At the November 19 board meeting,
Princeton Public Schools (PPS) passed
a resolution to join around 200 other
districts nationwide in suing several
of the largest social media platforms:
Facebook, Instagram, Tiktok, Snapchat,
and YouTube. The lawsuit cites the
growth of social media use as a cause for
increasing costs related to “staff time,
disciplinary proceedings, emotional and
social counseling, medical services, and
other costs.”

Although it started with only the
Seattle public school district, the lawsuit
eventually spread nationwide. It comes
as a class action lawsuit: when a group
of people or organizations with a similar
claim sue a defendant (in this case social
media companies) together, represented
by only a few individuals.

“I hope that [we can] make some
positive effects on society,” said PHS
Principal Cecilia Birge. “That’s really
the reason I think we should join, not
particularly ... for dollars with class action
lawsuits [because] law firms keep usually
about a third of the proceeds ... but if we
did get dollars, we could use them to help.”

According to a 2019 study cited by the
lawsuit, social media is strongly linked to
self-image issues. This comes particularly
with the exposure of teenage students to
unrealistic or ideal body presentations,
fostering adverse comparisons.

“This study also showed that ‘adolescents
who engage in high levels of social media
use may experience poorer quality sleep’
and that increased social media use
could be associated with an increased
risk of ‘cyberbullying, which has a strong
association with depressive symptoms.’
Further, the study noted ‘negative body
image’ ... as connected to social media
use,” the lawsuit reads, quoting the study.

According to the psychiatric non-profit
Compass Health Center, U.S. teens
spent an average of 7 hours 22
minutes on a screen per day
in 2024, representing an
increase of nearly two hours
since 2015. Moreover,
one in five teenagers
report depression, and
nearly 32 percent are
estimated to have an
anxiety disorder.

“Younger
generations [are]
switching from
websites to social
media, and you
see the impact
on their mental
health crisis and significant uptick of ...
suicidal thoughts, or negative feelings or
low [self] esteem ... all of these things that
are critical in us being healthy,” said Birge.

PHS administration has taken measures
to tackle rising disciplinary and mental
health issues in students. Assistant
principals and counselors are meeting
more frequently with students to check
in with them emotionally, and PHS has
established a new tier of counseling to
address students’ mental health.

“Each student has a Tier 1 [counselor]
— they deal with schedules. Say you
have a bad day, you need somebody to
help you process things: they’re
there,” said Birge. “Then Tier
2 is for when you start to
have chronic absences or
feel blue for a significant
period of time. We have
three Tier 2 counselors
who manage those kinds
of things.”

In addition,
administrators have
recognized the role
that social media
plays in facilitating
incidents of
harassment,
intimidation,
or bullying.
In response, administrators emphasize
promoting an inclusive school culture
through counselors, assistant principals,
and staff being more accessible to
students.

“[Countering] the negative impact
that social media brings ... needs lots
of education, lots of communication. It
needs students to build self regulation and
resilience. It needs parents’ involvement,
and it definitely needs school intervention,”
said Birge. “So, I think, regardless of the
outcome of the lawsuit, it’s pretty evident
that cell phones [and] social media ...
[will] bring a much bigger negative impact
in all of our lives.”

By participating in the lawsuit, the
Princeton district hopes to seek justice
and reparations from these companies
without resorting to impractical or overly
restrictive measures like banning social
media. This new approach focuses on
accountability rather than elimination,
creating a healthier digital environment
without disrupting students’ access to
technology.

“With all these new technologies ...
there are many companies that just want
to monetize and create dollars from it, and
don’t think about some of the harmful side
effects,” said Bouldin. “I’m hopeful that
something like this [lawsuit] can help lead
to better use of the technology.” 

PPS sues social media giants

Since the moment we first stepped into our elementary
school auditoriums, school assemblies have defined our
educational experience. Whether it’s the lessons of an antibullying assembly, the passion of a motivational speaker,
or the thrill of an interactive game show, these events leave
lasting impressions and play a crucial role in shaping the
character of our school community. Yet this year, this vital
tradition has waned at PHS.

At PHS, traditional school-wide in-person
assemblies have become a thing of the past.
Events like the Hispanic Heritage Month and
Black History Month assemblies, which were
once fully in person, are now being shifted to
a hybrid format. This new approach limits the
assembly to a single period, with half of the
student body viewing in-person, while the other half watches
on Zoom. Additionally, the administration has scaled back
on other annual assemblies, opting in favor of separate Zoom
sessions with students only interacting in their homerooms.

This change undermines the very essence of school
assemblies: bringing unity and fostering a stronger school
community. Students are no longer in the same space together,
sharing collective experiences, and learning with each other.
Furthermore, these fragmented, virtual environments are
much less engaging. During these virtual assemblies I’ve
noticed a recurring pattern: my classmates gradually grow
more disengaged and divert their attention to their phones
as the assembly progresses — this was a less common sight
at in-person assemblies.

In events such as the Hispanic Heritage and Black
History Month celebrations, school assemblies usually
feature different student groups showcasing the many
traditions of their culture. With PHS and Princeton having
a predominantly white population, it is crucial that we make
space for celebrations of diversity and minority groups. In
2022, the American Psychological Association found that
an inclusive classroom where students learn
about diversity is proven to have many benefits,
such as “improved critical thinking,” and higher
achievement “for both majority and minority
group members.” Though there are some classes
at PHS that teach these concepts, in-person
assemblies provide an opportunity for such
lessons to be widely accessible, engaging, and
impactful for the whole student body.

The lack of in-person assemblies this year can be largely
attributed to concerns over students’ class attendance. While
preserving instructional time is important, these assemblies
are another way to gain a nuanced understanding of the
group being highlighted — far surpassing the depth covered
by the PHS curriculum. Many students at PHS do not take
Spanish as a world language, and therefore don’t have the
opportunity to learn about Latin American history. For these
students, the Hispanic Heritage Month Assembly is one of
the only opportunities to gain a thorough understanding of
Latin American history and culture. 

By sidelining the assemblies in favor of a stricter focus on
class time and schedules, PHS is removing vital opportunities to expand and enrich students’ learning. Underrepresented
narratives are at greater risk of not being told, and students
are robbed of an opportunity for a deeper and more inclusive
understanding of the world. The PHS administration needs
to reinstate these events and make sure they are a main focus
of that day, and not a mere afterthought. Assemblies are
much more than routine school events — they are unique
experiences that inspire learning in ways that a traditional
classroom cannot.

In defense of school assemblies

For Elliot Block ’25, music has always been an integral part of his life. His passion for classical music began at an early age, sparked by his love for both the viola and the piano.
Now, as the first chair violist of the PHS Orchestra as well as co-president of its cabinet,
Block continues to explore his passion in chamber groups and on stage.

**When did you start playing the viola and why did you choose it?**

I started viola when I was seven years old, [but] I didn’t choose it. My mom chose it
for me and I didn’t like it at first, but when I was 10 or 11 years old, I started playing in
chamber groups at summer camps, and I realized I really liked that.
That got me into it a little more.

**Who would you consider your inspirations?**

I also play piano, [which] is my [preferred] instrument. Some
of my inspirations are the top performers for piano, like Martha
Argerich, Rubinstein, [and] Horowitz. But there are a ton of great
performers and musicians.

**Why are these artists your inspirations?**

I think it’s primarily their playing style. All the musicians that
I find inspiring are able to approach their instrument in different
ways, but always successfully put their feeling into the music, and
also bring feeling out of the music. I really admire that, and I always
try to do that whenever I’m playing in practice and performance.

**What do you like about classical music?**

There are a ton of things I like about classical music. It’s what I
listen to most. The range of emotions that classical music can feature is really vast, and
there’s always a piece that fits the mood I’m in.

**What do you consider the most challenging aspect of classical music?**

I think the most challenging aspect is the combination of technique and sensitivity
to feeling. It’s sometimes easy to focus on one or the other, but both are necessary to be
really great, and that can be tough.

**How do you handle pressure from auditions or
performances?**

I used to be really bad at that, and I kind of still am really
bad at that, but I make sure that there’s no tension in my body,
and I really practice clearing my head before playing, so that
I can replicate it in front of an audience. It never really is easy,
but I think clearing the tension is the most important thing.

**What is your favorite memory from PHS orchestra?**

Going on the European tour last spring was really fun and [I
bonded] with the orchestra. Through that, I made a lot of new
friends ... It’s made this year a lot more fun too.

**Are you planning on pursuing music in higher education
or as a career?**

Definitely. I want to study piano and classical music in college.
Ideally, it would also make a career. But I know that music will
be with me for my entire life, either way.

Elliot Block ’25 finds his voice with the viola

November marks the final month of
college representative visits to PHS in
2024 , concluding three months of
visits from over 200 colleges
and universities from
around the country
and the world.
Students were able to
explore a wide range
of institutions
during school
hours, learning about
the unique features each
college offers.

Nipurna Shah, PHS’s college
counselor begins the planning process
by opening a calendar on Scoir in mid-
August for schools to begin registering
their representatives for visits. This calendar
streamlines the scheduling process,
allowing institutions to coordinate with
other high schools and arrange visits more
efficiently. Currently registered colleges
return year after
year, and many
others show
interest
in visiting
PHS.

“For the most part,
we have a robust
assortment of different
colleges, and many
of them come back
every year,” said
Shah. “They like our
students. They want
our students.”

Adjusting to the bell
schedule each year to squeeze
in college visits requires
a close look at holidays,
professional development
days, and other
school activities.
To minimize
potential scheduling
conflicts, Shah
communicates
with both college
representatives
and the school’s
administration .
However, coordinating
many people’s schedules
is never an easy task.

“Our schedule gets
really full very quickly, and
then some colleges, at the
last minute … decide they
want to come. So I have
to work around existing
colleges to see if I can fit
other ones in,” said Shah.

Shah also considers the
students’ bell schedule,
as seen in her decision to
avoid hosting college visits
on Tiger Day Thursdays
since it is a shortened day
with limited availability.
Unexpected evacuation
and fire drills can also
create complications,
often requiring last-
minute adjustments.

“When we had the
evacuation drill, I had
two colleges scheduled.
The evacuation drill was
scheduled after those
colleges had already
committed to coming, so I
had to figure out another ... time for them
to come,” said Shah.

Despite these logistical challenges,
Shah stresses that visits are a valuable
opportunity for students to learn what
unique programs individual colleges have
to offer. In addition to exploring these
academic options, students gain
insights into how the admissions
teams view applicants. The
representatives who visit PHS
are often the first readers
of students’ applications.
Shah notes that having a
personal connection with a
college representative can be
meaningful in the application
process. Additionally, many U.S.
colleges track demonstrated interest from
prospective students, which can be shown
by attending a college visit.

“It’s a good opportunity
for the students to ask
any specific questions
about programming
or research ... which
they can use ... when
they write their essays
on why [they] want to
go to the school,” said
Shah. “You know they don’t
say that forthcomingly, but they’ll give
you little tidbits on how to support your
application.”

Shah describes college visits as a chance
for students to make more informed
decisions about their future, empowering
them to choose a school or program
that best aligns with their personal and
academic interests.

Behind the scenes: college visits at PHS

Shh, did you hear? PHS Spectacle Theatre and Tech Crew
presented “Rumors,” a 1988 comedy, as their fall play. This
award-winning play written by Neil Simon showcases a
chaotic and seemingly joyous dinner party. Beneath the
smiles, however, darker conflicts of mistaken identities
and rumors lurk in the atmosphere.

Because of the characters’ deceptive identities, the actors
had to familiarize themselves with multiple personalities
within a singular role.

“[My character] is a bit of a people pleaser, so there [were]
some scenes where she’s with a lot of people … and she’s
doing her best to appeal to them and appear cheerful,” said
Alexandra Sandt ’25, who played Chris Gorman in the blue
cast. “The real struggle with my character ... was trying to
find who she was behind that veil ... how [she would] act
when she’s not placed in that high-stress situation.”

Konrad Hedges ’26, who played Lenny Ganz in the red
cast, shared his experience of exploring his character.

“I think Lenny is a bit of a suppressed drama queen …
[his career] doesn’t allow for much creative freedom, and
I think in this play, Lenny gets to explore a side of him
that’s more creatively free and expressive,” said Hedges.

Aside from the traditional challenges of getting into
character, the comedic aspect of this play added a layer of
complexity that offered new opportunities for the cast as
they learned to adapt to this style.

“[In comedy], it’s so easy to fall flat and you really have
to be very detailed in the rhythm and the pace ... or the
jokes won’t land,” said Technical Director Jeffrey Van Velsor.

“[Performing ‘Rumors’ was] a really great exercise in
delivering the lines quickly and clearly so that the audience
gets the joke.”

Performers and the Tech Crew had been preparing for
this play since the beginning of the school year. During
Tech Week, the cast and crew collaborated on stage for the
first time to resolve difficulties for the final performance.

“We [didn’t] want you to notice that there were any
mishaps ... and that’s part of the beauty of it,” said Stage
Manager Grace Waldman ’25. “[Tech Crew worked] as
many hours as all the actors [did] to build the set, paint
the set, be in rehearsal, and communicate all the things
that [needed to] happen.”

Throughout the play’s production, PHS performers
were given the opportunity to further their own narratives
through their specific roles in the play.

“With every role I play, I find out a new thing about
myself as a person, [like] something that is a quirk of mine
... Sometimes I’ll take a line from a show and I’ll just start
saying it in my everyday vocabulary,” said Noa Zacks ’25,
who played Chris Gorman in the red cast. “Playing different
roles that come from different perspectives and walks of
life helps you grow as a person and kind of realize where
you’ve come from, because acting is putting yourself in
another person’s shoes.”

“Rumors” brings laughter and joy beyond the stage

​In a world where AI can be used as an automated thesaurus, grammar checker, editor, and worksheet filler all in one, it is understandable that schools may be hesitant about its ethics; but the benefits of integrating it into education are still hard to ignore. So why are we holding back on a tool that could transform how we learn? Instead of worrying that AI might “spoil” students, maybe it’s time to recognize it as a potential solution for the United States’ deteriorating education system — a tool that empowers students to learn more efficiently.

At PHS,  students constantly juggle rigorous coursework, intense extracurriculars, and ever-looming college prep. So what if AI could step in? Imagine a world where AI tools can keep track of deadlines, create personalized study guides for your hardest classes, or even streamline teacher feedback, leaving you and your teachers more time for critical one-on-one moments.

Instead of sifting through hour-long videos or scouring lengthy research papers for that one idea you need, AI-powered tools such as Otter or NoteGPT are able to categorize information and provide concise summaries. This allows students to allocate more time to absorbing or understanding key ideas instead of spending time searching for them. AI can be an on-demand and cost-effective tutor, with programs like Khan Academy’s Khanmigo that are always available to assist students with difficult concepts by walking them through step-by-step.          
                            
But the benefits of AI go beyond supporting students at PHS; it can also provide valuable assistance to teachers. As the country faces a teacher shortage driven by feelings of being underpaid and overworked, AI can be a valuable tool to ease educators’ stress and retain more teachers in the profession. By using AI to handle some time-consuming and repetitive tasks, such as grading work based on completion, teachers can instead invest that time into providing personalized support or planning engaging lessons that are memorable and valuable. Tasks that previously took hours can now be knocked off of to-do lists in minutes, allowing teachers to destress and prioritize impactful teaching over busy work, creating a stronger and more supportive environment for students.

In a 2023 article titled “New York City Public Schools Ban Access to AI Tool That Could Help Students Cheat,” Jennifer Korn and Samantha Kelly of CNN express concerns about AI’s ability to generate “convincing responses and even essays in response to user prompts, could make it easier for students to cheat.” They also note the worry that tools like ChatGPT could spread inaccurate information. However, misinformation is not unique to AI; it’s a challenge we face daily, whether through the internet, social media, or even word of mouth. Just as students are taught to verify information from these traditional sources, they can also apply this valuable skill to using AI responsibly. Rather than blocking access, teachers at PHS could incorporate lessons on how to use AI effectively into their classes, helping students understand its potential and warn of its ethical concerns. Additionally, PHS teachers have access to School AI, a program that can identify generated AI content, holding students who misuse this privilege accountable while teaching integrity. Restricting access to AI is an ineffective solution; it is more beneficial to equip students with values and critical thinking   skills that help them realize AI is a resource for growth and learning — not just for easy answers. 

Empowering minds: a new era of learning at PHS

While Princeton High School sophomores and juniors
took the PSAT this month, they had a significantly better
testing experience compared to last year. As an investment
to improve the school’s testing infrastructure, PHS
replaced over 350 access points and added an additional
50 access points in new locations. However, improvements
to internet networks expanded beyond both PHS and
testing-related infrastructure. The improvements were
a district-wide endeavor, with the PPS technology team
upgrading both wireless and physical infrastructure
in all schools. The team replaced all access points and
old cabling, bringing them to the newest standard.

“We replaced everything to be WiFi six ready, just
[the] latest, greatest technology ... It’s for our general
network for the entire district, which, again, will
help testing,” said Danny Turner, district engineer.

 Not only did the upgrade resolve short-term issues with
testing, it was also an investment towards the ditrict future.
As technology use becomes inceasingly prevalent within
the district, networks need to be upgraded to support
students that are constantly on their school devices.

“Now we have the newest standard for cabling.
The old cabling was 20 years old. The new cabling is
what’s being installed nowadays for everything. So
even in X number of years that we do go to change
this again, we won’t need to change all that cabling,”
said Todd MacDonald, PPS’s chief technology officer.

The changes were prompted by issues during testing last
year, where several students were unable to test in certain
classrooms and others experienced frequent crashes of
the testing infrastructure. Though the technology office
acknowledged most problems were not on the school’s
end, the improvements will ensure confidence in the
network and in determining the source of any issue.

“The issue, from what I’ve heard, was actually
more on the testing company’s end than our
end,” said MacDonald. “We’re confident that ...
there’ll be no issues in our network for this year.”

Overall, this investment positively impacted the
students’ testing experience as students were able to
focus on the actual test rather than ways to resolve
the frequent technical issues. Improvements aim to
guarantee a positive test experience for now while
also ensuring long-term readiness for the future.

“I think part of it is trying to meet the needs
that we have now, but also trying to make sure we
have this in place that’s going to be able to support
future needs as well. And this investment from the
referendum is going to give us many years of network
that we can handle the growth now,” said MacDonald.

Testing infrastructure update

This summer, 23 PHS students visited
cultural sites in Peru as part of the annual
PHS Spanish language department trip.
Organised by Sra. Idania Rodriguez and
Sra. Martha Hayden, these trips to Peru
are part of a long-standing tradition in the
Spanish Department.

The trip consisted of two groups: one
tour group and a homestay group. The tour
group left Peru after nine days, while the
homestay group stayed behind for another
12 days. Students in the homestay group
attended a private school in Lima alongside
their “exchange siblings,” who were paired
with them based on shared interests and
self-evaluations.

“It was really fun because they really
treated you like their own,” said Mila
Trkov ’27, a student part of the homestay
program. “Anything that you [wished] to
do, they would try and make it happen
regardless of if it was inconvenient for
them.”

Beyond being provided an opportunity
to practice their Spanish every day,
participants in the homestay program
were also able to experience complete
immersion into Peruvian culture — eating
breakfast, watching the news with their
host families, and going on guided tours
of famous sites — an experience near
impossible to come by in the United States.
“I think [students] learned more
than they even [expected]. Our tour
guides [were] people who live and love
their culture, and they love to share. So
educationally, the history of it and seeing
it, eating the food, it’s something that’s
not really measurable. [They learned] life
lessons a lot, I think, more than anything,”
Rodriguez said.

Apart from Peru being Hayden’s native
country, Peru was selected due to its
diversity and variety of cultural sites for
students to visit. In Lima, students toured
La Plaza de Armas, a quintessential feature
of Latin American city centers.

“In every Latin American country,
you’re going to find plazas. It’s like [a]
park ... And around the plaza, there are
churches. There are historical places that
people can visit, museums and things like
that,” Rodriguez said.

In Cusco, students spent days in the
Sacred Valley of the Incas, where they
hiked the iconic Machu Picchu and
toured the town of Ollantaytambo, a
historical fortress of the Incas. They rode
motorcycles 16,000 feet up Vinicunca, the
Rainbow Mountain.

“You go there and you feel like you are
in a different world. It was a very spiritual
experience. And we all just started singing
and dancing,” Rodriguez said.

This year, for the first time in the
history of the trip, the students also visited
the San José de Monterrico school in
Lima, where they were welcomed with
activities and celebrations. PHS students
experienced life as a private school student
in Peru, visiting classes and playing games
alongside their Peruvian peers.

“When we left, they were all crying
because they got so attached to the people
that they stayed with,” said Hayden. “[It]
was funny because the kids were chasing
our bus as we were going to the airport.”
Reflecting on her decades of organizing
these trips, Hayden emphasized the
personal investment she puts into making
the experience more memorable for her
students.

“To me, it’s a labor of love,” said Hayden.
“It always has been, and that’s why I put
so much love and passion into my trips
every year.”

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The Tower