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

On September 1, the Princeton Board of Education
passed a resolution to vote on a bond referendum worth
over $85 million intended to renovate school facilities.
The proposed renovations, if passed in full, would impact
Princeton Middle School, PHS, and each of the four
PPS elementary schools by modernizing aging district
buildings and expanding PPS’s capacity to accommodate
an increasing student population.

The projected spike in student population is a result of
the municipality of Princeton complying with New Jersey’s
affordable housing requirements via the construction of
multiple residential developments across the township,
the largest being those adjacent to the Princeton Shopping
Center. Moreover, on October 18, the state mandated
municipalities across New Jersey to meet specific housing
obligations: Princeton is calculated to currently need 60
affordable housing units, with an additional 276 in total
over the next decade. As such, the district expects an even
greater influx of students, which the BOE purports will
be beyond the current capacity of PPS.

“We, as a community, know that there’s been some
affordable housing mandates and that the ... housing that
Princeton was required to build resulted in about seven
new developments that were approved by the council
and are now underway and being built around town,”
said Beth Behrend, an executive BOE member.

If approved, the BOE’s proposal for a bond referendum
— where the local government asks for a vote from the
public to approve or reject a project — would allow the
government to borrow (via bonds) funding to complete
the project. Princeton Township residents will vote on
this referendum on January 28, 2025. To ensure that the
public has a greater degree of flexibility surrounding
the parts of the proposal they support, the BOE has
divided it into three parts, each of which will be voted
on independently.

“There’ll be three questions on the bond referendum,
and question one has to pass for question two to pass,
and questions one and two have to pass for question
three to pass as well,” said BOE member Susan Kanter.
“Since I’ve been in Princeton, that [hasn’t been] how
referendums have gone out, so it’ll be new to the public
to have that choice.”

The first proposal section, or “question,” would renew
Community Park Elementary facilities and install
small-scale ventilators at PHS, along with a broader
HVAC system. Although the improvements would cost
approximately $37 million, savings from the new HVAC
may total $150,000 to $200,000 annually.

“The renovation will encompass the building’s HVAC
system, including the chillers, the boilers, and the air
handling units,” according to the PPS website. “This work
will bring these outdated systems up to par with those at
the elementary and middle schools."

If the first question were to be approved,
Princeton residents would then vote on the
second question, which costs $38.3 million
and largely consists of changes to PMS
infrastructure. However, this question
would also remodel the Numina Art
Gallery and transform current district tech
offices to be used for student instruction.
The third question of the proposal, worth
nearly $13 million, is focused entirely
on constructing more classrooms and
enlarging existing facilities at Littlebrook
Elementary.

“The school district does not operate
in a vacuum, and we are aware of other
recent impacts to the taxpayer. After much
discussion, the Board and administration
believe that a three-question format is
the best approach to let voters decide
their additional level of investment in
the public schools,” said BOE president
Dafna Kendal.

Behrend and Kanter emphasized that the
state, rather than the municipality, would
pay for significant parts of the proposal;
approximately 15 percent of the question
one and two funds would come from
New Jersey. If all three questions were to
pass, owners of Princeton homes with an
average assessed value of $853,000 would
see an estimated increase of $532 yearly
for 27 years of financing.

BOE members disavowed any form
of advocacy from other members,
emphasizing the importance of voter input
in the January decision.

“Our job is just to put together the
solutions, and we’ve worked really hard on
it for many years, and had some really good
professionals advising us,” said Behrend.
“We’ve had a lot of forums with the public
… it’s been a really collaborative process.
We all learned a lot, and I think we all
feel pretty good about the solutions we’ve
come to, and now putting it out there for
the voters to consider.”

BOE passes resolution to hold $85 million referendum

In past years, both the Black
History Month and Hispanic
Heritage Month assemblies
followed a special bell schedule:
on a given day, one club would
give two distinct 75 minute
performances separated by an
approximately 30 minute break
in between.

This year, PHS Principal
Cecilia Birge proposes to have
the celebrations occur during
homeroom in a shorter, hybrid
format, during Tiger Time, or
after school like the annual Asian
Fest. These modifications were
requested by many teachers,
as student performers were
missing a significant amount
of class times for rehearsals
and an additional two-thirds of
school-time instruction on the
assembly day; Birge cited loss of
instructional time as the main
justification for the change
“We want our students to
thrive culturally. We also want
them to learn academically.
When a student is celebrating
their heritage on the stage while
carrying 60 absences in a class,
then we’re not doing our job
right,” said Birge.

Birge proposed these changes
before the summer, reaching
out to the advisors of Hispanic
Heritage Month, Latinos Unidos,
and Black Students Union
to receive their input on the
proposed shifts in assembly
structure.

“The [advisors] expressed that
they understand where we’re
[coming] from,” said Birge.
However, many students are
displeased with the modifications,
including Osbaldo Morales ’25,
a student leader of Latinos
Unidos. The changes mean that
only half of PHS will see the
assembly in person (the other
half on Zoom), which Morales
feels would diminish the impact
of the assembly in highlighting
the culture of underrepresented
students.

“With this going on, I just feel
not heard,” said Morales. “[PHS]
is a predominantly white school.
[The assembly is] a way to show
that [we Latinos] are here. There’s
a lot of us, right, that are in this
school, and [people] don’t know
that we’re here.”

Lena Hamilton ’25, the president
of Pride, Unity, Leadership,
Sisterhood, and Esteem club
(PULSE) is also protesting the
change. The club, which aims
to “promote a safe space for
women of color to excel in our
community,” had previously been
a leader in the Black History
Month Assembly. Hamilton fears
that, if the assembly is moved
after school, fewer people would
attend, resulting in less chance
to foster understanding between
different groups within the PHS
community.

“Assemblies like these foster
communication and open
dialogue across students who
wouldn’t normally talk to each
other”, said Hamilton. “Last year,
after the assembly, I had a lot of
people coming up to me who I
didn’t even know, going, ‘Wow,
that assembly was so good!"

Birge stated that, despite
positive reactions from students
and community members,
cultural assemblies have not
addressed fundamental issues or
created long term change.

“To me, the message is that
the students are feeling good
about the celebration only ... but
then in other aspects students
are not feeling included, and we
must address that ... one day of
celebration [is] not addressing
the issue in a fundamental
manner,” said Birge.

Moreover, additional cultural
clubs have requested their own
celebrations, including the
Muslim Student Union and
several South Asian culture clubs.
In Birge’s view, maintaining past
years’ special assembly schedules
while also creating space for new
assembly requests can make it
difficult for teachers to fully cover
the curriculum.

“[PHS’s schedule has]
extremely limited time [and a]
very rigid school structure by
default at the state level. [We have
to consider] the availability of
[the] PAC as well as the amount
of time required to put up a
really fabulous show like that,”
said Birge. “We want to keep
that highlight for our students.
We want them to walk away
at graduation [and] say, ‘I did
something,’ but we can still do
that in 60 minutes.”

In order to reach a solution,
Birge has asked student leaders to
send a proposal for an assembly
that would address some of the
administration’s concerns.
Hamilton is currently drafting
the Black History Month assembly
proposal along with other leaders
to address the administration’s
concerns.

“We’re making a proposal to
send to Mrs. Birge on how we
would do [the assembly] and
make sure it’s as educational as
possible,” said Hamilton. “I’m
very hopeful that we’ll have a clear
solution to this before February,
so that we can have our assembly,
because I think a lot of people
recognize how important these
assemblies are in promoting
diversity and inclusion within
our school.”

PHS Social Worker for Wellness
and PULSE advisor Bethany
Siddiqu is confident that this
year assembly leaders can address
some of the administration’s
concerns about students skipping
the assemblies as a means to cut
school.

“Mrs. Birge was not pleased
with some of the attendance
issues related to the assembly,
which I think can be resolved
this year in a similar format as
we’ve done with the club fair,
and now even our evacuation
drills,” said Siddiqu. “We can
utilize the scanning system to
scan in students to verify their
attendance.”

Siddiqu believes that with these
issues resolved, Birge will approve
an in-person Black History
Month assembly.

“I think that Ms. Birge was
really receptive to the students
advocating to have an assembly.
I think she wants to see the
students step up in an organized
way to let her know what [they]
want to do, what the mission
is, what the layout and the
format and all that kind of stuff
is going to be, which is totally
understandable,” said Siddiqu.

Will Ponder ’25, leader of
the Multicultural Student
Achievement Network (MSAN),
is similarly confident that the
Black History Month can work
in a shorter time frame, and said
that the administration has been
receptive to possible changes.

“I think a compromise can
occur. Since there is a Tiger
Time every week on Thursday,
it is definitely an option to
incorporate some sort of a
cultural assembly within one of
those days during this year,” said
Ponder.

Siddiqu also emphasized how
impressed she is with the student
leaders who have worked to
reach a compromise with the
administration, while at the same
time not refraining from their
ultimate goal.

“I’m just really proud of the
students that are voicing their
opinions about something,”
said Siddiqu. “It can be really
scary to have a meeting with
your principal or to challenge
authority in any type of way,
but I think that the student
leaders of MSAN, PULSE and
Latinos Unidos have been really
professional, and I’m just really
proud of them."

Assembly format changes spark spirited student response

### Mara Franceschi

> "I want everybody to find the joy in learning."

Mara Franceschi, the race’s only
incumbent, hopes to continue her
work to ensure all students can
reach their fullest potential
in public education.

After receiving an MBA from Columbia, Franceschi has worked in finance for ten years. A mother of three with two children at PHS, she has been actively involved in the schools and town since her move to Princeton 14 years ago.

“In the last 14 years ... I’ve been deeply involved with the school ... I was the treasurer and president of the Parent Teacher Organization (PTO) at Johnson Park and then [the PTO Committee]. I’ve also been [an] assistant treasurer at the library,” Franceschi said.

Franceschi plans to utilize her BOE experience to best support quality education in the school district.

“I do think that it’s important to maintain some of the institutional knowledge and experience [of the Board]. I was surprised at how much there was to learn [after being elected], even though I spent a decade before that really involved with the schools ... It’s quite different from just other nonprofit-kind of board experiences,” Franceschi said.

Franceschi emphasized her focus on the district’s budget. She aims to collaborate with other board members to ensure the district remains financially sound, particularly as the student population continues to grow.

“It’s a very difficult fiscal environment with the inflation rate and … costs that have just been going
through the roof,” Franceschi said.

Franceschi feels her mission, along with the rest of the BOE, is to solve these financial challenges so students and educators are able to focus more on education.

“My overarching reason for joining the board is that I am passionate about public school and public school education for all children, making sure that every child reaches their full potential ... It’s not a sprint. It’s a marathon. And I want everybody to find joy in learning,” Franceschi said.

### Ari Meisel

> "There needs to be more opportunities... for people to connect."

Ari Meisel is a business coach and active member of many organizations in Princeton, including the Princeton First Aid and Rescue Squad, the PMS PTO, and the Princeton Jewish Center. After graduating from The Wharton School of the University of Pennsylvania, Meisel worked in construction, but after a diagnosis with Crohn’s disease, he was forced to develop a new
living philosophy; he has since made these ideas the foundation of his own consulting agency.

“I did a TEDx talk on the entire experience [with Crohn’s disease], and I’ve replicated my results with a whole bunch of other people … Over the last 12 years, I’ve spoken on stages all over the world, consulted hundreds of different companies and individuals ... and published 12 books,” Meisel said.

Meisel hopes to use his experience in the corporate and nonprofit world to address operational inefficiencies in the district.

“[In PPS] there are a lot of staff who are under-resourced, [such as] guidance counselors [with] a 125 student caseload each,” said Meisel. “That’s a New Jersey standard, sure, but there are ways that
we could be supporting that with free tools and systems, processes that aren’t necessarily in place,”

Meisel emphasized the value of transparency, especially following the dismissal of PHS principal Frank Chmiel and the resignation of superintendent Carol Kelly. He hopes that making the BOE more accessible to community members will help mend a purported lack of trust in the board.

“One of the things I’ve tried to propose to the board is social media. The board doesn’t use
it, and the board should. We have a public meeting once a month, [but] not everybody can do that. There needs to be more opportunities ... for people to connect,” said Meisel. “We need to be in a situation where the community trusts the board ... and [their] decisions.”

### Lisa Potter

> "I believe that my background being an Asian is a strength."

After immigrating from Taiwan, Lisa Potter received an MBA from NYU Stern and a master’s in Human Resources from Cornell and has since gained experience in human resources and operations. A mother of two with a junior currently at PHS, she has been involved with the Princeton Chinese Language School and the PHS Football and Cheerleading Booster Club since her move to Princeton 15 years ago.

“I believe that my background being Asian is a strength — Princeton itself is close to 20 percent Asian, and, to date, there has not been a board member who is Asian-American. I do believe in being an inspiration, hopefully, [and] a role model,” Potter said.

The dismissal of former PHS principal Frank Chmiel initially drove Potter to join the board. Potter believes that her background in human resources would still be invaluable in helping fill other vacancies moving forward, including the position of superintendent. Potter feels that careful planning during the hiring process can help solve some of the retention issues the district faces. She added that developing a sense of security among staff will allow them to voice their opinions and create a better learning environment for teachers and students alike.

She aims to be a candidate who has the humility to recognize such complexity and collaborate with all stakeholders to find the best solutions for Princeton’s students and schools.

“I would encourage the voters to vote holistically ... Having that spectrum [of Board members] because they’re going to bring a slightly different perspective and opinion [is] just going to make our decision making so much more holistic,” Potter said.

### Chris Santarpio

> "I'm very active in the PTO at Community Park Elementary."

Christopher Santarpio is the co-chair of the Community Park PTO. Santarpio received an MBA from Rutgers University and a Bachelor of Science degree from Villanova University. He moved with his husband from Cherry Hill to Princeton in 2020 after enrolling his son in kindergarten at Community Park and quickly became involved with the school.

“I’m very active in the PTO at Community Park Elementary,” said Santarpio. “I started out as a room parent, then organized events such as ‘Steam Day’ for the entire school … where the students go [to different rooms] to have a 15–20 minute conversation or presentation [with groups like] the Princeton [University] robotics club and the rocket club.”

As an experienced PTO co-chair, Santarpio understands PPS’s slate of challenges and opportunities. To address these issues, he plans to implement a greater degree of collaboration with outside organizations like Sustainable Princeton.

“Princeton is such an amazing, special town [with] a wealth of organizations that are willing and want to help out,” said Santarpio. “I think a lot of the challenges that the school district faces can tap into [them] for additional help and support.”

As a parent, Santarpio has experienced communications issues firsthand. He plans to use his experience in supply chain operations to bridge communication gaps and ensure the district is running smoothly.

“I think an idea could be … to create a liaison between the district and [its] third party service providers, and that includes after school with the YWCA or the food services or any other outside vendors,” Santarpio said.

However, before putting his plans in action, as a new board member, he wishes to first understand how the board currently operates.

“I think the first thing, if elected, is just [to] observe [the] proven method that [the Board has] found success in … and identify those gaps [in the method] and improve them. And then that’s when we could tap into the local organizations to see if they could [provide] that knowledge base [not] already in the district,” Santarpio said. 

### Erica Snyder

> "It's really important that you find someone who... has a clear vision."

Director of Cherry Hill Nursery School and co-chair of Community Park Elementary’s PTO, Erica Snyder is another first-time candidate for BOE. Snyder holds a bachelor’s degree in education from DePaul University, a master’s in education technology from East Carolina University, as well as a Certificate in eLearning from Texas A&M University. Having frequently moved due to her husband’s army deployment, she wishes to utilize her experience teaching and working with administrators in multiple districts to help Princeton face its current challenges.

One of Snyder’s main focuses is the search for a new permanent superintendent to replace Dr. Kathleen Foster, who has been interim superintendent since October 2023.

“I think it’s really important that you find someone who wants to stay in the district and has a really clear vision on how to make changes and unite the district from pre-K all the way through 12[th grade],” Snyder said.

Additionally, Snyder plans to address a purported communication gap between the district and parents, particularly by making information about the PPS curriculum more available and facilitating contact between parents and relevant district officials.

“Sometimes it’s difficult to really understand [the] scope and sequence of … the middle school to high school pathway,” Snyder said.

Snyder plans to better support students with knowledge gaps that put them below grade level, particularly black and brown students. She would work to create alternative post-secondary pathways to success for students whose plans do not immediately involve college.

### Shenwei Zhao

> "I really want to hear from students."

Shenwei Zhao, a first-generation immigrant and IT professional, is running on a platform of openness and accountability. Zhao received a Bachelor of Business Administration degree from Shandong University, Master of Science degree from Ball State University, Zhao plans to use his backgrounds in both business and IT to help the board.

“I think there are some trust issues ... to be fixed I think the way [the BOE makes] decisions, and then the process they get input from the community, needs to be adjusted,” Zhao said.

Zhao cited the abrupt dismissal of former PHS Principal Frank Chmiel as a reflection of a lack of understanding between administration and students.

“We had a good principal in the school,” said Zhao. “Most people liked him, and nobody really knows what he was punished for. The superintendent left, and most people don’t know [why].”

Zhao believes that the diversity he would bring to the board would improve understanding between the board and Princeton community.

“I’m a first generation immigrant from China. The Asian population in the town and in school … 20 percent or even higher in the school, and I believe there needs to be some representation,” Zhao said. “Even though I don’t really support identity
politics ... I think there are some cultural
values that need to be collected in the decision
making for the board.”

Most importantly, he hopes for increased communication about the student experience. To facilitate this process, he encourages all PHS students to reach out to him.

“One thing that we’re missing as candidates is [recognizing] what [students want] ... The most important thing is the educational goal,” said Zhao. “I really want to hear from students. Regardless if I get elected or not, my message to everyone will be to go back, focus on what our kids need and provide the best environment.

Meet the candidates: 2024 Princeton Public School Board of Education election

On May 9, approximately 50 PHS students gathered around the flagpole, where they chanted and made speeches. This student-led walkout aimed to raise awareness in the PHS community about the ongoing war in Gaza and to support Princeton University students’ calls for divestment from Israel.
“When we were at the flagpole, we led two specific chants; ‘Disclose, divest, we will not stop, we will not rest,’ calling for the boycott of Israeli ties and funds that institutes promote across the country [and] ‘Free Free Palestine,’” said student protestor Asma Qureshi ’25.
Many of the students, accompanied by Princeton police, then marched to the Princeton University campus, where they joined protestors at the Gaza Solidarity Encampment in creating art, enjoying food, and performing chants.
The PHS walkout joins a nationwide movement of student protesters demanding that their colleges divest, or break financial ties, from Israel. Many protestors also call on their universities to demand a ceasefire in Gaza, reaffirm students’ right to protest, and disclose how their endowments are invested. While some colleges have dispersed protestors’ on-campus encampments through negotiations, others, such as Columbia University and UCLA, have utilized law enforcement. Princeton University’s encampment dispersed in mid-May after the university both held negotiations and made several arrests.
The main organizers of the walkout, Qureshi and Zia Hughes ’26, spread information to fellow PHS students through word of mouth, social media, and flyers.
“When we started the walkout,” said Qureshi, “We made it very clear what our intentions were, which is, and it was written on our [flyers] as well, that we are students of peace and are students for justice.”
The PHS administration affirmed the student protestors’ rights to free expression. They noted that the student protestors largely followed school regulations, including signing out from the Main Office before leaving the campus. An email to parents from Principal Cecilia Birge and Acting Superintendent Dr. Kathie Foster described the protest as “respectful” and “orderly.” However, Birge raised several concerns, including the flyers posted in the hallway.
“The walkout on May 9 was not authorized by the school. Therefore, our responsibility was to [safeguard] students’ First Amendment rights and [ensure] compliance with school regulations,” said Birge. “In this regard, all flyers and posters in our building must receive approval from [Diana Lygas] before being displayed on hallway walls. We removed all posters that had not obtained [Lygas]’ authorization immediately after they were put up.”
Cooper Jacknow ’26 and Jacob Rotenberg ’27, members of the PHS Jewish Club, commented on a chant from protestors that they characterized as antisemitic.
“[At] the May 9 walkout, people were chanting things that I think are anti-semitic,” said Rotenberg. “I’m sure they don’t mean it … If they do, then that’s [a] problem, and we’re glad to help educate them and show why it’s wrong.” 
Jacknow and Rotenberg emphasized that the act of protest and walkout itself was an acceptable expression of freedom of speech. However, they criticized the act of chanting within the building for distracting students. The two specifically took issue with one of the student protestors’ chants: “From the river to the sea, Palestine will be free.”
“When [the student protestors] say ‘from the river to the sea, Palestine will be free’ they’re saying from the Jordan River to the Mediterranean Sea … but the only thing in between the river and the sea is Israel. And Israel is the Jewish [state], so it feels very targeted when they say [it],” Rotenberg said.
The walkout’s organizers reject the idea that this chant was antisemitic. They instead view it as a call for peace in the contested region, removal of Israeli occupation of the West Bank, and nonviolent coexistence between the Palestinian and Israeli peoples.
“Before Israel was created, the land of [historic] Palestine was from the Jordan River to the Mediterranean Sea. [But]... the Israeli government prevents Palestinians from living freely throughout that land, their historic land. [The chant] in no way calls for the oppression of anyone and simply calls for the abolishment of [restrictions],” Hughes said. 
In the United States, incidents of both islamophobia and antisemitism have vastly increased after the violence of October 7. According to the Council on American-Islamic Relations, there was a 178 percent rise in reports of Muslim hate incidents in the months following the October 7 attacks. The Anti-Defamation League reported a 361 percent increase in antisemitic incidents compared to the year prior.
In May, the Jewish Club put up posters throughout the school both in celebration of Jewish Heritage Month and to counter rising antisemitism. Birge similarly noted the administration’s efforts to combat hate. 
“Fostering a hate-free environment within our school is about ensuring a safe and inclusive space for every student. To achieve this, we prioritize educational programs that promote intercultural understanding, diversity, and empathy,” Birge said. 
On May 3, PHS held its annual Holocaust Assembly provided by 3GNY, an organization that runs workshops designed to provide students with an opportunity for deeper dialogues in smaller environments under the guidance of teachers.
“Our goal is to introduce this workshop to our students next year,” said Birge. “We are also actively seeking opportunities to organize a forum involving Muslim leaders from the community, along with engaging in joint interfaith dialogues.”
Birge also emphasized the role of the counseling department in helping students to develop emotional resilience.
“Our counseling department plays a pivotal role in addressing sensitive subjects,” said Birge. “Some students may feel fearful or anxious when they experience [or] witness conflicts. These are natural physical responses to traumatic circumstances. Our counselors are equipped with the necessary training to assist students in navigating and processing these emotions.”
PHS Counselor Rebecca McEvoy wrote that, in addition to speaking with their guidance counselors and trusted adults within PHS, students are encouraged to seek support from religious organizations and find community through activism. McEvoy emphasized that effectively addressing the difficult situation can help strengthen the PHS community.
“Some key lessons that we can learn from this crisis are the importance of empathy and understanding, providing safe spaces for open dialogue, fostering community through inclusive practices, and continuing to educate students and faculty about the impact of bias and prejudice,” said McEvoy. “Through curriculum development, professional development, community partnerships and student leadership, many of these lessons can be addressed in our schools.”
In the classroom, history teachers Elizabeth Taylor and Katie Dineen have led lessons about the Israel-Hamas conflict in a way that allows for greater understanding. However, both are careful not to provide students with opinions on specific situations, and focus instead on presenting historical context and critical thinking skills so students can form their own conclusions.
“[In my Sociology class], my goal was to give [students] some time and space to consider what the world and the nation and the PHS community is experiencing. I asked them to apply different theories of conflict and prejudice that we had studied earlier in the year to the situation,” Taylor said.
Birge also underscored the need for dialogue to establish critical thinking as a way to promote acceptance.
“[Critical thinking] is not solely about criticizing opposing views … Instead, it is about understanding different perspectives, developing empathy, and building connections among individuals,” said Birge. “[It] guides us as we engage in civic discussions and make informed decisions.”

PHS reacts to the Israel-Hamas War

At the conclusion of the 2022-23 school year, long-standing custodian Gary Harris retired, leaving behind an enduring legacy of hard work and kindness in the PHS community. Harris was devoted to promoting recyling at PHS, a passion that began in a previous career at a paper company.
A majority of recylable waste at PHS ends up in the landfill as a result of PHS students’ general lack of environmental awareness when discarding garbage. These findings were part of an investigation by the Tower prompted by claims made by Harris about the substantial ineffectiveness in the PHS waste management system.
Throughout his tenure, Harris observed a reluctance among students and faculty to recycle; there were often recyclable pieces of trash in bins bound for the landfill and vice versa. 
PHS Custodian Jennifer Gonzalez agrees with Harris, adding that this makes her job significantly harder. 
 “When I look at the trash, it’s mixed,”  said Gonzalez. “Students don’t care and don’t recycle correctly.”
While Gonzalez and other custodians try to separate recyclable material from trash, she admits that often there isn’t enough time to sort through everything, so they are forced to throw out all the contents of the recycling bin.
Matt Bouldin, the Princeton Public Schools Business Administrator and Board Secretary, said that the most common factor that causes recycling to go to the landfill is when students improperly throw food waste in with recyclable material. 
“A container of recyclable products contaminated with as little as one food product becomes landfill waste,” Bouldin said.
PHS AP Environmental Science teacher James Smirk has been a significant figure in collecting data on PHS recycling. He and several students conducted a waste audit concerning the PHS recycling process and came to a similar conclusion. 
“Most of our recycling is contaminated with food waste. This creates a situation where recyclable material will be returned to the general waste stream. Most schools solve this by targeting cafeteria waste, but because of our break system and the number of students who eat in classes, focusing on the cafeteria has a limited impact,” Smirk said.
As a result of waste cross-contamination, very little eventually makes it to the district’s recycling processor, Republic Services Recycling Center. PHS has one recycling dumpster, compared to three landfill dumpsters. 
Given the limited impact of sustainable waste management efforts aimed at the cafeteria, PHS has turned to other solutions. Jenny Ludmer, a program manager at Sustainable Princeton, focuses on educating the PPS community regarding sustainable practices in an effort to make its recycling more efficient.
“Education and outreach for everyone in the building is key to achieve a clean recycling stream,” Ludmer said.
Clear signs specifying which waste items to put in the recycling and which to put in the bin bound for the landfill are helpful in countering food waste contamination, it is not a complete solution; students often throw waste in the larger bin that they see first, regardless of the type of waste. Ultimately direct signs combined with a school-wide recycling education program is necessary to realize true progress in sustainable waste management.
“Consistent and sustained education and outreach for everyone in the building is key to achieve a clean recycling stream,” Smirk said.
Sylven Waldman, an incoming leader of the PHS for Climate Action club for the 2024­­–­­25 school year, acknowledged the importance of further education efforts.
“I definitely think that there’s a good amount of students familiar with the recycling process at PHS, but unfortunately I just don’t think it gets out to enough people,” Waldman said.
PHS students also participate in promoting sustainability through conducting waste audits, cleaning up waste, and performing community advocacy. In particular, the PHS for Climate Action Club has led an effort for more sustainability and an effective waste management system. 
“We [have] recycled old scrap paper into new paper to make cards ... we’ve hosted bake sales, planned protests, made petitions, [and] donated to eco-friendly charities and initiatives,” Waldman said.
Several administrative developments have also been made regarding food waste. Every kitchen and cafeteria in the district is equipped with compost containers. PHS has also installed an energy efficient dishwasher. In 2021, the district began a partnership with Trenton Biogas to convert leftover food scraps into renewable energy. This school year, the partnership has collected over three tons of food waste. 
Next year, Smirk and PHS custodian Leslie Vega hope that PHS will invest in clearer signage and more recycling bins. Moreover, a new class, Environmental Systems and Design, will be introduced next year; it aims to encourage students to improve the school’s  outcomes associated with waste as part of a core project for the class. 
Thanks to such efforts, PHS is certified with the statewide program Sustainable Jersey for Schools. Other actions taken by the high school include establishment of a Green Team to oversee sustainable progress and an Energy Savings Improvement Plan to facilitate improvements in energy efficiency. As a district, PPS has made significant progress regarding sustainability.
“In the summer of 2022, the district transitioned to greener cleaning with six different cleaning products,” explains the PrincetonK12 website. “The floor cleaner, glass cleaner, degreaser, hand soap, paper towels, and toilet paper used within PPS are all certified by Green Seal, indicating that they meet the highest standard for protecting the health of students and staff and the environment.”
PHS continues to make significant efforts in accordance with the Sustainable Jersey for Schools Program. Moving into 2024, progress will continue to build a more modern, efficient, and eco-friendly high school.
 “PHS [sustainability] is renewed again at the Bronze level. Dr. Barnes Johnson [the district science supervisor]  is leading the effort to add more actions to the certification this year, with the plan for Smirk to take it on next year,” Ludmer said.

Tower investigates: Is PHS actually recycling?


   On March 18, 2020, Princeton Public Schools was mandated to close its doors in the wake of the COVID-19 pandemic. Students logged onto virtual classrooms, using a video call platform that seemingly came out of nowhere: Zoom. Although many initially celebrated the “two weeks off school,” the “vacation” transformed into a quagmire of mask restrictions, endless screens, and a lasting health and educational calamity. Four years after the pandemic first began, PHS has returned to relative normalcy while nonetheless retaining significant changes left by the COVID-19 era, including adjustments in teaching methods, approaches to student well-being, and the overall culture of the school.
   Adapting to the virtual classroom during the pandemic, teachers were pushed to find and create new online resources to maintain student learning quality. The pandemic-induced embracement of digital learning tools allowed for online data collection during science classes and helped simulate in-person instruction. Many of these digital tools, including Formative, Gizmos, Pear Deck, and PHET Simulation, are now integrated into the post-COVID-19 classroom. 
   “I've always wanted to bring technology into my classroom. I think that I took the time [from COVID-19] to put a lot of my direct instruction online, and because I had the time to do that, it means that I lecture less in class and I allow for hands-on activities more in class,” said Chemistry teacher Janine Giammanco. “I think that the engagement in my class has really gone up because it's more student driven and it's more hands-on.” 
    However, not all teachers openly embraced technology even after COVID-19. Although online instruction forced teachers to move their classrooms onto Canvas, after this pandemic-led imperative no longer existed, some teachers moved away from online technology and back to traditional classroom teaching methods.
   “There's some teachers of all disciplines that are just in love with technology. You could gamify the Latin classroom. But I just think Latin lends itself to the way it's been learned for millennia,” said Latin teacher Nolis Arkoulakis. “There's also just a desire to make people interact with one another [more]. After COVID, people just wouldn't even speak to me, let alone to their colleagues [and peers].”
   Science teacher Alexander Henderson also finds that while the pandemic-adopted learning tools helped facilitate virtual instruction, the increased reliance on technology and digital communication during and after COVID-19 has made students more reluctant to partake in verbal classroom discussions with other students and teachers. 
   “I use a program called Formative where all my students submit answers as we're going through the lesson … because I've noticed that after the pandemic, a lot of students don't want to talk. They don't want to actually participate anymore … so to have it where everyone can submit their answer without even having to talk … I can assess everyone in general at the same time, which has been a very big benefit,” Henderson said. 
    In addition to increasing academic disengagement, the lack of structural classroom expectations during COVID-19 decreased the level of self-discipline and self-regulation generally expected of high school students. 
   “Students basically figured out that there is only so far we can humanly go to hold them accountable, and some have continued to take advantage of that,” said Gable. “There is a certain suspension of disbelief that is required for school to be a functioning institution, and virtual schooling really stretched that to the breaking point.”
   After students returned to in-person classrooms, the decrease in self-discipline inherited from virtual schooling extended beyond disengagement in core subjects and into disorganization in extracurricular activities, such as band. 
   “When we came back from COVID, [I] had to reintroduce practices and routines that were usually part of the fabric of what a band kid would know before they got [to PHS]. Showing up with your instrument and having your music and being ready to play was not standard practice,” said PHS Band Director Joe Bongiovi. “We had to actually teach a lot of basics that we didn't usually have to teach for band class.”
   As a response to the lack of student organization in the classroom, helping students learn and act on the expectations of a functional classroom has been a primary objective of many teachers. Anna Rose Gable, an ESL teacher at PHS, aims to rebuild the peer connectedness of the post-pandemic classroom through activities that encourage student-to-student interactions. 
   “Within my classrooms, I've really tried to build community not just between myself and my students, but also from student to student,” said Gable. “Even with my native-English-speaking students, I've found that students need a lot more structure now to meaningfully communicate with one another in small groups. I've become quite fond of using the ‘bicycle chain’ (also known as ‘speed-dating’) method of rapid one-on-one conversations about a fairly narrow set of questions.”
   Many teachers also underlined the heightened importance of understanding and supporting students on a personal level. Giammanco noted the increased need for structure in student interactions and highlighted the efforts to be sensitive to students facing challenges. 
   “I think that students want to know that you have their best interests at heart,” said Giammanco. “I've been [trying] to be particularly sensitive to students who may have late assignments or are struggling in class. I always try to contact their guidance counselor, contact home and talk to them personally more than I ever did before COVID, because you just don't know what students may still be struggling with after the pandemic.”
   To more extensively address elevated mental health struggles in students during and after COVID-19, PPS partnered with Effective School Solutions (ESS), a firm in New Jersey that focuses almost exclusively on adolescent mental health, in order to implement mental and behavioral support programs in Princeton Middle School and PHS. 
   “[This] is a level of service that we’ve never had before [the pandemic]. It’s what’s called tier two services. What’s provided by our counselors is basic tier one services, like check ins. If you have something that you are feeling uncomfortable about, you can go into their office and they help you to jump over [that] hurdle,” said PHS Principal Cecilia Birge. “Tier two is elevated in that you are not able to regulate emotions for an extended period of time that it’s creating a negative impact on your academics. That’s when we do more focused and more frequent checkins.”
   The administration has also been actively engaged in implementing initiatives to foster a renewed emphasis on in-person learning.
   “We don’t allow remote learning anymore and we recognize the value of face to face learning. We are creating a lot more opportunities for students to interact with each other in person so I think that we have really jumped through quite a lot of barriers and made significant progress.” said Birge. “[For example], 9th graders have learning labs [so that they] are all sitting together and you are not all sitting separately in the hallway with your devices to yourself; it’s not alone time, you are sitting together and are expected to do your work. There are also even PTO meetings that are all in person.”
   Birge outlines the school’s proactive steps in instilling structured frameworks across various facets of student life, acknowledging the importance of maintaining a balance between academic freedom and a strong sense of personal responsibility as well as ethical decision-making. 
   “[Over] the last two years or so, [PHS] began to build more structures around different activities,” Birge said. “One example [of this] is the student handbook; at the beginning of the school year we asked every student to sign the academic integrity pledge. [Additionally], there [are] more building monitors and teachers on duty. [We are] observing so that we as an administrative team can take that feedback and design programs and really enhance students’ leadership skills to [return to the normalcy of years prior].”
   Building on the commitment to address mental health challenges, the administration's efforts also aim to cultivate an environment where students can thrive not just academically but also engage in meaningful social interactions. 
   “Little by little we hope that students climb up that ladder of appreciating face to face communication, not replaceable by chatting with chat gpt or some bot on the internet, because we can develop trust and relationships when we have personal interactions among all of us,” said Birge. 


Four years after the pandemic began: how PHS has changed

“You’re not oppressed. You’re not an oppressor. Stop HiTOPS,” reads the neon sign of Princeton Public Schools parent Luke Alberts, protesting the organization in front of Princeton Middle School. The demonstrations began January 11 and took place for 30 minutes each morning for the following two weeks, where Alberts and several other parent protesters demanded revisions to the HiTOPS’s curriculum taught in PMS classrooms. 
PPS’s partnership with HiTOPS began through the state-mandated program Pathways to Racial Literacy. Under New Jersey’s diversity, equity, and inclusion mandate for schools, the “Identity Pathway,” a section of the curriculum making up three of the 25 total courses, focuses on helping students develop their identities and contains discussions about gender, gender expression, and other LGBTQ+ topics. Former PMS counselor, Thomas Foley, now HiTOPS’s Senior Education Manager, teaches the courses together with fellow PMS educators.
“What the lessons are trying to do is to try to help students understand…how others see the world maybe a bit differently,” said Kimberly Tew, PPS’s Assistant Superintendent for Curriculum and Instruction. “It’s about just understanding that we all come from different walks of life. All these different components; our religion, our ethnicity, our socioeconomic status … [and] our gender identity [all] shape how we walk in the world.”
However, several concerned community members see this differently. Junglien Chen, Luke Alberts, and two unidentified protesters participating in demonstrations outside of the school are a part of a larger group of 15 PPS parents organized under the name Parents for Responsible Education Policy. They have claimed that HiTOPS’s educational rhetoric goes beyond the state-mandated “Pathways’’ program and introduces ideas not suited for middle school students. Among these ideas is the “oppressor-oppressed” dynamic, which PREP alleges leads to unfairness and polarization in the classroom, in part through classing students into binary groups of privileged and oppressed. 
“The concern is that such a divisive approach may not only oversimplify complex social  dynamics but also sow discord among students. [The “oppressor-oppressed” dynamic] fosters a mindset where individuals labeled as ‘oppressed’ might feel justified in their wrongful actions, attributing them to external forces rather than internal choices,” stated the PREP website. “This approach … encourages an externalization of fault [and] detracts from a student’s development of character and accountability.”
The Princeton Board of Education discussed the wider community’s views on both HiTOPS’s curriculum and PREP protests during a meeting on January 30. The meeting provided a platform for PPS parent and member of the LGBTQ+ community Thomas Perc to raise concerns about HiTOPS protestors’ alleged intimidation of children. 
“What I said [at the board meeting] was my response to seeing two middle-aged men protesting during drop off and addressing children,” said Perc. “I heard from my daughter and other students that they were engaging with some of the students, and I just thought it was highly inappropriate, very misguided, and downright wrong.”
HiTOPS declined to speak to the Tower concerning these issues.
Several months earlier in September 2023, HiTOPS had also faced widespread criticism after Project Veritas, a national right-wing advocacy group, released a video alleging HiTOPS’s stance against parental consent and “opt-outs” for several of their lessons. HiTOPS responded by stating that the allegations were false and the result of a misrepresentation of an interview. Led by former superintendent Carol Kelley, PPS concurrently denounced Project Veritas’s accusations.
“Our goal is that all students have access to developmentally appropriate, positive, and medically-accurate sex education. We respect a parent’s right to opt their child out of a class or activity. We hope they won’t, but we respect their right to do so,” HiTOPS’s website emphasized in an official statement.
At the January 30 board meeting, Perc emphasized that the middle school was not the right setting to advocate for change. 
“This is a state mandatory curriculum. It’s not decided by Principal Burr. It’s not decided by sixth graders. It’s not decided by the Board of Education. It is decided by the governor and [the curriculum] comes down from the state,” Perc said.
At the recent board meeting, Dafna Kendal, the BOE chair, shared an anecdote of a concerned mother whose seventh-grade daughter expressed fear of the protesters’ presence and reportedly asked whether it was necessary to hide from them. Kendal went on to suggest that the protesters continue their protests in front of the municipal Valley Road building instead of the middle school.
“[PREP has] every right to protest on the sidewalk, that’s public property, [but] you know this is all about kids … if someone’s actions are detrimental to children, they should think about their actions,” said Kendal. “And that’s not to say they shouldn’t protest [but] maybe they need to examine how they are protesting and … why it is being reported that some kids are intimidated.”
However, anti-HiTOPS protesters object to accusations of intimidation and deny approaching or speaking to children. Protestor Luke Alberts claimed that the only intimidation suffered by students was a product of immaturity and adverse sensitivity.
“As for children claiming to be ‘intimidated’ or ‘scared,’ grow up. What’s so threatening about a pair of middle-aged doofuses with signs telling anyone who reads them that they’re neither privileged or oppressed?  Life isn’t always going to cater to your worldview, which, in the end, can be a wonderful thing,” Alberts said.
Alberts argued for the necessity of protesting in front of the school as a measure of publicity and legitimization.
“If I held up a sign in front of the admin building on Valley Road, do you really think we’d be having this conversation?” said Alberts. “I would just be dismissed as some crank. Ditto in front of the state house.”
At PHS, HiTOPS works with several clubs, including the Gender and Sexuality Alliance club, and offers both a racial literacy elective and the online Princeton Introduction to Racial Literacy course. Additionally, the state-mandated racial and sexual literacy requirements are met through the health, Peer Group, and Teen Pep programs.
“The high school doesn’t [work with HiTOPS] from a curriculum perspective, but some of our clubs, because of their involvement with HiTOPS and the middle school and the community, bring it into the building,” said Birge. “[HiTOPS is] an important organization that provides support for some of our students at PHS.”
In discussing sensitive topics, Birge advocated for engaging in open-minded conversations rather than silencing opposing views. She highlighted the importance of discussion to break away from binary perspectives.
“I think my interpretation of this whole event is to ask what’s the best way to educate our kids to make sure that they grow up to be critical thinkers and be brave enough to meet the world’s challenges,” said Birge.“It’s not that one person is always gonna be progressive and the other always conservative, it’s really a spectrum. …  [We want them to] understand … and figure out what’s the best way, most inclusive way, to bring everyone in the audience so that [we] can have a diversified society and promote peace.”

Weeks of protests continue discussion regarding HiTOPS curriculum

Navigating a “winding path” before settling at PHS, Anna Rose Gable has been an English as Second Language (ESL) teacher for almost three years. A Rider graduate, her self-proclaimed empathetic approach to education was essential in her path to becoming a vital part of the PHS community. Gable’s progressive teaching style and ability to form connections with students creates a uniquely supportive classroom environment.
Gable credits much of her current attitude toward teaching to early experiences with public school. As a child, she first attended an unconventional public elementary school that encouraged a more holistic approach by allowing young students to learn comfortably and focusing on personal interests and creativity rather than on grades. 
“I went to … an atypical elementary school [that] used a lot of Waldorf and Montessori principles. It was really project-based, … [since] we chose what to do based on our own interests. It was very hands-on and experiential, and we [received] a narrative report card that commented on our areas of strength and growth,” Gable said.
Gable’s transition to a more traditional grades-based system in middle school was a shock since she wasn’t prepared for its impersonality and shallow curriculum. For Gable, the flaws of this traditional system brought about a desire to educate in a manner that works the best for students, rather than just doing the bare minimum.
“My middle school was not great. In most of my classes, we read the textbook, we answered the questions at the end of the textbook chapter, and then we went on to the next chapter,” said Gable. “I was like, ‘I think that this could be better.’ I had kind of made this promise to myself that one day, I would go back and try to make education for older kids a little bit more like my education when I was a little kid.”
 Going through high school, Gable’s interest in education flourished. After graduating from Yale and working as an environmental educator in Atlanta for five years, she relocated to New Jersey for family reasons. Gable then decided to continue her studies at Rider University, choosing to pursue ESL because of her formative experiences working with Atlanta immigrant communities. At Rider, the university curriculum along with the influence of her peers further refined Gable’s values in education and her teaching skills.
Along with two other Rider alumni, she participated in a series of conferences for the New Jersey Education Association. After recognizing the severe lack of subject material concerned with aiding English Language Learners, Gable and her peers decided that their input was needed. Later on, at their second NJEA conference, they presented translanguaging, a central principle in ESL programs.
“Translanguaging is using a student’s first language to help them access the content or the curriculum, but not in the sense that you’re just translating everything,” said Gable. “It’s rather like drawing connections to their first language.”
In addressing the diverse language proficiency levels in her classroom, Gable uses a teaching strategy called differentiation. Recognizing the challenge of reaching every student, she illustrates this approach using assessments. For intermediate-level students, it might involve multiple-choice options, while for more advanced learners, advanced learners, it might instead open-ended questions. To accommodate newcomers, Gable simplifies the process by presenting questions alongside pictures. Her ultimate goal is comprehensibility, an ESL buzzword that denotes the class material’s accessibility.
“The point is … [to] make the content of your class accessible, even if you share no language. … You just need enough support to get to that point,” Gable said. 
Anuar Viruel Lopez ’25, a student in ESL English III with Gable, shared insight on the transformative impact of Gable, shedding light on how Gable’s guidance and support went beyond the classroom.
“I would say something that I learned from her is how to write better [in] my stories and also how to speak better and more formal[ly],” said Lopez. “Something [that] sets her apart is that she actually help[s] us and teach[es] us what to do and what’s wrong. … That’s why she is an amazing teacher.”
Gable’s doctrine of empathy and assistance is broadly felt, as demonstrated by a discussion with Dany Isaí Melchor Garza ’24, another student in Gable’s ESL English III class.
“She is always helping me. I don’t have that many teachers that I can talk [to] about my problems. … She is the only teacher that always hear[s] me and always support[s] me,” Garza said.
Gable highlighted several PHS initiatives aimed at supporting ELL students in an extracurricular fashion similar to how she does in the classroom. She noted a new peer group initiative last year that is conducted in Spanish, emphasizing its inclusivity. Outside of the ESL department, Gable recognized the efforts of the Latinos Unidos Club, where students learning English and their fluent peers can learn from each other and celebrate their diverse backgrounds. 
Reflecting on recent progress at PHS, Gable has noted many positive changes towards incorporated inclusivity, such as the increase in the number of ESL teachers and bilingual aides. However, while the district has greatly improved on this front, she finds that there is still room for more bilingual staff in various departments. 
“For a while, we had a bilingual front office secretary or administrative assistant. And having her meant that if my kid — one of my kids who doesn’t speak English yet — walks in the building and doesn’t know where to go, there’s someone they know they can ask,” Gable said. 
Throughout her time as a teacher, Gable has viewed choice as a guiding principle. She feels that every student’s voice should be heard and that this voice should have the power to choose a path. In the ideal classroom, students would be able to pursue learning to the fullest extent using choice as the guiding principle. Gable believes that utilizing this principle requires empathizing with students	and that using empathy to hear the voices of students is an essential prerequisite towards creating choice.
“I would like for every kid to feel they have choice in their education, to get to choose to work on things that are interesting to them, [and] to feel like they’ve learned something new every day,” said Gable. “I … have an attitude that every kid is worth it and every kid has something to say. … To be a good ESL teacher, you have to believe that everyone has something to contribute.” 

Anna Rose Gable pursues empathy in education as an ESL teacher

Every morning, students hear a short announcement of an important person in Black history. These announcements represent a small portion of a larger movement towards greater equity and activism in the PHS community and beyond.                                                                                                                                         
The tradition of honoring African-American history within a specific time period of the calendar year began with Carter G. Woodson when he started the celebration of Negro History Week in February of 1926. Woodson, a noted Black activist and historian, felt that African-American history should be particularly honored given that it was insufficiently prioritized in many American school districts. The week was eventually extended to encompass the entire month.                                                                                                                                          
PHS has been celebrating Black History Month since 2006, and traditions such as making announcements are being kept, while new activities have been formed over the years. Being a thoughtfully planned  and  diverse  celebration  of  history, it is no surprise that the PHS Regional Educational Support Staff Association officer Olive Giles, who helped organize Black History Month, hosted conferences in order to get opinions from the community on how commemorations should manifest themselves.                                                                                                                                     
“It’s like,  how do we tell all these stories…the team put together comprehensive announcements for the entire month that show examples of Black excellence in the sciences, government, politics, military, history, [and] the arts, and it’s laid out [in a way that] makes it easy for me to be able to include that in my announcements in the morning,” said PHS Principal Frank Chmiel.                                                                                                                                         
The Black Student Union (BSU), which had been inactive since 2016, has also recently made a comeback at the February club fair. Many students, not just Black students, are excited to contribute, celebrate, and commemorate Black history every day.                                                                                                                                            
“Something that’s very exciting to me is the revitalization of the Black Student Union… They’ve had 90 students sign up at the club fair, all [with] different cultures and backgrounds, including Black American  students, and so they’re going to be having meetings and getting really active. And to me, as a principal, that’s exciting,” Chmiel said.                                                                                                                                               King-David Ndubisi ’23, who is the president of the Black Student Union, believes that the comeback of the BSU will be an overall benefit to achieving racial equality at PHS.                                                                                                                                               “I believe the purpose is to reform, revive, and expose the hidden Black excellence in our school. By reviving the club, I ‘m giving an opportunity to the upcoming class of Black students,” Ndubisi said.                                                                                                                                               Other new events include Black film screenings that will continue into March, a celebration of activist Paul Robeson, and a Black history program that will run later in the  spring.                                                                                                                                             “We have a series of Black films that we’re going to be showing over the course of the next six to eight weeks, one of which is called ‘1776’… The last big thing we’re doing is celebrating Paul Robeson, who was born in Princeton, and this year is his 125th birthday, making 2023’s Black History Month particularly special and close to home. Then we actually hope to do an actual Black History Month program once the pressure of testing for APs and other graduation requirements are out of the way,” said PHS science supervisor Joy Barnes-Johnson.
“I get to see lots of different things which helped me understand why we still need to have Black history, and it’s kind of just like any other cultural celebration to humanize children; humanize people who identify as Black whether they are African, Caribbean, African-American, or just identify as Black. [We’re] so diverse,” Barnes-Johnson said.
Today, Princeton spearheads N.J.’s efforts toward affordable housing and equity and is home to the Not in Our Town initiative, which offers classes and lesson plans to schools and hosts meetings for people in the community to voice their grievances. The organization has heavily awarded PHS students and staff, notably PHS Racial Literacy supervisor and history teacher Patricia Manhart, and Barnes-Johnson. This push, which was started by a few trailblazing students and teachers, has snowballed into a greater attempt to expand to a wider audience at not only PHS, but also the entirety of Princeton.       
While Princeton currently strives to be a state leader in equity, diversity, and inclusion, its history casts a jarring shadow. Throughout the 19th and the first half of the 20th century, the practice of segregation was exhibited in its schools, institutions such as the YMCA, and businesses along Nassau Street. 
While segregationist outlooks continued to maintain traction in Princeton during the post-Civil War era, integration was finally able to be realized in the 1947 Princeton Plan. This vision aimed to eliminate racial segregation in education through the clearing of biased border lines; for example, it created the first integrated elementary school in Princeton. Although the transition was bumpy, the anti-racist trend continued into the 21st century. 
“The Princeton Plan of 1947 was basically the beginning of school integration here in New Jersey. We realize that here on the East Coast, most people think about Brown v. the Board of Education. But [the Princeton Plan] is a big deal … this is the 75th anniversary of the Princeton Plan here in Princeton … It’s like how do we tell all these stories about who we are; this is what we want to do. And so Black History Month is about telling a bigger story,” Barnes-Johnson said.
In America, Black History Month honors the hardships and successes of African Americans who have contributed to the success of the nation. At PHS, Black History Month also represents a spotlight on cultural diversity and social acceptance. Black History Month may only be during February, but it emphasizes that Black culture and accomplishments should be acknowledged and celebrated all 365 days a year. Everybody has achievements and stories, whether that is expressed through words, art, literature, or ideas; BHM is just one of many ways of passing down Black history. 
“But really, Black history is American history. And that’s a quote from Morgan Freeman, the famous American actor and civil rights activist. [Black history] should permeate all aspects of education,” Chmiel said.


PHS continues its efforts for greater recognition of Black History Month

  After a 54-year career, beginning in January of 1969, Jeffery Lucker, a social studies teacher at PHS, will retire on February 1, 2023. His time at the school contributing to educational progress will undoubtedly leave behind a significant impact on students and teachers alike. 
   With a teacher as experienced as Lucker, it is easy to assume that teaching was always his passion. While studying at the University of Wisconsin, though, he had many differing interests. However, just as Lucker graduated, the start of the Vietnam War brought with it a military service draft for anybody who was not in a select profession. Given that college students were draft exempt, Lucker had two options: either continue school in pursuit of his Master’s Degree, or go to Vietnam. In the end, he went with the first option, and due to a strong affinity for history and teaching, he decided that education was what he wanted to pursue. 
   “Sometimes I say, in trying to decide whether to be a cellist or a doctor, I became a teacher. I actually thought of both and then somehow it became teaching,” Lucker said. 
   After finishing his education and a short stint as a student teacher at a school in Wisconsin, Lucker moved to Princeton, New Jersey, after he was offered a job at PHS. While he had his doubts about the move, he quickly settled into the new position. 
 “I wanted to stay in Wisconsin, but there was nothing available,” said Lucker. “One day, I got an opening in New Jersey, and it was for mid-year… I felt like I was doing what I was meant to do.”
   As a teacher, Lucker frequently draws upon his own experiences as a child in the New York public school system. He believes that the privilege of having good teachers in his early years allowed him to blossom into the accomplished educator he is now, and he hopes to be a similar role model for his students.
   “When I was in high school, we had really good teachers, so they were good role models,” said Lucker. “One of [my] teachers was teaching in the aftermath of the Second World War. They [had] gone through the cost of college on the G.I. Bill, and they had gone to City College, which was called the poor man's Harvard at the time.”
   Interactions with students is another factor that compelled Lucker to keep teaching, and he believes that keeping his students engaged in his class is extremely important. Lucker’s classes often consist mostly of student-driven discussions in which students are prompted to form their own thoughts and opinions about the content that they are learning. In addition, he accomplishes this goal by keeping his classes up to date with current events. Lucker hopes that they take away both an increased knowledge of history and a love for the subject as well 
   “I think that if you're a teacher, it's one of the best ways to learn something. [In] addition to enjoying the interaction with students, I enjoy preparing for class because I read and I try to keep my classes up to date [by looking] at new articles and new materials,” Lucker said.
   Lucker’s emphasis on promoting student engagement and also preparing interesting lessons does not go unnoticed by his students. Kush Sharad ’24, a student in Lucker’s AP World History and Cultures class, especially appreciates how much variety there is in his lessons from day to day. 
“I like how he teaches in a lot of different ways, using videos, texts, and articles, not just one type like some of my other teachers,” Sharad said.
   Lucker’s classes often consist mostly of student driven discussions in which students are prompted to form their own thoughts and opinions about the content that they are learning. In keeping his students engaged, Lucker hopes that they take away both an increased knowledge of History and a love for the subject as well. 
   “I think it's important for everybody to understand history…because history is our memory and you need memory in order to survive,” said Lucker. “It's a way of finding out who you are, and where you came from, both as a country [and] as a people. It's a way of understanding the world better and appreciating [it]. Our present lives [are] products of the past.”
   Along with his lesson planning, Lucker’s vibrant personality is another thing which many students like about him. He constantly demonstrates his passion for his subject, making it hard for many not to enjoy his class. 
   “Mr. Lucker is a really interesting person which makes him stand out from just being a good teacher… I feel that there are definitely some great takeaways from this class both from him and the subject,” said Edward Cao ’24, another student in one of Lucker’s AP World History and Cultures classes.
   Following his retirement, Lucker hopes to pursue his other interests such as running and going to the gym. He is also planning on continuing to learn more about history, auditing courses at Rutgers, and taking classes at the Evergreen Forum in Princeton. Possibly what he looks forward to the most though are his plans to travel to Europe, specifically Malta.
   Lucker’s dedication to teaching has inspired countless students. As he moves on, one thing will be certain: his legacy will always remain at PHS.


Jeffrey Lucker to retire, leave behind 54 year legacy at PHS:

Grace Rebak ’22 sprints up the field, her white jersey shining and her lacrosse stick glinting in the sunlight. With astounding athleticism, she catches up to the opposing team's offense and blocks their shot, passing it to the forward on her team. The crowd watches intently as the ball flies straight into the net.
   Rebak started playing lacrosse for the first time in fourth grade for the Princeton Girls Lacrosse Club. Later, with the same girls on the PGLC, she started playing field hockey at Princeton Middle School. In middle school, she also joined the Princeton Field Hockey Club and the Ultimate Lacrosse Club, further enhancing her skills in both sports.  
   “I started playing then with a lot of the girls that I still play with today. So we kind of build that strong chemistry early on,” Rebak said. 
   In high school, Rebak also joined the PHS Girls Ice Hockey team, further shaping her well-rounded athletic abilities. In addition, her technique and commitment to all sports grew as her training schedule became increasingly rigorous. Varsity Girls Lacrosse and Field Hockey Coach Katie Federico has noticed her growth over the years. 
  “She's really grown a lot. She was a little more timid on the field before and as she got older and more experienced, she became much more aggressive. And she just made that presence,” said Federico. “She also grew as a leader. I find that Grace has a very calm demeanor, but has a way of getting her point across to the point where all the girls on the team look up to her, including her fellow seniors.”
  In all three sports, Rebak feels that both the footwork and defense techniques apply similarly. For an easier transition between seasons, Rebak is diligent with practicing her footwork between seasons. To stay fit outside of sports, Rebak has a set cross-training workout. 
   “I usually lift six days [each week] and then have a rest day. We don’t have [designated lifting] for our teams, but I think we definitely should. It definitely builds up strength in different areas where you don’t have the opportunity to playing on the field. And then I’ll do other things like swimming for rest and recovery,” Rebak said.
  Her athletic achievements have not gone unnoticed, as Rebak has earned numerous accolades during her career. She made the 2018 and 2019 All-County First Team for field hockey and earned the Unsung Player award in 2019. Furthermore, her field hockey teammates awarded her the Most Coachable Player Award in her freshman year. 
   “She is always putting 110 percent into everything she does. This year, she even had a severely sprained ankle, and could barely walk coming off the field, but put in that effort [regardless],” Federico said. 
   Varsity Girls Lacrosse and Varsity Field Hockey player Kayla Christopher ’23 has been on both teams with Rebak. She sees her work ethic also manifest in her leadership style. 
   “I would say Grace is a great leader. She pushes everyone to improve through her own skill and her determination. She is also an effective communicator and makes everyone on the field feel welcome,” Christopher said. 
   In addition to being successful in sports, Grace is also involved in numerous extracurricular activities.  She is a Peer Group Leader, the president of the PHS Lunch with Friends Club, and a participant in the 101: Fund, a PHS college scholarship program. In order to balance three sports, schoolwork, and extracurriculars, Rebak has found that her activities create a concrete schedule for herself, 
   “Ice hockey was before school, so it’s pretty hard to get up. But after school, I like that it left me time to do my work,” said Rebak. “And then with lacrosse and field hockey, it gave me more structure because I would go to school, then go to practice, and then do my homework after. So in that way, it actually helped grades and [extracurriculars].”
   All her hard work paid off in high school as Rebak is committed to Division III lacrosse and field hockey at Williams College. Looking forward to her time at Williams, she wants to forge lasting relationships with her new teammates and improve her skills in both sports. . 
  “I actually don't have a preference [between all three], which is part of the reason I actually chose to play both [field hockey and lacrosse] in college. I would obviously play hockey if I could, but I can't play [all] three. So I chose the two and I'm super happy that I chose to do it because I don't think I would be able to play only one,” Rebak said.


Grace Rebak: field hockey and lacrosse


As sunlight glimmers upon the smooth surface of the deep, blue water, Eugenia Rodriguez-Vazquez ’22 uses every last bit of her strength to keep rowing, using swing and connection with her teammates to propel the boat towards the finish line.

   Rodriguez-Vazquez first started rowing in freshman year, a couple months after she moved to Princeton from Spain. She always wanted to be an elite athlete, so when her brother began rowing for the Princeton National Rowing Association at Mercer Lake, a perfect opportunity presented itself. 

   Since trying rowing, she’s rowed for the Spanish National Team, competed in the Head of the Charles Regatta, and has been recruited to Brown University.  

   “Eugenia is a great asset to the team; she's one of the strongest women in Mercer County,” said Taylor Jones ’24, a fellow Mercer rower.

   It hasn’t always been smooth sailing, as rowing is one of the most difficult sports. Losing is an integral part of any sport, especially rowing, so continuing to have a healthy mindset after a loss is imperative in being a great athlete. This is something Eugenia has come to learn over the years. An essential part of being a student-athlete is also time management. Rodriguez-Vazquez lives by the belief that one has to have a set routine. 

   “It’s definitely hard and it takes a couple of years to get down to it, but having a set routine is very important. And like there’s obviously small sacrifices, like a lot of free time activities that you just can’t fit in, but yeah, I would say lots of sleep. I’m still figuring it out,” Rodriguez-Vazquez said. 

    A large part is making sure she has the best chance of winning is race preparation, which requires mental readiness. Rodriguez-Vazquez’s routine to ensure she is mentally focused involves eating sushi, meditating with a crystal, and discussing race plans with teammates the night before a race. Most significantly, she gets between eight and a half to nine hours of sleep ahead of a race without fail. Rodriguez-Vazquez is also a clear leader on the Mercer team. 

   In addition to being one of the best rowers in the state, her knowledge and experience gained from both her seniority and work ethic gives her a clear advantage as a leader. Eugenia is a welcoming and motivating teammate.

   “She’s very kind … and is friends with the whole team,” Jones said. 

   Rodriguez-Vazquez feels that the biggest accomplishment, even more than race results, is a team’s culture. She believes that she’s helped foster a winning culture in the Mercer team, which she thinks is a better indicator of success as a club.

   Committed to Brown University for Division I rowing, Rodriguez-Vazquez’s biggest goal is to win a college-level crew race. As a freshman, she hopes to make it into the top two boats. In the far future, she hopes to make the U.S. National team and row as an adult. 

   “If they don’t put me [in the top two boats], that’s how it goes… but the goal is just to get through four years of college,” Rodriguez-Vazquez said.

   Rodriguez-Vazquez emphasizes that rowing is a sport that is both grueling and rewarding. Through hardwork and dedication, she believes anyone can become a top athlete. 

   “No matter how [bad] you are at first, there’s always a way up. There’s always something you can be doing,” Rodriguez-Vazquez said.

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