March 2023: Howell. It Could Happen Here

From the Editors ]

Safety is key in the way we live our lives day-to-day, and it’s difficult to pinpoint where exactly our security fails or succeeds. In light of recent events, namely the presence of a firearm at the Feb. 2 basketball game held at our own school, the physical well-being of students and staff is a topic of much discussion. How can we feel safe? How can we be safe? What are the weaknesses in our provided security? What resources are available to empower the district community to feel confident in those responsible for their defense? What is to be found at the root of this issue as a whole? All of these questions are necessary to ask, and just as necessary are any answers we can get. This issue will examine the conditions under which the Francis Howell School District operates in relation to threats against faculty, students and staff, as well as illustrating the importance of being aware of the climate our community is living in. In truth, covering the topic of public safety, namely in educational institutions, is always going to be difficult, but we hope that in this fifth issue we can share what we’ve learned and we all might be the better, and possibly the safer, for it.

SINCERELY, Lorelai Finoch and Reilly Scobey

FHC PUBLICATIONS STAFF ]

CENTRAL FOCUS EDITOR-IN-CHIEF

Lorelai Finoch

FHCTODAY.COM EDITOR-IN-CHIEF

Emily Sirtak

ASSIGNMENTS EDITORS

Reilly Scobey, Sarah Schmidt

PHOTO EDITOR-IN-CHIEF

Aniya Sparrow

PHOTO ASSIGNMENTS EDITORS

Samantha Castille

VIDEO EDITOR

Raina Straughter

STAFF REPORTERS

Emme Bernard, Rachel Blanchard, Birdie Brereton, Amber Davis, Anabel Gundersen, Nolan Haberstroh, Ana Hollowood, Amity Ianiri, Colin Nichols, Kailey Pallares, Moth Payne, Cadence Rulo, Matthew Rupp, Ian Spencer, Aly Wittig

STAFF PHOTOGRAPHERS

Gavin Bearup, Bryce Cash, MaryGrace

Cummings, Kyly Jacobs, Rocco

Muich, Avah Pauck, Amelia Raziq, Ava Reyes, Brock Slinkard, Bella Smith, Makenzie Solis, Caroline Tarleton, Magi Temelkova, Isabella Totra, Andy Waliszewski

ADVISER: Matthew Schott

Photo by Magi Temelkova

FOCUS: TEEN VIOLENCE

11 A NIGHT TO REMEMBER

Events of Pink Out game will stick in history of school

12 WHAT’S NEXT?

District administration ponders changes to policies

14 the state of missouri’s gun laws

A look at Missouri statutes regarding firearms.

16 INCREASED VIOLENCE IN TEENS

However you look at it, teenagers are acting more violently.

4 FIXER UPPER

State of some chairs, desk, supplies bothers some students.

6 into the sunset

Retiring teachers share their stories

[ feature ]

7 just the facs

Hands-on cooking, fashion classes keep students busy

8 IT’S SO FINE

Upcoming Fine Arts Festival will showcase Spartan artwork

9 STEPPING UP

Performance by step team during Black History Month draws huge interest, participation from audience

[ move ]

18 safer ways to cut

Wrestlers use healthier ways to drop weight for matches

19 coaches grow love for sport

Spring coaches hope to make players love the game

[ entertain ]

20 A QUIET PLACE

Learning Commons provides a space to study, hang out

21 A HEALTHY START TO YOUR DAY

Making your own breakfast gets your day off to a solid start

22 BREAKING OUT

Spring break affords a change to try new things, relax

23 FINDING THE RIGHT PLANT FOR YOU

The perfect plant is out there. Find yours with our quiz

[ voice ]

24 GRIEF HITS EVERYONE DIFFERENTLY

Every family deals with loss in its own way

26 saVoring every moment

Older siblings need to enjoy time with their younger family

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Twitter: @FHCToday

TikTok: @FHCPublications

Photo by Raina Straughter

Illustration by Birdie Brereton

Student Satisfaction?

Spartans question damaged objects and lack of class supplies

By Amber Davis Staff Reporter

In one classroom, students stare at the large cracks in their chairs that run from one corner to the center of them. In another classroom, an insufficient supply of materials for their classes require teachers to improvise on their previous class plans. The financial aspect of running a school is not considered quite as often by students when questioning the conditions or inventory in common areas of the school.

Art teacher Ms. Michelle McCune’s class funding directly depends on the school budget.

“The department supplies all of the materials for the students,” Ms. McCune said. “If we spend any funds on anything other than consumables, we always meet together as a department to decide how to spend the funds.”

Assistant Principal Andy Downs describes how the school receives a budget each year to fund the different activities and classes that FHC has to offer.

“At the district level, sometimes you’ll have different budgets,” Dr. Downs said. “The budget is really complex and [...] there are so many layers of it.”

Some clubs do not have enough of a supply to go around for each student. While students question the lack of supplies and why more can’t just be bought, Activities Director Mr. Scott Harris refutes this idea with the inner workings of the school’s money, including requests for use of the money.

“The [budget] is based on prior expenditures as well as from requests from coaches, directors & sponsors,” Mr. Harris said. “We are very fortunate to be able to sit down with the district finance people to work through our budget requests.

One of many cracked chairs in the school remain available for student use. Complaints regarding the damaged chairs have begun to make their way into the daily conversations among students. Photo by Bella Smith

[We] only ask for what is absolutely necessary for our groups.”

In addition, money is put towards competitions and practices for sports and other groups, rather than putting money only toward the equipment that would be necessary for teams.

“In our [activites-specific] budget, our biggest expenses are transportation, game officials, tournament entry fees, general supplies, and uniform replacement,” Mr. Harris said.

One common issue seen by students is cracked chairs, among other broken materials and equipment within the school. For example, many chairs in classrooms throughout the school are damaged, some to the extent that they cannot be used by students. Dr. Downs provides assurance that this issue is getting fixed; although, the process of fixing this problem may not be visible right away.

“Those [chairs] continue to be assessed throughout the year,” Dr.

Downs said. “You might see a slower turnaround in terms of replacing [a] chair, but we are going to ultimately replace [the broken] chair[s].”

Teachers are on board with getting materials for their classrooms and the replacement of equipment and chairs in their rooms as well.

“We can always use more funding,” Ms. McCune said. “In the visual arts it’s all about supplies.”

As far as the general school budget goes, FHC is putting the safety and security of its students and staff first to ensure that they feel safe and comfortable to attend.

“We look at student surveys and pay attention to see if kids are saying anything about academics, if they think they need more than they’re getting. Are they saying things about safety and security that we need to consider?” Dr. Downs said. “The biggest priorities never change — they’re always going to be safety and security.”

Vending machines are constantly out of order, not accepting any form of payment, or simply denying students the ability to purchase from them. As a result, students have been out of luck getting a quick little snack between classes and at lunches. Photo by Bryce Cash

“Comfort is especially important since we don’t have recess or physical breaks; if students are going to sit around all day, they should at least sit in a comfortable seat.”

— Sumayyah Ali, junior

Ready for the Next Chapter

As teachers retire, they leave behind their legacy

By Nolan Haberstroh Staff Reporter

As senior Andrew Johnson makes his way through his final year of high school, he often thinks back to his junior year. His English III class, taught by Mrs. Patricia Shockley, had been one of his favorite classes, and a place where he knew he could relax a bit in a difficult schedule. When Mrs. Shockley announced her retirement after over 20 years at FHC, it was a hard truth to accept for Johnson, who finds himself missing the welcoming atmosphere Shockley’s class created.

“She honestly just helped me and my friends get through the year,” Johnson said. “Junior year is considered one of the hardest years of your high school career, and having her class at the end of the day made every day better than it normally is. There were all sorts of personalities in that class, and she managed to bring all those personalities together, despite their differences.”

A close friend of Johnson’s, senior Brady Bounds was also a student of Shockley’s in his Junior year. Bounds really enjoyed Shockley’s style of teaching, and wishes he had more classes like it.

“Her class was pretty casual.” Bounds said. “We were treated like adults in that room. It wasn’t super structured, but all the information got to us in an easy to digest way.”

Even though Shockley’s retirement was a surprise to Bounds, he understands her decision. After her

departure, Bounds feels that she left behind a great legacy.

“I’ve never talked to anyone that didn’t like Mrs. Shockley, which is a rare case for teachers.” Bounds said. “Most of the time, people are indifferent at best, but everyone I’ve ever talked to about Mrs. Shockley has loved her, she’s remembered as a good teacher.”

Retirement isn’t an easy decision, and many teachers struggle with it. Mrs. Kathy Maupin teaches special education social studies classes, and feels aspects of her retirement might be difficult. At the same time, she feels that this is the beginning of a new part of her life. For Maupin, her post-retirement plans aren’t exactly set in stone. While she has some idea of how she’ll spend her time, it’s the lack of a schedule to follow that is exciting to her.

“I have a couple of side businesses that I already ran, so I’ll continue to do that, as well as travel and spend time with my family.” Maupin said. “I’m [most looking forward to] flexibility in my schedule, not having to be on a set schedule and not having to get up so early.”

While retiring and leaving the school behind may lead to some difficult goodbyes, for Maupin, when the opportunity arises, it’s best to take it.

“It’ll be difficult to leave the people,” Maupin said, “but I’m ready for the next chapter.”

Nate Mullix, a student in Thorpe’s chemistry class takes notes with his periodic table out for reference. Thorpe’s classes are often rigorous, but are also the favorites of many. Photo by Gavin Bearup.

Chemistry teacher Mr. Scott Thorpe teaches his class about elements and their bonds with each other. Thorpe, who won teacher of the year in 2011, is known for his passionate and engaging teaching style. He plans to retire at the end of this year. Photo by Gavin Bearup.

I Get to do What? Benefits

of the FACs Classes

By Colin Nichols Staff Reporter

Practical skills range anywhere from helping preschool toddlers create beaded necklaces to cooking a broth-based soup, and even beyond. Junior Aubrey Vantassel is a student in Child Development 3, which centers around not only researching but what the realm of real-life skills require: hands-on experience. Even better, Vantassel has to figure out how to solve most of her problems on her own.

The FACS classes, standing for Family and Consumer Sciences, allow students to test their knowledge and expand their expertise through trial and error in real-life situations, unlike what normally is seen in academic-based classes.

Child Development, taught by Mrs. Kathryn McGuire, centers around researching child development theorists, child nutrition, and societal expectations of children such as what children are expected to be able to do at a certain age. On Tuesdays, Thursdays, and Fridays during hours two to four, students work directly with preschool children aged from three to four years old in groups varying in number. Sometimes it’s one student working with one toddler or five.

“We have a certain curriculum to cover so on some days I’ve been teaching a math lesson and on others I’m teaching science during circle time, like gross motor skills, kind of stuff like that,” Vantassel said. “The class shows growth in the children and how each of those skills really make a difference in their development.”

Vantassel, next year when she’s a senior, will take Pathway to Teaching, which will allow her to work as an intern at elementary schools.

“Child Development III shows lots of empathy for others and learning from the kids and it really makes a difference, learning how each one of them is their own individual,” Vantassel said. “As long as the elementary school teacher wants me as a TA, I will be able to work with her, which is so amazing for the people who want to take the opportunity.”

While Child Development classes are geared towards female students, the rest of the FACS classes are more open to everyone. Mrs. McGuire’s goals are not to help a student become very strong academically but to teach them situational skills that can be used universally around children in any career they choose.

“You could sit there and read a book about prints all day long, but then when you actually start doing it, it might not be something that you want to do,” Mrs. McGuire said. “I want to be able to give them as many resources and tools in their toolbox in order to be successful at

what they want to do.”

FACS classes give students the chance to decide whether or not they see themselves doing this in the future because of the classes’ practicality. Mrs. McGuire believes the FACS classes should be mandatory.

“At first, they’re clueless, they’re standing there with their head barely above water, and I let them fail because I think it’s an imperative part of growing,” Mrs. McGuire said. “I also want to give them the opportunity to explore the field of education or explore the field of working with children so they can solidify their decision.”

Colors are everywhere in the world. Housing and Interior Design and Fashion Construction are taught by Mrs. Adrienne Breen. Senior Brock Slinkard says students learn more about colors by taking Housing and Interior Design instead of art. By taking this class, students will realize how colors fit with each other, and the continuous personal immersion of the material throughout the design class will last throughout the rest of Slinkard’s and others’ lives.

“You have your individual perspective, your individual lens that you see,” Slinkard said. “So I can be drawing or coloring a room a certain way, using certain pieces of furniture and stuff as I see fit to the room, but the person across from me I’ve been talking to can show me their paper and I’m like, ‘Oh, I could have used that piece of furniture and it would’ve fit my room so much better.’ You can mix and match and throw ideas out to each other.”

A current project in the design class is creating their own house. Being able to collaborate with classmates throughout this process simulates working together as a team of designers in the real world. Students also learn about famous homes and the historical architecture of both the outside and inside parts of buildings. This can help students like Slinkard know what they are looking for in a future home and can lead to conversations about architecture they recognize.

“If you play a sport and you’re watching that sport, you can understand what’s going on, so when I walk through a building, it’s like I understand the rules of the game. I understand what’s going on,” Slinkard said. “You look up and it’s a lighting fixture, you look down and it’s

flooring or tiles or it’s the furniture you’re sitting on and you can start talking about that.”

Students learn all about how different tools and appliances work in Fashion Development, and Mrs. Breen says this allows students to be more creative because they’re designing and creating so many things. In fashion classes, students get to practice tools such as irons and sewing machines to create articles of clothing with different types of fabric.

“They’re hands on, whether they’re creating a garment, whether it’s a room design or a sketch, or whether they’re showing their knowledge of design or of the color wheel. They figure out a lot about themselves like what they like and don’t like,” Mrs. Breen said.

Foods and Culinary Arts are the other classes in FACS that provide a strong base for any student looking to expand their culinary horizon. Junior Claire Sieveking is currently taking Culinary Arts. In such food-related classes, students learn how to cook recipes, the histories of many different foods, and how to properly clean their workstations. In Culinary Arts, labs are about four days a week, whereas in prerequisite Foods classes, labs are about once a week.

“We make sure that all of our food is safe for everyone to eat,” Sieveking said. “Culinary Arts teaches time management and organization because we’re on a time crunch.”

FACS culinary classes teach fundamental skills that are very important as proficiency in the kitchen ensures the amazing nutrition and health of students, and also the class prepares students for potential culinary careers. Regardless of whether or not the students intend to pursue such a career in the future, the skills they learn will benefit them for the rest of their life.

“It just shows that you can express yourself through the way you do everything. For example, our gingerbread house had a pink theme. We expressed our personality through it,” Sieveking said. “It’s a really fun environment and a fun class.”

Sophomore Zero Hackmann runs dough through a pasta maker in Culinary Arts class on March 2 . Photo by Caroline Tarleton

Marking their Mark

Annual festival showcases the creativity of Fine Arts department

By Aly Wittig Staff Reporter

The Francis Howell Central Art staff and students have been stapling screens to frames and lathering them with the thick orange goop known as emulsion to screen-print, pressing and painting designs onto bags, tshirts, and paper. They have digitally and physically painted and drawn masterpieces, they have formed ceramic structures by hand to create usable objects as well as sculptural pieces and then so much more since the beginning of the school year to present at the 2023 Fine Arts Festival. The festival will be held Friday, March 31st in the cafeteria.

This National Art Honors Society (NAHS) annual tradition houses new creative visuals every year from club members and art classrooms. NAHS and the art department like to include interactive artistic projects and activities for guests to participate in, which they tend to change up a little every year.

“This year, we’re going to do shrinky dinks--little stain-glass looking shapes–so that they can walk away and take them with them. We’re going to have the mural, of course, for people to draw on. And Mrs. Clayton is going to do some large scale doodles on these big cube sculptures for people to color.” Ceramics and Sculpture teacher, Michelle Ridlen said.

Similarly, Intro to Art teacher and Art Club sponsor, Lisa Harlan, has also planned activities for FHC students and families to participate in.

“I always do a cookie decorating table, but this year we’re doing it a little differently. We’re gonna carve Oreo Cookies, instead of adding icing and frosting to sugar cookies. So we’ve been practicing with toothpicks and plastic knives and Starbucks stirrers, so we’ll see how it goes!” Harlan said.

As for medium specific work, each teacher will be displaying handfuls of art from each class they teach.

“The first unit we do is called ‘Love Explained.’ So that’s a sculpture project that we always start with. So we’ll see those again. Ceramics 2 is working on creating some sort of shaped vessel that has an expressive face to the side. And then after that, we’re going to be doing anamorphic busts–a combination of an animal and a person–but they’re taking longer than expected on the expressive vessels. So I don’t know if we’re gonna have time to have those finished and painted for the Fine Arts Festival.” Ridlen says.

Comparatively, drawing and painting teacher, Judy Russell, will be showing off self expression work from her classes.

“In both of my drawing and painting classes when we do self portraits we initially focus on technique and how to get your proportions correct. But that’s only secondary to the idea of like, true identity or exploring parts of your identity. The self portraits that these students make are always incredibly expressive of who they are. So we talk about that a lot and I think that is why they’re really successful. Because when they create them they’re kind of getting in touch with a part of who they are through the process of creating a self portrait.” Russell said.

Senior and NAHS member Maddie Arle has multiple works featured in the show including several ceramic pieces and a personified fox made with colored pencils for Russell’s drawing class.

“The project was giving animals human characteristics. And so I tried to portray the typical ‘sly fox,’ kind of thing. And so I sketched it out. And then I just slowly started adding in certain colors and then just, over time, built up more and more detail to it,” Arle said.

Arle’s teachers have been collecting pieces from her since August with the hope to display them at the festival.

“I’m excited about it. I mean, my art being featured in the [Fine Arts Festival] makes me feel kind of special. I’m proud of my work and I enjoy it.”

Student work from art classes sits ready to be displayed at the Fine Arts Festival. The festival seeks to showcase the work done in fine arts classes. Photo by Alyssa Wittig

Stepping out

By Kailey Pallares Staff Reporter

As you step into the auditorium, you are encased in darkness around you and the only source of light is projecting from glow sticks that were handed out. You hear the shuffle of footsteps and a mixture of voices chanting as the Gentlemen of Vision begin their performance. For many students in the crowd, this is a completely new experience for them, and they do not know what to expect. This February, students go their own chance to explore step, featuring a performance in the auditorium by a stepping team who visited FHC. The group features young black men in grades from elementary through high school, all from different schools in St. Louis. The team also let students come up and learn the dance style for themselves, creating a fun and interactive environment.

Stepping or step-dancing is a form of percussive dance that is deeply rooted into African-American culture. The participant’s entire body is used as an instrument to produce rhythms and sounds through a mixture of stomps, chants, and hand claps.

Although there isn’t a specific origin date, the dance can be traced back to early cultures in Africa. Pop culture’s impact on stepping has evolved the dance style and refreshed it in a more modernized way, being used in drill teams, churches, college, high schools, and more recently being shown in some viral Tik Toks.

Junior Zariya Robertson was one of the students who participated in their demonstration, and loved her experience learning and watching their performance.

“They let students come up on stage and learn some moves. We even had glow sticks since it was all dark in the auditorium. Their performance definitely shook FHC, nobody was expecting it.” Robertson said. “I think it was very important we had ths performance for Black History Month. Last year we had spirit week to celebrate the month, and I felt like they didn’t do as much this year for it, so the performance was nice to have. It was fun to see a different type of dance environment. They talked about HBCUs and different groups like that, and for someone like me that’s something I am very interested in.”

Senior Noah Gomes was also one of the attendees and participants of the performance, and he had similar thoughts when watching the performers spread their culture through dance.

“I had a lot of fun. The energy was great, and I had a lot of fun learning and participating on stage as well. For a lot of people in the crowd, stepping isn’t something that they’ve ever seen before in person.” Gomes said. “The performers educated us about stepping and gave us the background of it, and then they showed us their performance.” Gomes said.

Apart from many different schools across the country using this type of dance, more recently it has been making its appearance on social media, such as trending dances on Tiktok. A popular dance circling around features the song “Her Way” by PARTYNEXTDOOR, and it originated from a HBCU stepping performance from a majorette team. With almost three million videos being used with that dance and song, it has become one of the most popular dances as of late. But, many teenagers creating, watching and reposting these videos have no idea the origins behind it.

ABOVE: Spartans surround a member of the Gentlemen of Vision during their Feb. 8 performance in the auditorium. The group was brought to school as part of a series of events during Black History Month. Photo by Bella Smith.

LEFT: Members of the Gentlemen of Vision perform their routine on the stage of the auditorium on Feb. 8. The team is made up of students from schools in St. Louis. Photo by Raina Straughter

FOCUS

March 2023

Reactions to Pink Out...

Policy Changes...

Missouri Gun Laws...

Increased Teen Violence...

As gun laws become less restricted, we hear more cases about students bringing guns to school. A young kid with a gun sounds contradictory but is a common occurance, even though they represent very different ideals many wish to remain separate. Youth and Violence. Illustration by Birdie Brereton.

Hidden in the Masses

Pink Out game incident leaves school, district reflecting on school safety

By Aly Wittig Staff Reporter

On Feb. 3, Francis Howell Central played Francis Howell North in the large gym at 7 p.m. It was the Coaches vs. Cancer game and also the ‘Future Spartan Night,’ in which cheerleaders in third through eighth grade perform during halftime with all of their family and friends watching.

It was a crowded basketball game and the tensions were running high. Not only are FHC and FHN long-time rivals, the game was also bouncing back and forth the whole night, so much so that it ran into overtime and the final tie-breaking basket was made in the final 10 seconds of the game.

There was a bright red clock on the wall, seconds ticking away more rapidly than they should. There were feet stomping, hands clapping, and voices shouting so loud the ground underneath shook. There was the heat of more 1,500 excited bodies on the edge of their seats.

But while they were watching the game with clenched fists and hope in their eyes in the gym, something much more tense was happening just a short walk away in front of the main office. Principal Suzanne Leake and FHN principal Jeffrey Fletcher were among the crowd that night.

“I was informed that there was a student potentially in possession of a firearm after the police were with him already,” Dr. Leake said.

This incident was brought to the attention of school officials within minutes of the end of the game.

“We found out the night of the game, right around the end of regulation/overtime,” Dr. Fletcher said.

Since both principals were in the audience, school officials were able to keep the issue contained until the appropriate time came for them to announce it.

“Honestly, I felt okay about it because I knew he was with the police. And, you know, being someone who was here that night and in the middle of everything in the gym, I didn’t have any idea that this was happening at the time, I felt like at the time if I’m being honest, not many people knew this was even happening. When the student was taken or stepped to the side with the police, not many people saw that and word had not yet traveled to me via students or parents but then finally it traveled to me through school officials,” Dr. Leake says.

However, upon exiting the game, families were met with a fight that consisted of at least eight people, being pulled apart and separated by authorities.

“It was definitely not something I was expecting to see. I’ve been going to Central since freshman year and I’ve only seen like a handful of fights, so walking out to such a big one was just really weird,” senior Faith Rekosh said, who was in attendance that night.

Illustration by: Birdie Brereton

Safety in public spaces is of the utmost importance to those who call for policy changes, security adjustments, and justice in places where members of the community have been threatened.

Illustration by Moth Pvayne

Safety in Numbers

District puts focus on security issues in wake of Feb. 3 incident

By Lorelai Finoch Central Focus Editor-in-Chief

There will always be risks in life, even in places where we would expect that we are at our safest, something Dr. Suzanne Leake learned quickly in her duration as an administrator. Though not much can be concretely said about either the appearance of a firearm at the Feb. 3 Pink-out game, or the student responsible, what is known is that our principal, and administration as a whole, have evaluated this unfortunate and nerve-wracking event and plan to take the fullest order of action available.

“I’ve been fortunate in my career that I would say that discipline that involves threats to or I guess weapons or violence have been limited, but unfortunately, they have been there,” Dr. Leake said. “And this sounds crazy, because I obviously would never wish for those circumstances to happen, but each one I feel better prepares me for another. Because after an incident occurs, the team that has been involved, whoever that consists of, we always debrief and reflect … we try to make sure that, moving forward, we think of all the things that we would have done … differently in hindsight.”

Despite the chaos and concern brought on by this matter, the district is determined to do what is necessary when handling the present issue and everything it might entail.

“We all are under the expectations and the rules of what we call the COC, the Code of Conduct. And so … the school district will … follow through with what the Code of Conduct says, and [it] says that [possession of a firearm] is a level four offense, which can go all the way to an expulsion,” Dr. Leake said.

Not only will the district be conducting

an investigation, but this will also be handled outside of the school, including a criminal investigation.

“[The student] will be charged…with possession of a firearm on school grounds,” Leake said. “There is currently a criminal case and a school case, as well.”

While there isn’t much to be found about the criminal investigation taking place, FHSD Superintendent, Dr. Kenneth Roumpos, takes pride in the district’s ability to respond to the appearance of these threats.

“We are seeing more ‘hoax threats’ being reported at some schools, whether that’s writing a threat on a bathroom wall, making social media threats, or telling a friend they are going to do something. These things are being reported at a much higher rate than in past years - not just for us but for other districts, too, and we just can’t let our guard down or get numb to these threats,” Dr. Roumpos said. “Every single one so far has been investigated and determined by law enforcement to be unfounded or not credible … Students are saying these things often in jest without understanding the consequences that come with it. And it’s not always just suspension. Many times charges are filed by law enforcement that stay on a student’s permanent record and can prevent them from going to college, getting a job, etc.”

Outside of the district-wide determinations being made to further ensure the safety of students and staff, Francis Howell Central has taken individual action to provide any extra security measures that might be necessary for after-school events.

“We have hired additional police to be at each of our home games, we have moved the visitor-student section to the other side of the gym…and that was a decision because, after debriefing, to exit the gym you’re

going right in front of the visitor-student section, [and] that is just an opportunity to be taunted,” Dr. Leake said. “You can only cross your opponents so many times before somebody is going to say something rude or disrespectful, we felt like it was an opportunity that we can take away.”

Along with these changes, there will also be more supervision from the administrative teams as well as coordinating with the other district schools about safety and organization.

“We have definitely empowered our building administrators to request additional law enforcement officers and security at certain events. Some schools are also adding a verification process (checking IDs, etc.) before allowing students to enter the event. We’ve really allowed each school to work with their teams to determine the specific enhancements that make sense for their buildings,” Dr. Roumpos said.

With all of these moving parts in action, the administration is constantly working to make school and events held on school property to be safe and secure, but according to Dr. Leake, persevering safety starts with the student body.

“The reason that we are safe here is not because of me, and it’s not because of one SRO. The reason we’re safe here is collectively together. We all take a lot of pride in our school and we hold each other accountable. I can’t tell somebody to make good choices and just know that they’re gonna make good choices because I told them to,” Dr. Leake said. “So, we hold each other accountable, and we’re just fortunate here, that we care about each other enough that we’re gonna do what’s right when it comes down to a situation that’s as serious as something like that.”

States of regulation

Missouri, Illinois take different approaches to gun safety issues

By Reilly Scobey Print Assignments Editor

Students and staff of the Central Visual and Performing Arts High School woke up Monday Oct. 24, 2022 and got ready for school. With the weekend officially coming to a close and a new school week beginning no one could have expected 19-year-old Orlando Harris to force his way into the school with an AR-15 just hours after the school day began. Once inside the school, Harris immediately opened fire in the hallways of the school.

After hearing the shots, teachers and students scrambled to lock and barricade doors and seek shelter. In the minutes it took officers to arrive, Harris was able to fatally shoot 15-year-old Alexandria Bell and Physical Education teacher Jean Kuczka, and injured seven others. Once officers arrived they quickly engaged in a shootout with Harris and he was pronounced dead at the scene.

Gun violence has become an ever-growing issue across the United States, according to The New York Times 44,000 people have died due to gun violence and there were 647 mass shootings in 2022. Missouri experiences the ninth-highest rate of gun deaths, is among the ten states with the highest gun homicide rate, and the eleventh-highest rate of household firearm ownership according to Everytown which is a website that advocates for gun safety.

Gun safety advocates point the blame at Missouri’s lack of legislation on guns and the people who can own them. Missouri doesn’t require an individual to go through a background check when purchasing a handgun or showing proof of a permit to purchase said gun, there isn’t a requirement for a concealed carry permit, and doesn’t require an individual to wait a prescribed time before buying a firearm. Missouri also doesn’t require gun dealers to obtain a state license or send their sales records to law enforcement.

In 2021, Gov. Mike Parson signed into effect the Second Amendment Preservation Act [SAPA]. Which is designed to invalidate any regulations the federal government makes on guns and ammunition throughout the state. The law also states that any public, state, or local employee who enforces a federal gun law faces a possible civil penalty of $50,000.

Just days after the shooting at the Central School of Visual and Performing Arts, Gov. Parson said “You can make all of the guns illegal that you want, but the bottom line is someone is going to get one. And

1927 eliminating the requirement for Texas residents over the age of 21 to obtain a license to carry handguns unless the federal government has a law prohibiting the possession of these weapons. The bill which went into effect Sept. 1, 2021 also repealed the requirement of training to carry a weapon. Prior to the law’s passage, Texas law required individuals to complete basic training and complete a background check to obtain a permit to carry a handgun. While Texas law still authorizes residents to apply for these licenses, they aren’t necessarily required.

In an interview with the Firearms Policy Coalition, Gov. Abbott detailed why he believes a constitutional carry law was necessary for the state of Texas.

“The Second Amendment guarantees law-abiding citizens the right to keep and bear arms,” Abbot said. “However, some politicians in Washington threaten to take firearms away from law-abiding citizens, and we cannot let that happen in Texas. That is why I have signed over 20 bills to protect an individual’s Second Amendment rights.”

Since its passing Gov. Abbott’s “constitutional carry” has faced criticism from law enforcement throughout the nation, the most notable being Dallas Police Chief Eddie Garcia who expresses how this law makes it a lot harder for officers to protect Texans.

“It makes our job, the job of our men and women more dangerous,” Garcia said. “Gun owners have a duty to insure that their firearms are handled safely and a duty to know applicable laws. The licensing process is the best way to make sure this message is conveyed.”

As of January, 25 states have repealed legislation requiring residents to obtain any permits to carry a gun in public. While this seems to have become a common practice the last few years, neighboring Illinois is taking a different track and has passed stricter legislation in the past couple of years in order to combat gun violence. In Illinois, open carry of a handgun on your person or in your vehicle is illegal and an Illinois Concealed Carry Licence is required to concealed carry a firearm. In order to apply for a permit the applicant must be at least 21 years of age, requires an individual to undergo a background check, and requires an individual to wait a prescribed time before buying a firearm. In addition to these laws, Illinois requires residents to have a Firearm Owners Identification Card

[FOID] to possess a firearm or ammunition. Illinois passed even stricter laws on Jan 10, 2023, when Gov. J.B. Pritzker signed House Bill 5471, the Protect Illinois Communities Act into law. Under the law, it is “unlawful to deliver, sell, or purchase, or cause to be delivered, possessed, or sold by another, an assault weapon, assault weapon attachment, .50 caliber rifle or cartridge.” The law also requires Illinois residents to register these weapons with the Illinois State Police before Jan. 2024.

In response to the passing of the bill by the House and Senate, Gov. Pritzker issued the following statement: “For a long time now, I and many other leaders in the Illinois General Assembly have prioritized getting the most dangerous weapon off our state’s streets. Today, Honoring the commitment we made, we passed one of the strongest assault weapons bans in the nation, one I will be proud to sign.”

Continuing his statement Gov. Pritzker expressed “No Illinoisan, no matter their zip code, should have to go through life fearing their loved one could be the next in an ever-growing list of mass shootings,” Gov. Pritzker said. “[…] This legislation will stop the spread of assault weapons, high-capacity magazines, and switches and make our state a safer place for all.”

While many have applauded Gov. Pritzker for his efforts to lower gun violence, his policies have come with criticism. McHenry County State

Attorney Patrick Kenneally filed a challenge to the new assault rifle ban. In the motion, Mr. Kenneally is asking for an emergency restraining order blocking the law from taking effect based on the means of it being unconstitutional. Kenneally isn’t the only one to file a suit, several counties across Illinois have filed suits prohibiting the legislation from passing in their counties.

While these lawsuits are anticipating a verdict, the rest of the country continues to live in the wake of gun violence. As of the first week of March the United States has surpassed 100 mass shootings this year. Last year, the U.S. didn’t surpass 100 mass shootings until March 19, almost two weeks after this year’s date. From 2018 to 2020, there hadn’t been 100 mass shootings until May.

While these numbers continue to rise, there has been little momentum in Congress to pass legislation since last year’s bipartisan gun safety law. Last year’s law represented the most significant federal legislation addressing gun violence in nearly three decades. While this law has garnered some support, it has fallen short of what Americans wanted to see from the legislation. According to a Gallup poll, a record-high 63 percent of Americans are dissatisfied with U.S. gun laws. But until Capitol Hill lawmakers reflect the majority of the American people, further federal gun legislation appears to be out of the question.

Illustration by Moth Payne

illustration by Moth Payne

Coping With Violence

School staff and researchers notice a change in level of teen violence

By Emme Bernard Staff Reporter

February 3. Hundreds of students came to watch the FHC-FHN basketball game. It was a game day to raise awareness for cancer and raise money, but it turned into a night that will be remembered as bringing awareness to a different issue: teen violence.

Media is portraying acts of teen violence because they are there. Mass shootings such as Columbine and Ulvade, were all caused by shooters 18 or younger. Besides the easy access of firearms and other deadly weapons, what leads a teenager to commited violence and even mass atrocities is a question with multiple answers.

COVID-19 was no doubt detrimental to the lives of many. Teens suffered mental health problems that they hadn’t before, those struggles still are prevalent today. It is widely known that mental health can be linked to mass shootings with an FBI survey claiming 65 percent of mass shooters between 2000-2013 had mental health stressors (depression, anxiety,etc).

Principal Suzanne Leake has seen the spike of mental health problems within the smaller community around her.

“We also see people struggling with mental health …we see an uptick in that and so you know, no doubt did COVID had an effect,” Dr. Leake said.

It’s not only Dr. Leake that has noticed these issues. Teachers and other staff have noticed the detrimental effects of COVID on student’s mental health. Counselor Kristopher Miller has noticed these changes.

“If I had to guess, I would say the increase has a lot to do with the stress our society has been under in the last few years. The pandemic affected everyone significantly in multiple ways,” Miller said. “Specifically for teens, it affected social development as teens had limited social interaction and did not learn how to address their problems and frustrations.”

With this information, it can be known that teens are very susceptible to unhealthy forms of coping(violence) when they experience difficult events in their developing years. Besides Covid affecting mental health, social media has also played a major role.

“So we have so many forms of media now. I’d be curious if we ever really know how many incidents similar to that ever did happen when we didn’t have the means to share all of these stories worldwide, like we do now,” Dr. Leake said.

Media showcases the many stories of violence across the board and not just teens. But the constant viewing of these violent acts can desensitize the eyes of the viewer, and for teens, create ideas in their heads. But violence doesn’t have to just come in the form of physical violence.

“While we have fights here at FHC, we don’t see much physical violence compared to more verbal or emotional,” Mr. Miller said.

Students can get lost in the idea that teen violence simply comes down to a kids hitting another or a kid bringing a gun to school While these things happen, there are other forms of violence. Verbal and emotional violence are on the rise in the teenage age group and can come with its own detrimental effects. What the root of this violence is is a complicated subject and often involves many factors.

“Violence is definitely taught as a way to handle problems but there are genetic predispositions toward violence,” Miller said.

There are many factors that lead to violence in adolescents. Yet with the past couple years, as teens experience shootings, the correlation to increased teen violence cannot be ignored.

Staff inside schools can only provide so much information on how teens can perform acts of violence. There are experts across the nation who have specialized in teenage agression and its roots. professor of psychology at Rutgers University who has studied children and teenagers and their violent behaviors. He has seen first hand these individuals through community centers, clinics, and hospitals.

Mr. Boxer has found similar causes to teen violence as those within our school walls. The topics of mental health, media, and genetic disposition are ones that are discussed across state lines.

“Violence exposure in homes, schools, and the media; economic strain; family conflict; intensive irritability and impulsivity; and trauma,” Mr. Boxer said.

People are killed, kidnapped, and oppressed on a daily basis. But how does a kid take this into something of their own?

“There is a lot of research showing that violence in the media leads kids to see the world as a violent place, to learn specific forms of aggressive responding, and to believe that violence is an acceptable form of behavior. When kids develop these beliefs they become more likely to engage in aggression themselves,” Mr. Boxer said.

Acceptance is the key. Teenagers see acts of violence occuring and they play the game of if they can do it so can I. Stating that mental health is the cause of teenagers commiting mass shootings is a completly too broad and sets a sterotype that those who are mentally ill area a danger to society. Not all those who experience mental health problems commit acts of violence, but some mental illnesses are more common paths to violence, according to Mr. Boxer.

“Only one very specific form of mental illness has been linked consistently to violence — paranoid schizophrenia, in which the individual with that condition experiences hallucinations and delusions that provoke them to behave violently,” Mr. Boxer said.

Once again environmental factors are not the only thing at play. While mostly all cases have a environment cause linked to them genetic disposition can play a major role.

“Researchers have found that certain genotypes (patterns of DNA) are associated with increased risk for violent behavior. However, most typically, people with those genotypes still require some sort of environmental “trigger” for their violent behavior to become manifest,” Mr. Boxer said.

Overall, it is known by school staff and professionals that teenagers are acting more violently because of the media and the mental health crisis. But another major question gets raised when the topic of mass shootings is brought up. Does the violence between differ teens in states with differing gun laws?

“Yes. Some of my work has shown that youth are less likely to carry and use firearms in states with more restrictive firearm laws,” Mr. Boxer said.

Illustration by Birdie Brereton

Difficult Dieting

Wrestlers still curt weight, but they’re finding healthy ways to do so

By Amber Davis Staff Reporter

Last year, varsity wrestler and junior Stevie Lupo spent her Foods & Nutrition II class folding towels rather than cooking or eating the food assigned to her class. She did this in an effort to keep herself from being too tempted by the food being made. Working to cut weight for wrestling, she had to spit in a bottle during her classes or run on a treadmill for an hour with many layers of clothes on, only to drink a few ounces of water afterward.

Many tend to question wrestling and the diet culture that is present within the sport in an effort to make their target weight. Lupo is familiar with many of the ways that these goals are made when cutting weight.

“They’ll eat lighter foods - or strictly protein, go to the gym, run, [or] sit in the sauna and sweat out weight.” Lupo said. “Personally, I’m not the most disciplined when it comes to dieting.”

Senior wrestler - and state champion - Peyton Shepherd adds that, despite the topic of diet culture commonly referred to in this sport, it is not a decision that the majority tends to make.

“Most wrestlers don’t really have much of a diet,” Shepherd said. “We bounce up and down a lot; we cut weight, [it goes] back up and then we just cut weight again.”

Those who choose to go the diet route sometimes receive a bit of guidance in some way to keep themselves on track for being able to compete while still hitting their goals.

“We have to certify at a certain weight so we can’t go down past [that] weight,” Shepherd said. “Then we get a diet plan of [about] two pounds a week.”

A lot of misconceptions come up when discussing the aspects of wrestling. Senior wrestler Spencer Fleming points out one of the most talked-about assumptions that people not participating speak on is specifically the process of cutting weight.

“[They think] we’re [starving] ourselves and just not eating all the time, making ourselves super sick,” Fleming said. “That’s not really how it is anymore. There are more safe ways to [cut weight].”

“A lot of people are scared about making weight and cutting weight,” Lupo said. “But it’s really your choice if you want to cut weight or not.”

Despite the occasional judgment that those not understanding of these concepts tend to let loose around their wrestling peers, it is not a matter that a big fuss is made over. In fact, this judgment is blocked out by many of these wrestlers.

“Somebody’s judging [us],” Lupo said. “But we don’t really let it bother us.”

Senior David Cross celebrates with Spencer Fleming after a match. Fleming had just gotten his 100th win. Photo courtesy of @FHCWrestling on Twitter

Stevie Lupo resists the urge to eat donuts her team is presented with prior to weigh-ins. She had been working to cut weight that week and cut down to 115 pounds. Photo courtesy of Stevie Lupo

Growing the game

By Kailey Pallares Staff Reporter

Looking out onto the lacrosse field, Coach Marcelo Menchaca mentally prepares for the season ahead of him. His players are a mixture of experienced and novice, but he motivates them all the same with one goal in mind. Grow their love for the sport while still teaching them how they can improve. This balance can be difficult at times, not wanting to criticize them enough to fizz out their motivation, but still providing the tough love that shapes a player. Being a coach isn’t easy, but seeing the energy radiating from his athletes makes it all worth it.

Coaches are returning to help their players build skills and prepare them for big wins. They motivate from the sidelines, communicating to their players on and off the field and teaching them how to always be better. Being a coach is rewarding when your players can work together, grow and win, but not many people know what it takes to truly be a coach.

Marcelo Menchaca is the coach for the girls

lacrosse team. Throughout the season, he loves watching his players fall in love with lacrosse, and teaches them to play for each other.

“My favorite part of being a coach is teaching athletes new to lacrosse all about it and watching them fall in love with the sport. I wish I could say it’s my words that motivate them, but I tell them to play for each other,” Menchaca said.

As for time off of the field, Menchaca recognizes how coaching can be time consuming, as well as how hard decisions can affect players.

“People do not realize how time consuming it is. They believe we just coach after school and they do not see us having meetings regarding our performances or watching film to study up on our opponents. I pretty much tell my family I will see them over the weekend since our time is spent on the in-season sport.” Menchaca said. “The hardest part of coaching is making hard decisions within a game that can affect a player, for example sitting them when they are having

a bad game.”

Taylor Yocum is the coach for JV Girls Soccer. His go-getter energy and high spirits constantly motivate his players to want to be better and learn new things. Yocum loves being a coach and recreating bonds with his players, as well as helping them build as an athlete.

“I feel the most when I am coaching. I look forward to the spring season through half of the school year, and then my mindset switches to coaching as tryouts approach,” Yocum said. “It isn’t always easy, especially seeing players get hurt or discouraged during practices and games. Being a coach can be difficult when those things happen, but my main focus is always making sure my players are okay.”

With strong motivators and role models, players show their best efforts and create strong bonds with their teammates and coaches. With the weather warming up, these coaches can do what they do best from the sidelines and continue to inspire their players’ love for their sport.

Staring out on the field, JV girls soccer coach Taylor Yocum surveys the actions of his players during a game in the boys season. As a former Spartan soccer player, Coach Yocum dedicates two-thirds of the school year to the soccer programs. Photo by Taylor Lee

As athletes in a new season spring into action, so do coaches

Solace in the Commons

The Library provides reprieve from the daily stresses of life

By Nolan Haberstroh Staff Reporter

As the bell rings and seminar begins, students start to file into the Learning Commons. After they sign in, the students are directed to tables in the center of the area, where themed snacks and drinks wait for them, and they can sit and wait for the presentation to start. Sometimes it’s an author visit, and students can ask questions about the writing process. Sometimes it will be a visiting librarian, with a prepared historical slideshow. Whatever the presentation is, students still come to see it.

This is not the expected student response to a library. The staples of a library, dead silent rooms, a distaste for socializing, and near constant shushing, are the polar opposites of what a student wants in a place to spend their time in. These are not the features that define FHC’s Learning Commons. In her time as a library media specialist since 2017, Mrs. Tonishia Lamartina has made efforts to create the best socializing, learning, and relaxing environment she can in the Learning Commons.

“What we try to provide is a space that has a lot of flexibility a lot of options for students.” Lamartina said. “It’s more open and it’s not a rigid environment. We try to be helpful and supportive, and so we hope that all students feel welcomed here.”

As far as many students are concerned, they have succeeded. Senior Cassidy Low’s schedule leaves her with multiple hours without a class, so she chooses to stay in the learning commons instead.

“It’s a good place to hang out with your friends. Because I only have two or three classes,” Low said, “ I don’t see my friends all throughout the day, and the library is just a common place for that. Everyone knows where it’s at, I can say hi to them as they pass by, and see them at lunch especially. It’s just super nice.”

Mrs. Cassandra Flores is in her second year here as a library media specialist, and is also doing what she can to make the commons as welcoming as possible. Part of this approach is making sure that students don’t feel judged or pressured to stay silent.

“We’re not gonna sit there and shush you if you’re being loud, because that’s not what we care about.” Flores said. “We’d much rather that the students are feeling comfortable versus feeling like they have to be super quiet.”

Lamartina and Flores understand the level of stress and anxiety that

can arise from even a simple school day. It’s because of this that they do their best to create a third place, away from home and the classroom, where students can feel at ease.

“I feel like everywhere kids are, they are being swarmed by noise, even just walking down the hallway.” Flores said. “So having this quiet and relaxing space is just so important.”

Another key goal for Flores and Lamartina is to help new students acclimate to their surroundings. As socializing and making friends can be difficult for someone new to the school, new students are given an automatic spot in the library for lunch. Due to the limited space, it can be tricky to get a spot in the commons for lunch, but the library media specialists feel it is important to guarantee new arrivals this space before opening it up to others.

“For a new student, can you imagine how intimidating it is going into the cafeteria and seeing faces you don’t recognize, and trying to find a seat?” Lamartina said. “So we’ve worked with guidance so that a new student can get an automatic seat in here [for lunch].”

The library media specialists also try to encourage interesting and engaging ways for learning, through special events, like guest speakers and breakout boxes. Using these methods to make education interesting is a passion for Lamartina.

“It’s really about innovation and how we can make learning engaging and make students want to interact with [education].” Lamartina said. “I just find it energizing and inspiring to collaborate and find great ideas.”

It’s these efforts that keep FHCs learning commons feeling alive in ways it’s contemporaries fail to. The library media specialists have created an environment that many students see as a sort of safe haven. While other school libraries struggle to maintain the interest of their student bodies, the learning commons excels. It acts as the heart of the school, where students come to relax, interact, and learn, all at the same time. So as the bell rings and seminar begins, you can count on dozens of students heading to the learning commons.

Students sit at computers in the Learning Commons, completing school work. The library is one of the best places to do so, being a quiet environment with a high capacity and comfortable seating. Photo by Bryce Cash.

Library media specialist Cassandra Flores running an event from the Griot Museum. This activity allows students to learn in an engaging and interactive way. Photo by Bryce Cash.

Think Outside the Cereal Box

Breakfast Ideas and motivation

By Colin Nichols Staff Reporter

The harmonious sound of pancakes sizzling on a pan and the smell of melting butter is what every student wishes to appreciate in the morning after having little to no sleep. Sadly, making pancakes is a complicated process at six in the morning, and after depriving the body of nutrients and fluids for several hours, junior Cooper Nevil and many others will have preferred an easier option such as decorating a slice of toast.

The problem of lacking simplistic ideas causes many students to skip breakfast as it takes tedious amounts of both effort and time, two things that are lacking for most students in the morning. Instead, if students had more fast, easy, and fun ideas and they were more excited about making breakfast, then students will more likely eat in the morning, leading to a more focused day.

Before we start, cereal is not the only option. However, plopping some bananas into a bowl of Cheerios and dumping some, or honestly, a lot of, cinnamon sugar on each of the floating yellow orbs is an easy way to spice up some otherwise boring cereal. Or, if sugar is enticing, simply eating a classic such as Cinnamon Toast Crunch can fill any voids of desire. Nevil says that breakfast prepares him for the day.

“I eat breakfast so I’m not hungry or groggy throughout the day. If I don’t eat breakfast, I’ll get really hungry, usually by third hour, and then I’ll be miserable until lunch,” Nevil said. “I get more easily annoyed with stuff. Stuff that usually wouldn’t tick me off kind of ticks me off, little things that shouldn’t but do.”

Breakfast doesn’t have to be elaborate, so the easiest thing to do when the creative juices aren’t flowing or when time is of the essence is to prepare some fresh fruit such as blueberries, peaches, strawberries, raspberries, or

blackberries. If the fridge is lacking in the fruit department, then a slice of toast with some fruity jam spread on it will suffice.

Although, if you want to level up a slice of toast, consider throwing some weird fruit on top of the jam. The weirder the combination, the better. In fact, Nevil sometimes puts both peanut butter and jam on toast, liking the classic combination with the crunch of the toast. Additionally, Nevil sometimes adds butter and cinnamon sugar to a slice of toast to satisfy his sweet tooth.

“I put enough butter to cover up the side of the toast and then I’ll just kind of give a light dusting of cinnamon sugar over it. The butter keeps the cinnamon sugar stuck so it doesn’t make a big mess and then it also adds a little bit of flavor,” Nevil said.

Breakfast doesn’t have any restrictions. Sandwich bread, croissants, baguettes, or bagels will work fine, as long as they’re edible. For example, hard tack wouldn’t be a great option. Junior Chloe Tam is a big fan of bagels, but she only eats them on weekends with her family. Tam likes to spread many different types of flavored cream cheeses on her bagels.

“I don’t think I would like adding fruit because we personally like the Everything Bagel. I don’t know what kind of spices it has, but it’s kind of salted. So I like to put strawberry cream cheese on it and that makes the flavors even,” Tam said. “I think we have regular cream cheese, strawberry, chive and onion, and the newest one we’ve had was the honey pecan.”

Similar to the bread, throwing some fruit on top will make a large bagel larger and juicier. If spreads are more appealing, then eat some fruit on the side. Adding fruit will make a boring breakfast less boring.

Eggs are perfect when looking for an energizing breakfast, but they can be good for all students. However, they require a bit more time to prepare, so gadgets become lifesavers. Consider ordering a microwave egg cooker or cooking the eggs the night before. Additionally, omelets are a great idea to incorporate vegetables such as mushrooms, broccoli, and bell peppers, as Tam cooks omelets when she

has more time. Sophomore Aiden Whitman eats hard-boiled eggs and mostly packaged egg, sausage, and cheese sandwiches while sometimes making the sandwiches himself if he has more time. Whitman says eating an energizing breakfast, such as incorporating eggs, helps him focus more.

“Well, if I don’t get energy from breakfast, then I usually don’t pay much attention in my classes and also if I have a band class or something similar, I won’t perform as well as I usually do,“ Whitman said.

Using a microwave egg cooker, egg sandwiches can be mass-produced very eggficiently. First, pick a foundational baked good, preferably an English muffin, and then cook the egg however you like, the easiest method being the use of a microwave egg cooker. After toasting the English muffin, put your contraption in the microwave with some cheese, sharp white cheddar works perfectly.

Yogurt is the final and by far the least time-consuming choice for breakfast. Part of whipping out a parfait is to create something new, so experiment as much as possible. Nevil eats his breakfast usually at school by buying a strawberry yogurt parfait.

“It’s vanilla yogurt with strawberries and broken-up bits of Nature Valley granola bars. I like to have a good granola crunch; it adds a little bit more texture to the yogurt,” Nevil says. “My mom gets this dark chocolate granola which is really good. So I’d add some of that and then probably some honey.”

Whatever idea pops into your mind, don’t be afraid to try it.

“We’re all still growing, and we just need to add nutrition in our body so we can function properly at school,” Tam said. “For me personally, I’m not a picky eater, so I’ll have anything that is in my fridge.”

A glass cup filled with strawberry greek yogurt topped with various berries and pieces of an oatmeal raisin granola bar. Photo by Colin Nichols

Banana slices topped with cinnamon sugar resting on a slice of toast spread with peanut butter on a plate next to a banana. Photo by Colin Nichols

Fl wering Travels

Advice is given to students that need fun during Spring Break.

By Moth Payne Staff Reporter

Excitement fills the atmosphere as tourists dash down the streets of Los Angeles as the breeze flies through junior Sam Maxwell’s hair, laughing alongside her family as she walks down the roads, enjoying the company of the people beside her. Fun is a rare experience for overproductive students, freedom from school being exceptionally rare. Because of this, Maxwell takes every opportunity she can get to have fun during spring break.

“My family and I are spending a few days in California, and we’re planning on going to the Warner Brothers studio tour,” Maxwell said. “It’s going to be a six-hour tour because I really want to go into the study of film for college. We’re also going to Anaheim for DisneyLand because I’m in a huge Disney family, [so it’s going to be really fun].”

With going to Cali or Disneyland, Maxwell understands that some — if not most — of her friends don’t have a clue of what to do over spring break.

“Just gather a group of friends, and just go out and do something like the mall, public museums, anything,” Maxwell said. “I know what it’s like being stuck at home during a break with absolutely nothing to do, so make the most of it and go have fun-don’t waste your break lounging around, it’s not worth it.”

While some people may travel across the country, some may decide that they are traveling out of the United States. History teacher Christopher Barth is a man for exploring, and wants to adventure as much as he possibly can.

“For spring break, my wife and I are taking our two daughters to Punta Cana. It’s a small coastal town in the Dominican Republic, and it has amazing beaches, great weather, and amazing food,” Mr. Barth said. “There’s lots of adventurous stuff to do there; we’ve swam with sharks, went scuba diving, and snorkeling- I can’t wait to try new adventurous things to do that we haven’t done before.”

With many exciting events happening, such as traveling out of state or out of the country, some may rather just stay within Missouri and attend some of the admirable spots the state has to offer. Sophomore Kady Garrett loves the outdoors, along with reuniting with some family members she may have not seen in a while.

“For my spring break, I’m going down to the Lake of the Ozarks with my family; I love going down there because of my grandparents, they have a little paddle boat, and they have a little condo that my family and I stay at anytime we go to visit,” Kady said. “I’m looking forward to mainly spending time with my family and admiring the atmosphere because it is a really nice place where we can all just come together and spend time with one another.”

Despite all of the fun things to do, some people genuinely have no clue what to do whatsoever. While that’s more than okay, Garrett gives advice to those that want to do something fun and enjoyable, but may not know what to do exactly.

“Honestly? Just go outside and enjoy nature, the weather is supposedly going to be extremely nice during spring break,” Garrett said, “Whenever I’m bored, I love just going outside and sitting underneath a tree, probably just lounge around with friends as well.

Two suitcases sit on the beachy sands of California, the suitcases in front a beautiful ocean, beside a healthy palm tree. Illustration by Moth Payne.

Spring Into Plants

Find the perfect plant for any level of green thumb you are

By Emily Sirtak Web Editor-In-Chief

I’m a plant beginner, I haven’t worked with too many plants before I want a plant that does well in low light.

I’d like a lowmaintenance plant.

I’d like a highmaintenance plant.

Start Here!

I want a plant that does well in bright, direct light.

I’m a plant pro! I’m really comfortable with plants and I’ve owned many before.

SUCCULENT: Water me once a week and keep me in indirect light.

MONSTERA: Water me once a week or two and keep me in indirect light.

I’d like a lowmaintenance plant.

FIDDLE LEAF FIG: I need to be watered a cup of water for every two feet tall I am once a week.

POTHOS: Water me once a week and keep me in direct light.

I want a plant that does well in low light.

I want a plant that does well in bright, direct light.

I’d like a highmaintenance plant.

STRING OF PEARLS: I only need water every two to three weeks, but keep an eye out for when the pearls start to dry out.

PEACE LILY: Typically I like water weekly, but I’ll tell you I need water when my leaves start to droop.

Illustrations by Emily Sirtak

Grieving Forward

By Reilly Scobey Print Assignments Editor

I remember being the happiest I had ever been that afternoon. Our first issue of the Central Focus came out and I couldn’t wait to show my family my first ever published story. Without hesitation, I bolted off the bus with immense hope of showing my grandpa my spread. He was an English major, so he always took grave interest in my writing. He was the person I showed everything to, so when I got home I ran to his room within seconds. No one could have prepared me for what happened next. Rounding the doorframe, I sat in the chair next to his bed and started ranting excessively about my story and even started to read it to him. It took me a couple of minutes to realize something was wrong. Longer than I would like to admit, but once I saw it I couldn’t unsee it. He wasn’t breathing.

My grandpa died Oct. 20, 2021 right in front of my eyes. I never really know how to react when saying that sentence.

Losing your support system is always hard, but I knew this was coming. The week before we were told he only had weeks to live, but having those weeks turn into days was mind-numbingly hard. You can sit back and think you have come to terms with the outcome of these events, but when the time comes you are never truly ready. That’s how I felt in the moment and how I continue to feel now. I thought watching him die would be the hardest thing I ever went through, but moving on with my life and picking up the pieces was even harder. It has been more than a year now and I still haven’t processed his death. I tend to talk about him like he is still with us because I am not ready to let go yet, but over the past year I have realized my denial isn’t the only reason I haven’t come to terms with it, my family has also impacted my healing.

After he passed, my mom was extremely open and willing to talk about him while I didn’t want anything to do with her conversations. You see, she grew up in an environment where doing that was encouraged while I grew up thinking doing that was a sign of weakness, so I never really processed anything traumatic in my life properly. I had previous experiences with death on my dad’s side that impacted my ability to process this one. On Nov. 7, 2016 my grandpa on my dad’s side passed away due to lung cancer. I was 11. When he died we didn’t really do anything for him. Sure we held a traditional funeral and lunch after, but we never really talked about it. I remember celebrating Christamas a month or so later and being scolded by my grandma for bringing him up. How dare I bring him up like that, it wasn’t like I was a little kid just trying to process this new dynamic around me. After that I never dared to bring him up again. How could I when my own family didn’t wanna process it with me?

Lack of support while grieving has lead to a difficult and painful realization

Dave Griffin smiling down at his grandson. Even though they lived in Florida, Dave always made time for his grandchildren by trying to make every moment they spent together memorable. Photo courtesy of Reilly Scobey

Dave Griffin showing grandaughter Reilly his pet bird Purtey. Everytime his grandchildren come to vist Griffin strives to find new and unique ways to bond.

Photo courtesy of Reilly Scobey

This was a time in my life when I felt the most alone. I didn’t really know what else to talk about with them, so I slowly drifted away from them and began to isolate myself. I don’t really like to use parts of my life to pinpoint the problems within myself, but you can’t deny this is why I am unable to process loss. Not having a support system around you in a time like this leads to an inability to move forward and hinders your ability to process something similar in the future. You see, this time I had the support. My mom was willing to sit with me and talk through his death, but because of previous experiences I pushed her away out of fear. Rather than working through my feelings I buried them. My dad’s side of the family would be pleased with me, but in hopes of making them content with me I have wrecked my own mental health. In hopes of being seen as strong I have made myself weaker.

I’ll never forget the feeling. When everything hit me. What I did has made everything worse, but I still didn’t know how I let it get so bad. I had pushed everyone away. I spent hours upon hours in my room because I didn’t wanna face my own mistake. Rather than accept my shortcomings, I continued to grieve in the same way. I came to understand my flaw, but I didn’t do anything about it. Why? I believe it was because I was too afraid to open up my heart and actually feel what I needed to. Emotions have always been hard for me to comprehend, so rather than deal with them I have found it easier to bury them. I have tried to change it, but every time I get scared and decide it is easier for me to continue to repress them

because I am afraid of being judged, so me and my mom have never had that conversation about my grandpa and with my dad’s family his death goes unmentioned.

Losing both of my grandparents at such a young age was extremely hard, but not having learned how to properly grieve made it harder. Having witnessed my dad’s side of the family’s criticism of grief, I didn’t dare try a new technique. I knew deep down inside what I was doing was not healthy, but I was too afraid to open up and work through my feelings. Rather than being there for my family, I decided it would be better to shut everyone out, so I wouldn’t have to feel. Rather than feeling pain, I have always found it easier to shut everything and everybody out, But in the last month or so I have decided I’m done processing events in this manner. After doing this for years, I have found it hard to move forward and fully embrace life. While everyone else around me is happy, I have found myself struggling to feel that basic emotion over the last couple of years. I no longer want to live my life in a state of fear. I want to be able to face everything head on and reform the connections I had with my mom before I shut her out from my world. Over the years, grief has caused me to shut out everyone in my life. Sadly, my mom wasn’t the only victim. Since my grandpa’s death I haven’t had a close relationship with my dad’s family and I want to change that. Grief has taken a lot away from me and finally, it is my time to start taking my life back.

Dave Griffin holding his grandchildren while boating to a port in Mexico. Griffin has always been spontaneous, but taking the entire family on a all expenses paid cruise was a new level of spontaneous. Photo courtesy of Reilly Scobey

Getting Older

As

By Lorelai Finoch Central Focus Editor-in-Chief

My brother, born April 15, 2008, just five months before my third birthday, has remained one of the few constants in my life. From his constant annoyance to his constant support, he is always present, whether he chooses to be or otherwise. Whether I want him to be or not.

This forced proximity mixed with the fact that it’s been just him and I in the seemingly unending back-and-forth between our mom and dad has pushed and pulled us further and closer throughout the span of our lives together. He is the only one that will ever really understand what I’ve been through, and sometimes that frustrates me. Sometimes that scares me. Mostly, though, it makes me appreciate what we’ve each been given in the other.

As we’ve grown up together, as I’ve watched him start his journey into true independent personhood, I find myself awed…and slightly terrified. This nuisance, this comfort, this little brother of mine isn’t just my little brother, anymore. He’s a student. A good one, at that. A student who likes his teachers and whose teachers like him. A student who tries. A student who is now in his second semester of high school, of all things, something that, admittedly, I never really considered as a reality. Alex? In high school? I could barely comprehend his start in middle school, and I only really started to grasp onto that by the time he was in his last year. Just about a month ago, he finally got a haircut after almost a year of growing it out. Before the great hair massacre of 2023, his hair rested just below his shoulders. It was his aspiration to grow it out, at times to the slight chagrin of our mother, and it was a distinct show of his developing independence. Then, he came home with hair about as short as mine and a grin on his face. Another choice. Another change. But this was different. This slap in the face wasn’t just the realization he was maturing in his independence, but he looked older, too. He looked like himself, instead of someone he was trying to be.

It may seem ridiculous, but this felt like such an important moment, despite its subtlety. Not only had Alex made the decision for himself, knowing it would be better for him, knowing how it would suit him, but he also refused to have his mind changed. He wasn’t influenced by our parents to style it one way or the other, to cut it shorter or longer. He chose himself. Found the reference

RIGHT: Happy first day of high school! Alex Finoch struggles not to laugh at his sister while mom takes a picture. Photo courtesy of Kim Finoch

photos himself. And it was this setting of boundaries, of hard limits, what he was and wasn’t willing to do with his hair-his body-that stuck with me the most.

Alex was learning to use his voice in a way that wasn’t just frustrated or upset, but rather collected, comfortable, and sturdy, something that we have both struggled with, in the past.

To watch this growth represented physically, not just in the slightly unsettling way that he’s almost taller than me, but also to see how he chooses to treat himself and take care of his body.

Every part of the beginning of his life as a self-reliant being, a person willing to say what’s on his mind and demand to be heard, has been entirely his own.

Recently he and I have been discussing what it will be like after I move to Columbia for college. He’s scared, and so am I, though it may not be for the same reasons. He and I have been the biggest consistent factor in the other’s life; even when our schedules were changing left and right, even when our parents were, intentionally or

younger siblings get older, reflecting back on how they got to where they are is an inevitability

otherwise, uprooting some part of our lives. We always had each other.

He’s scared to lose that. So am I. But I think I’m more afraid that I’m going to miss out on watching him become the person he’s meant to be. Or being with him while I continue my own growth. We won’t always have the other to look at across the room and silently make fun of the people around us. We won’t always have the other to show off our accomplishments to. We won’t always have the other to comfort us when the week’s been long and people are frustrating.

But I think that the absence may also be the beauty of all of this. Alex is going to learn who he is through his own methods, and while it may be in the absence of his crutch (though I admit, I have a habit of treating him the same), I hope to make it as clear as possible that I will be there for him, laughing when he stumbles before helping him stand straight, again.

Watching him grow into himself has been a surprising and exciting experience, and though I may be worried about leaving him, I am confident that he will find his way on his own.

This was the first picture taken the morning our first day of school. It’s a good representation of our relationship, holding eachother up while Alex grimaces at me and I have the dumbest look on my face. Photo courtesy of Kim Finoch

ABOVE/LEFT: Ever studious, Alex focuses in on his class work. Seeing the effort he puts into his classes only feeds my pride.

Photo by MaryGrace Cummings

FINAL FRAME

By Aniya Sparrow

Photo Editor-in-Chief

‘I knew they would catch me’

Seniors Joey Seevers and Jerry Forno lip-sync on stage to the time old classic “I’ve Had The Time Of My Life,” sung by Bill Medley and Jennifer Warnes, while dancing together in reference to the classic 80’s movie “Dirty Dancing.”

This image was captured at the annual Mr. FHC contest, where both Seevers and Forno were competing for

one of the many titles. The part of the image that really stands out to me is the contrast between the black background and all of the colors on Seevers’ suit. It can be very hard to capture clear and bright images with only spotlight lighting on the subject, but I was able to get that as well as other colors like the lining of the purple light around the bodies of Seevers and Forno.

My favorite part of the image is the positioning of Seevers and Forno, where Seevers is standing just a little bit more in the front and Forno is slightly behind him. Seevers is owning the stage with his lip-sync and Forno is matching the energy by being funny and entertaining the audience, and this shows both of their personalities.