From November 1 to November 11, around 30 Italianlearning PHS students immersed themselves in Italy’s 
culture through scavenger hunts, pasta-making classes, and 
classes at Liceo Scientifico Statale “Manfredo Fanti,” a high 
school in Carpi, Italy. The students traveled to the regions of 
Tuscany and Marche, visiting culturally significant duomos 
and the Ferrari Museum, before spending the rest of the 
trip with their host families in Carpi. 


For Italian teacher Laura Francolino, one of the highlights 
of the trip was a scavenger hunt in Mantua, a small city 
in Northern Italy, that both PHS and Italian students 
participated in.


“They had to sing a song, so the Italians taught the children 
from PHS how to sing Rigoletto, from [the] famous opera 
La Donna Immobile. Then they had to go into a store, 
[and] come back with a tortellino. They were on their own 
throughout the city of Mantua,” said Francolino. “We met 
back at a certain spot, they had turned in everything, and 
then the kids ate by the lake … their host families had 
packed them lunch.”


PHS students also had the opportunity to attend their host 
student’s school, Liceo Fanti, for several days. Hawthorne 
Warren ’26, an Italian IV student and participant on the 
trip, noted differences in school culture between Liceo 
Fanti and PHS. 


“The entire school, almost, biked … it was like a flock 
of bikes coming in. And their classes, they stayed in the 
same class [for] the whole day. [School] only goes until 
one o’clock, so they would have three classes a day and 
the teacher would come each hour [and] switch out. They 
stayed with [the] same class all five years of high school,” 
said Warren. 


Though Francolino noticed a significant language barrier 
between PHS students and their Italian host family at the 
beginning of the trip, by the end of the trip she observed 
a much closer connection. In the past, Francolino has had 
students who stayed in touch with their Italian host family 
for several years.


“Everybody was crying before we left. I even got tearyeyed, even though we know they’re coming in February. 


The families all came out to say goodbye – they were crying 
as well. Before we left… they went on each other’s social 
media to check out whatever [online] pages your generation 
has,” said Francolino.


PHS students primarily spent the second half of the trip 
with their host families, but the trip also allowed them to 
connect with the entire community of Carpi as well. 


“In Carpi, they have these centers where the senior 
citizens, [who] are very vibrant, make pasta and share their 
skills with the younger generations. We met women who 
showed us how to make tortellini. And actually we made 
tortellini with them, then they cooked it for us, and we had 
this big goodbye dinner,” said Francolino. 


In the months before the trip, Francolino was in constant 
contact with her counterparts in Italy, planning activities 
and pairing students from PHS and Italy together. But 
despite the challenges (including a canceled Uber ride 
at 5am on their last day), Francolino says it was worth it.
“I love to be in Italia,” said Francolino. “One of my students 
came up to me before I left, when we were in the airport, 
and said, ‘I understand why you cry every time you leave,

PHS students tour the factory of Caseificio Oratorio 
San Giorgio, a Parmigiano Reggiano producer in Carpi.

PHS students travel to Italy 

Decades after the 26th Amendment lowered the voting 
age to 18, a new generation of activists are raising a 
familiar question: should 16 and 17 year olds be allowed 
to vote? At PHS, Carina He ’26 is answering this question 
by starting a chapter of the national Vote16 campaign. 
Vote16 is a national organization that, for over a decade, 
has worked to expand voting rights to 16 and 17 year olds 
in Board of Education elections at local, statewide, and 
national levels. The campaign has seen success in 12 cities 
across the United States, most recently in Newark, New 
Jersey. Through her club, Youth Civic Leaders of America 
(YCLA), He has partnered with co-leader Ash Nieman ’26 
to promote Vote16 and increase civic engagement in the 
Princeton community. 


The Vote16 initiative argues that since students at age 16 
and 17 years olds begin to take on more adult responsibilities 
— such as working a job and driving — they should also be 
granted the right to vote in local elections. This is especially 
relevant in Board of Education elections, since the decisions 
made by the Board primarily impact students. 


“The Board of Education is [like] the government to the 
students, [so] students [will be] able to understand how 
to vote in this ... more controlled environment ... rather 
than just going straight into voting when they’re 18 years 
old in a presidential election where the entire country [is] 
voting — [so] they’re able to see civics education take form 
in their local area,” said He. 


He and Nieman have also cited voting in school board 
elections as a beneficial way for young people to apply 
their knowledge of civics education outside the classroom. 
“[At PHS] we have this baseline of education about U.S. 
history and our teachers stress how important voting is as 
a democratic right. It’s not like we don’t know anything 
about voting, but [when you] start that process younger 
... [you’re] much more likely to turn out for state elections 
[and] representative elections,” said Nieman. 


According to Tufts University’s Center for Information 
and Research on Civic Learning & Engagement, a nonpartisan research organization focused on youth civic 
engagement, young voter turnout dropped from over 
50 percent during the 2020 presidential election to 42 
percent in the 2024 election. The top reasons for youth 
who had not registered to vote were disinterest in the 
election, lack of time, and absence of knowledge about 
registration deadlines. 


“Generally voter turnout is still not that great, especially 
in school board elections, the turnout is only like 10 percent 
— which is terrible. And since we’re in such a dire political 
climate right now, it’s very important that we teach the 
people who will be voting in the next presidential election 
[or] the Senate election ... We have to teach them the habit 
of voting, how important it is, how to vote, [and] how to 
register vote,” said Nieman. 


 YCLA has been working with several members of the 
PPS Board of Education and Brian McDonald, a Princeton 
town councilman, to propose Vote16. On September 8, 
YCLA spoke with the entire Princeton Town Council to 
introduce the initiative. Though the initiative received 
positive feedback from the Town Council, concerns have 
been raised over the rollout of the initiative. 


 “The other opposition we’ve seen comes down to money 
... The ballot for the school board is the same ballot as the 
[ballot] for a state election. So in order for [students] to 
vote ... new ballots have to be printed that only have school 
board members,“ said Nieman. 


The Council also expressed concerns regarding the 
maturity of 16–17 year olds and their eligibility to vote in 
school board elections. Unless the bill is passed through 
state legislation, legal barriers make it harder for 16 year 
olds from being given the right to vote in Princeton.
Unlike Newark, where Vote16 was successfully enacted, 
Princeton is not a Faulkner Act community. The Faulkner 
Act, which is also known as the Optional Municipality 
Charter Law, grants municipalities the right to choose their 
own form of government and gives a significant degree 
of power to the locality. Therefore, in order to get the 
Municipality of Princeton to pass Vote16’s proposal, YCLA 
has to overcome more legal hurdles than they would have 
had to in a municipality operating under the Faulkner Act. 
Despite this, several members of the Board of Education 
and the Town Council have expressed support for Vote16, 
believing it would be beneficial for the youth to express 
what they care about. 


“Youth are the most invested demographic in [the] sort 
of the issues that I think local government needs to be 
taking the most decisive action on, like climate change 
and active transportation ... I think those are issues that are 
the most important issues for society as a whole, but older 
voters don’t always get it. That’s why I think it’s positive 
for society to have, for the community as a whole, to have 
youth engagement,” said Cohen

Photo Courtesy: Carina He

PHS students campaign for 16 and 17 year olds to vote in school board elections


PHS students campaign for 16 and 17 year olds to vote in school board elections

In its first top-five finish since 2022, PHS’s
Euro Challenge team earned fourth place
at the Euro Challenge national competition
on May 7. Euro Challenge, a competition
co-funded by the European Union (EU),
encourages students in the United States
to learn about European Union economic
policies by proposing solutions to realworld economic issues faced by an EU
nation of the team’s choosing.


This year, the PHS team addressed
issues in Lithuania regarding growth and
competitiveness, such as wealth inequality,
economic stagnation, and rural-urban
disparities. Their solutions were evaluated
on their creativity, effectiveness, and
feasibility, criteria the team sought to meet
with a particular solution which used AI
to combat financial corruption.


“We [proposed] implementing ... an AI
system that sifts through large amounts of
data so [the system] can find suspicious
tax filings. This is much faster and more
efficient when it comes to identifying these
false tax filings ... it decreases tax fraud,
and the government is earning more,” said
Helen Yu ’27, a member of the presentation
panel at Nationals.


Euro Challenge consists of three rounds
of competitions held in New York City: a
preliminary round, then a semifinal and
finals round. The team first presented a
15-minute slideshow on the country’s
economic problems and their proposed
solutions to a panel of judges, followed
by a 10-minute Q&A on the team’s
recommendations.


The judges of Euro Challenge are often
leaders in finance and economics fields or
are economic policy workers within the
EU, which helped the team develop their
solutions.


“They were the chief financial officers
or advisors of major investment banks, so
[there were] definitely a lot of people who
were really specialized in this field,” said Yu.
“And it was really interesting to see what
they had to say and what questions they
had, because it’s completely different from
what high school students would tell you.”


The preparation for the competition starts
early in the year, after seven of the applicants
are selected for the team following tryouts
for interested underclassmen. The team
first researched the economic state of
their chosen nation, then categorized the
economic issues in the country under root
causes and proposed solutions for these
issues. Finally, the team heavily practiced
the Q&A portion of the presentation, one
of the most important parts for the team’s
score.


“[The] captains would give me questions,
and we’d have to come up with responses
on the spot. Just having this as a routine
really helped prepare us, because you could
just take whatever question came at us, no
matter if we really knew how to answer it
or not. Having that practice also helped us
be coherent as a group,” said Yu.


The team also had to practice soft
skills like public speaking and effective
communication to help them communicate
their policies to judges.


“I think the most important skill is
being able to speak in a conversational way
because when the judges are asking you
questions – you’re trying to convince them
out of their concerns about your solutions,
but you’re not debating people ... I had a bit
of debate experience, but what Euro taught
me was how to convince people instead of
how to win an argument,” said Sebastian
Balestri ’28, another member of the team.


Through the months that the team
spent for preparation, Euro Challenge
members built connections that will extend
beyond the competition. They were able to
capitalize on each other’s strengths to create
a strong team for the national competion.


 “[Before] becoming a captain, I had a
lot of meaningful experiences interacting
with my captains at the time. I think they
really gave me a lot of insight into not only
econ[omics] and topics pertaining to Euro
Challenge, but also bigger things pertaining
to personal life, especially with school and
future tracks that you could take beyond
that,” said Emma Liu ’26, current co-captain
of the Euro Challenge team.

Photo Courtesy: Elif Cam

Sebastian Balestri ’28, Joshua Huang ’28, Jane Hu ’27, Emma Liu ’26, Aritra Ray ’27, Elif Cam ’26, and Helen Yu ’27 met Jovita Neliupšien, Ambassador of the European Union to the United States

Euro Challenge wins fourth place at Nationals

On February 27, the Trump administration launched an “end-DEI” portal that allows anyone to report illegal diversity, equity, and inclusion (DEI) practices in the classroom. Then, on April 3, the Department of Education sent a letter that threatened to withhold federal funding for districts that do not end “illegal DEI practices.” Finally, on April 22, the Supreme Court heard arguments about whether elementary schools can compel students to be present for lessons that discuss LGBTQ characters. 

This rapid sequence of initiatives that aim to eliminate DEI programs in education have left administrators, educators, and students across the country — including at PHS — questioning what exactly qualifies as an illegal DEI practice, whether they can continue discussing DEI-related topics, and what might come next.

“The goal is to chill speech. It’s to chill conversation about diversity, equity and inclusion, and it’s very frustrating,” said Kimberly Tew, assistant superintendent of curriculum and instruction for Princeton Public Schools (PPS). “Talking with teachers, they’re like, ‘Can I still do this lesson? Can I talk about — you know — maybe they’re a cisgender woman married to a woman, right — can I talk about my family?’ There’s a lot of concern about these things.”

The federal government does not have the right to determine the curriculum in public schools, a power reserved to the states according to the 10th amendment. However, the federal government does fund around 15 percent of total public school spending — which is its primary leverage in enforcing new DEI policies. 

New Jersey mandates the teaching of diversity, equity, and inclusion in public schools, including a mandate to teach LGBTQ history, African American history, and Asian American & Pacific Islander history. It’s not immediately clear whether these mandates are “illegal DEI practices” according to the federal government, which has left districts unsure whether they are at risk of federal funding cuts. 

“[Though] the U.S. Department of Education’s request references “certain DEI practices” or “illegal DEI,” it does not define those terms, and there are no known federal or New Jersey State laws prohibiting diversity, equity, or inclusion,” wrote Kevin Dehmer, NJ’s education commissioner, in response to a letter from the Trump administration.

PPS receives only 2 percent of its budget from the federal government (most comes from local property taxes), which means that it is much less beholden to federal funding policies compared to most other districts nationally.

“The district embarked upon an equity initiative starting in about 2018, and since then, we have done a lot of work, both in and outside the curriculum arena, to make this building more equitable. That’s something we’re proud of, [and] we will not change that,” said PHS Principal Cecilia Birge. 
PPS administrators are instead concerned with what might happen to NJ education policy. In 2024, NJ experienced the second largest shift to the right nationally.

“You know, my bigger concern is at the state level — who’s coming into the new governor’s office this year, what the State Assembly and Senate look like. Those bodies have much more say about what happens at the school level than the federal government,” said Tew.

However, for now, some PHS teachers are using the crackdown on DEI as a way to educate their students about issues like censorship, historiography, and systemic racism.

“We’re trying to help students understand that it’s part of trying to cut out or cover up different parts of history — we’re noting current events where things like a page about Harriet Tubman on like government websites might be taken down, or [the government websites] on the Stonewall Rebellion are dropping the T of LGBT,” said Patricia Manhart, who teaches PHS racial literacy. 

“We’re trying to get students to understand that the attack is really just an attack on accomplishments by people of color throughout United States history, as well as [a] cover up the legacy of racial inequality that is also very real.”

PHS students have also expressed concerns over the efforts to eliminate DEI, especially concerning the effects it would have on their future educational environments. 

“I’ve personally talked to minorities about the topic, and they definitely hold more pessimistic ideas about their own futures, and that’s something I can relate to,” said Jasmine Taylor ’26, a student in the Racial Literacy class at PHS. “It kind of made me feel a lot more pessimistic about college, because I feel like they’re not taking into account very nuanced topics [anymore].”

Photo: Katherine Chen

Patricia Manhart (left) discusses with her PHS racial literacy students Jennifer Lopez de la Cruz ’26 (center) and Anuar Viruel Lopez ’25 (right).

PHS reacts to federal crackdown on DEI in K-12 education

On March 27, PHS students gathered
in the new gym for a celebration of
Hispanic culture and history. Following
the administration’s postponement of the
assembly, which was originally schedule
for October, students from clubs such as
Latinos Unidos and Generation 1 came
together in January to begin the planning
process. This year’s assembly included
numerous performances, including those
that showcased the many perspectives of
Hispanic people throughout the Princeton
community.


In order to address PHS administration’s
concerns about the event’s educational
value, new performances focused on
teaching various aspects of Hispanic
culture, such as mariachi music and
quinceañera dances, a tradition that
celebrates a girl’s 15th birthday common
in many Latin American countries.
“A new event that we tried out that we
hadn’t done previous years for the assembly
is a quinceañera: we [had] a bunch of
quinceañeras with big dresses, and we [had]
teachers to do a waltz with them,” said Aimy
Solares ’26, one of the board members of
Latinos Unidos.


Latinos Unidos led the preperation for
assembly. As a completely student-led club,
the planning board coordinated with several
outside community groups, as well as club
members from the organization Gen 1, to
ensure all events and rehearsals happened
smoothly.


“[The preparation is] chaotic … we have
to talk to everyone who’s part of it to make
sure they’re up to date with everything,
especially with our other events making sure
everyone’s doing their part,” said Osbaldo
Morales ’25, co-president of Latinos Unidos.
This year’s Hispanic Heritage celebration
was the first to include several other PHS
clubs in its performances. This added an
extra challenge for the organizers, as they
had to schedule rehearsal times that would
work for all the students involved.


“For our assembly, usually we kind of just
plan it out among ourselves, but this year we
tried to get other clubs like PULSE involved
and the PHS Step Team,” said Solares. “We
[also tried] to get other people outside of
Latinos [Unidos] to come in and volunteer
and help with the assembly.”


Though the assembly was intended to
celebrate Hispanic culture, students of all
cultural backgrounds are encouraged to
participate in future events.


“Can you dance? Can you sing? Can
you move furniture around? I could. You
can. Everyone’s invited. Whoever wants to
participate — even the administration — is
invited. The community outside of the PHS
community is also invited,” said Idiana
Mejia-Rodriguez, a Spanish teacher at PHS
and the advisor of Latinos Unidos.


The organizers hope that the assembly
not only succesfully educated others on
Hispanic culture and heritage, but also
brought representation to Princeton’s
large, but often-underrepresented Hispanic
community. The assembly was intended to
serve as a public platform for their voices
and ideas to showcase their diverse culture
and form a sense of community.


“I think we just want them to feel seen
and know that there’s other kids just like
them and just to [provide] representation.
Hopefully [even] if they don’t feel like they
belong somewhere [else] in the school,
they know that they belong in our club,”
said Solares.

Photo: Charley Hu  

Camila Del Castillo, Mona Mobin-Uddin ’26, and Cecilia Reynolds ’25 adjust their garments in preparation for the assembly.


Hispanic heritage assembly showcases diversity and culture

PHS Chemistry I and Accelerated Planetary Science teacher Shefali Mehta has worked to combine her curiosity for the cosmos and chemistry with a love for teaching throughout her career. Mehta was recently one of 30 educators selected to be part of the 2025 Space Foundation’s International Teacher Liaison program.

Mehta had always been interested in teaching in high school but tabled the idea after she decided to major in chemistry at the University of California, Irvine. However, after a couple of negative experiences in college, Mehta realized she couldn’t spend her entire life in the laboratory.

“We don’t always get the results we want, and I [didn’t] know [if] I want[ed] to work with such a small team all the time,” said Mehta. “I kind of thought back again with teaching; that way I could use the chemistry that I’ve learned and do more with it and hopefully inspire other people [with] chemistry.”

Mehta started her teaching career in California, where she taught physical science, chemistry, and environmental science. In 2013, she accepted a job offer at PHS after being drawn to the size of the school and the numerous electives PHS offers.

“Because there’s so much available [here], I’ve been able to grow as a teacher and try new things,” says Mehta. “I have more colleagues that I work with that [teach] the same classes that I teach, whereas before, I’ve been the only one ... and there was only so much stuff we could do with the curriculum.”

At PHS, Mehta has strived to create an environment that encourages curiosity and inquiry and where students are comfortable asking questions.

“Ms. Mehta is a teacher where you feel like you can really, if you have questions, you’re comfortable asking her, and you know that she’ll be able to give you a good answer. And if you still don’t understand it afterwards, she can really give a good explanation of the concept,” said Audrey Wang ’27, a student in Mehta’s chemistry class.

In addition to chemistry, Mehta has a deep interest in astronomy and research. In 2011, Mehta participated in the NASA Teacher Archive Research program, eventually leading to the opportunity to work with satellites for data collection.

“Last year I went to see a launch in Florida for a space satellite ... It was a GOES-U satellite that basically help[s] us track weather and things like that. And so I got access to some things from that ... I feel like now all of a sudden I’ve gotten new ways to access data that is being collected and that nobody’s really using,” said Mehta.

Mehta is also one of 30 recent admits to the Space Foundation International Teacher Liaisons—a program founded in 2004 that provides access to space-related curricula, networking opportunities, and connections to scientific institutions like NASA. This program was founded in order to empower teachers to integrate STEM into their curriculums and enrich students’ experiences in STEM classes.

“I get access to other curriculums that people have done and maybe make things more interesting,” said Mehta. “The last couple of years I’ve been looking at trying to … [do] projects where kids can actually do something that’s of interest to them.”

Even in her limited free time, Mehta continues to pursue her strong passion in science and cosmology, often as entertainment.

“I do enjoy reading, especially with science fiction and fantasy. When I can, I try to do that, but I don’t always get a lot of time. I really liked The Three-Body Problem,” said Mehta.


Photo: Emily 
Mehta teaches both Chemistry I and Planetary Science Accelerated.

PHS Profile: Shefali Mehta

The recent Advanced Spanish trip, from January 19th to January 25th, marked the program’s eighth visit to Cuba since its start in 2015. This trip was designed for students to experience a unique culture, engage in community service, and live through an authentic connection with the local community. PHS Spanish students participated in various activities that ranged from painting murals in Havana to gifting local students donations fundraised by PHS students.


The trips to Cuba began as an assignment in Spanish IV A and Spanish VI A teacher Martha Hayden’s El Cine Hispanohablante class, where students were instructed to write letters to a Cuban artist. One student chose Manuel Lopez Olivia, sparking a lasting friendship between Olivia and Hayden. In 2015, when Obama lifted the travel ban to Cuba, Hayden decided to visit Olivia and give students the opportunity to experience Cuban culture firsthand.


“I said to Manuel, I’m definitely coming now. I really want to go to Cuba. I don’t know why it just felt like it was so important to now actually meet him in person because he kept writing to me for all those years,” said Hayden.


Hayden initially designed the itinerary for the trip with a tour company; however, Olivia disliked it and offered to redesign it from an authentic Cuban perspective with art as the focal point of the trip.  
“He thought that it was a terrible program and ... not really totally Cuban ... And he said ‘I really want it to be through art.’ So they [created] this whole program for me so that we could actually travel there. But I gave it a name, ‘Seeing Cuba through the eyes of the artist,’” said Hayden. 


However, traveling to Cuba required flexibility due to differences in living conditions between Cuba and the United States. For example, essentials such as toilet paper, soap, and even toothbrushes were not always readily available in Cuba. Additionally, limited internet access meant students had to put aside their phones and social media. 


“There was very, very limited WiFi at the homestay, so we could call our parents and maybe send a few texts, but that was about it. But most of us had saved music, and I think it kind of added to the experience ...  like when we were on the bus, the only entertainment was just to talk and listen to music together and stuff,” said Leopoldo Gessner ’27, a student on the trip.  


This year, as in past years, students and teachers alike enjoyed various  activities like bus tours, museum visits, and eye-opening community service events designed to help local kids. 


“We put a lot of effort into collecting and then distributing a lot of the supplies that these people needed … I would say it was a big part of the trip, and it was really amazing to see especially when we were helping out kids … It’s just really nice to see how appreciative they are … and it was so amazing being able to help out,” said Gessner.


Cuban art was an espeically important part of the trip. Cuba has many schools for the arts that were installed by former the communist  dictator Fidel Castro during the Cuban revolution in the 1950s. However,  according to Hayden, Cubans later utilized art to protest against the communist government by creating pieces that resonated with the people, leading to several crackdowns on Cuban artist. 


“The fine arts is just unbelievable. It really is. The history behind it and the talent is so incredible. It’s different than any museum that I’ve seen around the world. And I’ve traveled a lot,” said Hayden.

 
 PHS assistant Principal Lauren Freedman, one of the  chaperones on the trip, said that the many ways the trip was made to be as authentic as possible improved the overall experience, leading to lifelong memories for everyone on the trip. 


“This is like an authentic, real life. We’re going to be with the people, like it’s not a fake touristy trip. And that makes this trip, I think, extra unique and special too, because it’s like you’re going to visit family. It felt like we were with family,” said Assistant Principal Lauren Freedman. 


Photo Courtesy: Oriana Marcano

Paulo Barbosa ’25, Osbaldo Morales ’25, Brian Donis ’25, Juliet Roden ’26, Sabine Ristad ’25, Cecilia Reynolds ’25, Mia Serrano ’25, Tony Perez, Matija Useche ’26 Leopoldo Gessner ’27, Idania Rodriguez, Marina Perez, Maya Wood ’27, and Oriana Marcano
’27 pose together in Cuba.

PHS Spanish students go to Cuba

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.

Photo: Katherine Chen
Elliot Block ’25 plays the viola in a practice room.

Elliot Block ’25 finds his voice with the viola

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.

Photo: Emily Kim
PHS students showcase West African dance in a school-wide assembly for Black History Month in 2023.

In defense of school assemblies

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

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

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

​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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