it. And still, the lie continues: that we are takers. That we are invaders. That we are less than. But we are the ones holding this country up. And if they tear us down, the whole thing crumbles. 

I am not asking for pity. I am asking for sight. See the mothers. See the fathers. See the children who only know this land as home. See the hands that feed you, that heal you, that build the walls around you.

This path we are on will not fix America. It will divide it. It will hollow it out from the inside.

I am proud of my culture. I am proud of my language. And it is not a crime to know more than one — it is a gift. One that built civilizations long before borders existed.

I am Guatemalan. I am human.

And I am not going anywhere.

Anonymous ’26


### ICE is necessary to uphold the law

In my opinion, ICE is doing a good job. Why is it okay for people to enter this country illegally? Don’t get me wrong, the shootings of the two people were unacceptable, but why is it acceptable to enter this country illegally? The clowns that are in outrage against ICE think it’s okay for people to come in illegally? Are we serious? Supporting illegal immigrants means they are supporting those breaking the law. Ironic, isn’t it? But they call us Republicans the bad ones. The law is the law. Illegal immigration is ILLEGAL. Trump is doing a great job in office in all ways, and especially getting rid of people breaking the law. Finally someone who enforces the law. Actually do real research instead of reading and falling for this liberal propaganda. No one is above the law; if you travel to America illegally, you are breaking the law. Why get annoyed at ICE when they are enforcing the law? The issue is not ICE; it’s the bad border controlling letting these illegals in.

Anonymous ’27


### ICE’s expansion attacks our freedom

I am appalled by the recent loss of innocent American blood and the repressive, systematic raids, even coming perilously close to PHS. We must take steps to stand against actions that intimidate our neighbors.
An agency for legal immigration enforcement is necessary given the current crisis; its creation, per se, is a step toward curbing illegal immigration. However, its recent expansion has led to a direct attack on our freedom and constitutional rights. 

While local governments are rather powerless, they must foster a good atmosphere and relationship within communities, condemning these illegal activities in their districts. The American people must find a common denominator despite polarization. Are slaughters and systematic illegal deportations not enough for us to unite? Our local representatives and governments must support our rights and the Constitution to protect the weakest in our society.

Anonymous ’27





### Immigration enforcement delivers justice

I think what they are doing is great; people didn’t follow the rules and they should come to the country the right way. Because they are illegal, it’s expected that they have the risk of getting deported. On the other hand, I think the fact that people are getting hurt is upsetting, but if you play stupid games, you win stupid prizes. 

Anonymous ’28

### ICE’s activities threaten our safety
 
I believe ICE’s recent activities, both nationwide and in my community, raise huge concerns about fairness, safety, and the treatment of immigrant families. The recent aggressive enforcement and highly visible operations seem to create a lot of fear and uncertainty, especially for people who are trying to live normal lives. When people are aware that the shade of their skin can have them arrested or shot, they are entirely unlikely to venture outside and contribute positively to their community. I feel that when people are afraid to interact with schools, healthcare, or law enforcement, it weakens trust between individuals and makes communities less safe. 

Local governments must be held more accountable in order to effectively protect their residents’ rights, promote transparency, and make sure policies reflect compassion as well as maintain public safety. Overall, it is important for everyone to support more humane and balanced approaches to immigration enforcement.

Anonymous ’29

### Immigration enforcement respects legal immigrants

Personally, the idea of ICE and ensuring people are here legally is overall a good idea. Unfortunately, even though many illegal immigrants work and pay taxes, it would be unfair to the immigrants who came here through the legal process. Nonetheless, I do not agree with the way they hire ICE agents, as I feel it is too easy to become an agent. Hardworking “illegal immigrants” should be given a chance and at the least a fine for entering illegally, but criminals should be deported with no questions asked.

Anonymous ’27


### ICE maintains order and security

I support the recent activities of U.S. Immigration and Customs Enforcement because I believe enforcing immigration laws is an important part of maintaining national security and public safety. Nationwide, these efforts show that federal laws are being taken seriously and applied consistently. In our community, increased enforcement can create a sense of order and accountability, reinforcing the idea that laws matter.

Anonymous ’26

### Corrupt authority warrants resistance

When the Gestapo invaded towns during its 1944 occupation of Italy, churches would ring their bells to let people know they weren’t safe. Princeton needs an alarm system. Have the churches ring their bells, send us a text message notification, just SOMETHING to let people know that they are not safe.

And once people are notified of ICE’s presence, the police need to be on these ICE agents until they are OUT.

The students of PHS didn’t spend 15 years learning about injustices and corrupt authority to sit back and turn a blind eye when the same things actually happen in real life.

So remember the mothers, remember the fathers, and remember the children whose lives have been affected by the kidnapping of loved ones and the fear that they will be next. Princeton should be the example for change, not the example of hesitance. Fight ICE. VIVA LA RESISTENCIA!

Anonymous ’26

### ICE is unconstitutional

Disgusting,   inhumane,   and   unconstitutional. Immigrants are what make America great. If you are looking to only deport “Illegal Felons,” start with the president, a felon, and his wife. Not American citizens.

Anonymous ’29

Letters to the Editor: ICE

 On Thursday, February 12, Biology I students participated in the first Fermentation Festival at PHS. Organized by Science Supervisor Jacqueline Katz, biology teacher Alexis Custer, and Food Systems Literacy Coordinator Shannon Barlow, the Fermentation Festival was an opportunity for students to showcase the sourdough bread they worked on throughout the year as part of their new phenomena-based curriculum. 

   The festival displayed handmade sourdough bread to taste, along with posters that demonstrated the biological processes that the students learned through baking their own bread throughout the school year. PHS parents, students, and even local bakeries around Princeton were invited. Custer, the main organizer of the festival, came up with the idea of incorporating sourdough bread into her classes’ last year. 

   “Microorganisms are not visible to the naked eye, but you can see [it] with a sourdough starter, the rise and fall of the starter, and [the] taste [of] a loaf of bread,” said Custer. “[So] the students could go ahead and see what they’re learning in the classroom is applicable in their real, everyday lives.”

  In total, Custer’s students made over 300 loaves of bread, funded by a grant from the Princeton Regional Educators Association. After the success of this year’s curriculum, Custer has been working with Barlow to pilot a new food science program for autism classrooms starting next school year. The two submitted a grant to the New Jersey Department of Agriculture’s Farm to School Program, in which they were awarded $10,000 to develop the program and continue it for the future.

“What’s really nice about Princeton is [that] we can put our own unique flair on to the way that we teach biology that makes it meaningful to us,” said Custer.

Photo: Julia Li

​​Isabella Nitze ’29, Emma Hu ’29, and Yuwei Jiang ’29 present their sourdough findings.

PHS Fermentation Festival demonstrates new phenomena-based curriculum

On Saturday, January 31, the Princeton High School Math team held the first Princeton Math Tournament (PMT). Consisting of two divisions, the tournament drew over 450 participants from elementary and middle schools across New Jersey. 

  Led by tournament co-directors Maiya Qiu ’27 and Emma Li ’26, the PHS math team began preparation for the tournament in the summer. Though the event was originally scheduled for October, it was postponed until the new year due to scheduling conflicts with other major math competitions earlier in the year. 

One of the most crucial parts of the preparation was problem-writing, with volunteers consisting of PHS students, middle schoolers, and Princeton University students. The team wrote over 500 problems, though only around 100 were used for the actual tournament.

During the tournament, participants were split into two divisions — one for grades 6–8, and the other for grades 3–5. In teams of 1–3, students competed in four rounds: a sprint round, a target round, a puzzle round, and a team round. Near the end, PMT also organized an Estimathon, a competition based around estimating results to complicated questions, such as: What is the area in square miles of the smallest non-self-intersecting hexagon that encompasses all Ivy League schools except for Cornell and Dartmouth?

“The idea [with this tournament] was [that] we wanted to create more opportunities for students in the New Jersey area, to become more interested in math … work with other students, and work with math outside of school or outside of the classroom, and maybe introduce some interesting puzzles and ideas,” said Li.

In addition to the various puzzles, PMT also invited guest speaker Professor Dieter Kotschick from the Institute of Advanced Studies to speak with parents of participating students. Inspired by the German children’s book “The Number Devil,” Kotschick’s talk focused on the value in finding joy and fun in math, which he believed was especially important for young kids participating in the tournament.

“I wanted to … emphasize to the parents that it’s very important that kids have fun and enjoy mathematics,” said Kotschick. “They’re not just sequences of numbers. There’s a kind of natural beauty in mathematical concepts.”

At the end of the tournament, prizes were awarded to the best-performing students and teams, with the highest reward being $200 for the individual winner of each division, as well as trophies and plushies for teams that placed in the top three.

“The competition was really fun … the [problems] were pretty similar to what you’d see in other national competitions,” said first-place winner Aarush Moola, an eight-grader at Community Middle School. “I think it was a really challenging but rewarding experience at the same time.”

Help from sponsors provided much of the financial support needed for the tournament. A key sponsor was the Princeton Regional Education Association (PREA), represented by Malachi Wood, a French teacher at PHS. He assisted the Princeton Math Team in securing a grant of $1,000 from PREA for food and awards. Wood emphasized the importance of showcasing how PMT helped build the community in order to receive support from PREA.

Wood also stressed that teachers played a supporting role during the PMT, as the general operations were student-led. 

“The day of the tournament, [I saw] the students registering people, organizing things, preparing things … Inside the auditorium, they were organizing the students and asking them math questions,” said Wood. 

In addition to handling operations on the day of the tournament and prior preparation, student organizers also heavily focused on outreach through a variety of media in an attempt to get middle school students and teams to sign up for the tournament. While social media outreach helped spread the word about the tournament, cooperation with administrators from participating middle schools played the biggest role in gaining sign-ups.

  “We had more than 480 sign-ups, and then around 450 of them came. So it was actually an extremely high turnout rate of around 90 percent,” said Qiu. “We actually did not expect this many students to show up.”

After the tournament concluded, the PHS math team received both constructive and positive feedback from participants. The parent of contestant Mario Luo, a fifth grader at Johnson Park Elementary School, was one of the many parents that thanked the PHS Math Team for their organization after PMT concluded.

   “My son had a wonderful time and came home truly excited about the experience,” said the parent in an email to the math team. “I really appreciate all the time and effort you and your team put into this event. It [was] honestly one of the most exciting activities in the Princeton community.”

Due to the success of this year’s tournament, the math team has high hopes for PMT’s future. They plan to continue hosting it in upcoming years, next time more prepared for the large turnout.

“I was impressed by how successful it was. I think they were expecting 300 kids or so, but they got 400 … and everything was well run and organized, from what I could see,” said Wood. “There were some difficulties in running out of supplies and so forth … [but] they were really successful.”

Photo: Katherine Chen

Britta Du, Audrey Zhang, and Ahana Roy collect their awards as the second-place team in Division A of the Princeton Math Tournament.

PHS Math team holds first Princeton Math Tournament 

On January 12, 2026, PHS finance teacher Jason Pikul passed away at the hospital of the University of Pennsylvania at the age of 51. Born in Avenel, New Jersey, Pikul taught Personal Finance and Entrepreneurship at PHS since 2005. He also coached baseball on the middle school and high school levels. 

Pikul had a heart attack after involvement in a car accident. He stayed in St. Mary’s Hospital for two days before being transferred to the hospital of the University of Pennsylvania, where he passed away surrounded by his family. 

Before coming to PHS, Pikul was a financial planner and used the knowledge he acquired to help design a financial planning course to help students prepare for their futures. He always tried to stay at the forefront of current trends to ensure his teaching never felt abstract to his students. 

Business teacher Ashley Nussbaum spoke about Pikul’s captivating teaching skills.

“He was a tremendous storyteller…because he [knew] as a teacher you want to engage with humor and with your storytelling to make it tangible,” said Nussbaum. 

Pikul was also willing to work with students beyond just the classroom.

“I would meet with [Pikul] during lunchtime to ask him stuff like … ‘What do you think about some of these people in the United States, people in business’ ... [and] he would break it down for me,” said Tyler Lau ’27, a former student of Pikul.

Business teacher Allen Taskin, who was mentored by Pikul during the New Jersey New Teacher Certification Program, reflected on Pikul’s role within the school.

“He was incredibly helpful and considerate, always willing to share his extensive experience from 21 years in the classroom, offering practical advice, resources, or just a kind word to guide me as a new teacher,” wrote Taskin in a statement to the Tower. “His genuine willingness to pass on his knowledge and support will be treasured by me and our entire department. He will be greatly missed by our school community.” 

Photo: Prince Yearbook

Jason Pikul taught at PHS for 21 years.

Remembering Jason Pikul

This school year, Princeton Public Schools has implemented stricter guidelines on general financial practices. At PHS, the district placed an emphasis on addressing fiscal concerns related to extracurricular organizations such as clubs and community service organizations. Student have reported frustrations with the transition into the new system, citing concerns of unclear communication and complaints that students may need to pay fees out-of-pocket to continue their traditional activities, an expense many cannot afford.

Following the findings of the 2024–2025 PPS financial audit, Business Administrator Andrew Harris, who was appointed on July 1 of 2025, has been working with high school administrators and staff to implement the mid-year transition. As instructed by Harris, the audit team investigated and outlined financial concerns related to the Student Activity Fund, a financial account for use by student organizations. The details of the audit were presented to the public at the January 27 Board of Education meeting. 

Under the new procedure, clubs are required to receive prior approval for any purchases through the club fund using a district-regulated purchase order system. In the past, student club leaders bought from vendors directly and then sought reimbursement from their club fund afterward. Under the updated policy, the district will no longer permit reimbursements in most cases, as they will now make all purchases firsthand with vendors on behalf of students. 

Pride Unity Leadership Sisterhood Esteem club (PULSE) had planned this February to purchase items in bulk, such as baby bottles, clothes, and wipes to be donated to a Neonatal Intensive Care Unit drive, but faced an accessibility issue due to the new requirements relating to vendor approval.
 
“We wanted to use our club fund, because over the [past] year, we [have] been holding [canning] and Fall Fest hot cocoa fundraiser[s] ... but we were told that we can’t go to Target and purchase these items by ourselves and [still] get reimbursed through receipts,” said Secretary of PULSE Emma Dweck ’27. “We have to submit a proposal that takes about a month or two to review, and this prevents us from carrying out events in a timely manner.” 

Additionally, as recommended by the audit, the Business Office now reviews the purpose for each purchase to monitor overspending and discourage unadvised financial practices. While the office is still finalizing exact criteria, they claim that they intend to end consistent, non-essential purchases.

In compliance with state legislation, the revised system ensures that nearly all external payments are paid by means of check, and that the transaction takes place with a vendor that has been approved by the district. If an essential item is needed from a vendor that lacks the necessary documentation, a system of district approved indirect purchasing can take place; in this system, an organization’s staff advisor serves as the approved vendor, purchasing the item and receiving reimbursement from the given activity fund of up to $250.

In addition to ensuring compliance with existing legislation, these reforms were also designed to address issues related to financial disorder within extracurricular organizations. Within the past few years, several student activity funds have slipped into financial deficits. The Business Office plans to handle the deficits on its own, though it could involve working together with the organizations.

 “I think it’s appropriate for the business office to handle [the deficit], because you don’t want to put an additional burden on the students that may or may not have been here when the account went negative,” said Harris. “I think it’s up to us to figure out what we [are] allowed to do within our domain to make those adjustments, to bring them back home again.”

Feeling the direct impacts, club representatives are calling out the faults of the new system, while acknowledging the necessity of its implementation.

“The recent tightening of spending regulations [has] been somewhat annoying for student leaders of clubs,” said Vice President of the Class of 2027 Noah Lee. “It’s [a] longer process [but] useful [if you] time it right.”

All of the interviewed administrators and staff agreed that they are trying to address flaws with the new system. 

 “Connect with your advisors and be patient as we work through this process, [and] know that our goal is to ensure that you continue to operate and to serve your mission, and at the same time abide by the accounting rules,” said PHS Principal Cecilla Birge. “We take these things for granted because it was done smoothly before, but now in the new system, we’re running into hurdles at many steps in the process, but we’re working through them … We’re determined to get it right.”

Despite new changes, certain PHS clubs are learning to navigate the new requirements. After the new district-regulated order system took place, the Prince Yearbook temporarily lost the ability to purchase food for their after-school meetings. However, upon following district policy and communication with Harris, they’ve received approval for future spending for meetings. 

“Especially as we’re getting closer and closer to the deadline, it’s more and more work for everybody,” said Prince Editor-in-Chief Gayathri Kilaru ’26. “When [the Prince members are] all here pretty late into the evenings on Wednesdays, food is often an incentive, but it’s also a way to boost everyone’s morale.”

In his first year as Princeton Public Schools Business Administrator, Harris reminded students that change is not always easy, but was needed in this case due to the financial concerns the district was having. 

“Change is hard, it’s suggesting a new process, it’s moving on from the old and trying to integrate the new. We all recognized that this was going to be a challenge especially to do mid-year … but we felt it was necessary, given the results of the audit, that we adopt these new procedures as quickly as possible … I don’t foresee any [more] significant changes that I think the students are going to feel the impact of moving forward,” said Harris.


Photo: Oscar Kim


From left to right: Jack Kastellec ’29 shares information about Quiz Bowl club to Max Joseffer ’29, Ben Wang ’29, Matthew Craig ’29, and Skye Pinneo ’26 at the PHS winter club fair.

PHS clubs adjust to new spending restrictions and regulations

On February January 30, the Princeton Progressive Coalition, an alliance of progressive student groups at Princeton University, held a protest at Princeton University’s School of Public and International Affairs’s (SPIA) fountain, also referred to as the Freedom Fountain. Princeton University students, community members, and Princeton High School students gathered to protest against the U.S. Immigration and Customs Enforcement (ICE) and its recent actions in Princeton. They held signs that read “ICE Out” or “No One is Illegal on Stolen Land,” listened to different speakers from the coalition, and chanted phrases such as “the people united will never be defeated” as they walked along Nassau Street. 

Among the protesters were several PHS students, including Semira Schutz ’27 and Paloma Maya ’28.

“I wanted to join [the protest] because what’s going on with the ICE raids and everything, it’s totally wrong,” said Schutz. “People are getting taken away from their families, people are getting their fathers taken away, their children taken away, which is insane to me … It’s just not right. And that’s why we wanted to take a stand.”

For many PHS students, involvement in this protest was inspired by local activity. On Wednesday, January 15, during school hours, an ICE raid occurred a few blocks away from PHS. Agents were initially spotted near the intersection of Birch Avenue and John Street. In response, PHS administration decided to place the school in a shelter-in-place from 10:47 a.m. to 11:55 a.m.

 “Knowing all of these situations, the best way to manage it is for us to stay put,” said PHS Principal Cecilia Birge. “That allows authorities to figure out what is going on and then make sure that off-campus is as safe as inside the building.” 

Under federal law, immigration enforcement officers — like any visitors seeking access to a student or the school building — must present the required documentation. In ICE’s case, this includes a judicial warrant. Due to the lack of direct communication between federal agencies like ICE and the school districts, each school takes different approaches depending on their age group to keep students safe.

“If any person comes to [the] schools, it doesn’t matter if it’s federal immigration enforcement or other visitors … they need certain documentation to be able to access a student or come into the building,” said PPS Superintendent Michael LaSusa. “If they don’t have that, and even if they do say they have that, they have to report to the superintendent’s office so that I can verify whatever they are presenting and reach out to our board attorney to confirm that.”

Despite these administrative protocols in place for safety, limited information during the shelter-in-place led to widespread uncertainty among students. As a result, rumors spread quickly, especially after an ICE sighting was reported at Community Park Elementary School. Some students attempted to contact their families about the situation, while others were left guessing.
 
“It was just very confusing,” said Jane Berkery ’29. “Someone told me that they took a kid from [Community Park Elementary School], which was not true. They took the kid’s dad. And so … I was concerned because I [thought], ‘Oh my God, they’re going to schools.’” 

   Because information about ICE was only passed around by word-of-mouth, teachers were not permitted to directly explain to students the reason for the shelter-in-place. However, each teacher took necessary precautions to ensure the safety of their students. 

 “I was teaching my ESL class that period, so particularly amongst that demographic it was really upsetting,” said history teacher Dr. Katie Dineen. “So immediately, we continued the day as normal, but took every precaution we could to make sure not only our students were safe in the building, but safe getting home that day. So there was a lot of organizing, both within the school and with community organizations, to ensure that students felt safe.”

In the aftermath of the incident, students and teachers responded in different ways to protect and support each other. Jennifer Smolyn, a cross country and track coach at PHS, kept the track team running close to school, and required check-ins after their run to account for everyone’s safety. Jasmine Taylor ’26, a leader of the Anti-Afrophobia Club at PHS, organized a presentation on procedure in case of an encounter with ICE agents, and also distributed red cards listing legal rights that people could reference to minimize contact and conflict with the agents.

“It’s gonna affect you no matter if you’re a U.S. citizen or not … especially [people of color], they’re not going to check,” said Taylor. “I feel like a lot of people want to look away and you can’t really.”

The incident left many at PHS worried about the future as well as vulnerable immigrant communities, especially as ICE activity has increased across schools and neighborhoods nationwide. 

“I know how much this is affecting the families, how it’s breaking the families, how it’s affecting their daily life. They have no trust in the police or the hierarchies,” said Idania Rodriguez-Mejia, a Spanish teacher at PHS. “I’m living [in] fear … It’s shameful what’s happening and what our government is doing.”


Photo: Emily Kim

Paloma Maya ’28 holds up a sign as she supports a protest organizer speaking during the SPIA protest.

PHS students respond to ICE activity in Princeton

On February 8, millions of Americans huddled on their living room
couches to watch the highly anticipated Super Bowl LX halftime show,
starring Puerto Rican pop phenomenon Bad Bunny. With over 128
million viewers tuning in for his música urbana, his performance
became the fourth-most watched halftime show after artists like
Kendrick Lamar, Michael Jackson, and Usher. To many people in
the Latino community, Bad Bunny headlining meant more than
just quality entertainment: it meant representation on one of the
biggest stages in the world.

“Choosing Bad Bunny for this event shows that the U.S. isn’t
necessarily made of just stereotypical Americans. It’s made up of
immigrants, people from Puerto Rico and all the South American
countries. I feel like it kind of represented the Latin voice within
the American communities,” said Liam Clemens ’28.

From pava hats to the coco frío stand, the carefully fashioned
set was packed with symbolism intended to showcase the
beauties and hardships of Puerto Rican life.

“I’m Puerto Rican, so it was really cool to see,” said Elena Barreto ’27.

The setlist was also thoughtfully composed, with songs like
“El Apagón” highlighting economic and social struggle. “Lo
Que le Pasó a Hawaii,” performed with guest Ricky Martin,
evoked 1990s pop nostalgia in a heartfelt call to maintain Latin American culture.

“When they brought out Ricky Martin, I was surprised. I didn’t really expect it. It was
really nice to bring back some old culture,” said Clemens.

Despite an emphasis on his Puerto Rican heritage, Bad Bunny recognized all South
American countries and the immigrants making up Latino communities around the nation.

“Not only did he represent Puerto Rico really well, he represented all the countries,
and it made the whole Hispanic community feel recognized. Especially when he was
calling out all the South American countries, it made me feel shouted out. At least
for me, I come from Nicaragua, and not a lot of people know where that is, so it
made me really happy, ” said Annelise Narvaez Salgado ’28.

Considering recent tragedies with ICE agents nationwide, Bad Bunny’s
performance was a form of protest and a chance to send a message not just
Americans, but also to the world.

“With all the things going around with ICE and the danger and fear that we
have now, I found it really meaningful that they had a Latin artist up there
representing my voice and other voices in the community. Kind of giving
us a voice we don’t have,” said Clemens.

From the moment Bad Bunny was announced as the headliner in
September of 2025, politicians in the Trump administration made their
opinions clear. Ranging from hate-filled tweets to threats of ICE agents
at the stadium, the controversy and criticism surrounding the event
boomed in the media.

“They call it American football, and even people from the White
House were saying how it was a slap in the face to America. Having
Bad Bunny on stage despite the criticism was really meaningful,” said Michael
Caceres ’27.

At the end of the performance, Bad Bunny finished by holding up a football inscribed
with the message “Together We Are America” and a jumbotron displaying a quote from
his Grammys acceptance speech: “The only thing more powerful than hate is love.”

“Instead of just letting hate shut us off or shut us down, we should still keep going.
Instead of getting quieter, we should get louder. We should show people what we’re really
made of,” said Salgado.

Bad Bunny sends a message on the Super Bowl stage

Princeton High School’s very own Kelly Curtis ’07 
competed at the 2026 Winter Olympics, in the sport of 
skeleton. After previously making history as the first 
Black athlete to represent team USA in skeleton during 
the Beijing Olympics, Curtis returned to the Olympics, 
competing on February 13, 2026. In the process, Curtis, the 
top American in women’s skeleton, managed to finish the 
training runs behind first place by only 1.15 seconds. She 
ultimately placed 12th in the final rankings, demonstrating 
her resilience and perseverance in the sport. Outside of the 
sliding track, she serves in the U.S. Air Force World Class 
Athlete Program, which is an initiative designed to allow 
athletes to participate in elite events such as the Olympics 
while also remaining in the military. Additionally, her 
journey was also interrupted by the birth of her daughter, 
which sidelined her from the track.

### How did you initially start skeleton? What were your steps to getting to this level?

My father was the athletic director of Princeton High 
School in the ‘90s, and he left right before I entered high 
school. I think just that solid foundation of trying so many 
different sports and finding success in some and not in 
others ... I think that was foundational. And then in high 
school, I was known as a basketball player and I just ran 
track and field more so to stay in shape for basketball. But in 
college, I went and competed collegiately in the heptathlon, 
[which helped] also create another solid foundation of ... 
different skills. And after college, I was in graduate school 
coaching track and field in upstate New York. And that 
was close enough where I could go to Lake Placid for a 
combine. From there, I was invited to a bobsled driving 
school. At that driving school, I liked bobsled, but I didn’t 
love it. I saw skeleton and I tried it in 2013. [I] finished 
graduate school in 2014, went out for skeleton, but ended 
up joining the bobsled team in 2014 and then [I] went 
full-time skeleton in 2015.

### In between the Beijing 2022 Olympics and this year’s Winter Olympics, how did you and your team train or how did you work to improve from the last Olympics?

We do a lot of reflection, feedback, assessment, and 
then see what worked well in the past quad and see what 
didn’t. Hopefully, we can get some fundraising going and 
go into our research and development and have a little bit 
more of an edge going into the next [Olympic] Games. I 
think we were just outmatched these past Games by some 
of the technological advances of some of the well-funded 
countries.

### As a Staff Sergeant in the Air Force, you represent the U.S. in two very different uniforms. How do you balance serving in the Air Force and training and competing?

There’s really no way to completely balance something. 
Something is always needing attention while I’m giving 
attention to others. Especially trying to become an 
Olympian, a multiple-time Olympian at that, it’s not 
a balanced lifestyle. Everything is focused [on] these 
particular goals. [As a result], other things are on the back 
burner. I would say keeping up with family and friends 
had to take a backseat for this past couple of weeks. My 
family came out to support me and it was amazing, but 
I’m like, ‘I don’t want to be in any of the group chats’ [or] 
‘I’ll hang out with you guys after the games.’ Once you’re 
so focused on one thing, you have to give it everything.

And now, I can take the foot off of that pedal and I’m 
going back to doing everything that I need to do for the 
military and I’m right here at Aviano Air Base, so I’ll still 
stay up to date with everything that I need to do here. It’s 
a bit of an unbalanced act, I would say. It’s like everything 
towards one particular goal. And then once that’s done, 
then you reassess, you calm down, then you go toward something else.

Photo: Kelly Curtis

Curtis hurtles down the ice track at the Cortina Sliding Centre during the 2026 Winter Olympics, where she placed 12th.

Kelly Curtis '07 competes at the 2026 Winter Olympics

In the last three weeks, the United States saw 232 of 
its athletes — the largest U.S. Winter Olympic team to 
date — represent the nation in over 116 events across 16 
disciplines at the 2026 Winter Olympics. More specifically, 
the Seattle Times reported that seven of the athletes were 
foreign-born and another 31 are children to immigrant 
parents, highlighting the importance of immigration in 
American society.

Indeed, key components of Team USA come from foreign 
heritage. For instance, figure skater Ilia Malinin, known for 
his technical ability and moniker of “Quad God,” is the son of 
two former Olympic athletes who competed for Uzbekistan. 
Other examples include monobob bronze medalist Kaillie 
Humphries, of both Canadian and American descent, who 
competed for Canada at three Olympics before switching 
allegiances to the U.S. Similarly, gold-medalist figure skater 
Alysa Liu is also the child of a Chinese-American immigrant 
who fled the nation as a political refugee.

Unfortunately, an ongoing crisis both at home and abroad 
threatens to overshadow the brilliance of our athletes. The 
presence of Immigration and Customs Enforcement (ICE) 
personnel in Milan as part of the American delegation has 
sparked controversy globally. Although their presence was 
explained as a security measure, Italian officials have openly 
expressed their discontent with the presence of ICE onsite, 
drawing protestors to gather outside of the U.S. Embassy 
in Milan. Although athletes compete in the name of our 
nation, they face a difficult question: is this a nation that 
they want to represent?

For some, the answer isn’t that simple. Athletes like 
freestyle skier Hunter Hess have raised their concerns 
through social media. Hess explains that although he 
does wear the flag, he doesn’t identify nor align with 
developments in the nation. Similarly, fellow freestyle 
skier Chris Lillis expressed concerns with the actions of 
ICE, emphasizing how athletes on Team USA don’t wish 
to be associated with ICE’s actions. 

Looking beyond these concerns, Americans should 
reflect upon the Winter Olympics and the role that 
immigrants played in our success. When more than 
one-eighth of the delegation is composed of athletes with 
immigrant heritage, it’s hard to ignore the influential role 
that immigration plays in our society. Although these three 
weeks of competition might have been just entertainment 
for spectators, it represents the culmination of years of 
work and dedication from athletes. Regrettably, instead of 
supporting and celebrating these individuals who represent 
our nation on the global stage, our society is leaning toward 
turning against and ostracizing them. Despite the issues 
that America has been experiencing internally, our nation 
should offer support the athletes that sacrifice so much 
for our flag on the biggest stage of sports, the Olympics.

Immigration provides a channel of talent and diversity 
that American society has built itself upon. Despite attempts 
at hiding this fact through stringent enforcement, events 
like the Winter Olympics demonstrate the importance of 
immigrants in our culture. No matter how many differences 
we may like to draw, they fade when we watch our favorite 
athletes. In that moment, we become the same: Americans 
rooting for Americans.

The role of immigrants in the 2026 Winter Olympics Team USA

On February 8, the PHS Cheer team 
competed in the 2026 UCA National High 
School Cheerleading Championship’s 
Division I Intermediate Finals at Disney 
World, winning fifth place in the nation. 
Although this was the first time the team 
qualified for and competed in nationals, 
each cheerleader adjusted both their 
positions and schedules to accommodate 
extra practices in preparation for the 
competition.

“Everybody was just willing to make 
change[s]. … I was moved from one of 
the back stunt groups in the pyramid 
to supporting the extension,” said cocaptain Nava Brito ’26. “Everybody 
just had to be very flexible and change what their 
positions were to help the team.”
To the team, this win was the result of their effort and 
persistence in preparation for the event. After finding out 
that they qualified for the Large Varsity Non Tumbling 
division of the National Cheerleading Championship, 
and therefore had their season extended, the team had to 
overcome many obstacles.

“A few of the 
girls weren’t able to 
come with us, so 
we had to switch 
around part of our 
routine and ... [we]
tried to build up our 
skills even stronger 
because we knew this 
competition would 
be a lot harder,” said 
co-captain Suki 
McNulty ’26.

Competing at 
nationals in Disney 
World came with a 
hefty price tag, and fundraising for the competition was 
an important part of the preparation for the nationals to 
ensure they would have enough money to cover travel 
expenses, housing, and the entry fee. However, they were 
able to raise enough money by collaborating with local 
businesses. 

“There was [a fundraiser] at Buffalo Wild Wings. There 
was one with Nomad Pizza. There [was] one with the Ivy,” 
said Brito. “A lot of parents got involved [who] we were 
all incredibly grateful for, and I know that a lot of them 
reached out to big companies and businesses as sponsors, 
which we wore on the back of our shirts.” 

After raising the required $29,000, the team shifted their 
focus back onto preparing for the competition, working 
until the routine became ingrained in their memories. 
In the high-pressure environment of the competition, 
each cheerleader had to have every move memorized, 
as any individual mistake could cost the whole group’s 
performance.

“[During our performance,] we have to trust that we 
know the routine. A lot of times it’s easy to get in your 
head when doing a routine like this because there are a lot 
of parts that are hard,” said Brito. “You could do it in your 
sleep. So don’t stress and ... [don’t] overthink.”

Throughout the entire experience of competing and 
participating in the national competition, a common 
belief amongst the team was that it provided closure to 
an unforgettable season powered by togetherness and 
teamwork.

“Getting to be there with the team as our kind of final 
goodbye,” said McNulty. “It was a great experience to end 
this season off, and just stay together with the seniors."

Photo: Veronica Foreman
The PHS Cheerleading team completes their routine at the national tournament.

Cheer team places 5th at their first ever national tournament

The murder of an innocent protester — or perhaps the wrangling of a domestic terrorist. It depends on who you ask. 


Following the shooting of Alex Pretti, Trump administration officials claimed that Pretti was an “armed suspect [who] violently resisted” ICE’s attempts to disarm him. The gun, it turns out, was just a phone — a fact only revealed as a result of a widely-shared bystander video.


We live in a time when our access to information has reached unprecedented levels. Yet at the same time, political rhetoric and its ability to misconstrue the truth can blind us from making our own objective judgments. 


It’s often only through bystander videos that the truth gets out. In the past decade, nearly every major protest movement has been fueled by videos filmed by normal citizens, often with shaky hands and without professional equipment. In 2020, 17-year-old Darnella Frazier was walking to a nearby grocery store when she witnessed police officers restraining George Floyd. Frazier started recording, and later that day uploaded the video to social media.


Had it not been for that video, the uproar in the wake of Floyd’s killing — and the conviction of Derek Chauvin, George Floyd’s murderer — may never have occurred: the initial police report by the Minneapolis Police Department simply described the death as a “medical incident.” As Governor Tim Walz of Minnesota later said “that video, I think many folks know, is maybe the only reason that Derek Chauvin will go to prison.”


As PHS students, we have two important duties when it comes to primary sources. 


First, we must acknowledge our own power to act as sources. It might feel as though we, as students, do not have the capacity to catalyze a national protest movement. But for Frazier, it likely seemed that way too. In reality, all it takes is the awareness and courage to press record and share.


Second, when consuming media, it’s imperative that we evaluate sources with a critical lens. In order to combat this rhetoric, we must trust the primary sources that we see — even when everything we hear from politicians flies in the face of what our own eyes tell us. It means staying true to our eyes, allowing interpretations to enhance understanding, not rewrite them. 
In the age of AI, this obligation has an extra step: sources purporting to be authentic have the potential to be doctored or completely AI-generated. Before wholly believing details from one post or video, we must cross-verify information.  


George Orwell’s warning in 1984 — “The Party told you to reject the evidence of your eyes and ears. It was their final, most essential command” — thus rings true today. The second we stop filming, and stop trusting, primary sources, we become complicit in this command. 

The power of primary sources

Elettra Mangone Unterthiner ’29 was first introduced to piracy after her friend recommended the website StreameX, a media library consisting of movies, TV shows, and anime series. 


“They just said it was a platform in which you can find any show, any movie, that is free without having to pay for it. And they didn’t mention any consequences,” said Mangone Unterthiner.


Mangone Unterthiner is not the only student who began pirating media in this manner, unaware of the consequences for artists. But after conducting her own research, she ultimately decided the idea of illegally sharing copyrighted content conflicts with her moral values. 


The decision to pirate, which often takes just a few clicks, raises complex ethical questions. Though piracy can offer a solution to consumers who have little affordable options to access desired content, it also represents little more than theft from artists who need money to continue their creative process.


In 2024, piracy websites accumulated over 216 billion visits, compared to 130 billion in 2020, according to the Guardian. The increase can largely be attributed to rising costs. In 2025, U.S. households spent an average of $70 per month on streaming services, a 45 percent increase from the previous year. 


The rising cost of entertainment, combined with stagnant incomes, has led so many people to turn to illegally sourced “free” entertainment that piracy has almost been normalized, no longer being viewed as theft. 


By raising prices, media companies are leaving customers in an ethical dilemma, where morality and affordability clash. While piracy is illegal, and can hurt artists, for low-income consumers and students, it’s the only affordable option to access media. 


This January, Spotify sued the shadow library Anna’s Archive for 13 trillion dollars over pirated data. Similarly, Bato.to, once one of the most visited pirating manga websites, was shut down by Japan and China on January 19, 2026. In 2025, piracy cost the anime industry over 30 billion dollars, and five billion to the comic book industry. However, with limited translations for manga, there are very few legal and affordable options. 


Piracy isn’t just a harmless shortcut — it is fundamentally unfair toward artists, authors, and other media creators. It’s no different from walking into a store and stealing a physical product off the shelf. Taking someone’s work without permission and payment is morally wrong. Musicians earn pennies per stream, and therefore rely on a lot of legitimate streams to generate an income. Authors rely on book sales to fund their needs and future projects. 


Ultimately, media piracy has turned into a systemic issue rather than a legal one. Though the cost of entertainment has risen, the fundamental need for it hasn’t changed. The responsibility, therefore, does not only fall onto the shoulders of the consumers, but also to the greedy industries that continue to increase prices in this unaffordable economy. Corporations have the power to balance pay and accessibility for creators and consumers alike, yet persist to prioritize profit over fairness. This doesn’t justify piracy, but reveals an uneasy truth: until industries stop treating customers like endless revenue streams, pressures driving people toward illegal pirating will continue. 

The morality of piracy

Cheers & Jeers: February 2026

With the blizzards that have recently swept across the East Coast, many families in Princeton are experiencing the wondrous joys of snow. For students, a snow day usually means sledding, building snowmen, and avoiding the roads if we can help it.


Eventually, the weather warms and school starts again. The snow melts into gray slush, which eventually freezes into ice that coats sidewalks and roads. Without proper removal, walks to school or a commute to work can become extremely hazardous.


According to guidelines from the United States Environmental Protection Agency, common methods of clearing ice and snow are ice salt and gas-powered snowblowers. Although these may seem like easy and effective solutions, they pose a hidden threat to the environment. 


According to The Conservation Foundation, just a teaspoon of road salt is enough to permanently contaminate five gallons of water. Salt on the road seeps into the ground and erodes the soil. In local bodies of water, higher salinity causes harm to fish, amphibians, and plants. Additionally, gas-powered snowblowers emit carbon dioxide, becoming another source of greenhouse gas that exacerbates climate change. There are alternatives, but individuals are overreliant on these environmentally damaging methods. 


One simple alternative is a cheap and accessible mixture of rock salt and water, called brine. Brine can be poured before a storm to stop snow from sticking to the pavement. The solution also melts ice faster compared to road salt, as traditional salt requires contact with liquids in order to activate and thus is slow-acting. As Landmark Landscaping finds, brine contains 75 percent less salt than traditional rock salt. A simple salt solution leads to far less environmental contamination while still serving its purpose.


While using a snowblower is certainly more convenient, we have the option to protect our planet by simply shoveling snow ourselves and avoiding unnecessary pollution of the atmosphere. It can be a pain in the butt, for sure. But if it means protecting the beautiful world around us, a little bit of extra leg work is nothing at all.


The next time you wake to a dusting of snow on your windowsill, mix up some brine and head out to shovel with your family — the local ecosystems thank you.

Photo: Emily Kim

An icy sidewalk near Princeton High School.

Responsible snow removal

In trading plush leather seats, 50-foot screens, and buttery popcorn for the comfort of their couches, society has exchanged the magic and human connection of movie theaters for instant gratification. Younger generations are frequently written off as dopamine addicts with low attention spans, though we often reject the label. The same mindset is now infiltrating the cinema industry. Movie theater consumption is rapidly decreasing — in December 2015, box office revenue reached $1.3 billion dollars, and only 10 years later, this number has plummeted to $517 million. Although streaming services offer convenience and affordability, movie theaters provide a superior emotional and social experience that cannot be replaced. 


Beyond the entertainment factor, going to the movies can strengthen both human connection and one’s mental health. Although streaming services like Netflix offer cost efficiency and convenience, they simply cannot replace the theater’s sense of community. Applied Consumer Neuroscience Labs explains that when people watch films that are more engaging, like when it is in a theatre, they report feeling stronger interpersonal bonds, likely due to the triggering of a neurobiological response involving endorphins. In other words, watching a movie in a theater can actually bring people closer together. Similarly, cinema therapy has also become a respected coping mechanism recommended by therapists to help patients release their emotions. The English Longitudinal Study of Ageing finds that people who attend monthly exhibitions, theaters, or movies, were 48 percent less likely to show symptoms of depression, demonstrating how in-person screenings can have a positive psychological impact. Ultimately, going to the movies is both a way to enjoy film while also strengthening emotional well-being and personal connections.


One of the most important factors that attract people to the theater is the immersive experience. In a theater, viewers are surrounded by a massive, high quality screen, expensive sound systems, and a dark room that is specifically designed to eliminate distractions.  The results indicate that theaters are not just crowded rooms with big screens, but environments designed to maximize the opportunity for an engaging experience. 


Despite these advantages, it is important to consider the impact streaming services have had on viewing habits. Some may argue that streaming services, with their flexible schedules and lower costs, are more practical for busy families. According to a 2020 Statista survey of American adults, only 14 percent of adults said that they strongly preferred seeing a movie for the first time in a theater, and 36 percent said they would much rather stream the film at home, demonstrating how accessibility plays a large role in attracting people to streaming services. These platforms tend to offer a variety of movies at a lower price compared to the cinema. For example, one cinema trip to watch a movie at the AMC may end up costing more than a monthlong subscription to a streaming platform where users are granted a diverse catalog of shows and movies to choose from. In spite of the specific advantages streaming services provide, going to the theater still offers a real connection, an enthralling atmosphere, and mental health benefits while giving people an opportunity to experience new things by breaking their usual routine. The convenience of streaming services often comes at the cost of creating meaningful connections through shared experiences. 


Streaming services are gaining popularity for good reason, but young people should not ignore the connection, community, and powerful storytelling that can only happen in a movie theater. As digital entertainment continues to expand, it is important that we keep its purpose in mind: not a brain-numbing, passive escape, but rather, an opportunity for cultural and social rapport. 

Graphic: Fangwu Yu

In this 2019 Showcase Cinemas Theater study, movie watchers rated theaters and home viewing on multiple aspects of enjoyment based on if they were satisfied with the quality. Theaters dominate in every aspect of movie viewing compared to at home.

Don’t forget about movie theaters

For many high school students, life is a never-ending list of tasks — solving calculus problems, in-class essays, and attending sports practice — then going home to complete more homework. Amidst the stressors of the day, students often seek a mental break in between classes or after school, which usually means opening up Instagram or TikTok for a quick dose of entertainment.


The problem is that social media for “entertainment” doesn’t only consist of funny cat memes. Our For You Page also covers wars, school shootings, climate headlines, political outrage, and comment-section arguments. In ten minutes, you can absorb twenty separate crises, most of which you cannot solve, or even understand at the moment. The more you’re fed problem after problem, the more your brain starts grouping them as one message: the whole world’s on fire, and you’re a spectator. 


This vulnerable, spiralling feeling that you experience after an onslaught of pessimistic information is aptly titled informational learned helplessness (ILH). Coined by Northwestern Professor Erik Nisbet after the COVID-19 pandemic, it is a form of learned helplessness that trains the brain to accept unfavorable scenarios given an information overload. As stress piles up after the day’s social media marathons, it starts to feel as though the world’s crises are permanent, and any action to address them would be futile. 


It may seem that there are no ways to address these overwhelming issues, and it’s easy to fall into overwhelming feelings of distress that damage long-term mental health. To combat ILH, remember that it is triggered from  conscious consumption of information — some positive, some negative, and some inaccurate. We cannot control the course of global issues, but they can control the amount of time they spend passively scrolling through them. Self-limiting screen time, reading one positive article a day, and spending study breaks with family or friends are easy ways to realign with the present. Simply discussing real-world issues with others can feel clarifying, and can help sift through some of the misinformation accrued from our screentime. 


If a particular issue sparks passion, put down the phone and redirect energy into finding community and working towards small-scale change. Within PHS and in the broader Princeton area, there are a plethora of volunteer opportunities for people to make a difference. While collecting items for food drives or decorating cards for Alzheimer’s patients alongside their classmates, teens can feel the tangible emotional benefits of forming connections within a divided world.


Although informational learned helplessness is difficult to combat in our current media climate, our purposeful choices can help overcome it to benefit both our personal wellbeing and local communities. No matter how paralyzed you may feel, the most important thing is to stay grounded in our humanity and keep moving forward.

Student Athletes