The election season has a tendency to contribute to our stress. Whether it be the Instagram comment sections littered with inflammatory comments, the outspoken family members who are suddenly political pundits, or the relentless news coverage dissecting each and every rally and debate, ideological friction emerges all around us. These constant reminders of political divisions often turn classrooms and dinner tables to battlegrounds of “us vs. them,” forcing people to vigorously attack and defend to protect their values — often closely tied to their candidate of choice. Clearly, Harris vs. Trump is the resounding and ever-present conflict that seemingly defines the current extremely polarized environment. The 2024 presidential race, with its focus on this political division, shows a concerning trend regarding the disintegration of professionalism.

Instead of engaging in essential debates about these policies, much of the conversation has been dominated by sensationalism and personal attacks. This shift away from professionalism and logical debate significantly undermines our ability to make informed decisions — ones based on policies of the candidates, not social media posts. Since the next administration’s stance on vital issues like financial aid and student loans will have real consequences for us as students, it’s critical to focus on these policy issues rather than getting caught up in all the drama online.

Kamala Harris and Donald Trump have each spoken considerably on their opposite educational policies. A Harris administration will entail substantially higher funding for public education, broader support for clean energy education, and widespread expansion of financial aid. In contrast, Trump’s advocacy of dismantling the Department of Education, promoting personal school choice, and relaxing environmental regulations would lead to substantial changes in educational standards and the overall allocation of resources. At a time when tuition costs are skyrocketing, the candidates’ policies on financial aid and student loans will directly impact the accessibility and affordability of higher education for PHS students.

Given that PHS is a public school, a Harris administration would mean more funding for our school. Additionally, Harris’s history of supporting student loan forgiveness would likely continue if she is elected and make potential student loans less worrisome for seniors in the midst of the college application process. A second Trump administration would mean less funding for PHS, or — judging by a previous vow to cut funding for schools with vaccine mandates — maybe even no funding at all, as our school district requires students to have several different vaccines.

Although most PHS students can’t vote yet, that doesn’t mean we are powerless. As young people heading into adulthood, our opinions are valued, and our passion has the ability to influence the world around us. Whether it’s by speaking at district board meetings, knocking doors for a candidate, or bridging political gaps through open conversations, our age group plays a key role in shaping and depolarizing the political landscape of our country. Our voices matter, and our involvement can help bridge the gaps in this politically divided society, which helps contribute to a more inclusive and responsive environment for all. 

What this election means for PHS

Even before the school year begins,
frustration abounds over scheduling. Emails
and students fly into the counseling office
during the first few weeks of school, all
scrambling to switch in and out of classes.

Student scheduling ensures that students
have access to the courses they need for
graduation, while maintaining balanced
class sizes. An effective system helps in
optimizing the use of school resources,
aligning teacher availability with student
needs, and accommodating individual
student requests.

At PHS, it involves a wide range of staff,
including the administrative team, which
consists of the principal, assistant principals,
and the counseling department.

The process begins with reviewing and
modifying the previous year’s Program of
Studies. The curriculum office, the School
Board, Principal Cecilia Birge, and John
McMichael, supervisor of the counseling
department, collaborate on this task starting
as early as October of the previous year.

“October is the time when we begin
to review every single course and say: Is
this outdated? Is there a new thing that
we can add in? Do we need to hire a new
teacher? Do we have the expertise? Maybe
some teachers have a certain passion that
they want to develop in a certain course.
So there’s a lot of reshuffling, refining and
redesigning,” Birge said.

Afterward, beginning in February and
March of the previous year, students and
families submit their course requests. This
data is collected and analyzed to determine
the number of course sections needed.

At the end of April, the supervisors send
the data to Birge and the assistant principals,
who work to create all the students’
schedules. After students and parents
finalize their requests in June, the counseling
team enters the data into Powerschool’s
scheduling algorithm throughout the
summer, fitting students’ requests into the
master schedule. For this year’s scheduling
cycle, Assistant Principal Lauren Freedman
served as the “master scheduler,” managing
staff scheduling and assigning teachers to
courses and classrooms.

Throughout these few months, while
administrators work more on building a
master schedule, counselors meet with
students to help them make course requests
for the next school year.

“We want to make sure that every kid
makes informed decisions. We’re also
tracking each student’s graduation progress
and helping them think about post-high
school as well,” said counselor Meghan
Brennan.

After schedules are finalized and released
to students and families towards the end of
August, the counselors revise any errors or
course changes, beginning in the first week
of school.

“We collect all the schedule change
requests on a Google Form. We do that to
address all requests in a fair and equitable
manner,” Brennan said.

In the time between when schedules
are released and the first day of school,
scheduling changes are restricted exclusively
to freshmen with scheduling errors. Then,
in the first week of school, all other grade
levels are also permitted to schedule changes
in the case of errors.

“For the first few days of school, we don’t
allow schedule changes unless there is an
error. And there’s a few reasons for that,
one of which is so that students will try out
the class. A lot of times, students request a
class change, they spend three days in the
class, and then they realize they want to
stick with it,” Brennan said.

Finally, during the second week of school,
elective, course level, and free period change
requests are granted. These are often more
complex than finding a simple swap between
periods through friends or scheduling tools
such as Saturn, an application that allows
students to visualize their schedules.

“What Saturn doesn’t know is [there are
class] caps. You might say, I just want to flip
and move in, but what if they’re all filled to
the brim?” McMichael said.

In addition, some course requests might
be irreconcilable.

“You might request eight classes, but two
of them are [what] we call singletons. There’s
only one period of each and they’re at the
same time. You can’t be in two places at
once, so you’ll have a hole in your schedule
and end up with a free,” McMichael said.
In order to allow for more scheduling
flexibility this year, P.E. and science classes
were uncoupled. Previously, the two classes
were linked to allow for the P.E. class to be
replaced by a free period and lab period
once every schedule cycle.

“There were less issues this year because
there [were] more variations that the
computer could utilize,” Brennan said.
Brennan emphasizes the importance of
prioritizing mental health, maintaining
balance, and planning ahead while
navigating this process.

“We also want to think about what
[students] want to do post high school, so
that they’re setting themselves up for success
in taking classes that will help them reach
those goals,” Brennan said. 

Tower Investigates: How does PHS schedule classes?

This year, on September 27, Spectacle Theatre’s Cabaret Night at Princeton High School kicked off the academic year with a variety of performances. Held at the Black Box Theater, this annual event serves as a creative showcase for students to express their artistic talents. The event is not only a set of performances, but also a celebration of artistic expression and the PHS community spirit.

“[Cabaret Night] is just a way for us to start the year with a performance that gathers everyone together. The ticket sales will be a fundraiser for Spectacle Theatre,” said Julianna Krawiecki, PHS’s drama teacher. “[The fundraiser will] go towards the expenses throughout the year, [such as] helping pay for costumes, buying paint and lumber to build set pieces, or the rights to the shows that we do throughout the year.”

Luke Gitterman ’25, the House Manager and co-emcee for Cabaret Night, expressed his excitement for the evening.

“We do this opening Cabaret Night every year, usually at the end of September. It’s a fantastic way for everyone to come back and show off their talents, whether they’re returning students or newcomers,” Gitterman said.

Gitterman, along with Noa Zacks ’25, the President of Spectacle Theatre, introduced each act during Cabaret Night, while keeping the audience engaged. Additionally, Gitterman’s responsibilities included managing tickets and organizing the theater, while Zacks helped to coordinate the performance schedule to make the event transition smoothly.

Cabaret Night has become a cherished tradition at PHS, evolving over the years and becoming a highlight of PHS’s arts calendar. This year’s event featured a variety of performances, including scenes, songs, and monologues, that highlight the hard work of the Spectacle Theatre.

Preparation for Cabaret Night began early in the school year. The performers started by choosing what they were going to present to the audience.

“The cabaret night is nice, because you get to pick your own material and really do what you want. If there’s a song you’ve been yearning to sing or a monologue you’ve been learning to yearning to perform, Cabaret is your time to just do what you want, because you don’t always get those opportunities,” Zacks said.

“There were monologues and scenes and songs, and unlike the productions we do at the school, it’s kind of like everybody brought their own little thing to the table,” added Anna Kaufman ’26.

After pieces were chosen, there was a long process of rehearsing and working with Krawiecki on refining their performances.

“I work with my voice teacher and my acting coach on choices both vocally and physically to really try to embody the character and immerse myself in the world because we don’t have a set or costumes so we just need to make the world around us,” Kaufman said.

Spectacle Theatre officers have the most work to do, because they handle all the logistics, while also running the lights and sound during the event.

“The officers advertise it to the community and offer the opportunity to more students. They help put together the repertoire, the accompaniment list, [they] schedule when people are going to come in and do a rehearsal, and design a poster and a program,” Krawiecki said.

While the Spectacle Theatre’s routine school productions have a lengthy audition process, Cabaret Night allows any student to perform, as long as it’s related to theater.

“I really wanted to do a duet with my close friend It’s our junior year we only have one more chance after this cabaret,” said Kaufman, who sang “In a Crowd of Thousands” from “Anastasia” with Konrad Hedges ’26.

“A lot of it is just you do it with your friends, and it’s a great way to build community and get to know people that you don’t,” added Zacks.

“It’s a lot more laid back, and it really bridges this connection between the community, people that love theater, and the actors. All of the other shows [are] very organized; there’s not a lot of connection with the audience other than the story that’s being told. The audience gets to know you. You get to know your audience based [on] how they react,” Zacks said.

During Cabaret Night, students also have more opportunities to demonstrate their leadership skills, instead of simply following a teacher’s directions.

“For [other Spectacle Theatre productions], they’re teacher-led. [However], for Cabaret Night, the club leaders lead the whole event,” said Krawiecki. “I’m there to help them get from point A to the finish line, but it’s overseen by the Spectacle Theater officers.”

Konrad Hedges ’26, a performer at Cabaret Night has expressed his appreciation for the event. “[Cabaret Night] is nothing but support and love, and you get to share your talent and really just have fun in a group of people that will support and nurture the talent that you bring to the Cabaret,” Hedges said.

Spectacle Theatre's Cabaret Night: a chance for student expression

   These days, racial literacy has become one of the most important skills to learn in order to interact with the world around us. As described by PPS, racial literacy means understanding the experiences and perspectives of different cultures and races, being aware of our biases, and being willing and able to acknowledge and address racial issues. Completing a racial literacy course teaching these skills is a graduation requirement for the classes of 2025 and beyond, and many students end up taking Princeton Introduction to Racial Literacy (PIRL) due to its convenience. Racial Literacy, the in-person option for fulfilling the requirement, is a semester-long course limited to juniors and seniors. PIRL, on the other hand, is a digital, asynchronous class that is open to all students, regardless of grade. However, due to the online and solitary nature of PIRL, student learning is greatly impacted and prevents them from developing the compassion and awareness expected of being “racially literate.” 
   When taking PIRL, there are no opportunities for social interaction among students, which impairs their ability to effectively retain the information they’ve learned through the course. Thus, students find themselves missing out on discussions, group activities, projects, and other opportunities to test their knowledge and interact with the material. The course states that communication is limited in order to allow students to reflect on their “thoughts and behaviors about race and oppression;” however, in reality, the lack of collaborative projects and feedback on assignments often acts as an obstacle for comprehension. Students can feel as though they are alone in the course and therefore care less about it, which often worsens understanding of the material. 
   Furthermore, with the need to read and watch lengthy passages and videos that are often difficult to comprehend and carry out the course’s intended purpose in a vague manner, students can often find themselves struggling to stay focused on the content. For instance, in a required text called “Stones, Fruit, Sand & Beliefs,” students are asked to contemplate the question, “What do we learn about our beliefs (values) from studying stones, trees, fruit and sand?”, and to “identify a proverb that resonates with [them]” from a list of nature-related phrases. This activity has little relevance to the stated purpose of the course, and it is even more likely to cause students to struggle to learn and feel a lack of commitment to learning about racial literacy when paired with online learning’s many opportunities for distraction and the lack of accountability in asynchronous environments. As students are only required to complete one activity per module, they often end up doing the bare minimum. 
   Additionally, the course does not provide students the opportunity to share their experiences with others, or give them a platform to participate in conversations about current racial justice issues. Because they don’t get the chance to learn from other students who might provide thought-provoking insights, students who typically do not face racial injustices are less likely to understand the purpose and impact of the course. 
   Despite its asynchronous format, PIRL should encourage students to speak up about race-related issues. This could be done in several ways, like creating discussion assignments where all students can contribute their opinions, or having mandatory online meetings (on various dates, to preserve flexibility) for students taking the class in order to discuss material and learn from each other. By implementing these adjustments, PIRL can become a course that not only enhances students’ understanding and empathy, but also provides a space where students can learn to have meaningful discussions surrounding marginalization. 

PIRL had the right intentions, but the wrong methods

   In recent years, PHS has been reducing accessibility to harder courses through introducing stricter prerequisites. There has been much debate as to whether or not this shift widens academic gaps by restricting those without the means to keep up. What this discussion often misses is that these restrictions give students a transitional period between primary, secondary, and higher education. This slower approach allows them to fully develop the skills to thrive in more difficult courses. Making advanced classes harder to take is actually one of the better changes to our education system in recent years. 
   This debate largely began in 2015 with the passing of the Every Student Succeeds Act (ESSA),  a plan to ensure that public schools across the United States provide all students with a quality education. Under ESSA, states are encouraged to develop more rigorous academic standards, such as more restrictive prerequisites for advanced classes. Another goal of ESSA is to reduce academic disparities for underprivileged students. ESSA ensures that even students at schools with less resources are being taught with rigorous standards for the content of the material that is covered. ESSA provides states with lower performance rates additional targeted funding and technical assistance. This means that under ESSA, academic disparities based on demographic factors are addressed. 
   There were additional reasons for enacting these policies; taking advanced classes as underclassmen in high school often means a significant mental burden for students. Being introduced to the pace and depth of college-level coursework in the first years of high school would overwhelm any student. This burden can not only affect students’ academic performance but also damage their overall well-being, potentially leading to heightened stress, anxiety, and even burnout. In a 2018 study conducted on a group of over two thousand students in Advanced Placement or International Baccalaureate classes, researchers Suldo et al. found that even with ESSA, 71 percent of the students experienced burnout, an alarmingly high proportion. Allowing students to continue to race ahead would only worsen this. Instead, if students are encouraged to classes later on in high school, students are given time to develop skills like time management and study techniques that can be used in higher level academics. This way, when students sign up for advanced classes, they are better equipped both mentally and academically, reducing the risk of burnout and other mental health issues. 
   Low grades are also a stressor for students that jump into advanced classes without being fully prepared. “Easier” classes provide a glimpse into the subject, leaving students with the opportunity to explore various interests without compromising their GPA. 
   The shift toward lower accessibility of advanced courses is a positive step towards creating a more equitable educational environment for all students. By developing a more demanding outline of criteria for enrollment, administrators ensure that students are well-equipped with the skills needed to thrive in such demanding classes, which in turn decreases the chance that they will struggle later on. In advocating for policies like the ESSA, schools grant students the opportunity to reach their full potential in high school and beyond.

Embracing the challenge of PHS’ s advanced classes

   All teachers and staff members are tasked with the responsibility of fostering a positive learning environment for their students. Whether that be allowing students to go for walks when they feel anxious in class, asking students what they did over the weekend, or opening up office hours for students to ask questions, a major part of teaching is creating a space for students to feel comfortable in. However, this comfortable environment can begin to crack as students and teachers delve into more sensitive subjects. Body image is not always an explicit topic in our classes but it tends to come up far more frequently than we may realize. A simple comment on a character in a book’s described appearance, the analysis of the human form in an art piece, or even a seemingly harmless joke about the body stirs up the discussion of body image in the minds of students. Discussion of body image can be incredibly triggering to some students leading to body dysmorphia, unhealthy eating habits, and mental health issues. Considering how quickly a discussion of looks can turn into one of body image, it seems that avoiding the subject of bodies all together could be beneficial at PHS. 
   Gym and health classes contain a large majority of the insensitive discussions surrounding body image that happen in school. It is understandable that a class that is intended to encourage health and fitness would bring up the body as a topic, but these discussions are often not handled particularly well. Each year as the holidays come around, our gym and health teachers remind us not to eat too many carbs over the holidays and to make sure we walk off the extra calories. While these reminders to students before the holidays can be helpful, they can also be incredibly triggering. They also fail to take into account the fact that dieting and weight loss may not be healthy options for some students. These comments also perpetuate a harmful norm that weight loss is the ideal solution to body image issues. By idealizing this solution, teachers continue to push that assumption on to students creating even more harmful standards through which students assume they should view themselves.  
   Insensitivity to body image discussions are oftentimes unintentional, speech rooted from previous stereotypes regarding specific body types. For instance, art teachers’ comments on the ideal body figure in sketches, discussing what they think is a “good” or healthy figure or, teachers undermining student’s knowledge on certain “healthy” products because they don’t look fit; these are all instances that one may come across. The idea that weight was an indicator of status comes up in every single history class at least once. However, pointing such a fact out in reference to a historical figure in front of students living in an environment without those body standards can harbor internalization and self comparison. Even the media that teachers chose to show to students can be harmful by implicitly pushing body image standards and harmful norms. It is important to make use of a diverse array of representations to ensure that students do not feel singled out or pressured by the implicit displays of body image in the classroom. 
   Although a comfortable learning environment does stem from our teachers, maintaining respect between students, especially surrounding body image, is the key way to ensure that students feel good in their own skin. Walking through the main intersection at PHS makes every student privy to hundreds of harsh comments, jokes, and implicit ideas that can be incredibly harmful to mental health even by stirring up harmful ideas in students’ heads. It is important that students take even a second to think about the consequences of what they say and how things could be interpreted. In a perfect world, we would eliminate all comments about others’ appearance including compliments on clothing or hairstyle as those comments bring attention back to the body rather than highlighting the merit of those around us. However, this kind of respect between students stems from our teachers leading by example by eliminating harmful comments and opening up the more difficult conversations surrounding body image in a sensitive way. 
   Going forward, our teachers should put a greater emphasis on sensitivity surrounding body image. Before a sensitive lesson, teachers should give students a trigger warning and allow students to leave the room if they are struggling with a certain subject so long as they check in with her before the end of the period. That reflects a level of trust and mutual respect between the teacher and their students. Additionally,  Teachers should also work to include greater representations of all body types so as to not push harmful body image standards on to students. We must speak cognizantly about body image — no one knows what another person can be going through and what even back-handed compliments can trigger.

The Tower

Aarna Dharmavarapu's Work

The Tower