May 2024 Issue

Final vote to decide Honor Code

By Hannah Shahidi

If upper and middle school students and faculty vote in support of implementing a revised Honor Code for the 2024-2025 school year, it will likely be ratified and approved following a meeting between Prefect Council and the administration May 29, according to Upper School Dean Sharon Cuseo.

An initial draft of the revised Honor Code was written by Prefect Council and sent to students to receive student feedback May 2. A second version of the code, which incorporated feedback from students, was sent for students and faculty to vote on May 23.

Cuseo said Prefect Council tried to maintain the original ideas of the Honor Code while modernizing the language.

“Some of the changes were based on feedback from students and faculty,” Cuseo said. “It was a real balancing act between maintaining some of the tradition and spirit of the original with the increased clarity and conciseness of the revision. Student and faculty members are voting on this new draft, so if both groups sign off, then it will get final approval from the School Leadership Team.”

Head Prefect and Print Managing Editor Davis Marks ’24 said Prefect Council has been working on incorporating student feedback in the latest draft of the code.

“If you look at honor codes at most colleges, they aren’t lengthy documents detailing every prohibited action,” Marks said. “Instead, they outline each community’s core principles. The feedback we have received from students shows that most are unfamiliar with the current Honor Code, so by revising it to be more concise and affirmative, students will be able to live by these principles. Over the past month, we have been discussing this project almost daily, working to incorporate feedback from administrators, faculty and students.”

BRINGING IN BLOCKS: The Middle School unanimously decided in cooperation with an independent company to implement an eight-day block schedule for the 2025-2026 school year. In the process, administrators proposed longer classes and a more uniform schedule across all grade levels.

Middle School announces eight-day block schedule for 2025-2026 school year after unanimous vote

By Everett Lakey

Middle school faculty and staff unanimously voted to change the Middle School schedule for the 2025-2026 school year in a meeting May 21.

The school consulted with Independent School Management (ISM), a company that works to create student-centric scheduling, in developing potential schedules that were presented at faculty meetings in April. Head of Middle School Jon Wimbish said the school also assembled a scheduling committee filled with members from different departments that provided feedback on the proposed schedules before unanimously deciding to move forward with a schedule with 55-minute class periods that meet five days out of an eight-day cycle. The 2024-2025 school year will be used to finalize and address potential problems in the schedule, according to Wimbish.

President Rick Commons said the implementation process will be similar to when the Upper School switched to a block schedule.

“We took a year to think about all of the different nuances and complications and then implemented and discovered a whole set of new different nuances and complications that needed to be adjusted,” Commons said. “We will follow the same pattern at the Middle School. It is important that it is not a copy of the upper school shift. That is why the result is longer periods but not as long as the ones that we have at the Upper School.”

“I think there will be a learning curve, but I am excited because I am going to have to experiment with different types of teaching methods,” Makhluf said. “I don’t think a lecture is going to work for 55 minutes, especially for seventh graders. [The new schedule] allows us to explore alternative ways to get information to students.”

Wimbish said keeping the idea of middle school academic exploration intact was a priority while developing the new schedule.

Middle School History

Teacher Joseph Makhluf, who was a member of the scheduling committee, said he is looking forward to trying different ways to teach his classes under the new schedule.

“The schedule that we chose wasn’t so immensely different that it was going to completely overhaul the entire class experience,” Wimbish said. “We still wanted to maintain the ethos of the Middle School, which is about exploration. We want kids to take lots of classes, so we have semester-length courses. We

have requirements for public speaking and ethics as well as [for] performing and visual arts. We did not want a schedule that was going to scale back on the number of periods offered because we want kids to still be able to explore.”

ISM scheduling consultant Sharon Schuster said she interviewed members of the lower school and looked through documents to get a better picture of how the school functions.

“The process itself involved interviewing a lot of people,” Schuster said. “I spent about probably 20 hours interviewing teachers and staff [as well as] students. In addition to interviews, [I went through] hundreds of documents, everything from admission data, to curriculum, to scheduling information to facility information. For two weeks, I dove in and tried to learn every single thing I could about the school and then I came up with designs.”

L. Wood Jon Wimbish

The revised Honor Code was presented at Faculty Advisory Committee (FAC) meetings at the Upper School and Middle School on May 16 and May 21, respectively. Upper School FAC Chair Heather Audesirk said most faculty supported the ratification of a revised code.

“The departments were generally in favor of the revisions to the Honor Code,” Audesirk said. “There were definitely some suggestions for changes to the [draft], but the general feeling was positive.”

President Rick Commons said he is happy about students leading revision process and is in support of ratification

“I'm really excited about [the change] because student interest in the Honor Code means that students broadly are discussing how to live lives of integrity now and in the future,” Commons said. “I've found our current Honor Code to contain some phrases that seem inefficient and a little distracting, [so] I like the fact that it's been refined and condensed in the draft. I can't wait to continue the process and to ratify a revised Honor Code.”

The final meeting for approval will be held with the upper administration. Head of School Laura Ross said she is appreciative of the care that Prefect Council is putting into the revision process.

“I really appreciate [Prefect Council] taking this on,” Ross said. “Our hope is to be able to ratify it exactly as presented [to the administration], but we just wanted to reserve [the] right [to revise it] in case there was a word choice that didn’t seem quite right.”

• Continued on hwchronicle.com

Every senior who skipped classes without an excused absence had their off-campus lunch privelages revoked by the school. The policy went into effect May 21.

Seniors face repercussions after ditch day

By Celine Wang

A large majority of seniors skipped classes and went to the beach for senior ditch day May 15. Those who did not attend classes at school had their off-campus privileges revoked for the rest of the school year.

According to Attendance Coordinator Gabriel Preciado, a total of 84% of the senior class did not attend school on that Wednesday and were marked absent in their classes.

Head of Upper School Beth Slattery said some teachers were unhappy with the absence of students on ditch day.

“[The teachers] feel like it devalues what's happening in their classrooms,” Slattery said.

“That's the way that they that some teachers feel with absences and tardies. I think [the Coachella policy] sent a bad message to our teachers that we were favoring [the students'] rights to do whatever [they] want over the boundary, so I think we needed to start having there be repercussions and losing senior privileges.”

Nuzzy Sykes ’24 said although the senior class was punished for skipping class, they still collectively enjoyed the opportunity to be together.

school shouldn’t try to dissuade the students from having it,” Sykes said. “The night before I had a group of friends over [at] my house for the night, and then on ditch day, nearly the entire senior grade went [to] the beach all together.”

Boaz Maydew ’24 said he enjoyed participating in ditch day and taking part in a widespread senior tradition near the end of high school.

“Ditch day was well worth the repercussions, and the

“Senior ditch day is a tradition amongst high schools across the country,” Maydew said. “It is a testament to the fact that after 12 years

of hard work in school, seniors get to pick a day just to break the rules, let loose and have some fun with your friends for one of the last times that we are all together.”

Aidan Deshong ’24 said the day was a way for the senior class to cherish the last moments they had with each other as a class.

“This is the last week we all get to be together as a class, and I don’t think it’s a bad thing to spend our common periods together with the grade,” Deshong said. “Since we’re in LA, we went to the beach. Lots of people brought frisbees and Spikeball sets. I spent a lot of time playing those kinds of games with friends.”

Administration hires new deans

By Nathan Wang

The school hired Jee Won Lee and Michael Durant to serve as deans starting in the 2024-2025 school year, increasing the number of upper school deans from 10 to 12.

Head of Upper School Beth Slattery said adding two new deans will reduce the number of students each dean oversees.

“We're going to have a team of 12 so that we can reduce the caseload for all of the deans,” Slattery said. “Every dean [will] only get 25 kids in the 10th grade versus right now [where] they have 35 juniors and seniors each. [The addition] is going to make a difference [for the deans] to actually serve our population better."

Durant received a bachelor’s degree in psychology from the College of Charleston and a master’s degree in sociology of education from New York University (NYU). He worked in the admissions office of NYU for five years before transferring to his position as a college counselor at the Miami Country Day School.

Durant said his experience working in the NYU admissions office prepared him to be a dean.

“Having an understanding of selective college admissions and of college admissions in general

really puts me in a good place to help students understand their place in the admissions landscape,” Durant said. “I was on different committees, led different teams and saw the big picture of the admissions process.”

Lee worked in the admissions offices of Pitzer College and Whitman College after receiving a Master of Education at the Harvard Graduate School of Education. Lee currently works at the United World College of South East Asia in Singapore.

Lee said she is looking forward to continuing her work in counseling and assisting student growth at the school.

“I really love working in schools as an advisor and a counselor and guiding young people through what is one of the most exciting parts of their lives,” Lee said. “I also understand it can be really fraught with challenges and ups and downs. Just being there and offering guidance is an incredibly privileged job. I feel confident that Harvard-Westlake is going to be another amazing community where I'll be able to build some meaningful relationships and hopefully be a really helpful advisor and counselor to young people and to families.”

Slattery said Lee and Durant’s expertise is well-known around

the deans’ office at the school and she is eager to introduce them to the rest of the team.

“The two people that we hired are just incredibly kind, thoughtful and really good with kids," Slattery said. "They’re people that a number of deans have known for a while because the college counseling and admission community is small. They've just been people that we've admired from afar for a while, and the fact that they're going to be here is great.”

Lee said she plans to foster interpersonal relationships at the core of her work.

“I see [that] the heart of my work is just people and relationships,” Lee said. “Prioritizing people and meaningfully putting [myself] out there to learn about the culture in a school have always served me well. That's definitely how I plan to continue working with all of the people in the community that I'm joining.”

Durant said he wants to ensure students are just as academically challenged at school as they are mentally supported.

“When the pressure is coming from within a student that is very driven, I want to support that driven nature in them,” Durant said.

DARE TO DITCH?: Seniors play games at the beach while skipping classes on May 15 as part of the annual ditch day traiditon.

L. Wood Beth Slattery

HANNAH SHAHIDI/CHRONICLE

Students elect 2024-2025 Prefect Council

By Alden Detmer

Juniors, sophomores and freshmen elected members of their class to serve on Prefect Council for the 2024-2025 school year. Assistant Arts and Entertainment Editor Sasha Aghnatios ’25 and Ellie Borris ’25 were elected by juniors and sophomores as Head Prefects.

Juniors elected Marlo Beckman ’25, Gideon Evans ’25, Rex Grube ’25 and Victor Suh ’25 as Senior Prefects. Sophomores elected Sarah Anschell ’26, Caroline Cosgrove ’26, Robby Louie ’26 and Dashiell Sparks ’26 as Junior Prefects. Freshmen elected Jasiri Johnson ’27, Chase Rudoy ’27, Simren Bindra ’27 and Charlotte Im ’27 as Sophomore Prefects.

Aghnatios said one of the primary goals for Prefect Council next year will be to continue creating a less stressful environment at school.

“There’s just so much emphasis put on your grades and your extracurriculars, and a lot of people only do activities because they think that it will help them get into whatever college they want,” Aghnatios said. “Next year, I hope there’s at least a small chance we somewhat shift from the ‘College, college, college’ mindset. I know that Prefect Council isn’t really in charge of people’s personal lives, but I think if we have enough events where people are able to really connect with the people around them, they will be more willing to focus on the parts of their lives that make them happy in the long run.”

Aghnatios said she hopes her friendship with Borris will allow the two to mimic the successful dynamic of Head Prefects Bari LeBari ’24 and Print Managing Editor Davis Marks ’24.

“[Borris] and I have been best friends for a really long time,” Aghnatios said. “[Marks]

and [LeBari] were so organized, knowledgeable and lovely human beings to be around. It’s going to be hard to fill the shoes they’ve left for [Ellie and me], but I would like us to have a presence in a room and be involved in all the nitty gritty details.”

Johnson said he hopes to focus on building the school community through additional policy changes.

“At the middle school, I worked with some of the eighth graders, and we made different [events] where we would bring puppies to the school to destress,” Johnson said. “I know that some of my fellow peers have been working on trying to get the testing calendar standardized as well. For the Upper School, I really want to work on helping introverted people talk to people. I feel like bringing more people together would unite us more as a community.”

Anschell said one of her goals

Cum Laude Society recognizes 58 students in annual ceremony

By Lyla Kavanagh

The National Cum Laude Society inducted 58 seniors in the annual ceremony May 20. These students made up the top 20% of their class based on evaluation of their unweighted and weighted GPAs during their sophomore, junior and senior years.

History Teacher and Cum Laude Chapter President Lilas Lane said Cum Laude is one way to give credit to some of the students at the Upper School who have consistently put in the effort necessary to graduate within the top of their class.

“I believe that Cum Laude is a nice way to honor students who have intellectual curiosity, academic rigor and the resilience to put in the hard work over their three years at the Upper School,” Lane said. “[Cum Laude] is based on GPA for the lack of a better instrument to determine those qualities.”

Cum Laude Society inductee Fiona Kim ’24 said it was an honor to receive the distinction,

even if it wasn’t something that she had been specifically working towards achieving.

“Although I wasn’t working for it throughout my years in [the school] I think that it’s certainly an honor to receive this award,” Kim said. “It just goes to show that hard work pays off, and it’s just a very good opportunity. It’s not really a reward to me. It’s more just like an honor.”

Cum Laude Society inductee Hannah Carbunaru ’24 said she believes the system fails to recognize many students who are hardworking but are unable to earn high GPAs.

“I am proud of being inducted to Cum Laude Society because I worked very hard in school, and I am happy to see my hard work pay off,” Carbunaru said. “I think it is nice to honor the students that put in more work than others, but there are [also] many students that might work hard but not have the grades.”

Cum Laude Society inductee Chris Headley ’24 said he believes the selection process for

Cum Laude should be reformed to further take into account the rigor of classes in a student’s GPA.

“I think kids’ hard work should be acknowledged [through Cum Laude],” Headley said. “[However], I also think [the school] should fix the system for how they calculate who gets Cum Laude to put more emphasis on weighted GPAs.”

In her address to the students, Lane said she was proud of the values and perseverance that brought the inductees to where they are today.

“You have shown resilience, both academically and personally,” Lane said. “You all know that your journey to this moment was not as easy or as trouble-free as you often made it look. All of you have faced frustration somewhere along the line, all of you have probably wondered at times why in the world you bothered to keep at it. But you did keep at it. A curious mind, a resilient spirit and an honorable heart, these are formidable virtues, and I commend you.”

By Alex Dinh

Members of the Class of 2024 hired a mariachi band to come to campus during lunch as a senior prank May 24. The mariachi band walked around and played throughout the entire campus, including academic buildings and department offices.

Annabelle Mass ’24 said she reached out to the mariachi band after being encouraged by seniors to assist with the logistics.

“People on the Quad were saying we need a prank,” Mass said. “Someone eventually said, ‘I want a mariachi band,’ and I said, ‘I’ll find one.’ I just wanted everyone to have fun, and this was the most together I have ever seen the school.”

is to help people recover after missing days of school.

“I think that it’s already stressful to miss school and there’s a lot of extra pressure to get things done when you come back,” Anschell said. “You shouldn’t be penalized for being so successful at something that requires you to miss a day of school here and there, especially if it’s a school-related activity. My goal is to work with the administration to create policies and clear expectations for kids coming back from a day off.”

Grube, who was elected as a Prefect for the first time, said he was excited to win the election.

“I really love the [school] community, and I have lots of friends here,” Grube said. “I know that our school is amazing, but there is always work to be done to help improve it. I feel that being a Senior Prefect will help me to carry out those goals and help change the school in ways that benefit everyone.”

Kannan Reddy ’26, who was taking a math test during lunch, said he found the prank entertaining and his testing experience was not overly disturbed.

“When I heard all of the noise, I was trying to figure out how to do limit notation, so it was an interesting experience,” Reddy said. “My teacher gave me and everyone else taking the test 15 extra minutes, so I don’t think it hurt anybody. I think we should do it again next year, but maybe not during finals week.”

Latinx and Hispanic Student Organization (LAHSO) Leader Omar Rivera ’24 said he talked with Mass before she hired the band to ensure it was appropriate.

“[Mass] approached me saying she was thinking about bringing a mariachi band as a senior prank to end the year with a bang,” Rivera said. “She asked me to make sure that we didn’t think bringing the band to school was culturally insensitive, and I appreciated that. I told her it was very appropriate and all light-hearted with good intent.”

PRINTED WITH PERMISSION OF ELLIE BORRIS

DREAM TEAM: Head Prefects Bari LeBari ’24 and Davis Marks ’24 take a group picture with Junior Prefects Sasha Aghnatios ’25 and Ellie Borris ’25 in the lounge. Aghnatios and Borris were elected by sophomores and juniors to serve as Head Prefects for the 2024-2025 school year.

Student affinity groups celebrate diversity with Multicultural Fair

By Erin Ryu

Student Leaders for Inclusion, Diversity and Equity (SLIDE) hosted the annual Multicultural Fair on the Quad on May 21 during lunch. During the event, affinity groups hosted booths to share food and culture with the school community. The various clubs at the fair included the Armenian Affinity Group (AAG), Asian Students in Action (ASiA), Black Leadership Awareness and Culture Club (BLACC), Jewish Club, Latin American Hispanic Student Organization (LAHSO), Middle Eastern Student Association (MESA), South Asian Student Association (SASA) and the World Languages Magazine, Babel.

Visual, Arts Teacher and Upper School Coordinator of Diversity, Equity and Inclusion Reb Limerick said the Multicultural Fair was an opportunity for SLIDE to highlight the various cultures at the school.

“Through this annual event, SLIDE normalizes and celebrates proudly [by] sharing [culture] with peers through food, music, art, performance, games and education, which can lead to a deeper understanding and respect of one another as multi-faceted humans with layered identities,” Limerick said.

MESA leader Dhara Jobrani ’26 said the annual event allowed his club to present positive aspects of Middle East

Prefect Council brings baby goats to campus

By Ellika LeSage

Prefect Council brought baby goats to campus to provide the student body with an opportunity to de-stress before finals week May 24.

Junior Prefect Ellie Borris ’25 said that he had not originally believed he could bring goats to campus, but Prefect Council’s determination made the event a reality.

“[Prefect Council] wanted to have a small event right before finals that would bring some high spirit and fun energy to campus,” Borris said. “I’ve been saying I’m going to bring goats for a long time, and although it started as a joke, I decided to look into it and it turns out it’s not that difficult to rent goats.”

Borris said it is important to provide opportunities to students to find happy moments while at school.

“I hope students can get a good laugh and a smile from it,” Borris said. “This part of the year is super stressful and having little moments throughout

the day where you can forget about everything you’re worrying about is crucial.”

Ryder Felisan ’26 said that he loved the goats and really enjoyed spending time with them.

“I had the privilege to spend most of my lunch period with the goats and afterwards I actually felt less stressed,” Felisan said. “I have a ton of finals I have to prepare for and playing with the goats was such an escape. The goat I held was so cute and it warmed my heart to spend time with a six-week-old baby goat.”

Liv Kriger ’25 said she enjoyed spending time with the goats, but hopes that a couple of similar improvements will be made for next year.

“Having the goats visit was so much fun, but I hope they can bring more goats in the future so that more students can spend time with them,” said Kriger. “Keeping the goats for a longer period could also be extremely beneficial. It would be amazing if they could bring other animals besides goats next year too.”

Mental health club organizes booth at lunch for awareness

By Jack Ryan

The Student Mental Health Alliance ran a booth on the Quad to celebrate National Mental Health Awareness Month on May 22. The Alliance gave students fidget toys, cookies and facts about mental health. Students also scanned QR codes for guided meditations and mindfulness playlists.

Upper School Counselor Michelle Bracken founded the club and appointed Karsten Cole ’24, Sunny Lu ’25, Micah Parr ’25, Rachel Reiff ’25 and Dennett Stibel ’25 as co-leaders.

Parr said the goal of the booth was to interact with the community and improve students’ mental wellness.

“culture amid current tension in the region.

“The fair is especially important to MESA, due to conflict and constant media attention the Middle East gets,” Jobrani said. “By serving sweets, we can use the fair as a reminder of the amazing culture and food the Middle East has despite the turbulent times.”

AAG leader Derek Esrailian ’24 said his club used the fair to spread Armenian culture and history to the student body.

“[The Multicultural Fair] helps us foster a sense of pride and identity among our members while promoting cultural awareness and appreciation among our peers,” Esrailian said.

• Continued on hwchronicle.com

“We [want to] engage with the community and hear what they have to say,” Parr said. “[We handed] a bunch of things out about wellness and how you can better yourself from a mental health perspective. It’s meant to be a peaceful day.”

have two extended lunch periods multiple days in a row with the Multicultural Fair.”

Dylan Wuo ’25 said he thought a field day would have had a positive impact on his mental well-being.

“I do think [a field day] would have worked well because I know last year, [there were] three field days in May,” Wuo said. “That was the time I started going out onto the field more, and I think there was only one this May. I feel like having one to end the year would have been good. The field days forced me to not think about the things that were stressing me by being able to chill on the field.”

If [this booth] can make things better for just a few people, that’s at least something.”

Micah

Parr ’25

Parr said that the alliance originally wanted to host a more expansive field day on campus for students.

“Initially, we wanted to do a mental health field day because kids were refusing to engage with their mental well-being,” Parr said. “The mental health field day would have included guided meditations, yoga and speakers talking about how you could better your mental health. Unfortunately, the administration did not want to

Stibel said student leaders hope to continue to change policies and host more events to help students.

“In the future, [we] hope to make more sweeping policy changes at our school in favor of the students’ wants and needs,” Stibel said. “We also are organizing a wellness day at the beginning of next year with guided meditations, more resources and community time where students can connect in a non-academic way.”

Parr said that any positive contribution to the community’s well-being is valuable.

“[We want] to educate people and help them out any level,” Parr said. “If [this booth] can make things better for just a few people, that’s at least something. We have got to start somewhere.”

GOAT TIME : Baby goats were brought on campus by Prefect Council, where students could pet, feed and hold them. Research shows that interacting with baby animals can decrease anxiety and depression in humans.

SHARING CULTURES: SLIDE and various campus affinity groups collaborated to host the Multicultural Fair on the Quad on Tuesday. Students were able to try cultural delicacies, watch dances and learn about traditions.

CONNOR TANG/CHRONICLE

Five students win first at international data science competition

By Eden Conner

Michael Barr ’25, Ryder Katz ’25, Mason Wetzstein ’25, Ethan Seung ’25 and John Xu ’25 won the annual Wharton High School Data Competition. The team competed against over 300 teams from 37 countries in the tournament. Each team was given 476 games of fictional soccer data and had to formulate a playoff bracket and pick a winner for each round as well as the probability they were going to win.

The teams considered expected goals, penalty kicks, time of possession, corner kicks, home team and away team, deciding for themselves which variables to look at and how to weigh them. Katz said the team’s building of a Whole History Model (WHM), a model that adapts to changes to the data, allowed them to more accurately predict data that was out of order.

sequencing issue we found in the regulatory system.”

In the tournament’s first round, teams submitted their predictions for playoff rounds with the probabilities that each team would win. The tournament filtered the predictions, reducing the pool from over 300 to 25 teams. Semi-finalists created slideshows presenting the way they arrived at their predictions. Six teams were then selected to present their slideshow to a panel of judges. Wetzstein said he credits the team’s long-term success to the variety of skill sets amongst the group.

“We started with an Elo rating system, but the issue we found with it was that the data wasn’t in timed order,” Katz said. “If you ran the data one way, you would get a hypothetical number, but if you ran it the other way, the differential between the two outcomes was huge. The order of the data had a big impact, so we had to build a method that would iteratively change each team. We built a WHM that updates every team in the league after every game, so it gets rid of the

“[It was really useful] to have the combination of [Katz] and I who know sports very well and possess strong presentation skills, [Xu] and [Barr] with really strong computer science skills and finally, [Seung], who bridged the gap and acting as a translator,”

Wetzstein said.

Seung said he credits the team’s success to their collaboration.

“Our team was very dedicated,” Seung said. “We spent a lot of time together working, and everyone played a part. There was never just one person working on the project.”

Katz said while he is proud of the team for winning the competition, his greatest gains from the experience come from his improved leadership skills as well as understanding of research and data science.

“I’m walking away with teamwork abilities that I simply did not have before this experience,” Katz said. “I couldn’t be more grateful for this opportunity.”

World Languages teachers celebrate select students with awards assembly

By Audrey Kim

The school held the 2024 Honors World Language Assembly to present awards to students who excelled in Honors Language classes this year in Rugby Auditorium on May 21. Any student with a grade of at least a B+ in an Honors Language class or at least an A- in a Regular Language class was invited to be inducted into their respective language’s honor society. The ceremony also gave special distinctions to students who had shown their dedication to the language they studied. Around 200 students were inducted into the Honors Society.

Camille Weinstein ’24, who was given special recognition in the studies of Spanish, said the distinction made her proud of her hard work.

“I was honored to be recognized as I have worked very hard in Spanish at the Upper School and also enjoyed my classes,” Wein-

stein said. “My work has led to this important milestone, and my teachers have also seen my hard work and progress.”

Weinstein said the Honors Language Society recognition makes students more aware of the importance of world language classes.

“I think students should be recognized to motivate them to study world languages further, whether that be in the next year or beyond,” Weinstein said. “Sometimes, studying world languages can be overlooked, and I think awards like these can help reinforce the benefits of learning about other languages and cultures.”

Robert Hinton ’24, who led the Chinese induction oath and received special recognition in the studies of Chinese, said giving the oath was an important moment in his journey as a language student.

“I felt very honored to be able to represent all the Honors Chinese students,” Hinton said. “Chi-

nese has been very difficult but fun for me. With amazing teachers, I was able to expand my Chinese potential. Leading everyone in the pledge felt like a culmination about all of this.”

Hinton said he felt surprised and honored to receive his award.

“It was the best way possible to finish off my journey as a school language learner,” Hinton said. “I have been through a lot while learning Chinese, so I thought the recognition was amazing coming from the Chinese teachers I have enjoyed learning under so much.”

Brando Bowse ’26, who was inducted into the Spanish Honors Society, said the ceremony was an impactful experience.

“It was a very formal way to induct all of us into the Honors Society,” Bowse said. “The whole process had a lot of weight to it, and the Language Department did a good job organizing all the inductions.”

MixD club hosts event with multiracial journalist

By Colin Ho

The Multiethnic Inclusion and Diversity Club (MixD) hosted Radio Host and Producer Sasha Khokha to speak about her new podcast titled “Mixed Race” in Feldman-Horn on May 22. Khokha is also the host of The California Report’s weekly magazine.

Khokha said she defied the norms as a mixed-race South Asian woman when she decided to marry out of love as opposed to having an arranged marriage like the rest of her family.

“I feel like I really broke the mold,” Khokha said. “Especially in Northern California, there’s so many Indian engineers who work in Silicon Valley. Many people are having mixed kids, and it’s just not that uncommon anymore. Being able to find community is such an advantage for people today versus when I was growing up.”

Khokha said having a space for mixed-race students to discuss their identities is important.

“I still think there’s a lot to talk about [being mixed],” Khokha said. “There’s a reason [Harvard-Westlake] has a mixed club. It’s not like the issues I faced are over. There’s still a need for community.”

Khokha said mixed identities are often overlooked by society.

“Generally speaking, when we discuss celebrities, people are usually described as just being one race,” Khokha said. “Even though things have been changing to be more accepting to people who are going to be of mixed race or multiple cultures, we still describe Obama as Black, not Black and white.”

MixD member Emma Tseng ’26, who is Jewish and Chinese, said being mixed-race gives her a distinct perspective.

“To me, being mixed means getting to have multiple cultures, histories and values that give me a unique perspective on the world,” Tseng said. “For example, I get to be part of both Rosh Hashanah and Chinese New Year celebrations, which has introduced me to how different cultures celebrate and experience joy.”

MixD leader Nilufer Mistry Sheasby ’24 said Khokha empowered her to be more open about her mixed identity.

“It inspired me to not be so afraid of embracing my culture,” Mistry Sheasby said. “I hope that the mixed identity gets stronger because the community’s not as active as I would hope, but I think we’re getting there. Mixed people actually do suffer mental health impacts from not feeling accepted by any community, so we should work to combat that.”

A LOVE FOR LANGUAGES: James Peace III ’24, who studied Chinese at the Upper School, stands with Upper School World Languages teacher Bin He. Peace was one of two seniors nominated for the Outstanding Senior award in Chinese.

EXPLORING MIXED

IDENTITY: MixD club leaders Micah Parr ’25 and Nilufer Mistry Sheasby ’24 pose with club members and guest speaker Sasha Khokha. Khokha spoke about her experiences being multiracial.

CONNOR TANG/CHRONICLE

CONNOR TANG/CHRONICLE

L. Wood

Mason

Wetzstein ’25

SLIDE

Co-Chairs selected

By Ella Jeon

Tiffany Armour ’25, Clara Berg ’25, Nicola Dadlani ’25, Lauren Park ’25 and Dylan Wuo ’25 were selected as Co-Chairs for Student Leaders for Inclusion, Diversity and Equality (SLIDE) for the 2024-2025 school year.

Visual Arts Teacher and Diversity, Equity and Inclusion (DEI) Coordinator Reb Limerick said SLIDE Co-Chairs are responsible for fostering teamwork, creating unity and aiding affinity group leaders through obstacles.

“[The Co-Chairs] are there to promote cohesion and harmony amongst affinity groups, and help with collaboration as well as hold affinity groups accountable and offer them support if they’re experiencing challenges,” Limerick said. “They work directly with administration and faculty and staff [through] presentations and town halls with Prefect Council and other student leadership groups on campus.”

Limerick said a Co-Chair must demonstrate initiative and a willingness to advocate for the issues they support at the school.

“We look for students who have exhibited strong leadership on campus and [have] spoken up for causes that they believe in or been upstanders to their fellow students,” Limerick said.

Berg said she aims to facilitate events centered around celebrating individuality and expressing students’ different social and cultural backgrounds.

“Next year, I want to help SLIDE emphasize joy stemming from our identities,” Berg said. “SLIDE is a space to discuss issues and ideas, but I also would love to find time for trivia, board games, art and music within affinity groups and outside of the [club] meetings. Students should be able to be comfortable on campus, take pride in their identities and feel represented and celebrated.”

• Continued on hwchronicle.com

FRIDAY NIGHT

Board Game Club and Cinephiles Club host event with movies and games in the library

By Erin Ryu

Board Game Club and Cinephiles Club collaborated to host a movie night with board games in Mudd Library on May 24. The clubs organized snacks, pizza and drinks for atendees.

Board Game Club leader

Jacob Massey ’25 said he was inspired to collaborate with Cinephiles because he wanted to share both films and games with the school community.

“I wanted to do a combo event with someone from another club and wanted to do an after-school event, and I didn’t have the time for both,” Massey said. “Board games and movies are both things you can do to chill, so combining them enhanced them both.”

Cinephiles Club co-leader

Juana Markman ’25 said the club wanted to host an after-school event with Board Game Club to provide more flexibility in

scheduling and activities.

“We decided to do this event to create a fun and social environment that can combine different interests,” Markman said. “We also thought it would be really great to showcase movies and board games to a broader audience since, during school hours, a lot of people might be more busy or less willing to use up their lunch time to go to club meetings. Since the event was about four and a half hours [after school,] we were allowed to watch multiple full movies and play longer and a lot more board games.”

ful [school] can be, it’s important to have moments when you can just relax and have fun with your friends,” Parr said. “As a person who appreciates film and just loves hanging out with friends, having a moment at the end of the year to do something with [friends] is just great.”

Joshua Massey ’26 said he believes the event allowed students to connect as they played board games with each other.

to relax and bond with each other without the usual time constraints that comes with club meetings during school hours.

“What’s nice about this event is that it allows us to play games without the same time pressure that happens in a normal Board Game Club [meeting], and it’s not high pressure,” Schlessinger said. “You can just relax and play a game quietly with some friends instead of trying to cram it into a small period at school.”

Micah Parr ’25, who attended the event, said he appreciated the opportunity to spend time with his friends as the school year ends.

“Given how hard and stress-

“Having three hours as opposed to 45 minutes really let us take our time with [the board games], develop strategies and develop relationships,” Joshua Massey said. “We had fun along the way as we [moved] from board game to board game.”

Shimon Schlessinger ’26, who attended the event, said events like these give students a chance

Jessica Ferrie ’26, who attended the event, said she enjoyed being able to interact with other students through the different activities offered.

“[The event] had many different games [and] movie so there was something for everyone,” Ferrie said. “I attended because it was a great opportunity for me to have fun with my friends. My favorite part was playing games with other people. It was a great way to bond and relax before finals.”

Students exhibit work at flea market

By Eila Shokravi

Graphic Design classes hosted the first “School’s Out For The Summer” Flea Market on the Feldman Horn Quad on May 24. Graphic Design students sold and displayed the merchandise they made during the school year. All proceeds from the event went to the Garment Worker Center in Los Angeles, a workers’ rights organization fighting for social and economic justice for low-wage garment workers.

Graphic Design Teacher Whitney Lasker said he was inspired to host this event in order to showcase his students’ work.

“All semester, the students have been working on creating their own brands,” Lasker said. “It just made sense to have some sort of market at the end where the students got a chance to see their items for sale and engage the community with what we have been working on.”

Lasker said he most enjoyed brainstorming the layout of the flea market.

“I really liked coming up with fun ideas about how we can have fun with laying things out,” Lasker said. “We all had a lot of fun learning how to market-buying and selling.”

Gian Ngo-Willis ’26, who sold his designs at the flea market, said he appreciated how the market enabled him to become closer with school community members.

“My favorite part in planning this has definitely been meeting other community members,” Ngo-Willis said. “Through this experience, I’ve been able to make connections that I otherwise wouldn’t have. The school community was really strengthened because of this event.”

Lila Wimbish ’26, a graphic design student, said her experience at the flea market improved her entrepreneurship skills.

“Through the flea market, I learned how to set good prices for my work,” Wimbish said. “I also learned to think of all the factors that went into selling my artwork. I will definitely use what

I’ve learned from selling at the flea market in future events that require entrepreneurship skills.

Wimbish said she has enjoyed watching her classmates create their artwork as she values learning from the people around her.

“I’ve most enjoyed seeing what the other people in my class have made,” Wimbish said. “I feel like you can learn so much from the people around you.”

Abraham Avalos ’26 said he was glad to seehis friends’ artwork on display.

“My friends love showing me what they are working on in their Graphic Design class,” Avalos said. “It was nice to see the work they have been talking about on display.”

Seamus Wilson ’26 said he was excited to purchase a piece of the students’ artwork knowing that the proceeds are for charity.

“I bought this really cool hoodie that I like,” Wilson said. “The fact that the proceeds were going to a good cause encouraged me to attend the event and purchase their artwork.”

FUN: Sophia Cohen-Pelletier ’26, Jacob Massey ’25, Josh Massey ’26, Clara Conrad ’25, Micah Parr ’25, Dylan Wuo ’25, Alexa Benitez ’25 and Andrea Colmenares-Cifuentes ’24 play a card game in Mudd Library on May 24. Club leaders organized food and drinks for attendees.

NATHAN WANG/CHRONICLE

FLEA MARKET FRENZY: Students in Graphic Design classes sell items at the first-ever “School’s Out For The Summer” Flea Market on May 24.

L. Wood Joshua Massey ’26

Students and teachers reflect on some of the teachers and faculty that will be departing from the Upper School next year.

Amandine Nélaton: World Languages

By Sienna Dall’Olmo

Upper School World Language

Teacher Amandine Nélaton will leave the school after a decade to move back to France.

Since arriving at the school, she has taught sophomores, juniors and seniors in her French II, French II Honors, French III, French III Honors, French IV and AP French classes. Nélaton also worked as an advisor for Babel, the school’s foreign language magazine.

Nélaton said her time at the school has been the most memorable experiences of her career.

“I absolutely loved working here,” Nélaton said. “My time here was the highlight of my professional career. Every year brought a new adventure, and I will remember the relationships formed with the kids forever.”

Nélaton originally left France to pursue teaching language in the U.S.

“I’ve been in the United States

Mark Hilt: Performing Arts

By Lydia Gugsa

Upper School Performing Arts

Teacher Mark Hilt is retiring after spending the past 27 years teaching at the Upper School.

Since joining the school, Hilt has taught Upper School Symphony, AP and Beginning Music Theory and the Upper School Chamber Orchestra.

Zoe Vourgourakis ’26, a clarinetist in Symphony, said she appreciates the time and effort Hilt puts into his class.

“Mr. Hilt is a true gem, and as a student, you can tell the hard work and dedication he puts in every day to make Symphony fun for his students,” Vourgourakis said. “He is such a bubbly and inviting presence on campus, and I know he will be missed by many .”

Nicole Choen ’24, a violinist in Symphony, said she rekindled her love of music in Hilt’s class.

“I hadn’t played violin since the pandemic began, but under Mr. Hilt’s fierce and sometimes comedic guidance, I was able to re-

vive my skills and love for music,” Choen said. “I’m so grateful I was able to experience the joy of making music with peers, thanks to Mr. Hilt, before I graduate.”

Malia Yap ’24, an oboist in Chamber Orchestra, said it is amazing to see how devoted Hilt is to the program.

“I’ve had Mr. Hilt as both a teacher and conductor since sophomore year, and throughout that time, I’ve been able to see firsthand how dedicated he is to music,” Yap said. “He’s passionate about what

for 20 years,” Nélaton said. “I came here to teach and, over the years of my teaching career in the United States, I’ve taught every level of French that you can imagine.”

Francesca Varese ’26 said she is disappointed that she will not be able to see Nélaton on campus next year.

“Nélaton is more than just my French teacher,” Varese said. “She’s someone that I always stop to have a conversation with in the halls, and I was hoping that would con-

he teaches and has always wholeheartedly supported me during my time in the orchestra.”

Hilt said that he hopes he was able to leave a lasting impression on his students.

“When teaching, I feel most fulfilled with the students and their growth vis-a-vis the music we study,” Hilt said. “The impact that I hope I’ve left students with is a deepened understanding of music and its possible impact on our lives. I will miss my students and colleagues.”

Simona Ghirlanda: World Languages

By Audrey Kim

Upper School World Languages Teacher Simona Ghirlanda will be retiring after teaching at the school for over 25 years.

Ghirlanda joined the school in 1995 after moving from Europe to the U.S. Ghirlanda was an architect of the advanced French program and also taught Directed Study Italian classes.

Ghirlanda said over her time as a teacher, she witnessed many changes in the department, but

the best part of teaching at the school was being able to work with the students.

“All my favorite memories go back to the beautiful minds I encountered and with whom I interacted in my courses,” Ghirlanda said. “In one word, the kids.”

Ghirlanda said she looks forward to the future, since she will have more time to spend on personal projects.

“I am going to read all the books that have been patiently

waiting for me to have time,” Ghirlanda said. “I am going to go back to Hebrew and tackle Spanish once and for all. I will also do volunteer service. I will erase two nasty words from my vocabulary: alarm and rush. I want to wake up naturally in the morning and never be in a rush anymore.”

Coco Scoville ’26 said she will remember her time in her French III class with Ghirlanda particularly fondly.

“Classes with her were very

Jeff Snapp: Director of Instructional Technology

By Ella Jeon Director of Instructional Technology

Jeff Snapp will retire after thirty years working at the school.

Snapp said he will miss connecting and working with students once he is retired.

“I had to leave the classroom completely when the pandemic shut down in-person classes in 2020 in order to support faculty with instructional technology,” Snapp said. “Every day since

then, I have missed the daily interaction with students that kept me energized for the previous thirty years. Despite not having regular contact with students now, the energy of being on campus helps remind me about the sense of purpose that motivated my career choice and is what I will miss the most.”

Snapp said he is looking forward to having an open schedule with time to travel and explore different interests.

“Part of the lure of being re -

tired is the freedom to not have a plan,” Snapp said. “I already have a couple of trips booked, including a bucket-list trip to Iceland. Beyond that, I’m keeping my options open which might include some consulting work or possibly even getting back into helicopters.”

Snapp said he advises students to maintain their morals when using new software and technology, especially Artificial Intelligence (AI) programs.

“If the ChatGPT and AI tsunami we’ve experienced for the

last 18 months have taught me anything, it’s that our ability to predict the future is illusory, [that] we must rely upon our creativity, compassion, resilience and integrity,” Snapp said.

Talia Hannani ’26 said she wishes Snapp well in his future beyond the school.

“It’s always sad to see faculty leave, but I’m glad [Snapp] will have the opportunity to relax and be proud of the time he spent at the school,” Hannani said. “He will be missed very much.”

tinue next year. I was upset when I heard she was leaving because I’ll be losing a friend on campus.”

Nélaton said seeing her students’ passion was one of her favorite parts of her job.

“I will miss all the kids that I saw grow, both academically and personally,” Nélaton said. “The creativity, curiosity and enthusiasm from the kids was inspiring for me. Working here truly showed me why I chose this career to begin with.”

enjoyable, and I will definitely miss her,” Scoville said. “She’s a great teacher and also a really nice person.”

Upper School World Languages Teacher Bin He said he will miss Ghirlanda, since she was a hardworking and kind colleague.

“I will be very sad when she leaves,” He said. “Her dedication to the Language Department and her caring attitude towards her students will be missed. She was very inspiring to me and everyone in the department.”

L. WOOD L. WOOD

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Prom: A Lovely Night

Students attend prom at the South Park Center. The event, which was organized by Prefect Council, was themed “City of Stars.”

SMILING IN THE CITY: Head Prefect and Print Managing Editor Davis Marks ’24, Anna Ames ’24, Elise Fried ’24, Zoe Roth ’24 and Isaac Tiu ’24 smile together at the South Park Center.

LIGHTING UP THE ROOM: Harper Fogelson ’24 and Zoe Kramar ’24 smile as they take a photo together at prom.

PSUPP GOES TO PROM: Peer Support Leaders Annabelle Mass ’24, Ella Chandrasekhar ’24 pose with Peer Support Trainees Ellie Borris ’25 and Julian Cortez ’25 at the event venue.

Morgan Orwitz ’24, Ava Seib ’24 and Clementine Harris ’24 strike a pose and smile for a photo in front of the bright city skyline.

PRINTED

PRINTED WITH PERMISSION OF DAVIS MARKS

PRINTED WITH PERMISSION OF SASHA AGHNATIOS

ILLUSTRATIONS BY ANNABELLE CHEUNG

FUN NIGHTS: Alex Lee ’24, Kait Lazenby ’24 and Charlotte Newman ’24 smile together near the dance flooor at prom.

PRINTED WITH PERMISSION OF CHARLOTTE NEWMAN

PRINTED WITH PERMISSION OF ZOE KRAMAR

CITY IN THE STARS: Asher Engelberg ’24 and Andrea Colmenares-Cifuentes ’24 pose on the terrace at the venue.

PRINTED WITH PERMISSION OF CAROLINE PLUNKETT

Editors-in-Chief:

Averie Perrin, Ella Yadegar

Print Managing Editors: Jade Harris, Iona Lee, Davis Marks

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News Editor: Sammy Glassman

Assistant News Editors: Jayan Kandavel, Everett Lakey, Alex Lee, Hannah Shahidi, Jack Ryan Connor Tang, Nathan Wang

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Publication Information:

Founded in 1990, The Chronicle is the Harvard-Westlake Upper School’s student-led newspaper. Now in its 33rd year, The Chronicle strives to report stories accurately and to uphold its legacy of journalistic integrity. The newspaper is published eight times per year and distributed to students, parents, faculty and staff. The paper is affiliated with two school magazines, Big Red and Panorama. We are members of the California Newspaper Publishers Association and the Private School Journalism Association.

editorial

Standardize Ditch Days

Two weeks ago, the administration punished seniors who skipped school on May 15 for Senior Ditch Day by suspending their off-campus lunch privileges for the few remaining days of high school. However, just two months earlier, upper school students were permitted to miss one school day to attend Coachella. The Upper School’s current attendance policy reveals a glaring double standard between how it treats Coachella and Ditch Day.

This year, the school, in collaboration with Prefect Council, introduced a new Coachella policy, allowing students to submit a Special Attendance Consideration Request to be excused from school either the first Friday of Coachella or the subsequent Monday. Although students received unexcused absences for missing classes, they were allowed to make up missed tests and assignments and were not penalized for truancy. This discrepancy creates a challenge for teachers who strive to maintain a structured learning environment.

Senior Ditch Day is a long-standing tradition that symbolizes the culmination of years of hard work and the transition to college. It is a day for seniors to bond and create lasting memories. With 84% of the Class of 2024 participating this year, the significance of this tradition to the student body is clear. On the other hand, permitting students to miss school for an expensive music festival in the middle of the desert is much more exclusionary. A smaller portion of the student body skipped classes during Coachella, and not all of them even went to the festival. Some who could not afford or did not want to attend just stayed home.

To put it simply, the current policy excuses students for Coachella but punishes them for Ditch Day. This is contradictory, given that Coachella is relatively superficial and exclusionary compared

to Ditch Day, which is a fun hiatus enjoyed by most seniors. The administration should flip the current policy so that if we punish kids for Ditch Day, they should certainly be punished for Coachella. Students should still face penalties for Ditch Day since it falls in line with the fundamental spirit of the day off; they just shouldn’t be excused for Coachella.

In contrast to Ditch Day, Coachella, while a popular event, does not hold the same collective significance for the student body. Because Coachella is such a large festival, students are unable to connect in the same unified way as Ditch Day. By allowing excused absences, the school ends up inadvertently privileging a certain group of students, which contradicts our principles of fairness and inclusivity.

A more balanced approach would be to support Senior Ditch Day instead. By officially recognizing and accommodating this day, the administration would honor an important tradition and ensure that all students have the opportunity to participate. This change would alleviate the burden on teachers of shuffling missed class days while creating a cohesive end-of-year experience for students. Teachers would have a clearer schedule to follow, and students would be able to celebrate their accomplishments without facing penalties.

Ultimately, the goal should be to create an environment where both students and teachers feel supported. By addressing the inconsistency in the attendance policy and shifting support from Coachella to Senior Ditch Day, the administration can foster a more equitable and harmonious school community. This approach would honor the spirit of tradition, promote inclusivity and maintain the academic standards that the school upholds. about us

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MEMBERSHIPS:

WIThe harms of neighborhood social media

By Max Turetzky

hen Fred Smith woke to the sound of construction vehicles clearing a plot of land formerly known as Weddington Golf & Tennis just a week before, he knew he had to say something. Smith posted a scathing tirade May 17 on Nextdoor, the popular neighborhood-oriented social media app, denouncing the Los Angeles City Council and the school for the ongoing construction of the new River Park campus. He began his post: “Ahh, nothing like waking up at 6:30 a.m. to the sound of the developer Harvard Westlake’s heavy machinery destroying the heart and soul of Studio City.” He alleged collusion between the school’s supposed dark money financiers and Councilmembers Nithya Raman and Paul Krekorian, writing: “It is obvious they know where their bread is buttered $$$.” He finished his lengthy post on an ominous note: “Follow the money…….”

Nextdoor is one of several microsocial media sites to have emerged in the past decade. Launched in 2011, it aims to connect neighbors by allowing them to share local news and important information, request help from fellow neighbors,

Caution against podcast misinformation

By Eden Conner

don’t like all these wacky labels when it comes to mental illnesses because I’m not sure I trust them all,” Joe Rogan said. “‘He’s on the spectrum.’ Oh, is he really? Can you weigh that? Can you put that spectrum on a scale? Can you make that guy jump in a pool of water, and it reads how autistic he is?”

With over 14.5 million followers, “The Joe Rogan Experience” is the most popular podcast in the world. While his podcasts receive high ratings from a strong fan base, Rogan’s common discussions often include conspiracy theories and factually incorrect statements which have spread misinformation that could harm the public.

Podcasts’ tendencies to propagate unchecked information to stir up debate and increase viewership highlight their ability to spread misinformation. When listening to Rogan, or any podcaster for that matter, consumers receive information that is permeated with bias and often hasn’t been fact-checked. If podcasters aren’t required to fact-check their work, they will continue to share controversial and misleading information for sound bytes that will increase views on their shows.

Podcasts have become a common way for people to hear about

current events, relationship advice and true crime, all in one sitting. In the past ten years, the percentage of individuals over 12 years old who listen to a podcast increased from 12% to 42%, according to a study conducted by Edison Research. As more people listen to podcasts, they are subject to misinformation.

As more people listen to podcasts, they are subject to misinformation.

While the same argument could be made about misinformation from social media apps like X, formerly known as Twitter, the greatest difference is that X provides a chance for an audience to discredit a theory on the platform itself, while podcasts are a one-way channel of information, making it much more difficult to implement mandatory fact-checking on a wide scale. Without mandated fact-checking, individuals must make their own effort to parcel out accurate and correct information by themselves.

On an episode with Rogan, Dr. Peter McCullough claimed COVID-19 was planned and cures

were held back “to promote fear, suffering, isolation, hospitalization and death.” He also claimed certain COVID-19 vaccines could make someone HIV positive.

Since podcasts are, at the end of the day, a form of self-expression, it should not fall solely on the podcasters to fact-check their words. This responsibility should also fall on the listeners. Recognizing that podcasts are open forums rather than credible news sources is an essential aspect of being a listener. Moreover, podcast platforms could consider implementing programs like X’s Birdwatch, which allows participants to make notes on misleading information in tweets and write their own comments giving accurate context.

Until that solution is implemented, listeners must do the work themselves. As individuals, we must make sure that when we are getting information, we are researching it further to ensure its accuracy and reduce the risk of echo chambers and groupthink. It is alright to listen to any podcaster that one enjoys — Rogan included — but also essential for our freedom and well-being that we take the time and energy to open a few more tabs and act as our own fact-checkers.

advertise jobs and report crimes. This sounds good in theory — a platform that fosters a deeper sense of community through hyperlocal civic engagement and positive neighbor-to-neighbor relationships could be truly valuable, especially when most of us barely even know our next-door neighbors.

As Smith’s River Park griev-

Hyperlocal social networks have become cesspools of suburban paranoia, breeding mistrust and fear.

ances reveal, Nextdoor fails to live up to these expectations. Instead of fostering friendly neighbors and local updates, Nextdoor and similar hyperlocal social networks have become cesspools of suburban paranoia, breeding mistrust and fear.

To understand the paranoid echo chamber that is Nextdoor, you have to understand that the earlier River Park post was not an anomaly. The app’s search results are filled with a litany of dozens upon

dozens of similar messages from the last several months, from allegations of city-wide mafia-esque corruption and bribery schemes to (now deleted) accusations of the “slaughterv of local squirrels. The ultimate question is psychological — how can some be so enraged by a sports complex that they feel the need to respond with conspiracy-laden invectives on Nextdoor of all places? There are irrationally angry people on all social media sites, but there’s something specific about micro-social networks like this one that fosters such great outrage over a niche non-issue like River Park.

The answer is Nextdoor, a site that creates feedback loops that reinforce people’s pre-existing anxieties about their neighborhoods. It takes people who are already aware of local politics and paranoid about crime, public safety and property values and introduces them to a selfreinforcing rabbit hole. The most active Nextdoor users aren’t just confined to the internet. They project their distrustful, closed-minded opinions into the real world too, influencing neighbors and neighborhood councils alike.

• Continued on hwchronicle.com

ABeware of Ozempic

By Hannah Shahidi

set of ten prescription injections sits on the second shelf of a refrigerator. Surrounded by multiple bags of Skinny Pop and sugar-free wafers, along with organic vegetables, these shots remain in their packaging, waiting to be used. Inside the disposable white box is a light blue tube with nothing on its exterior but a small red label with the prescribed dosage. The needle in the blue tube will soon inject medication into its user who hopes to lose weight. This seemingly miraculous medication is a drug called semaglutide, or more commonly known as the brand name Ozempic.

Approved by the Food and Drug Administration (FDA) in 2017 as a treatment for Type 2 diabetes, Ozempic has gained popularity as a method of weight loss, with 2023 being called “The Year of Ozempic” by The New Yorker Magazine. The drug known as semaglutide works by helping the pancreas produce more insulin which helps lower blood sugar levels for diabetics. When it is used for weight loss, the medication increases a person’s hormone levels, thus suppressing their appetite. Though it is currently not approved by the FDA as a weight loss drug, many doctors prescribe patients with other brands of semaglutide, such as Wegovy or Zepbound. In addition, many doctors also prescribe the medicine “off-label” as a treatment aside from the approved use, according to the Washington Post.

Injecting Ozempic, or another brand of the medication, once a week can result in significant weight loss over a short period of time. In a 2021 clinical trial, 2,000 adults were given a semaglutide injection once a week, and participants lost an average of 14.9% of their body weight after 68 weeks. Ozempic’s ability to help a user shed weight in a short amount of time can make the drug an effective solution to obesity, but the negative side effects and health risks associated with the medication make it dangerous for some individuals.

Studies have shown that constant usage of semaglutide can lead to kidney failure, severe allergic reactions, pancreatitis and issues with the appendix. Those who begin taking the drug must stay on the drug for the rest of their life if they intend to keep off the weight, making the health complications even more dangerous after extended periods, according to Health Line. Healthcare providers do not place enough emphasis on the severity of these side effects, which ends up harming individuals using Ozempic for weight loss. For some people who are overweight, Ozempic may be the right choice — it can lower the risk of heart attacks and cardiovascular problems. However, the problem is that Ozempic is being normalized on the internet. The focus shifts from a medical purpose to a cosmetic and commercial use.

• Continued on hwchronicle.com

ILLUSTRATION BY JUANA MARKMAN

ILLUSTRATION BY EVA PARK

AProtesting on campus is not effective

By William Liu

ntiwar protests are backfiring. Students against the war in Gaza or Israel's broader existence have disrupted graduation ceremonies, classes and almost every aspect of dayto-day university life. Such youth outrage is meant to influence school funding towards support in Israel, but in reality, universities are barely changing their policies. Meanwhile, bystanders are barred from diplomas they've worked years for, and many are forced to take remote classes to avoid escalating tensions. Regardless of whether Israel is in the wrong, those on either side of the political spectrum should recognize that so far, protests have been ineffective. If policies aren't changing, protests shouldn't be ruining school life for the majority.

Protests cause students to view politics in a reductive way. When neutral students — those who don’t stand explicitly with either Israel or Palestine — first meet the Gaza issue in the form of violent and brutal conflict on their campuses, they aren't inclined to start researching the subject. Rather, they simply say whatever does not involve them in danger, making them lose opportunities to formulate their own opinions. Public displays of violence encourage students to create a culture of heated discussion over academic dialogue. According to the New York Times, a University of California, Los Angeles (UCLA) pro-Palestinian protest caused a pro-Israel mob to charge their encampment, which they believed was disruptive, with sticks and chemical sprays. In addition, pro-Palestinian students at Harvard were doxxed and Jewish students were called antisemitic

Aslurs on social media. These acts create an aggressive atmosphere of heated mudslinging. Jewish students can have their college experience significantly compromised since they feel unsafe walking around Palestinian encampments spread across campus. In addition, most displays at American universities end up causing conservative backlash. More and more, right-wing institutions are taking advantage of protest images as examples of America’s “radical left” and “youth instability.” For a cause that is focused on influencing international foreign policy, Netanyahu has not flinched, and Biden remains uncertain. What we’ve seen instead is the opposite of effective change — an

They simply say whatever does not involve them in danger, making them lose opportunities to formulate their own opinions.

increase in crackdown on free speech at universities and political backlash throughout the media. Policymakers, including President Biden, have diverted attention not toward the deaths of innocent civilians abroad but toward the disruptions occurring across American campuses. That doesn't fix the root problem they are protesting for. For example, even if the protests in Vietnam were relatively successful, their violent methods encouraged conservative influence for the next few decades, leading to the rise of conservative war

hawks in government. According to Pew Research Center, younger Americans especially support Palestine in the war, but the majority of Americans believe Israel has more valid reasons than Hamas for fighting. Protests on campuses won't suddenly change the minds of older Americans or conservatives; they'll only give reasoning for them to remain on the side of “peace.”

Despite the increase in violence, schools have responded in mixed ways to students and their voices. Universities, including Brown, Northwestern and the University of Minnesota, have agreed to consider divesting their funding from Israel. Yet, many of these schools do not want or plan to take action immediately. For universities who have already taken piecemeal action, continued protests will be increasingly seen as a disruption rather than a form of activism, again tampering the original goals of policy change. Other universities like Columbia have worked to crackdown on protestors, leading to infighting and lawsuits between student groups and the school administration, also distracting attention from actual policy change.

STATS AND FACTS

Even so, universities should consistently hold protestors accountable for disrupting campus life. When certain schools cave to protests and minimally reform their policies, they give protestors hope that their methods are working, even when more effective approaches to politics exist. The crackdown is not a form of silencing but a form of redirecting student voices from violence. Do you think nonviolent protests are justifiable?

• Continued on hwchronicle.com

Require physical activity for PE credit

By Olivia Phillips

high school physical education (PE) class is one of the pillars of a teen movie. From Clueless to Juno to Spider-Man: Homecoming, Athletics are presented as a key part of the high school experience — a time to step away from the stress of classes and school drama and focus on exercising (and debriefing) with your friends. Cher hitting a tennis ball and Peter Parker doing sit-ups certainly are not the highlights of each movie, but they show the importance of incorporating movement into a school day even with a million other things on your mind. At the school, where students spend long

Stepping out of your comfort zone is a crucial part of the high school experience, and it allows students to explore new areas of interest and build camaraderie with new groups of people.

hours and considerable mental energy on classes and homework, we must have access to spaces that encourage movement during the

day. They should make the PE requirement more strict: for an activity to fulfill the school's PE requirement, it should involve an element of movement. Although it is recommended that teenagers get 60 minutes of exercise each day, the Center for Disease Control and Prevention (CDC) says only 26.1% of students reach this threshold. Physical inactivity can lead to many complications later on in life, such as an increased risk for heart disease or high blood pressure. The school should make an effort to emphasize the importance of physical activity during this crucial part of a student's development. PE requirements across the country were created with movement in mind — to give kids who don’t always have the time for exercise a designated time to make sure that they’re moving their bodies and taking a breath from the everyday rigor of their activities. It’s one of the key ways that high school curriculums depart from academics, other than an art requirement, and neither of these requirements are meant to be skirted around. It is a part of core curriculums across the country for a reason: it facilitates student health as well as social-emotional growth, according to the Society of Health and Physical

Educators (SHAPE) America. This is crucial to a well-rounded high school experience, and students should not be able to opt out of physical activity.

Stepping out of your comfort zone is a crucial part of the high school experience, and it allows students to explore new areas of interest and build camaraderie with new groups of people. By allowing more non-athletic activities to count for PE credit,

Do you think violent protests are justifiable?

*118 students polled Are campus protests effective at creating change?

Should universities crack down on disruptive protests?

Assistant Opinion Editor Olivia Phillips argues that the school should require physical activity in order to complete a PE credit due to the health benefits of staying active.

the school is taking away the opportunity from students with a deep focus on academics to experience the benefits of sports.

Despite the physical and mental benefits of a PE class, the Upper School doesn't require one. The most similar offering is yoga, often chosen by students who have too many outside commitments and do not have the time to join a sports team. The trimester-long, repeatable class

fulfills a part of the school's PE requirement; it requires a comparatively small time commitment. The majority of the other sports that fulfill the PE requirement either take up hours every week or don't facilitate physical activity at all. However, students who don't want a large time commitment and don't want to take yoga have a limited set of alternatives — almost none of which involve physical activity.

Construction begins on River Park, to end in 2026

By MeJo Liao

The school has officially begun construction for the River Park project, seven years after originally purchasing the property, according to an email from President Rick Commons. The facility is expected to be completed in the fall of 2026. A temporary construction fence has been erected around the property, equipment has been staged and necessary demolition is underway. In a couple months, excavation and grading will take place.

The Los Angeles Superior

Court denied an injunction that a small number of project opponents had filed in an effort to halt construction. In his ruling, the Judge stated that River Park’s opponents are unlikely to prevail in their lawsuit against the City and that River Park construction should be allowed to continue without delay.

Senior Prefect Elizabeth Johnstone ’24 said she is looking forward to the opening of River Park and the potential it has to benefits students.

“I am excited for the new

facility to benefit athletes and science students in the future,” Johnstone said. “I won’t be around to experience it, but it would be nice to come back to [Harvard-Westlake] as an alum and see how the community uses the new campus. I am very proud of our school for incorporating environmentally friendly developments into the River Park plan.”

Eva Goldrich ’25 said she was excited to see the school community interact more with the Studio City community

New stores to open on Ventura

By Jayan Kandavel

Go Greek Yogurt and Winston’s Pies are opening new locations in Studio City. Go Greek Yogurt is set to open in early June and Winston’s Pies opened on May 25.

The new Go Greek Yogurt store will be located in the shopping complex at the corner of Coldwater Canyon and Ventura Boulevard, which contains Five Guys and Western Bagels. The new Winston’s Pies is located at The Shops at Sportsmen’s Lodge complex at the opposite corner of Coldwater Canyon and Ventura Boulevard.

Go Greek Yogurt has several locations across Southern California, offering authentic Greek yogurt made from locally sourced ingredients and catering to health-conscious individuals, according to the Go Greek Yogurt website. It includes options for those following gluten-free, lowcarb and vegetarian diets.

Winston’s Pies has several locations throughout Los Angeles, offering a variety of handmade pies crafted from locally sourced ingredients also catering to gluten-free, vegan and other specialty dietary preferences.

Nate Arnold ’25, who has only been able to eat at Go Greek Yogurt once because the other locations are far from him, said he is excited about its proximity to the school.

“I am a big fan of [frozen yogurt] and although an [original] Menchie’s lover, I’m always excited to try some new froyo,” Arnold said. “I recently went to Go Greek Yogurt with my family and liked it. It felt authentic, healthy and was super tasty. Though Menchie’s is always my day one, I do not think I will be refusing an offer to go to Go Greek anytime soon.”

Franklin Wimbish ’25 said he is happy the Go Greek Yogurt location opening just in time for summer.

“I love their froyo on a hot summer day,” Wimbish said. “It is a nice place to relax with friends and hang out. They have lots of different flavors, and it all tastes good.”

Lok Gertschen-Klaseus ’25, who has been to both restaurants, said he is pleased to have two new dessert options next to campus.

“I love Greek yogurt so

much,” Gertschen-Klaseus said. “It is healthy yet still tastes great. Winston’s Pies are also always a sweet treat on a bad day to pick me up or on a good day to keep the vibes going.”

Dylan Wuo ’25 said as a Winston’s Pies regular, he is pleased to have a store he loves open near campus.

“I will always have a special place in my heart for Winston’s Pies,” Wuo said. “During elementary school, I used to go there quite often with my family or friends and to have them open a location so close to school fills me with nostalgia.”

Wuo said since he stays after school for sports often and is a rising senior, he loves that new options for restaurants are opening up.

“Since I have swim practice at six but do not live nearby, I often get dinner or a snack after school,” Wuo said. “Additionally, as a senior who can go off campus for lunch next year, the openings of more restaurants gives my peers and I more options. I hope that more stores continue to open in the area to provide students with even more choices.”

through the new campus.

“River Park will allow HW to remain connected to the broader Valley community,” Goldrich said. “It’ll be a great opportunity for the school and community to interact and I look forward to seeing them together.”

Wellesley Li ’25, who is on the school’s golf team, said she will miss the original Weddington Golf and Tennis Club, but is excited for the opportunity of having a park accessible for students to spend time together.

“Since the golf course is get-

ting remodeled into a sports facility, the school’s golf teams and students won’t have a nearby golf facility to practice at,” Li said. “I personally really enjoyed having a golf course nearby so that I could practice. I will definitely feel the loss of Weddington. But, I am still excited about River Park since there aren’t a lot of parks in the area, so it would be a pretty place to reconnect with nature and hang out with friends. River Park also has a close proximity to HW, which will be really convenient.”

DEMOLITION BEGINS: Construction workers, equipment and vehicles surround two of Weddington Golf and Tennis’ golf ball lighting fixtures. Demolition began after the Los Angeles Superior Court denied an injunction filed by a small number of River Park opponents to delay the project’s construction. With construction started, River Park is expected to be open to students by the fall of 2026.

JACK RYAN/CHRONICLE

NEW OPENINGS: Construction on Go Greek Yogurt is almost complete. Go Greek will open in early June, giving students more nearby food options.

AD ASTRA

FLIPPING THE SWITCH FLIPPING THE SWITCH

Students and faculty discuss the prevalence of codeswitching in various marginalized communities and how it impacts minority individuals on campus.

By Hannah Shahidi

Just down the street from the Koreatown H Mart is St. James Episcopal School, where elementary school aged kids say goodbye to their parents, run around with their friends and share snacks before class starts that morning. Tif fany Armour ’25 just got off the bus where she was picked up from her house in Ingle wood. While most kids are spending the last few min utes of their morn ing thinking about where they will sit in class or what they will be eating for lunch, Armour is reminding herself of the words she is not supposed to use in order to fit in with the rest of her non-Black classmates.

“I went to elementary school in Koreatown, so there were a lot of white people and a lot of Korean people, but I was one of the only Black kids,” Armour said. “By hearing kids at school talk I realized that I just gotta tap into a different part of myself when I was at school versus back at home. It’s second nature to me now, but it wasn’t always automatic.”

Code-switching is a common practice for members of minority groups where a person changes the type of language they use in order to better fit in with their environment. Black and Hispanic employees are most likely to code-switch in professional environments, with 35% of Black employees code-switching in the workplace, compared to 12% of their white counterparts, according to a 2023 survey by Fortune. Armour said that when she is in formal situations, she changes her dialect to seem more serious.

“If I’m in an interview or I’m talking to my teacher, I will fully get in that zone and think about every single word before I say it,” Armour said. “In those moments where I’m really conscious of it, I tell myself, ‘Okay, right now we have to turn off funny Tiffany and relatable Tiffany,’ and I have to separate myself from the way I usually talk with my friends. A lot of the time it comes from not feeling like I belong in a certain space.”

Code-switching is not limited to language. According to the Harvard Business Review, people can codeswitch through appearance, physical gestures and facial expressions. Armour said she code-switches to avoid being associated with common stereotypes of Black women.

“Another big part of the reason I code-switch is because I don’t want to be seen as the ghetto Black girl or the loud Black girl that talks too much and always wants to fight,” Armour

according to Psychology Today. Head Prefect Bari LeBari ’24 said his family doesn’t approve of his use of AAVE.

“My family doesn’t actually like the way I talk because they’re from Africa, so they’re like ‘You’re trying to sound so ghetto,’” LeBari said. “Most of my fam ily speaks with Nigeri an accents, but since I grew up in America, I was surrounded by the African American dialect growing up and I adopted that from the people around me. People definitely find it amusing and entertaining, and I use it when I’m joking with my friends.”

adopts a less feminine way of speaking when he’s around straight men. “There’s definitely a negative connotation around the way gay guys talk and act,” Hollis said. “It’s something a lot of straight and bisexual guys are afraid to associate with out of a fear of seeming ‘f*ggy’ themselves. When I’m around other guys, I definitely put in a constant effort to present myself as less feminine. Code-switching isn’t necessary for me to get through my day like it is for some other people, but it definitely plays a role in how I interact with others, since I try to be liked by people who may not be completely accepting of my sexual orientation.”

“

The “gay best friend” is a common

LeBari gave a speech to the school community on the first day of school at Convocation. He said he decided not to code-switch during the speech to connect more with his fellow students.

“I didn’t code-switch when I gave my speech because I think the way that I talk is engaging and fun for people to hear,” LeBari said. “When I was writing the speech, [the school] told me to address it to the students and ignore all the parents and faculty. That definitely made me speak more authentically since I talk colloquially with my friends in a way that I wouldn’t speak with adults.”

Code-switching is a practice that is also employed in the LGBTQ community because of community-specific slang words or characteristics like tone of voice. Jackson Hollis ’25, who identifies as gay, said he

I speak Spanish,” Ascorra said. “What ends up happening at school is sometimes a mix of English and Spanish will come out. My friend group is mostly people of color, so sometimes I’ll let my Spanglish slip out around them and they’re fine with it, but I think there are some people who would judge me for it.”

At many colleges and universities, part of the application process is completing a live interview. Ascorra said she tried to refrain from using Spanglish during interviews to seem more professional.

If I’m in an interview, or I’m talking to my teacher, I will fully get in that zone and think about every single word before I say it.”

Tiffany Armour ’25

“My parents never taught me to codeswitch, so during the college process I googled how to make sure no slang or Spanglish slips out,” Ascorra said. “That was really helpful in helping me prepare, but in a few of my interviews there were times where I slipped. I’m grateful that my interviewers were chill about it and didn’t make it too awkward.”

Counselor Brittany Bronson said she plans to teach her own kids about code-switching for their own safety in the future.

“When I was growing up my parents taught me to code-switch by telling me to be mindful about certain things I said,” Bronson said. “Now, as a mother of two Black boys, my kids are going to eventually get to a point where people view them as scary, and I’m going to have to teach them about code-switching in the professional world but also how to code-switch if they ever get pulled over by the police.”

female crowd.”

to the Black and LGBTQ commu nities, code-switching is a com mon practice for many Hispanic individuals as well. Spanglish, a hy brid language that com bines words from both Spanish and English, is common in many Lati no American households, according to Pew Re search Cen ter. Natalie Ascorra ’24 said she be gan speak ing Spanglish because she speaks both Spanish and English at home.

“I’m first gen eration, which im pacts the way I speak a lot because at home

Code-switching fatigue is a newly developed term that describes the mental toll that a minority individual may experience at times because of the amounts of effort it takes to alternate between different types of speech, according to the American Journal of Nursing. Bronson said she often sees students speak differently with white faculty members than with herself.

“There are some kids I know who are able to speak comfortably with me, but then when I see them interacting with a white counselor or faculty member they completely conceal the way they actually talk,” Bronson said.

“Seeing that happen as often as it does makes my heart hurt a little bit, but I’m also happy that they feel comfortable enough with me to not put up a facade. The best thing we can do is keep talking about it and having the important conversations to make our communities more inclusive.”

impending dorm

Students discuss the challenge of learning new basic daily tasks for college at a rigorous school that does not offer life skills classes.

By Eden Conner

Levi Schwartz ’26 sits in his messy room at 11:30 p.m. on a Wednesday. There are clothes everywhere but the hamper, a stacked plates of food on his desk and too much homework in his backpack to worry about cleaning any of it up.

“Growing up in Los Angeles has stunted [my ability to take care of myself],” Schwartz said. “I feel like my parents both had very different experiences than I did growing up. They were a lot more independent, just did things for themselves on their own from a younger age and took on responsibilities at 13 or 14 that I’ll have in college.”

Like many students at the school, Schwartz does not have to perform tasks that he will have to do in college such as cooking his own meals or doing his laundry. Schwartz said this will make him more susceptible to difficulties when entering a university environment. It is not just Schwartz, however, that faces the future growing pains that adult life will throw at him. Across America, 8% of parents believe their child could make an appointment with a doctor on their own and 46% think their teen will save money for the future, according to a C.S. Mott Children’s Hospital National Poll on Children’s Health.

school, Lily Stambouli ’24 said that she does not think it would be possible to enforce a required Home Economics elective, but that the school could use some of the class-wide seminar periods to train students in basic life skills.

“Any time that I’ve literally ever tried to bake or cook something, I’ve always ended up poisoning someone,” Stambouli said. “I’m just really not good at it, it’s not my expertise. If there was a Home Economics class at [the school] that was able to teach me how to cook and do other things that could better prepare me for actually living, I would love to take it. It should be a requirement within a sophomore seminar. Maybe there’s like a unit where you do a cooking day and like you learn the basics. I know some of the stuff is intuitive to some people, but I think some people could really benefit.”

In terms of managing her workload, Lauren Park ’25 said if she went to a school with a lighter homework schedule, she would be capable of being more responsible .

not enough hours in the day.”

Students in Junior Seminar were told that the addition of college applications increases the weekly workload in the fall by around five hours. Ryder Katz ’25 said he is committed to making sure that college applications season does not have a negative affect on his independence.

“The period [from] August to November is going to be very hectic,” Katz said. “I want to make sure that I am taking the time to still make my bed and keep a neat space, both for my own peace of mind, and also as practice for when I’m an adult and have to manage a stressful situation with my daily activities.”

Isaiah Carroll ’25 said he is responsible for taking care of himself and his space at home. He said he believes that even students at the school who do not have to complete daily chores are not too far behind students who do, given their experience with working hard at school.

“

pendence that comes with living alone, there are certain things she refuses to do.

“I can’t touch dirty plates,” Stambouli said. “For the rest of my life [I will use] paper plates. I’ve talked to my parents about this and I’m never washing the dishes ever.”

Although certain students are concerned about the independence that comes with going to college, some look forward to the agency. Megan Kim ’24 said that she enjoys doing her own chores and even prefers it to having her parents do them for her.

“I feel very ready because I already do [everything] by myself, so I’m pretty independent and I am looking forward to having that independence of being able to control my tasks,” Kim said. “I don’t like how my parents do my laundry. I like being able to do it by myself.”

In response to children’s increased lack of personal responsibility in the last few decades, new services such as Concierge Service for Students, a program that provides personal help from a mother in the area with laundry, grocery shopping, banking and other personal needs have

“I would be doing my own dishes and doing my laundry if I had less schoolwork to do, but that does end up being a priority which causes me to not do day to day chores,” Park said. “Also, cooking is a really big thing that I really enjoy doing but it’s time consuming. I would rather study for that next math test than cook up one of my grandma’s old recipes”.

As a varsity athlete and older sister of two younger siblings, Ashle Reese ’25 said it can be difficult to manage playing soccer both for club and school, helping to take care of her younger siblings, do her homework and keep her space orderly.

“I make my own bed, wash my own clothes, take care of my own dishes, just stay responsible for myself,” Carroll said. “ [Students who don’t take care of themselves] are at a bit of disadvantage just because they might struggle a bit more than others when it comes to having to take care of themselves when they get older.”

My parents definitely tried to teach me how to take care of myself, but my skills max out at around scrambled eggs.”

The school hosts Senior Transition Day, which focuses on preparing students for the emotional aspect of starting college, discussing the first day of university and the move-in experience.

Sarah Anschell ’26

As seniors reach the end of the year, Stambouli said the reality of college and the responsibilities that come with it set in. In coming to terms with the new daily tasks she will have to perform, Stambouli said while she understands the inde-

Senior Transition Day is a streamlined version of a week-long program that previously existed at the school in the 1990s where teachers could volunteer to teach lifeskills classes like “how to fill out a check” or “how to do your laundry.” Upper School Dean Adam Howard said that while the program was consolidated to a one-day, more emotionally-focused class, he could see the full week being an option in the future if enough students were interested.

“[The transition week] was during the

L. Wood Megan Kim ’24

UNIVERSITY PROTESTS:

By Alex Dinh and Connor Tang

A couple days after Hamas led terrorist attacks against Israel on Oct. 7, Jewish Harvard student Violet Barron ’22 read a letter signed by over 30 Harvard student organizations, which stated they “held the Israeli regime entirely responsible” for the attacks in southern Israel. Still grieving the sudden attacks, Barron opposed the inflammatory contents of the letter.

A month later, Barron was sitting on a Cambridge sidewalk and watched as a truck with a bright flashing screen drove past her. Barron was shocked to see a few of her classmates and friends on the screen with the bold words above their faces: “Harvard’s Leading Antisemites.” After that day, Barron said she strongly believed the counter-response against the protesters was inappropriate.

“I was standing there, watching their faces pass by and thinking, ‘I know that these people are not antisemitic,’” Barron said. “‘Some of them are my good friends. Perhaps I disagree with them politically, but they’re not hateful.’ It was at that moment I realized the narrative created against protestors was wrong.”

Now, seven months later, Barron is one of five students suspended by Harvard, according to The Harvard Crimson. She has been punished for her continuous participation in on-campus demonstrations and the pro-Palestinian encampment in Harvard Yard, where she lived for nearly three weeks. She is an organizer of Harvard Out of Occupied Palestine, the student organization that created the encampment, and a co-founder of Harvard Jews for Palestine, a group of Jewish students in solidarity with Palestine.

Following the terrorist attacks in October, which left 1,200 Israelis dead and 240 taken hostage, the war in Gaza continues, in now its eighth month of

fighting. Over 35,000 Palestinians have been killed, according to the United Nations Office for the Coordination of Humanitarian Affairs. Israeli and Hamas leadership have been stuck at an impasse negotiating terms of a ceasefire, or the release of hostages, complicating the transport of humanitarian aid to Palestinians in need. Israel is currently waging its campaign against Hamas. Their military is operating in both northern and southern Gaza, notably in Rafah, where almost 300,000 Palestinians have been displaced, according to The New York Times.

At universities across the country, many school leaders have refrained from taking political stances to remain impartial in the governing of their student body. In a similar fashion, President Rick Commons said the administration will continue to withhold any political opinions on the conflict while supporting affected students.

“We’re not taking a position as an institution on what Israel has the right to do or [if] Gaza has the right to resist,” Commons said. “We are seeking to make it possible for students to think about it, understand it and be educated about it. And, we want to support our Jewish students, our Muslim students and all students who are affected. Colleges have been in a very difficult spot of wanting to give students room to express their opinions but [also] protect against antisemitism and other forms of hate or hate speech.”

Barron said the rise of protests across the nation has highlighted the importance of free speech and activism as a college or high school student.

“At college, there are more people that support this cause,” Barron said.

“Like we’ve seen with these encampments, college campuses are completely mobilized and are rallying around Palestine. It’s unfortunate that this cause isn’t found at Harvard-Westlake, but there are places where you will find that. This is a global movement, and it’s one that’s seen more by the day.

More and more places will be-

come an accepting environment where you can express your views.”

In addition to the encampment in Harvard Yard, pro-Palestinian students and external supporters created encampments on college campuses across the country. The first encampment was created on the South Lawn of Columbia University on April 17 to protest Israel’s military actions and the growing humanitarian crisis in Gaza. Columbia stu dents and protestors not affiliated with the school also called for the university to divest — withdraw all investment and cut economic ties — from companies affiliat ed with Israel. Some universi ties have attempted to meet the demands of student organizations’ peacefully, while others have resorted to shutting down encamp ments with police force and threats of suspen sion if student protest ers continue to inter rupt school activity and events.

Jewish Club Leader Oren Hartstein ’24 will be attending Columbia next fall, and his older brother Guy Hartstein ’20 is currently a junior at Columbia studying economics. Following the campus protests, Guy Hartstein’s classes met virtually for the rest of the year, and he remained off the Morningside Heights campus, where Columbia’s main academic buildings are located. Oren Hartstein said the rise of antisemitism has been due to a lack of awareness on college campuses.

will study both at Columbia and the Jewish Theological Seminary at List College. Despite tension regarding the conflict at Columbia, Schiller said he has been content with his commitment decision.

“I wanted to be able to do more of a Jewish education alongside getting a secular education, so I felt this program was perfect,” Schiller said. “I don’t regret my decision at all, even with everything that happened. It’s bad, and it’s also bad at plenty of other places too. I appreciate that the university is still standing by its original stance. I don’t know if I could do anything better than that.”

Charlotte Newman ’24, Oren Hartstein’s co-leader, will be attending Harvard University next year. Newman said she believes Harvard administration has held pro-Israel demonstrators to a different standard.

“There’s a group of entitled college students who have taken a complicated geopolitical issue and somehow found a way to make it about themselves,” Oren Hartstein said. “People at Columbia have become way more comfortable saying things that are completely ridiculous, and if they were said about any other group, they would be expelled immediately.”

Adam Schiller ’24 will be participating in a five-year program in which he

“The [campers] were able to get up and take down the American flag and replace it with a Palestinian flag, but when Jewish students asked for the Israeli flag to be put up after October 7, in conjunction with the American flag, the administration said no,” Newman said. “There’s a different standard for the [Jewish] students.”

On her admitted students visit, Newman said she was able to explore options of support in the university’s Hillel and Chabad organizations, which are centers dedicated to supporting Jews on college campuses.

“[Intimidation] exists everywhere,” Newman said. “No school is immune. But on the other hand, there’s a great Jewish community [in Hillel and Chabad] that I’m about to become a part of.

Oren Hartstein ’24

RISING TENSIONS

I think it’s better to focus on the positives.”

Similarly, Oren Hartstein said the large support of the Jewish community at Columbia has helped him personally in the face of the university’s recent struggles with antisemitism.

“What’s more important is if I can surround myself with people that will support me,” Oren Hartstein said. “That’s more important than knowing that there are people and antisemites who are against me. The Jewish community at Columbia is very large, and that’s what matters.”

College students across the U.S. have historically protested against several political issues, demanding their administration to contribute to change. In the 1960s, anti-war protests against the Vietnam War broke out at college campuses, namely at Columbia, where students occupied buildings and took a dean hostage, resulting in a large police confrontation with over 700 students arrested, according to The Columbia Spectator. Similar to growing condemnation of the Israeli military, students in the past have also protested for university leaders to divest from defense companies and cut wider financial ties associated with the Vietnam War.

Upper School History Teacher Naqib Shifa was a pro-Palestinian activist at the University of California, Los Angeles (UCLA), where he graduated in 2008. Born to Afghani parents and raised in California, Shifa said his Islamic faith led him to advocate for Palestinian and Muslim causes throughout his undergraduate years, specifically, the U.S. invasion of Iraq in 2003 and the Israeli blockade of the Gaza Strip in 2007.

Historically, Shifa said young people and students have acknowledged and have protested against former political issues in the past, which has resulted in growing support for Palestine today.

“The common denominator for the Palestinian issue today is human values, justice, compassion and care,” Shifa said. “Justice is a universal language that’s embedded in every human being, irrespective of

time, nationality and geography. For example, just like the civil rights movement, the Vietnam War, Iraq and South Africa, whenever there was a clear injustice happening in the world, as human beings, [especially students], naturally and innately respond to it.”

Despite assertions that the encampments have been antisemitic and violent, Shifa said protests are mainly intended to bring awareness to the humanitarian crisis in Gaza and demand a ceasefire.

called for university leaders to disclose funds and donors and divest from companies with ties to Israel. She recently met with Interim President Alan Garber to discuss how the university would meet the group’s demands.

Leading up to her activism, Barron said she noticed how tragedies of Jewish history were being used to justify Israel’s actions against Palestine.

“ Colleges have

been in a very difficult spot of wanting to give students room to express their opinions but to also protect against antisemitism.”

“There is a gross humanitarian crisis,” Shifa said. “A lot of students are appalled by that. We even see that the people at the protest are Jewish Americans, saying, ‘I stand with the Palestinians because what’s going on right now is a terrible injustice.’”

Rick Commons President of School

As Shifa described, Jews like Barron have mobilized against university administration and have fought for Palestinian interests. In recent months, Barron

“Jewish people have this long history of persecution,” Barron said. “As a Jew, it was something we talked about every holiday and something I learned in Hebrew school. There’s this idea that because we are eternal victims anything that we do is justifiable or excusable. As Jews, we should hope that what happened to us doesn’t extend to others.

But [Israel] has been actively subjugating and killing Palestinians, and has been perpetrating a genocide. [Our victimhood] has been used as an excuse to do absolutely anything.”

Furthermore, Barron said her sentiment for the Palestinian people stemmed from her sympathetic and open-minded approach to the conflict.

“I’m not a protester,” Barron said. “I don’t typically feel so strongly about things that I’m willing to get suspended for them. But, you can’t excuse this. The second you’ve put a face to

what is happening, and you meet people with family in Gaza who have been killed or grandparents who were expelled in 1948, that’s the second that it becomes something utterly inexcusable, and something which you must protest against.”

Having witnessed the recent pro-Palestinian sentiment across the country, Shifa said he was proud of the next generation of students for understanding the struggle of the Palestinian people, regardless of their background.

“[These protests] are all about spiritual truths against injustice, regardless of race and ethnicity,” Shifa said. “Additionally, one of the reasons why it’s concentrated among students right now is because students have a really beautiful privilege. They’re living in a rarefied environment where they can intellectually study these matters. It’s really beautiful to see this happening across the nation.”

Students and faculty discuss the impacts and consequences of breakups between students.

By

It is a late start day. At 9:30 a.m., the Quad is still empty. However, in side, classrooms and hall ways are abuzz with students making up tests and meeting with teachers. Jennifer*, who has a test first block, plans to arrive at school early to study with a group of her classmates. She gets there first and sets up in the only empty classroom she can find. Jennifer fills the board with facts, di agrams and reminders, and soon she has lost herself in her work. She is so focused that she jumps when a figure appears at the door. It is her ex-boy friend. Her stomach drops. Jennifer said he was also there to study for a test and that the empty classroom she had been studying in was, much to her surprise, his first block classroom.

“Every single person from my class who walked in afterward to study with me would look between him and me and be like, ‘What is going on here?’”

Jennifer said. “At first, I was uncom fortable, but, after a few minutes, that discomfort turned into relief. I felt that after months of not being okay, I could finally let go and learn to be okay with the breakup.”

More than half of people have been in a romantic relationship by the time they turn 15, according to a study published in Behavioral Sciences. The awkwardness that Jennifer described is a byproduct of the unusual situation that teenagers can find themselves in when a relationship with a fellow stu dent ends. When two people who go to the same high school date, their lives, like the lives of most couples, can be come intertwined. When adults break up, they can move cities, switch jobs or get a new apartment. However, when these teenagers break up, they still have to go to school together and may interact with each other everyday in class, at sports practice or on the Quad.

power over my own life.”

Jennifer said seeing her ex-boyfriend at school immediately following the breakup was so difficult she wanted to go to a different school.

“ There are 900 students here, but there’s always the possibility you’re going to run into someone.”

— Michelle Bracken Upper School Counselor

“I asked my parents if I could drop out of Harvard-Westlake to go to public school because it was so stressful to go to school every single day for the first month and a half,” she said. “It

Stan*, a student who dated another student from the school, said while he and his former partner did not interact frequently after the breakup, they eventually formed a close friendship.

“We broke up right before winter break, and it was very weird coming back from the break,” Stan said. “We didn’t really talk much, but after a few months, we got over it, and we became really good friends.”

Physically and psychologically, the end of romantic relationships can be painful — thinking about an undesired breakup can activate the same part of the brain as physical pain does, according to Proceed-

his ex-girlfriend would still hang out

“The hardest part was that she would come up to my friends, and I would come out of class looking to talk to my friends,” Alfred said. “She would be there, so I wouldn’t want to go up and talk to her. I had to find people I wasn’t as close with, which honestly helped to me to expand my social circle.”

Jacklyn Wang ’24, who is dating someone outside of school, said she is happy that she and her boyfriend have their own social circles.

“Some couples start living the same life, and when they break up, their friends don’t know what to do,” Wang said. “It is good that we have our own lives, commitments and friends.”

Upper School Counselor Michelle Bracken said while she can help students strategize on how to behave around their ex-partners, everyone goes through breakups in their own way.

“There are 900 students here, but there’s always the possibility you’re going to run into someone,” Bracken said. “I try to help people figure out what they are going to say and how they are going to navigate [seeing their former partner]. For some people it’s easier than it is for others.”

Upper School History Teacher Katherine Holmes-Chuba said she has taught couples who were in the same class, and it was difficult when they

ally goofy,” Stan said. “I wrote and di rected a movie within that period of my jokeful insanity. [The breakup] made me more productive. At the same time, that sadness definitely made me slack in a lot of my academics. [The breakup] made me put more work into the stuff that I actually was interested in and made me distracted [from] the stuff I don’t care about as much.”

On the other hand, Jennifer said her breakup did not affect her grades, and she felt better about her performance in certain classes after the split. Jennifer said she had relied on her partner for homework help, and after the relationship ended, she was forced to figure out answers on her own, which increased her understanding of the material.

In terms of the social repercussions of breakups, when people in the same friend group date, a split can cause friends to take sides. After Alfred*, a student at the school, broke up with his girlfriend, he said he sometimes felt uncomfortable in his friend group because

“I remember once [both members of the couple] were in the same class, and [after the breakup] they totally redirected where they were sitting,” Holmes-Chuba said. “It’s like dating in the workplace. Sometimes, [students] are really sad, and it’s heartbreaking. As a teacher, you’re like, ‘It will get better.’” Another student, Florence*, said that she dated a student at the school. At the end of the day, she said she and her ex-boyfriend are still friendly and acknowledge each other at school.

“We don’t talk to each other that much,” Florence said. “A chapter of my life closed, and I’m okay with that. I still joke around with him, so it’s not like I’m completely like the Eastern Bloc or the Iron Curtain.”

Stan said time changed his perspective on his relationship.

“Once the relationship was over, I had new perspective on relationships,” he said. “As with every relationship, you’ll see it as perfect in every single way during the relationship. Once it’s

*Name has been changed.

You’ve got a friend in me

Students and faculty discuss the social climate of the school, the exclusiveness of friend groups and the benefits of intermingling with different people.

By MeJo Liao

Stepping out of his first class and onto the Quad, Victor Suh ’25 watched students file out of their classrooms to enjoy their 15-minute break. Suh looked for a familiar face among the crowd as students started grouping into their usual circles. He smiled at some classmates and waved at others, but he wasn’t comfortable approaching any of them, feeling left out.

Suh said he realized how unfamiliar he was with a lot of people outside of his usual group of friends and committed to forming more connections throughout his junior year.

“This year, I’ve really made an effort to get to know as many different people and friend groups as possible,” Suh said. “I realized I know of a lot of people, and they know who I am superficially, but I didn’t actually know everybody. That frustrated me. Having a diverse range of people you are comfortable with is a way to understand more ideas and is generally a positive thing. So, I’ve been trying to make an effort to integrate myself organically into many different friend circles.”

Nevertheless, Suh said he understood why many people enjoyed spending time with people they were already comfortable with.

“After a stressful day, if you want to

are around,” Bronson said. “So, people gravitate toward those who are similar because there’s common ground, and you’ll feel like they get you.”

Spending time with peers who share similar interests and goals can be beneficial for students and their performance. For instance, friendships centered around academic learning can result in collaborative learning, improving comprehension and even grade point averages (GPA), according to a study conducted by Cureus. Riyan Kadribegovic ’25 said the group she spends time with influences her attitude towards academics.

“The social culture at Harvard-Westlake changes depending on who you hang out with,” Kadribegovic said. “There are some groups that are pretty cliquey while other groups are pretty open, but your experience is impacted by the way people hang out with you. There are some friends I have where, when we hang out together, we’re working. So, we can be very productive together, and I can get very motivated by those people.”

Upper School English Teacher Stephanie Chiang said students could be exposed to more academic material depending on who they spent time with.

“If you’re spending time with people who are more academically centered, it’ll help with motivation and also influence you to think about the content that

that with those kinds of conversations, it’ll increase your interaction with and help you reflect on the knowledge you acquired in class. But if you’re in a circle that doesn’t have that, that really changes how you interact with your academics.”

Eric Lee ’25 said he spends time with people who are in the same classes with him, allowing him to be supported and motivated academically by his peers.

“[My friends] take similar courses so we’re there to help each other out,” Lee said. “In that sense, we can all motivate each other to do better and rely on each other. But we try to steer clear of the topic of college. It might be something we whisper about or keep in the back of our heads, but, at the end of the day, we mostly avoid talking about it.”

Bronson said students are impacted by their peers because they are still developing and absorbing influences from the world around them.

“Peers are very important in impacting performance because the stage of development that you are in is very pure,” Bronson said. “When it comes to academics, especially in this [competitive] environment, the dynamic is really important.”

Similarly, Suh said the people he interacts with and their passions inspire him to push himself.

“One of the great things about getting to know so many dif-

of passion and talent in so many facets of school,” Suh said. “I am by no means the best fencer on my team. But when I’m around people who are passionate about the sport or people who really take their academics seriously, I think, ‘If they can do that, so can I.’ People idolize Harvard-Westlake as this pristine, prestigious institution. Getting to know these students humanizes the effort they put in. They really have a passion for it. So, I’m 100% inspired and motivated by the people I’m around.”

However, Upper School Counselor Michelle Bracken said she warns against students spending too much time within their groups, which she said was also facilitated by the current schedule where all students share the same lunch period.

“People form their identities and groups around their academic success or sport or being a performer,” Bracken said. “Even if you have a diverse friend group, the diversity seems to dissipate when you aren’t constantly being exposed to different things. When you were at the Middle School and wanted to have lunch, you just had lunch with somebody from your math class who maybe wasn’t a close friend. Now, with the schedule change, everyone has the same lunchtime. While it’s great to all be together, students will stick with their friend group.”

Bracken said having tight-knit friend

The school’s new Rocketry Club is shooting for new heights. Combining high school with high explosives — what could go wrong?

By Max Turetzky

Making explosives is not an everyday occurrence in the Munger Science Center. But, Rocketry Club co-founder Seth O’Brien ’25 and Mathematics Teacher and club advisor Andrew Theiss find themselves doing just that on one quiet late start morning, just a few minutes before 10 a.m. classes. They heat two beakers filled with explosive crimson powder on a hot plate. Once prepared, some of the material will be used as a ejection charge in their newest amateur rocket, which allows it to deploy its parachute. They insert self-spinning magnetic stir bars to keep the crimson powder from overheating, which risks a catastrophic chain reaction.

The worst possible outcome comes true when a small fireball engulfs the glass containers, sending a piercing bang across Munger. Smoke fills the room and sets off fire alarms throughout the school.

Co-founder Luca Umekubo ’25 said the explosion resulted from a failed Rocketry Club attempt to pro duce homemade ejection charges.

“We got permission from the science department to make these ejection charges,” Umekubo said. “When a rocket is in the air at the peak of its flight path, the parts of the rocket separate so the parachute comes out. The majority of people do that with small pyrotechnic charges. We decided to make [the explosive] ourselves because it’s the most effective way. And during the process, it unexpect edly went off.”

Within 20 minutes, the campus is cleared for re-entry, and class es resume as normal. When the smoke clears, no school property is damaged besides the science de partment’s beakers. Both O’Brien and Theiss are unharmed, but O’Brien walks out with slightly singed hair. Theiss said the only thing the explosion wounded was his ego.

Rocketry Club is one of the newest and quick est-growing clubs on campus. It began largely as an offshoot of the upper school robotics team, as itsfour co-founders, O’Brien, Umekubo, Milo Messinger ’25 and Jackson Hoffmann ’25, are all on the team, while Theiss is their former robotics coach.

Messinger said he was inspired to learn about rocketry because of his pre-existing robotics experience.

“It was originally created by me and [Umekubo] as a really fun idea that we had,” Messinger said. “We were both really interested in robotics and rockets. And we were like, ‘Hey, why don’t we just take our engineering knowledge from robotics and apply it to rocketry?’”

However, the group’s membership has expanded beyond its robotics origins. Nearly a dozen other students, most of whom are not part of the robotics team, have since joined Rocketry Club. Umekubo said he is happy it has been able to reach a wider audience.

“Robotics is the central area for kids who do that kind of engineering or STEM extracurricular stuff,” Umekubo said. “The two points of the club were to accomplish our own engineering aspirations and our desire to learn more about this field of engineering that we knew nothing about, [and] our other desire was to bring people from the community into this and work with us.”

Messinger said the club has become fixated on building ever-larger rockets with increasingly complex designs and powerful motors. Its first step was to secure a Level 1 High-Power Rocketry Certificate from the National Association of Rocketry, or L1 for short, verifying them as competent rocketry enthusiasts and permitting the club to buy high-power motors.

To achieve this milestone, they successfully launched and landed a 50-inch-tall rocket at the remote Lucerne Dry Lake Bed in the Mojave Desert last November. This windswept lake bed is completely empty most of the year, nearly two hours driving distance from Los Angeles. These factors make it a perfect launch site for the Rocketry Organization of California. It holds monthly launches at Lucerne for individual hobbyists, families and school clubs. At this event, called ROCstock, their first rocket reached a height of approximately 3000 feet. As its parachute opened and the rocket landed intact, they officially became L1-certified. But Umekubo said Rocketry Club was already preparing its next steps.

“It was our first launch putting any-

thing in the sky,” Umekubo said. “It was really cool, but it was easy. It wasn’t a challenge. It was definitely exciting and kind of inspiring, but it was definitely a stepping stone.”

They now needed the next level of certification to gain access to even higher-powered motors. Rocketry Club returned to the next ROCstock in the Mojave Desert for their L2 certification launch April 13, swapping out the original motor for one with double the thrust. This improved version of the original rocket was equipped with more advanced computers and an altimeter to measure altitude. The club, accompanied by several parent chaperones, set up a canopy, foldable beach chairs and a grill for the day. Most members brought their own smaller model rockets, which they had built from kits over the preceding months. Some of these launched successfully, while others suffered catastrophic structural failures in midair or failed to take off entirely.

“components into functional model rockets in a dedicated workspace in Chalmers Hall during lunch or after school. Rocketry Club successfully tested the crimson powder ejection charge on a new $300 rocket May 11, five days after the Munger explosion on Drama Lab Lawn. Hoffman remotely detonated the charge with his iPhone through Bluetooth, sending the nosecone flying several feet across the grass patio, attached to the fuselage with a rope.

The explosion was certainly a very bad accident, but nobody was harmed. We’re not out here making bombs.”

Milo Messinger ’25

The centerpiece of the day, the club’s high-powered rocket, landed without incident, earning them their L2. Messinger said his calculations showed the peak of its trajectory reached 1450 feet. On a second, recreational launch, the ejection charge failed to detonate, which prevented the parachute from deploying, according to O’Brien. The rocket hurtled into the ground at nearly 200 mph. Several Rocketry Club members took a car into the desert expanse to search for it, discovering the mangled fuselage sticking out of a foot-wide crater. The USB drive that stored the rocket’s sensor data was destroyed on impact.

Theiss and Rocketry Club’s co-founders have invested considerable time and money into this venture. Except for the first rocket, which was covered by a $200 club grant from the school, they have purchased all the materials, motors and electronics with their own money, according to Messinger. O’Brien said these rocket parts, totaling around $3000, come from largely unregulated Internet sellers. However, Theiss said he hopes the school will help fund their endeavors as they move on to larger, more expensive projects, but nothing is guaranteed.

“The next rockets we’re gonna build consist of a [fuel] tank,” Theiss said. “And as soon as you get the tank set up and the valves set up, that’s a tremendous cost. And we’re gonna ask the school for help eventually on that. It’s cost prohibitive.”

They assemble their online-bought

Given the hazards inherent to rocketry, the club’s co-founders said they have tried to be vigilant about safety concerns. Following rocketry community and school-established guidelines, they wear safety goggles during tests and handle explosive materials with caution, especially since the crimson powder accident.

Messinger said he was not overly worried by that mishap, nor is he concerned about the safety of their future activities.

“The ejection charge that we were making wasn’t stirring correctly, and so it just heated up and exploded,” Messinger said. “In terms of how dangerous the explosion was, it was certainly a very bad accident, but no one was harmed. We’re not out here making bombs. We’re making ejection charges, so they don’t have the explosive yield of an actual explosive device.”

Theiss believes accidents are an inevitable part of rocketry, but he said he is confident Rocketry Club’s safety practices will protect members from danger.

“As far as safety goes, there will be an accident,” Theiss said. “And the reason we develop all these procedures is so that we’re 100% safe and far away from it when it happens. And no one lights these off close to them. Every rocket engineer does things remotely. It’s super dangerous, but not for us because we’re remotely detonating it.”

Rocketry Club’s existing rockets have used store-bought solid-fuel motors, which are cheaper and much less complicated, but the next one will be hybrid-fuel, using both liquid nitrous oxide and solid candle wax to generate much higher thrust. Theiss said he is optimistic about Rocketry Club’s future.

“There are a few clubs that are in a golden age,” Theiss said. “There’s so much talent and enthusiasm in the team. The last launch is a testament. Like what the hell, they just got 13 other people to go launch a high-powered rocket, and that’s absolutely wicked.”

Arts & Entertainment

Future to

the Back

By Alex Dinh and Zoe Goor

It is June 2020. In the midst of the COVID-19 pandemic, Peter Jones ’74 and a group of his former classmates join together on a Zoom call. Almost 50 years after graduating, the men begin to reminisce about their time at the Harvard School for Boys and its impact on their lives. With their 50th reunion on the horizon, one of the men suggests that Jones, a journalist and documentarian, make a documentary about their time at the school. Jones said while he was initially resistant to the idea, through the process of interviewing his

classmates, he realized what an important story this was to tell.

“I did say, ‘Who would care about a bunch of privileged white men?,’ especially in the world we live in today,” Jones said. “The guys blew me away because they were so candid, honest and vulnerable. They just opened up about all the drama and trauma. Life happens to everybody, and nobody is spared.”

After four years of interviews over Zoom and filming at the 50th reunion on May 28, Jones has all the footage necessary to complete the film, titled Fortunate Sons. The movie is about the time the Class of 1974 spent at Harvard School and

how that experience affected the rest of their lives, according to Peter Jones Productions.

“[It is] the story of a group of boys who entered the 7th grade at an all-male, military school in the cultural watershed year of 1968,” the website said. “Their lives and friendships provide a remarkable lens through which we explore 50 years of pop culture, privilege, tumultuous social change and what it means to be male in America.”

Sixty-one of the 92 living members of the Class of 1974 attended the reunion. This 63% attendance rate was almost three times as large as the next highest class’s attendance rate. Jones said he felt like no time had passed when he was back with his old classmates.

“We looked at each other, [and] we all sound the same,” Jones said. “Voices stay pretty much the same [over time]. If I close my eyes, and I listen to any of my classmates, I will be back in seventh grade. We were 12 years old, and [when we] graduated, we were 18. Now we’re 68. Holy crap. How did that happen? We’re nicer to each other, and we listen more. I think when you get older, you actually are more interested in what other people think than saying what you think.”

President Rick Commons said he is excited about the film, though he is also concerned about any potential negative portrayals of the school.

“I’m always nervous when there’s a film being made because it goes into posterity, and who knows what it says,” Commons said. “A movie is not interesting unless it’s a little edgy, so I’m nervous about what

Alumni discuss a new documentary about Harvard School’s Class of 1974.

might be edgy in it. I talked to a number of the graduates from the Class of 1974. They seem enthusiastic about documenting the experience of their class when they were here and in the last 50 years since they graduated. It didn’t strike me in any conversation I had that they were trying to do anything that I should really be concerned about.”

The movie has cost $300,000 thus far, and Jones said he estimates that it will require about one to two hundred thousand more dollars before it is complete. He said the film is primarily funded by other members of the Class of 1974.

“ I’ve

lessons and wisdom,” Hovanec said. “These people have so much to offer and I’ve really enjoyed learning from them.”

Chip Hayes ’74 said in reminiscing on their years at the school, he and his classmates realized how grateful they are for the education they received.

come away from the reunion feeling grateful to have a group of such honest, intellegent and hardworking men.”

Peter Jones ’74

“The biggest challenge is getting it funded,” Jones said. “Classmates have allowed me to get this far [and] have donated money to pay for the film. [Costs are] paying an editor, paying an assistant editor and paying a composer. Music can really help with storytelling.”

David Jakubovic, one of the film’s editors, said his favorite part about working on the project has been witnessing the vulnerability and honesty of the interviewees.

“There have been a lot of very intimate interviews in simple settings that have no agenda except talking about their lives as connected to the school, and the school is fascinating,” Jakubovic said. “There’s something very special about the intimacy that these men who have come from very privileged backgrounds allowed themselves to talk about in the interviews.”

The other editor of the film, Salia Hovanec, said listening to the stories of the Class of 1974 has been a valuable and enlightening experience for her.

“Working on the film has provided me with a lot of life

“During COVID we all started having these Zoom calls once a month, and we all had the same feeling about this school, and what it instilled in us that [we] took through the rest of our lives,” Hayes said. “It taught us a way of approaching learning and critical thinking that was different from the rest of the schools at the time. Since then, the school has only grown in its teaching methods, the faculty and how they relate to students. That is what made it great at the time and [what] turned it from a dying military Episcopalian school into one of the preeminent prep schools in America.”

Jones said once he finishes making the movie, he would like to present it to both members of the school community and to a more general audience beyond the school.

“Now that we have had the reunion, we can complete the film and submit it to film festivals,” Jones said. “We could also show it to somebody, maybe who went to Harvard, Harvard-Westlake or Westlake and who says, ‘My God, what a fantastic place that was and is. Let’s put this out there. People should see this story about an amazing school. Look at the people that came out of the school.’ I’ve come away from the reunion feeling grateful to have a group of such honest, intelligent and hard-working men.”

Students reflect on the effects of the Flip app on their lives, as well as the way it could change social media and society as a whole.

By Sasha Aghnatios

Eva Vaca ’24 tried on the shirt she had just received in the mail. These days, whenever Vaca needed clothing, makeup or skincare, she would order it through Flip, an app where people produce content that reviews products they have purchased through the app. Content creators are able to make money from the app for their content based on views and interaction. For this particular shirt, Vaca knew exactly what she was going to say: she thought the shirt was well-constructed and soft, but she should have ordered a smaller size.

Vaca works as the head of social media at the app’s headquarters. She said that her involvement with the app began as a critique at a dinner that morphed into a conversation with the app’s founder.

“I was at Beckett [Lee ’24]’s house, and I was doing some work for my [Graphic Design through the Medium of Merch] class,” Vaca said.

Vaca said she would describe the Flip app as a hybrid of a social media and purchasing platform that aims to ensure authenticity and foster kindness.

“Flip is an app that’s kind of like TikTok and also Amazon,” Vaca said. “The only way you can post is if you’re a verified purchaser of something within the app. There are brands on Flip that no other platform has, and they are all verified, so you aren’t going to get any inauthentic pieces. You are also always guaranteed a discount [from the price of a product] because it’s worked into the app that you get 30% off. Flip is basically turning online shopping into a community that is built on honesty, kindness and authenticity.”

“[Lee’s] mom saw that I was working on it, and she asked me about what my thoughts were on Flip. I’d heard about it before, but I honestly thought it was a scam in the past. I downloaded the app, and I said what I thought about it. Most of [what I said] was trash talking the app, which is fine. And then basically, [Lee’s mother] was like, let me call someone. She didn’t tell me who she was calling, and I also didn’t know how big the app was. She told me to tell him everything I had just said. I was talking about design, and he said, ‘Okay, great. Refresh your screen.’ So I refreshed it. He [had] put in basically all my designs and everything I had just talked about in the app. He coded it right then, and I was so confused because I didn’t know who I was talking to. Turns out it was the CEO of the company, Noor Agha.”

After this conversation, Vaca said she started interning for the company but was eventually hired by Agha to run the company’s social media be-

cause of her candid approach and unique perspective.

“He called [Lee’s] mom when I wasn’t around, and he asked if I wanted a job because he liked how my brain worked,” Vaca said. “I was interning at first, and I remember when I got hired he told me, ‘You know, this never happens, but, the thing you have can’t be taught. Your life experiences have formed you into this person that I can’t teach people to become. Honestly, with the majority of people I work with, everyone tries to people-please and say it’s amazing. I like you because you have never given me a compliment.’ I felt kind of bad at first, but I realized he was saying that I’m very honest and straightforward.”

Reflecting on the tumultuousness of their upbringings, Vaca said Agha told her that it was these very same experiences that had allowed them to become the resilient and hardworking people they are.

“He told me once that we were lucky we were messed up,” Vaca said. “I asked him, ‘What do you mean?’ He had a very different childhood than I did, but we had similar childhoods around the same aspect of not having the best, most stable household. He was saying that I am lucky I had to deal with that

because the things I’ve experienced have shaped me to be the person I am.”

Vaca said she is not going to college next year in favor of continuing to work at Flip because it is something she genuinely likes to do.

“I see my parents, and I see that they don’t like what they’re doing,” Vaca said. “And then I look at myself, and I just don’t feel like I’m working. I feel like that’s something very valuable, and I wouldn’t want to give up. There’s no real point in investing in going to a four-year college and learning about what my interests are when I already found what I love to do. I love it so much that it didn’t even feel like a sacrifice. I wake up and the first thing I do is open Flip.”

Vaca said she envisions the app changing the face of social media and its effects on mental health by making it a more supportive place.

“ Flip is basically turning online shopping into a community that is based on honesty, kindness and authenticity.”

Eva Vaca ’24

Vaca said her plans for making social media a less hateful place start with getting rid of hate on Flip through incentivizing people to be kind.

“Flip is about honesty, so I want [viewers] to be hating on a product,” Vaca said. “I don’t want to buy something if it’s not good. I don’t want to be lied to, but what I’m finding out should really be about the products. You’re not ever going to hate on the person reviewing. I don’t ever want to see that. It’s instilled in the app that that can’t happen because if you do, people aren’t going to like you very much, and you’re not going to make money. It’s kind of sad that a big driver to be kind is money and material gain, but if you’re going to hate on someone’s personality or who they are, you’re not going to make money, which is why you probably downloaded the app in the first place.”

Vaca said a big part of making Flip hate free is the elimination of traditional content creators such as influencers.

“Our generation is being lied to because our role models are getting paid to lie to us, and we’re looking up to influencers who are just not fully being genuine with us,” Vaca said. “On other social media platforms, it’s more about the person than the product. On Flip, it’s flipped.”

• Continued on hwchronicle.com

“I’ve grown up in a household surrounded by mental health issues,” Vaca said. “It may be too late to change my situation, but it’s concerning looking at our generation, seeing how much our mental health is impacted by social media. A lot of people don’t think [this decline in mental health] is because of social media, but I promise that social media plays such a huge role in mental health in our age now. I feel like I have the ability to contribute to social media [taking] a step in the right direction.”

L. Wood

Eva Vaca ’24

Improvisation groups display their acting skills through various interactive games and scenes

By Alden Detmer

The school’s improv groups performed various acting games in their final show of the year in Rugby Auditorium on May 17. The Jackanapes group performed at 4 p.m., and the Scenemonkeys group performed at 7 p.m.

Jacob Massey ’25 said the improvisation groups prepare together once a week to practice for their performances.

“Every Friday, we go to the Drama Lab and play and learn new games together,” Massey said. “[Performing Arts Teacher Michele] Spears sent out an email a month ago and asked what games we wanted to play in the show. Then, she sent a list of which games we will be playing and all of the people that are going to be running each game. The Thursday before each show we do a run-

through so everyone knows how it will work.”

Massey said he participates in improvisation because of the relaxed atmosphere of the activities.

“I really can’t dance or sing, but I enjoy playing the improv games,” Massey said. “I was hesitant to even participate in the performances, but I’m glad I did. I only joined because of my friend, but it turns out we weren’t put in the same group. Improv is still fun for me though.”

to directly asking the audience to shout out different places, names and occupations. Massey said he was not nervous to incorporate random audience suggestions into their show.

Before the show, Spears placed a basket outside of the auditorium where audience members could drop suggestions for what they wanted cast members to act out. Members of the cast used the basket in a number of their acts, in addition

“It adds an extra element of surprise and randomness,” Massey said. “If I were an audience member, I would enjoy being able to shout out suggestions for the scene or be able to write in whatever. The actor reading out and being forced to work with what I wrote is super cool.”

Avery Kim ’25, who watched the show, said he enjoyed being able to actively participate in the show from the audience.

“I really enjoyed watching the show because it was funny and

Students perform in dance showcase

By Caroline Plunkett

Upper School Dance students held their final showcase in the Chalmers dance studio on May 23.

The show was the culmination of the dancers’ work over the course of the year and featured six different numbers. Rheanna Vradiy ’25 said that she was excited to show her improvement in different styles of dance.

“I loved getting to showcase my work this year,” Vradiy said. “I've made a lot of progress [this year] experimenting with new styles, and I was excited to perform something different from what I usually do.”

Vradiy said that although the show was sparsely attended, she enjoyed performing on stage with her peers.

“Not a lot of people came [to the showcase], but we didn't care,” Vradiy said. “It's just always fun to perform.”

Hank Schoen ’24 said that this show was particularly meaningful for him since, as a senior, it will be his last at the school.

“My time in Harvard-Westlake dance has been a passionate and amazing journey of growth, creativity and unforgettable moments,” Schoen said. “I have gotten to know and cherish everyone in the department in ways I never thought possible. This [showcase] was a great way to end an incredible experience.”

Arely Monterroso '24 said that the show was a chance for her to show some of the choreography that was left out of the dance concert in March.

“[The show] was a great space to be able to show some of the choreography I hadn't been able to show at the dance concert because I didn't feel it was ready,” Monterroso said. “We also got to see a draft of a piece one of the dancers was working on. Oftentimes the audience only gets to see the final product, and I think there is something so raw about being able to see the dance when [the dancer] still experimenting.”

Neisha Folkes, the artistic director of the showcase, said that the dance showcase exceeded all of her expectations.

“Everyone did so well,” Folkes said. “It was a lot to take on, for myself and the students. Six numbers is a lot to do and can be challenging, but I was so proud of how everyone did.”

Folkes said despite the small overall attendance, all of the dancers' parents came to support and the audience was very involved in the show.

“[Head of Middle School] Jon Wimbish came and so did all of the parents,” Folkes said. “At the end, during a Beyoncé song, all the parents got up in their seats and danced with us. It could not have gone better.”

Schoen said that the school's dance program has been a part of his growth both as a dancer and as a person.

“I have been so lucky to participate in this community of dancers,” Schoen said. “Together, we have all grown, danced and discovered the beauty that lies in the unity in motion. I will miss these people and this experience so much and know that I will carry what I've learned with me forever.”

humorous,” Kim said. “I was staying at school for swim practice and didn’t have much to do. I loved it when [Massey] acted out a baby shower. [Even though] they didn’t take my suggestion of Hannibal Lecter’s Kitchen, I felt connected to the show because [I was able to] participate.”

Nate Arnold ’25 said he is excited about new members joining improv next year.

“Improv unites me with my friends and allows me to create unique scenes that I find to be really fun and ridiculous,” Arnold said. “It’s always exciting to see what wild moment you and a partner or two can come up with on the fly. I’ve had such an incredible time with all of my friends in my group this year, and I’m very much excited to see what new people can add to the wonderful dynamic.”

June became one of my favorite rappers shortly after I discovered his music. His silky vocals glide over smooth beats in many songs, a perfect combination for your summer playlist. June seeks to embody the feeling of luxury in his work by including pictures of exotic cars on his album covers and giving his tracks titles such as “Smoothies in 1991” or “Imported Couches.” His collaborations with other artists are also top-notch; I especially enjoyed “The Great Escape,” the album he recorded with The Alchemist in 2023.

Reading essays is much more fun than writing them.Whatever your interests are, somewhere there is a piece of immaculately crafted writing dealing with that topic. For example, John McPhee, one of my favorite essayists, has a significant body of work ranging from the Federal Bureau of Investigation's (FBI) geology squad to an underground art movement in the Soviet Union. McPhee is just one of the many writers who have devoted their lives to writing about whatever topic piques their interest, and I encourage you to take advantage of all the essays out there.

Larry June Nonfiction Sopranos

"The Sopranos" is the best show I’ve ever watched. It follows Jersey mobster Tony Soprano dealing with pressures from his personal life and criminal activities. While it plays like a serious drama with well-developed characters and an overarching storyline, it also has deeply funny moments that kept me coming back. It is also a cultural touchstone, setting the tone of television for years to come — shows like Breaking Bad wouldn’t exist without it.

ON THE SPOT: Members of the Jackanapes and Scenemonkeys improvisation group perform in Rugby Auditorium May 17. Members of the audience participated by dropping suggestions for scenes into a basket at the beginning of the show and shouting out various roles for the actors to perform on stage.

DeleteD emails from testing CoorDinator gabriela Herrera

beCame a flipfluenCer

been yelleD at by ron Desantis

been too intimiDateD to DoWnloaD tWitter beCause of tHe Class of 2024 tWitter Community

saiD fareWell to lynn miller

got "Dror yaron balD HeaD" slime all oVer your HanDs

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gotten your pHone stolen at CoaCHella

WalKeD arounD tHe entire neW library WitHout finDing a plaCe to sit

bloWn up roCKet fuel tHe morning before sCHool

gotten your laptop run oVer by seCurity

blinDeD yourself by staring at tHe eClipse

been pulleD oVer by tHe Cop WHo sits on HalKirK

Wore a College sWeatsHirt on College sWeatsHirt Day as a sopHomore or junior

been late to Class beCause of tHe turn onto ColDWater from Ventura

gotten attaCKeD by former nba player matt barnes at a basKetball game

gotten Honor boarDeD for going off Campus as a sopHomore or junior

free spaCe

if you Want to Keep satire aliVe next year, text "Don't Kill tHe baby!" to 424-306-9550

WitnesseD tHe balloon gate sCanDal betWeen DaVis marKs anD tHe enVironmental Club

lasteD more tHan tWo WeeKs in senior assassin

maDe an eD spreaDsHeet

Came to sCHool on DitCH Day as a senior

WitnesseD tHe maintenanCe staff murDer tHe rat on tHe QuaD

Came WitHin 10 feet of tHe rat on tHe QuaD

HaD a peer support seCret santa inCiDent regarDing a fisH

been DmeD by @HW24Commits on instagram

trieD tHe Hailey bieber ereWHon smootHie anD instantly regretteD your purCHase

been HarasseD by a Desperate CHroniCle junior on friDay nigHt for a Quote

ComplaineD about senior off-Campus lunCH priVileges being taKen aWay

gotten p e CreDit from robotiCs

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been DisappointeD tHat go greeK Has not openeD yet

stooD in attenDanCe CoorDinator gabriel preCiaDo's single file line WHile trying to leaVe Campus

HaD a Celebrity run-in at tHe sportsmen's loDge

been CyberbullieD on tiKtoK for going to a feeDer sCHool

Careerwins500

COACH K: WOLVERINE FOR LIFE

By Justin Tang

During a track and field practice at Harvard School in 1982, Cross Country and Track and Field Program Head

Jonas Koolsbergen ’83 planted his spikes in the rubber track and got in his four-point stance. He took a deep breath, keeping his eyes on the middle lane. As soon as he heard his coach’s signal, Koolsbergen drove his legs with an explosive movement and began to accelerate. His legs came one after the other, as he sped through the straightaway and turned the curve with perfect technique. Before he knew it, the 200-meter exercise was over and Koolsbergen earned the best time.

tinued running track and field and also competed in the decathlon, a combined event consisting of 10 individual track and field events.

While at UCSB, Koolsbergen was a part-time assistant coach at Harvard School for the track and field team, continuing his tenure after graduating. After the official merger between Harvard School and Westlake School in 1989, Koolsbergen assumed the role of head coach of both boys’ and girls’ track and field teams.

“ I was someone that our coach could lean on to rally things and get things done. And I just felt like I had more to do [in track and field].”

Jonas Koolsbergen ’83

Koolsbergen said his passion for running track at Harvard School fostered his lifelong interest in the sport.

“I loved [track and field] in high school,” Koolsbergen said.

“I wasn’t a California Interscholastic Federation (CIF) star, but I was one of the best people on our team. I was definitely one of the people on our team who was the most into it. I was someone that our coach could lean on to rally things and get things done. And I just felt like I had more to do.”

Koolsbergen went on to run track and field at the University of California, Los Angeles, but eventually transferred to the University of California, Santa Barbara (UCSB) where he con-

As a result of the merger , several teaching spots opened up, which prompted Koolsbergen to begin instructing history in addition to coaching track and field.

Koolsbergen said teaching history at the school for 15 years gave him valuable insight into the academic experience of the students.

“I really enjoyed [teaching],” Koolsbergen said. “With Harvard-Westlake students, one of the best parts I enjoyed was the classroom interaction and the classroom discussion. Even when you’re teaching younger grades, you’re working with people, who are so smart, and the things that you talk about are really interesting.”

Koolsbergen, who has been the only head coach in the school’s track and field program history, said the biggest change in the program he has noticed over the years was the caliber at

which the teams competed.

“Now we have won multiple CIF team championships, won lots of CIF individual championships, have made noise at the state meet, were state champions and have had multiple national records,” Koolsbergen said. “Those are the kinds of things in the time that I was a student here or when I first started coaching here that felt almost unimaginable.”

Koolsbergen said an overarching goal of the program is pushing athletes to their full potential.

“There are people who didn’t ever think they could be really good or be meaningful members of the varsity team,” Koolsbergen said. “When they achieve that, they are sort of an unrecognizable athlete from where they started. That’s so rewarding. That is the heart and soul of what we try to do, [to] bring everybody to a point where they can improve and have a tremendous experience.”

Cross country head coach Tim Sharpe, who has coached cross country and track and field alongside Koolsbergen since 2003, said Koolsbergen’s special talent as a coach is being able to strengthen every person in the program in their own unique way.

“When we get new coaches, he understands how to make their jobs easier,” Sharpe said. “He may pick up the slack and do a lot of the little details so they only need to focus on coaching, but it’s more than that. He helped them evolve and become better coaches throughout their careers. But he does the same thing with athletes, and I think this is [Koolsber-

gen’s] superpower. This ability to help both athletes and coaches and put them in the best spot to be successful.”

Mason Walline ’25, who switched from cross country to track and field in his freshman year, said Koolsbergen’s coaching style especially benefits newer members of the team.

“[Koolsbergen] makes it very clear that anyone can be on the track team,” Walline said. “He tries to inspire a sense of potential within yourself to get better. Not only to up your fitness, but especially to learn a technique of running that you wouldn’t really think about.”

Koolsbergen is currently the fourthlongest tenured staff member at the school, behind History teacher Katherine HolmesChuba, Interdisciplinary Studies teacher Rob Levin and Athletics Director Darlene Bible. Bible said Koolsbergen’s long history at the school is a testament to both his dedication to the school as well as its cross country and track and field programs.

isville on April 10, Koolsbergen notched his 500th career victory as a coach at the school. Koolsbergen said his many wins are a tribute to his longevity as well as the program’s excellence.

“[Five-hundred wins] means a lot, because it’s an accumulation of years of effort and years of coaching and years of work,” Koolsbergen said. “It just shows that we’ve been doing terrific things as a program for a very long time. As I talked to other coaching friends, they’re surprised that the number is that high. They look at their own number, and say ‘Wow, that’s a lot.’ And it is, so I take great pride in that.”

Currently finishing his 39th year of coaching track and field, Koolsbergen said he has found immense purpose and meaning in his job as a coach.

“Coach Koolsbergen is a Wolverine through and through,” Bible said. “He has been here either as a student or a coach since 1977 for 43 years, although he was away at college for four years. He loves this place and puts his heart into everything he does here. Cross country and track and field are his passion, and he works very hard to make sure the teams are successful.”

In a Mission league meet with Alemany, Crespi and Lou-

“You meet a lot of adults in your life who don’t like their job, but I love my job,” Koolsbergen said. “And that’s an incredible privilege. A lot of people through the twists and turns o f their life don’t find the thing they’re really well suited for, and I have the great experience of having found the thing I’m tremendously well-suited for, and I will humbly try to say, very good at. Some people trudge through something that is medium-rewarding to them and medium-important to them, and I do something I’m all about. That is something that you hope and wish everyone has, but the truth is not everyone does.”

Darlene Bible

Junior qualifies for state meet

By Justin Tang

Following the end of the regular track and field season, pole vaulter Sofia Rakfeldt ’25 competed at the California Interscholastic Federation (CIF) State Track and Field Championships from May 24-25. Rakfeldt qualified for the state championships by placing sixth with a lifetime best of 12’3 in the CIF Masters Meet on May 18.

Rakfeldt did not quality for the finals in the preliminary rounds, but said her experience competing at the state level will help her improve for next season.

“My results from CIF state were not the best but it’s the nature of the sport,” Rakfeldt said. “The starting height was 11’9 which was much higher than I was used to as a starting height, but if anything, it’ll get me better prepared for next year.”

Track and Field Program Head Jonas Koolsbergen said the team had a successful season overall despite facing some challenges.

“We’ve had two all-time Harvard-Westlake school records [and] we had a combined varsity dual meet record boys and girls together of 23-3, so we’re proud of that,” Koolsbergen said. “It’s been a very successful year, but at the same time, [we’re] always managing injuries and managing conflicts and managing difficulties, so [we] can never quite get everything to go exactly the way you want.”

Rakfeldt said she is looking to improve in pole-vaulting both physically and mentally before her senior year.

“Given my performance early on in the season, I didn’t expect myself to make [CIF State], especially since it required a [personal record]to qualify,” Rakfeldt said. “Next year, my goal is to continue working on the basic technique, strength and speed needed for the sport but also building more confidence in myself which tends to make a big difference in my performance, and hopefully that will result in more success next season.

Baseball ends successful season with loss to No. 1 Corona in CIF-SS championship game

By Eden Conner

The baseball team finished their season 27-5-1 overall and 15-1-1 in the Mission League after a 5-0 loss to Corona High School in the California Interscholastic Federation Southern Section (CIF-SS) Championship on May 18. The squad ranked eighth nationally and second in California by Prep Baseball Report.

First baseman Miguel Villegas ’25 said he attributes the team’s playoff success to their focus on perfecting smaller aspects of their game.

back up a base. Those small factors can win or lose you a game.”

Leading up to the championship game against Corona, the Wolverines beat Norco High School, San Dimas High School and Orange Lutheran High School in playoffs. Pitcher James Min ’25 said that the team was able to produce consistently good results because of their tight bond and ability to forget about the pressure.

“I feel like what differentiates us from all the other teams is that yes, we have the talent to be better than other teams, but in baseball you can’t always rely on talent,” Villegas said. “It comes down to all of the little details of the game, like making sure you play catch and

“We treated our time on the field as time to play rather than focus on the score, which allowed us to perform really well,” Min said. “It’s not that we didn’t care about the score, we just didn’t think about it. We just played. And I think because we were so close and had such good chemistry we just won, we just kept on winning.”

During the regular season and playoffs, many of the starters were

Swimmers compete in CIF State events

By MeJo Liao

The boys’ and girls’ swim teams finished their respective seasons at the Mission League Swimming Finals on April 18. The boys’ team won second while the girls’ team won first. For the girls’ team, cocaptain Logan Binder ’24 placed 3rd in the 200 Freestyle Event, Lily Neumann '24 placed 1st in the 50 Freestyle Event and Isabella Zhang ’27 placed 4th in the IM Event. For the boys’ team, Sports Editor and co-captain Christopher Mo ’24 and Cooper Ren ’26 placed 2nd and 4th respectively in the IM Event. Neumann and Ren both qualified for state finals, and Mo advanced to the state finals in two events. Zhang ’27 broke the school record in the 100 Breastroke Event.

Swimming and Diving Program Head Jason Schwarz said he is proud of the swimmers’ accomplishments despite a difficult start to the season.

“We had a really great year

across both the boys’ and girls’ teams,” Schwarz said. “The girls won the Mission League title for the 8th year in a row. It was a challenging year. Going in we were not the favorites, but we really came together as a team and competed well in season and at the Mission League Championships.”

Co-captain Evette Um ’24 said the swimmers were able to develop close bonds with one another, which was a major goal for the team.

“We did an amazing job at creating a supportive, warm and welcoming environment for both new and returning swimmers,” Um said. “All the swimmers made close bonds with each other. This helped create a good environment full of sportsmanship and support for one another, something that is essential to swimming.”

Binder said she was happy with how hard the swimmers worked to improve their times this season.

“We lost a lot of crucial swimmers last year, but so many girls stepped up to fill their spots and that was great to see,” Binder said. “It was great seeing how everyone constantly improved meet after meet and how we all were putting in the necessary training to get to that higher level. It was an honor being their team captain and I can’t wait to see what they have in store for the next season. I know they will do great things in and out of the water.”

Mo said he urges swimmers to cherish the memories they make on the swim team.

“I still recall my first season as a freshman and I find it hard to process that my swimming career at HW has already concluded,” Mo said. “I would tell younger swimmers to appreciate and make the most of their swimming careers in high school, as mine has felt like it went by in an instant. Have fun and support one another through all the meets.”

underclassmen, including all of the catchers and all three starting outfielders. Catcher Michael Gonzalez ’26 said that although he felt nerves going into the playoffs, Baseball Program Head Jared Halpert stressed the importance of playing baseball the same way no matter the pressure level of the game.

“What [Halpert] always told us is when we go into playoffs, we don’t have to change anything,” Gonzalez said. “All year we’ve proven how good we are. We’ve proven that we can take care of business.”

Corona High School was ranked first in the nation for the whole year, and is the first team since Camarillo High School in 2002 to win the state title as the number one seed, according to Scorebook Live. Pitcher Tommy Bridges ’24 said that the team prepared well for the matchup and is happy with the mental toughness they approached the game with.

“Going into a game knowing

we’re facing probably the best roster in the country, the vibes have to be up,” Bridges said. “I think we were ready to go but we couldn’t capitalize on their mistakes in the first inning. They capitalized on ours and were just a better team that day, so it’s not the greatest feeling, but it’s baseball.”

Bridges, pitcher Duncan Marsten ’24 and shortstop Bryce Rainer ’24 are all slated to play for Division 1 universities, and Rainer is predicted to be a top 10 draft pick in the 2024 Major League Baseball draft, according to MLB.com. Villegas said he will miss playing with the seniors, and that he is glad to have gotten the opportunity to share the field with them.

“Playing alongside [Rainer], [Marsten] and [Bridges] was very special because they are three very big names that we will see at the next level and the levels after that, so it was an honor to play alongside them and know them personally,” Villegas said.

LOCKED IN: Varsity baseball athletes pay attention to a pregame speech from coaches before their matchup with Corona High School in the CIF-SS Open Division baseball championship May 18. The team finished with a record of 27-5-1, ranked eigth in the nation according to Prep Baseball Report.

ON YOUR MARKS: Varsity swimmer Cooper Ren '26 swims breaststroke at the CIF Division 1 preliminaries at Mount San Antonio College on May 1.

L. Wood James Min ’25

Boys’ volleyball falls in CIF quarterfinals

By Nathan Wang

The boys’ volleyball team achieved its highest win percentage of 75% this season in the last 15 years and its first season with more than 20 overall wins since 2017. The team progressed to the California Interscholastic FederationSouthern Section (CIF-SS) Division 4 quarterfinals – the furthest placementin the team’s history – against Murrieta Mesa High School on May 1.

Boys’ Volleyball Program

Head Garrett Yamasaki said the team’s success this year can be attributed to each player’s dedication to improvement and the strong bond within the team.

“The boys are the ones putting in the time to improve on their skills and making sure that they’re working out in the weight room,” Yamasaki said. “Most importantly, [our success] is about us being a family first. By seeing ourselves as a family, we were able to go through the ups and downs of what a season can present to us.”

Yamasaki said team captains Victor Lowe ’24 and Wilson Federman ’24 have shown exemplary leadership throughout the season.

“The leadership of [Feder -

man] and [Lowe] is second to none,” Yamasaki said. “They lead through example [by] being the hardest working guys in the gym. Whether that is learning a skill set or running a set of lines, those guys are putting in the time and showing others how it should be done. Along with that, their competitive spirit is fantastic. They set the tone not to accept less than giving our best.”

Lowe, who is committed to playing Division 1 volleyball at the University of Hawai’i, said the team gained more motivation once the players started bonding with each other.

“Not only did I grow as a leader this year, [but] I had an awesome time spending time with [the team] and getting to know the team on a more personal level,” Lowe said. “Over the course of the year, we got more focused, and our mindset was focused on winning more as we were realizing how great we could be. I think pushing that mindset was an important part of my leadership. We changed the culture in the program to be much more competitive and focused than the years past, which I hope will carry on for years to come.”

Before the team advanced

HUDDLE UP: The boys’ volleyball team gets hyped up in the huddle at the beginning of their Division 4 quarterfinal match against

to the CIF quarterfinals, outside hitter Harrison Walline ’25 injured his knee, leaving him out for the season. Middle blocker Daniel Farinzpour ’25 said the team’s tight-knit connections allowed them to recover relatively smoothly even after losing someone as central to the team as Walline.

“The team is really just a family,” Farzinpour said. “We

Boys’ golf increases ranking to place second overall in Mission League

By Lyla Kavanagh

The varsity boys’ golf team finished their season second in the Mission League and third in the California Interscholastic Federation Southern Section (CIF-SS) Division 3 playoffs. After spending the first half of the season in third place, Boys’ Golf Coach Scott Wood ’88 said the team was able to find their footing and begin to improve.

“The 2024 team started with a lot of potential and youth,” Wood said. “We battled, finding our best

form all year, until the end of the season when the matches had bigger significance. We played our best golf as the season wore on, a hurdle that we could not conquer the last few years. This brought us closer as a team and helped us realize a lot of our potential, two very positive things to take with us next year.”

While the team was not able to qualify for the CIF finals, Branden Wong ’26 advanced to the first round of individual CIF playoffs. Additionally, Wong was awarded the Mission

League’s Most Valuable Player (MVP) of the 2024 season after his performance in the Mission League playoffs. In the final round of the Mission League Tournament on April 30, Wong finished one under par, despite difficult windy conditions. After challenges in the beginning of the 2024 season, Wong said he is excited to have earned the title of MVP.

“MVP is honestly quite an awesome thing to say, and it’s also something I will keep with me for a while,” Wong said. “My

all work together really well, especially with the new younger guys coming. The only downside of it was that Harry broke his knee, which kind of shifted everything. It was really good that Callum MacLachlan [’26] and Matthew Commons [’25] could really step up, switch their positions and fill in those roles.”

Yamasaki said the team’s

goals this year were largeley achieved, which he said he is very proud of, and will set a baseline for next season to ensure consistent improvement in the future.

“This season, we wanted to break through that barrier of making playoffs,”Yamasaki said. “Moving forward, our standard will be to make playoffs”

“MVP is honestly quite an awesome thing to say, and it’s also something I will keep with me for a while. My last league tournament was one of the best rounds I had played”

— Branden Wong ’26

last league tournament was one of the best rounds I had played, with a lot of battling. As for ending the season, I’m super glad to have finished it with a bang, since towards the beginning it was tough to find my way.”

Team Captain Henry Mariscal ’24 is committed to play golf at Bowdoin College this fall, after an uncertain start to

his high school career during the COVID-19 pandemic. Wood said Marical’s leadership and guidance were recognized and appreciated by everyone on the team.

“Our senior captain, Henry Mariscal, played a big part in the chemistry of the team with his ability to gel with a closeknit group of sophomores,” Wood said.

Boys’ tennis loses playoffs in semifinals

By Alex Dinh

The boys’ tennis team lost 4-3 to Torrey Pines High School in the semifinals of the California Interscholastic Federation (CIF) Regional Team playoffs on May 17, and they lost 15-3 to Corona Del Mar in the semifinals of the California Interscholastic Federation Southern Section (CIF-SS) Open Division playoffs. This is the furthest the team has made it in either tournament since they won the CIF-SS Open Division and the CIF Regional Championships in 2021. The team finished the season with an overall record of 17-4 and a league record of 6-0, winning their 28th straight Mission League championship.

Program Head Bo Hardt said the team was able to improve this past season, but the work is far from over.

“Our team grew because we

added some good freshmen to the team and a couple guys improved during the off-season,” Hardt said. “For next season, we are going to improve on everything. Our players need to get better. They will all be in the gym and training together in the off-season. Other teams have better players, and we need to catch up. In the past, guys were free to train on their own in the off-season. That time is over.”

Singles player Alex Nickoll ’25 said the team was a tightly knit group by the end of the season but were disappointed to fall short of their ultimate goal.

“Throughout the season, the team got a lot closer,” Nickoll said. “Every grade level interacted well, and our team’s trips helped to connect the team. By the end of the season, we all were very comfortable with each other and united with the common goal of winning CIF.

Unfortunately, we were not able to do so.”

In April, the team traveled to the McCallie Shootout event in Chattanooga, Tennessee, where they lost 7-0 to McCallie (TN) and beat Hinsdale (IL) 4-3. Doubles player Edwin Luhnow ’25 said the trip was very helpful for the team both on and off the court.

“The trip to Tennessee was a great bonding experience for the team,” Luhnow said. “From the flights to the team dinners, there were a lot of moments where the team was able to come together. Even though we faced some really tough opponents, the level of play at the tournament was really high, and it was good preparation for the rest of the season.”

Individually, Nickoll placed second in the Mission League.

Murietta Mesa High School, the farthest the team has gone in school history.

WOLVERINES ONLY WOLVERINES ONLY

BY

EDWARD WARD

No matter what age I have been, I have been fascinated by two things in my life: history and personal glory. When I was younger, I would devour books about knights, fighter pilots and generals, dreaming about one day being able to distinguish myself in the same way. Looking back on it, it was likely this martial outlook on life that led me to fencing.

It was a hot day in September of 2019 — my seventh-grade year — when I picked up an épée for the first time. I had no experience with fencing before that day, but I felt something click when I stood facing the mirror in the middle school weight room in an en garde position extending and recovering my arm. I had never been good at a sport before, but something inside me said maybe this time will be different. When I got home, I tried my best to emulate the feeling of my hand in the visconti grip, advancing and retreating outside the kitchen, counting down until the first day of practice.

It turned out that I was right — something was different. I was thrown directly into two bouts in my first practice, with only a very brief explanation of the most basic parts of strategy. Though I did lose both matches, I was astonished by how close the score was for me being a total beginner and how advantageous it was to have long arms like I do. Finally, I could put my height, which had previously made me exceptionally clumsy, to good use. Not only that, but I was also invited by the assistant coach then to join their club, which would take me down a journey that leads to today.

I spent the next few months attending practices at my club and at school, picking up a silver medal at that year’s tournament for novices and began to settle into this new sport. More importantly, I was in better shape, better coordinated and I had better posture than I’d had for a long time. And then the pandemic hit.

After a few weeks into lockdown, my club had devised a schedule of online practices, with strength and conditioning training twice a week and footwork training once a week, the latter with the former coach of the United States national men’s épée team. I never missed a single one of these Zoom practices during the entire lockdown, and when restrictions relaxed enough in 2021, my coach would give me private lessons on the lawn at 7:30 a.m. during my first period frees.

In the summer of 2021, I came back to in-person fencing at my club in the best physical shape I had ever been and with a new understanding of strategy and technique, and began intensive training for my first proper competitive season. That year, I managed to make the school varsity team as a freshman, place at every local tournament and earn my first national rating. I wasn’t able, however, to earn enough points to qualify for the Junior Olympics, the championship event of the season, but I was determined to do so the next year.

The following summer, I was fortunate enough to attend a week-long training camp under Maître Yves Sicard, the former French national men’s épée team coach. Six hours a day of intense training wore me

out, but I made massive progress. At my first tournament of the season, I was able to jump two tiers in my national rating, guaranteeing me a place on my club’s first team. More importantly, it contributed immensely to my national point tally, which meant that I would have an exceptionally good chance of making the Junior Olympics that year — which I did. I was able to place in the top 128 of under-20s in the country thanks to my training in addition to my club team making the top 50. Furthermore, I was made the captain of the varsity team after I got back and led the school team to second place at the scholastic team championship that year.

This year has been difficult from a competition standpoint for me. I have had to deal with an overuse injury in my right knee that forced me to fence in a knee sleeve and took me out of competition for a large part of the season. I was able to win the regional Junior Olympic qualifier, which saved my chances of making the top national tournament this year, and came third place in the scholastic state championship. Nevertheless, I find myself increasingly feeling as if my peak competitive days are behind me.

Fencing has absolutely changed my life, giving me connections and making me lifelong friends. More importantly, it has made me confident in my athletic abilities. Even if I never achieve the same level of competitive success as I previously have, I am truly grateful for what this sport has done for me, for my life would truly never be the same without it.

D E S T I N A T I O N :

G R A D U A T I O N

the experience that almost never was

By Davis Marks

When I was a young elementary school student, nothing felt more important than the order in which the team captain picked me during PE. Whether it was based on the force you threw the ball with in dodgeball or the speed you ran during Capture the Flag, your place in the social hierarchy was established. As I anxiously waited for the team captain to pick me, all I could think about was how desperate I was to be the first choice. In the end, I was never the first choice but also never the last — I was left somewhere in the middle, neither wanted nor avoided.

Years later, I sat nervously at

By Ella Yadegar

I never used to be late. It goes back to when I was born early, 17 days to be exact. It continued during the terrible twos, when I would attempt to dress myself and wait on the front porch so that my mom would not leave me behind when she drove my two older brothers to school.

Yet, I now find myself sitting in the Sports Room at 7 p.m. on the last day of the last layout of the year, scrambling to write this senior supplement while simultaneously editing pages and curating the perfect queue of Drake and Olivia Rodrigo to make sure the vibes are just right. You may think that I have

By Chloe Park

One year and three days ago today, I was not select ed to be Editor-in-Chief of The Chronicle. Five months and 15 days ago today, I did not get into my Restrictive Ear ly Action (REA) dream school. These are just two examples out of the many events from my time at the school that I thought meant the end of the world. Yet, here I am.

By Kriste An

my kitchen table, waiting for my admission portal to update. I was not waiting to hear about my college admission decision but pointment,

uncertainty and a burning desire to prove myself worthy of going to Harvard-Westlake. However, after a few days of waiting, I

place. Just like

my desperate need to be the first choice in PE, I felt the need to prove that I belong at Harvard-Westlake. While this toxic mindset dissipated when I got older, I am glad I was waitlisted. Throughout my time at Harvard-Westlake, that feeling of being reluctantly wanted motivated me to take advantage of every opportunity. The experience of being waitlisted instilled in me a drive to embrace every challenge and truly appreciate each moment because I knew how different things could have been. My time at Harvard-Westlake has been beautifully fulfilling, and knowing I almost did not experience it makes me all the more grateful. There is no place I would have rather called

my second home for the past six years than Harvard-Westlake. Throughout your time here, it is easy to lose sight of what makes Harvard-Westlake special. The academic rigor and competitive environment can lead to burnout, and you may feel like the elementary school student who worries they are not good enough to be the first pick in PE. However, when you do feel that way, remind yourself of your younger self’s aspirations. We all wanted to be a part of the Harvard-Westlake community, so appreciate every moment and make this school the place you envisioned. Embrace the challenges and opportunities, and remember why you wanted to be here in the first place.

Ella’s Chronicles rejection and redirection

just become lazy, and to that, I would say you are not wrong. But more so, I have been postponing writing this for so long because I have still not accepted that this will be one of the last contributions I will make as a staff member of The Chronicle.

In October of this year, I came down with a bad case of conjunctivitis, my second time since junior year to be precise, and missed three days’ worth of school. As tough as the “pink eye freak” nickname was for my ego, I FaceTimed into Chronicle class in an effort to uphold my responsibilities as an editor. What I remember from that call is not the endless pitches from juniors, most of which were

At Harvard-Westlake, you will inevitably experience crushing losses, things that are out of your control but impact you deeply. You will first feel heartbroken, then frustrated and ultimately fearful of the future. The rigorous nature of Harvard-Westlake and the grueling college application process on top of it truly pushes every student to the edge of their physical and emotional limits. I am here to offer some com-

probably bad if we are being honest, or the questions about AP or Chronicle style. Instead, I recall hearing so much laughter in the classroom that I could not make out what anybody was saying. This was one of the first times I realized how much I was going to miss this group of people, especially the seniors, who I have grown up with.

For the past three years, I have spent one week straight every month in the holy land that we call “Weiler Hall.” I have turned 16, 17 and 18-years-old at layout in WH104, each year receiving a cake and candles from my fellow staff members. I have had the privilege of working with some of the brightest and kindest peo-

forting words. While it sounds cliché, everything happens for a reason. Rejection truly is redirection. When I reflect on my past six years, I wouldn’t change a single thing. Each loss taught me resilience, perseverance and the ability to offer empathy to others experiencing the same thing. Little did I know as a disappointed junior that my EIC “rejection” would allow me to redirect some of my attention to other passions outside of journalism; instead of dedicating my summer planning the year’s issues, I won a state department scholarship to examine Russian language and culture in an immersive program and had the unparalleled opportunity to

ple at this school, those who have continued to repeatedly show up for the paper long after the college process concluded. I have identified a mentor in our journalism advisor, Billy Montgomery, who I can always count on to get us out of trouble. And though I have tried to compliment my co-Editor-in-Chief, Averie, as little as possible throughout senior year, I would like to use this platform to admit that I am extremely grateful for

dance with Bolshoi’s pre-professional dancers. Even within The Chronicle, I got to spend my time on my favorite aspect of journalism – page design and layout – as a Presentations Managing Editor, and worked with some of the most talented, brilliant and kind people at Harvard-Westlake. What more could I ask for?

Not getting in during my early round even as a top GPA applicant in the early pool initially left me crying in my bathroom, but ultimately taught me that life is not always fair and not to be discouraged by outcomes that aren’t in my control.

While I grieved my rejection with my friends who also do not

the close friendship we have built during our time on staff and for always having my back. I would be lying if I said that there weren’t times during layout week that had me questioning everything. But in a week and two days from now, when I walk across the stage at Commencement with Weiler Hall close by, I know that my Harvard-Westlake experience would not have been nearly as great without my time on The Chronicle.

have influential parents or strong connections, I learned the importance of treating others and yourself with kindness. Kindness is the only way to overcome these “losing” moments and transform them into moments of growth. Feeling disappointed opens up the opportunity to experience kindness in a whole new way, from friends, teachers and family, when you need it the most. Everyone at this school is human. Even the teacher who refuses to give you a point back on your test or the sophomore who cuts you in line for the salad bar. So, my final parting words are as follows: Wherever there is a human being, there is an opportunity for kindness.

turns out the glass is half full

I have often been told that I am a pessimistic person. I tend to focus on the negative aspects of situations, never able to see the glass as half full. Part of this stems from an old habit of preparing for failure so that I am braced to face the worst. I also think it is human nature to focus on negative events – ask someone to recount an experience from their life, and more often than not, the person will recount a negative event. It is a scientific fact that our brains are more inclined to register, focus on and recall negative events than positive ones. Looking back on the time I have spent at this school, I gravitate towards the all-nighters I spent cramming for exams, the

stress of looming deadlines and the sting of disappointing test scores. It is hard to forget the repercussions of being awake until 2 a.m. to prepare for an English in-class or failing a math test for the first time. Instead of remembering the exciting moments or celebrating the achievements, I fixate on the few times I failed. However, when I step back and withdraw from these negative moments, I begin to see a different picture. I begin to realize that there is so much that I took for granted – aspects of the school experience that were positive –such as the friendships I made, the teachers I befriended and the endless resources I had access to.

If there is one thing that I have gained from this school, it is the connections I have made with fel-

low students, teachers and members of the administration. The friends I have made are more than just classmates. These are the people who are there to offer a listening ear during stressful times. I remember spending countless afternoons on the Quad, not just stressing over our notes, but also sharing snacks, jokes and stories that made the burden a little easier to bear. These friendships provided a sense of camaraderie that made the tough

times manageable. There are several classes on this campus that I would not have been able to pass if it weren’t for the lunch periods I spent in their respective department offices. The teachers at this school have been selfless in their dedication to providing guidance and encouragement. There is Dr. Cardin and his endless love for his students as well as Mr. Vo and his

post-midnight emails, both of whom were willing to meet with me to help me succeed or understand a new concept. There is Ms. Turner whose nurturing demeanor and patient explanations made daunting subjects feel more approachable. If it weren’t for teachers like them, I would not have been able to flourish into the student that I am now.

In hindsight, I realize that the old habit of dwelling on the negatives has blinded me from all of the positive aspects. The support of friends and the dedication of teachers are all things I am grateful for, and when I take some time to appreciate them, the picture becomes much brighter. It’s a reminder that even in the midst of challenges, there is something positive to hold onto.

By Sammy Glassman

I stared at the computer screen, feeling tears accumulate in my eyes. Sophomore year just ended, and the worst grades of my life looked back at me, dead in the face. “Something has to change,” repeated in my head over and over again. I tried to think of what could be the culprit for my downtick in focus at school. The blame could easily be placed on the fact that I was on a new campus or that I was no longer learning via online classes from my bed. But everyone went through that. Rather, I was intentionally overlooking the one thing that I previously was able to fall back on no matter what: baseball.

From sitting in the nosebleeds

By Caroline Plunkett

If you spend enough time at Harvard-Westlake, you’re bound to hear the phrase imposter syndrome thrown around once or twice. Or every single day for four years.

I joined The Chronicle during my junior year in an all sophomore class of kids who had been trained by Ms. Bladen at the middle school and, though I loved the class, I basically coasted through writing maybe two articles the entire time. I never attended a single layout, never learned the hierarchy of how my articles were being edited or what EIC stood for. I couldn’t remember whether we liked Oxford commas or not (only that we had very strong feelings). I was an honorary soph-

By Grant Park

Harvard-Westlake. HW. My family used to joke that this school must have the acronym of HW because of the obscene amount of homework students get on a daily basis. And yes, while this rigorous stereotype may be true, there are definitely some tricks and tips to keep up your sleeve if you want to make your time here the best it can possibly be.

1. Create your own path! At HW, you will inevitably hear “advice” from others on what AP courses to take, which teachers are good or bad, what summer programs to do to and more. I have learned from my experience that those who pursue a path that is unique to them and aligns with their own personal narrative ulti-

at Dodger Stadium to getting bit by fire ants while playing in the dirt at my brother’s game, baseball consumed my earliest memories. Looking back, I would often plead to my dad to drive us to the field on the weekend to practice. When it came time to leave, I always threw a fit. In short, I simply could not get enough of the game. Even on early Sunday mornings, one could find 7-yearold me propped up on the couch, studying the highlights from the previous day’s games without a care in the world.

Flash forward a decade, and nothing has changed. Still the same baseball nerd, but now losing motivation to play. Grueling daily after-school practices left me unmotivated and tired for the rest of

omore in Chronicle and by no means as dedicated as most of the actual sophomores who were already vying for EIC positions for their se nior year.

One night in late June, when my in box lit up with the news of staff as signments for the upcoming school year, I didn’t expect anything. I didn’t know that there had been a shortage of seniors or that I was given the Arts and Entertainment section editor since

my night. I saw my time and unwavering enjoyment of playing the sport rapidly disappearing, as the school has one of the best baseball programs in the country, and I just did not fit in. With each day that dragged on, playing baseball became more difficult to love. I had a decision to make: Do I quit, crushing my childhood dreams, or do I continue the arduous grind?

My eyes opened after sending the goodbye email to my coach the summer before my junior year. I was finally able to join The Chronicle and HWTV. With the weight of this change in my life on my shoulders, I grabbed every chance I could to grow as a journalist and as a broadcaster because I knew I had to prove to myself that I did in fact make the

it was the section I could mess up the least. I saw my name next to the word “editor” and was simultaneously thrilled and horrified.

I showed up to hell week (the first layout of the year in which Chronicle staff has a singular week to come up with, write, edit and layout stories for the first issue) with no idea what to expect. I’d never been to a layout before, never even knew when layouts were, never used Camayak

mately find the most success, and hopelessly following what others do is unproductive. It is easy to feel pressured by your peers to do the activities that “look good” on college applications, but at the end of the day, what makes you stand out is being unique and showing genuine passion. Even aside from the college standpoint, your high school experience will be significantly more enjoyable if it is spent doing things you actually care about.

2. Prioritize and make “me” time! While everyone seems to be running from one extracurricular to another and AP prep or tutoring sessions, find time and make it a priority to treat yourself to a froyo run, some online shopping or a TV show binge. I have been saved from falling off the brink of overwhelming pres-

By Casey Reims

sure several times by simply rewatching my favorite episode of the Big Bang Theory or releasing stress by going to the gym.

3. Don’t shy away from teachers! I am an extreme introvert (in fact, my nickname from the varsity boys tennis team is Stone Cold Park, or SCP), so meeting with my teachers was al ways a bit anxiety-induc ing. But I have learned that spending the time to develop a relationship with your teacher can have immense benefits. Teachers are human too, and sometimes a meeting with a teacher can be the highlight of your day. HW truly has some of the best teachers out there. So, go to your teacher’s

My time at Harvard-Westlake was defined by many aspects — attempting to chase grades, making friends and grinding extracurriculars were just some of the activities that occupied my time. In the heat of it all, in the marathon that is Harvard-Westlake, I found an aid station in Peer Support. I walked into my first meeting sophomore year clinging to my only friend in the group, unable to get words out of my mouth and trembling in fear. I watched as upperclassmen, students I idolized, sized me up. I waited in anticipation, unsure of what to

right decision. My first moment of af firmation came in a seemingly arbi trary addition of the Satire section in November. Each junior graded the seniors based on their performances thus far, and out of the 17 of us seniors, I received the only “A”. Although this was not a fair assessment of each of our true capabilities, it felt gratifying to be recognized by my peers. In this

moment, I gained confidence in how I decided to spend high school.

The moral of the story is definitely not to quit. I know, I know, that’s exactly what I did. But, I had a plan drawn, and I knew that it would ultimately lead to an improvement of the quality of my life. Tough decisions are tough in part because we get so caught up in the immediate effects that we get turned off from fully thinking them through. In reality, the long run should garner the most consideration. Leaving the baseball team broke me down a bit for a few weeks, but when I look at where I am now, I could not be happier.

to edit and never been asked to decide what was or wasn’t a good idea for a story. Throughout the week I would see my Chronicle sophomores (the current juniors ) who would each say something along the lines of “you’ve got to be kidding me,” upon realizing that I had been given any position at all.

I, like every Harvard-Westlake student, diagnosed myself with imposter syndrome at 15, but at 17 I found a cure. When everyone knows that you’re not supposed to be somewhere, the pressure of keeping up the façade is gone. Within my first issue as an editor I accidentally deleted someone’s entire article, realized I didn’t know InDesign and had a member of my section quit mid issue. This year I have had basi-

office, ask questions and you will leave with something invaluable.

4. Do not procrastinate! Although I have heard this from so many people, I often fell victim to procrastination and had to learn my lessons the hard way. Especially in the upper school where the block schedule allows for students to have a day between each of their classes, certain assignments definitely need to be divided up among two days. Studying for tests is also most effective when spread out over several days, so make sure you have a planner, calendar, or even just a sticky note of your major as-

expect. Then, I received the full Peer Support treatment: smiles, warm greetings and the nicest interactions I could have ever imagined. For the first time at the Upper School, I felt like there was a space I was comfortable in and could count on. This small bubble of people became my shield throughout the week. Never before has a school sanctioned activity led me to make more connections, form more bonds and build more character than Peer Support. The amount I’ve grown and the person I’ve become largely can be attributed to these meetings. Moreover, being a Peer Support Coordinator has allowed me to watch those around me mature and develop as

cally no idea what I was doing the entire time, and it’s made me work that much harder and made me appreciate the work that we do on Chronicle so much more. Every tiny article we get done is a victory, and every complete issue is a small miracle.

My advice is not to let your fear of people realizing that you’re deeply unqualified for something stop you from doing it. Being A&E editor has strangely been one of the best parts of high school for me, and I would have lost that had I backed out because I was scared of failing. I now know how much I’ll miss the chaos of stressing about the lighting of a photo or getting that last quote in our tiny, depressing and windowless building next year.

signments and due dates.

5. Do not be too hard on yourself. Everyone experiences the constant fear of judgment by our friends and peers, an inevitable result of Harvard-Westlake’s competitive nature. In the moment, each bad test grade or tennis match loss feels like the end of the world. I have definitely wasted precious time and energy sulking about something that I couldn’t change. Everyone experiences their ups and downs, and although it may seem cliché, every loss is an opportunity for growth. Take time to reflect, but don’t let it obstruct your future. I have met some of the most brilliant, talented and kind people here and everyone has great things lying ahead, so stay strong and you will get through it. You got this!

well. I’ve watched sophomores come out of their shells, juniors become more empowered and seniors share their wisdom with underclassmen.

Though some may claim that Peer Support is sad and sappy, to me, it is a triumph. The fact that all it consists of is 20 teenagers in a room — no phones, no adults — being there for each other shows that there’s hope for our generation and the generations to come. It brings me comfort seeing this side of people and knowing that we, as humans, can be kind to one another. I hope that the program continues to flourish long after I am gone and that I’ve left it in a better place than I found it.

The Future is Bright

Seniors in the graduating Class of 2024 share their post-high school plans and matriculation details in e Chronicle’s annual report.*

University

By Averie Perrin

In my final English project, the idea of the butterfly effect was introduced, that the flapping of a butterfly’s wings could cause a typhoon — a metaphor for how one small decision can com pletely alter the course of your life.

For me, that was my last-minute and forced decision to join The Chronicle. When I entered Harvard-Westlake, my dad proposed an ultimatum: I either had to continue playing flute, which I desperately hated, or I could join the school newspaper.

By Jackson Tanner

Weiler warriors

gram hoping things would imAugust of sophomore year, I attended my very first Chronicle layout, stepping on the Upper School campus for the first time that year. I remember the entire staff circling up outside Weiler for introductions and icebreakers, one of which happened to be “what would be your ‘walk up song?’” Answers included artists memorably ranging from No Doubt to Radiohead to Drake, an eclectic and interesting group of songs to represent an equally eclectic and interesting group of people. That first week of layout is when I began to learn some of the important lessons of Chronicle: each editor’s role and that whoever was on aux in the sports room was

really the one with all the power. I began to see that Chronicle was a community, a little bit cult-ish but also deeply fulfilling. By the end of sophomore year, the idea of being part of such a community was alluring, and The Chronicle had me hooked. Junior year is generally the year every HW student is warned about, and on the paper, it is really the time to prove yourself. With 13 juniors, each of us was forced to be on top of not just our own work, but others’ work too, and we spent copious hours in and outside Wei-

ler entirely dedicated to the paper. Senior year, I was chosen as Editor-in-Chief with a good friend of mine as my co-Editor-in-Chief, and as I stood outside Weiler in August, two years after my first time there, everything felt surreal. But Weiler has seen us all through the good, the bad and the ugly; through opening up college rejections and acceptances, through illnesses, through wins and losses and everything in between. And as I sit here with 80s music blasting at our final layout, I cannot even begin to imagine I had ever considered doing anything else even for a second.

A School of Setbacks

A Perspective on HW’s Intrac-

table Problem

I am no stranger to mental health issues at Harvard-Westlake. From eighth grade through 10th grade, I was struggling with serious issues at home and trying to balance a difficult curriculum. I’ve met with the counselors. I’ve managed to get extensions. I’ve taken weeks off of school.

The administration has at long last, and rightfully so, identified a serious problem with mental

health. They’ve released papers on their mental health action plans, with infographics and walls of texts. When I read their plan, I remember telling my friends “This just expands structures that already don’t work.” More counselors and more mental health extensions don’t solve the underlying issues.

The first of these is college admissions. In a competitive Los Angeles high school, I don’t know what the administration can do to solve such an issue.

Harvard-Westlake, for many, is a

product, with the goal to get into a top university.

The second problem is HW’s social scene. HW is unlike most high schools, in the sense that it is a commuter school. Nobody is near anyone whatsoever. Among my friends, we live anywhere from Pasadena to Venice. The distances make social connection outside of school difficult, particularly when paired with HW’s academic load. On top of this, the social scene in many cases can be cliquey and toxic, not helping anyone.

Encouraging connections be-

tween students is the only thing the administration can do. To this end, choices like the one to suspend senior lunch privileges for ditch day are not pol icies that help anyone. The school is punishing students for one of the few times they can connect as a grade, by preventing seniors from connecting with each other more.

Havard-Westlake can’t release some slide deck that will make its culture

better. So, a final word to my fellow students: you know how brutal this school can be socially and academically, so do your best to make the former easier for your peers. Be kind, be honest and, most importantly, be a person whom those around you can form genuine connections with.

Hitting the rim: A rebound story

By Jackson Mayer

Harvard-Westlake is incredible because it is home to the best of the best in so many fields. However, this isn’t always the best thing: if you’re interested in something but not elite at it, it can be difficult to really pursue that activity because it is simply too competitive. Such was my experience playing basketball. However, dedicating myself to the sport and ultimately not reaching my goals was actually instrumental in building my character and shaping who I am today.

I first started playing basketball in fourth grade. I played NBA 2K with my friends and decided to start playing actual basketball. I played in a recre-

ation league that year, scor ing a grand total of five points. In fact, though there was normally a requirement for ev eryone to play for the same amount of time in each game, I was benched in a play off game. This ended with me in tears, but also motivated me to work harder.

That summer, I played basket ball for hours and hours every day. The next season, in a game against the team that benched me, I carried

my team to a victory in perhaps my proudest moment in basketball. That one memory alone made my basketball career worth it.

I joined a club team in sixth grade, to even worse results than my recreation league debut: zero points on the season. But I continued to work hard, and in seventh grade, I made the basketball team. Though I did not play much, it was enjoyable to beat every team we faced soundly to win the championship. In eighth grade, I faced a setback: I was

relegated to the B-team. However, being on this team actually gave me some of my best memories in basketball. I was on a team with my friends, and we actually played all the A-teams; so, while we were destroyed in every game, I was able to have free rein against good compe tition, and I played decently well.

Then, COVID-19 struck. Left with nothing else to do, I worked tirelessly at basket ball; a little too tirelessly, in fact. Unfortunately, when I returned, I hadn’t gotten much better relative to my competition. I played freshman basketball and a

month of JV, and then, realizing that success for me in basketball was not meant to be, I made the difficult decision to quit. However, all the hours and hours I put into basketball were

My lack of natural talent in basketball forced me to work harder and build a strong work ethic. My time on the B-team taught me that it is most important to simply enjoy the ride. Finally, the fact that I failed taught me to deal with disappointment and move on to something else (in my case, focusing on school). And my basketball career is actually still not over (shout out WithDaShifts Elite).

The boys behind the broadcast

By Dylan Graff and Jake Lancer

Dylan: Jacob Ayoub Lancer, where do I even begin with this guy? I remember the first day of Fast Start in 2018. Jake walked into our classroom, called himself a sneaker head, and I was in stantly hooked. I soon found out that he also dabbled as a DJ and ran a shoe resell ing business that he called 9021_s0les.

When people think about Jake, the first thing that comes to mind is his illus trious broadcast ing career. They think about all of the import ant football and

basketball games he has called over the past two years. What they do not remember is Jake two years ago, working countless thankless jobs like sideline reporter and announcing all of the games that nobody wanted to do. Another thing that comes to mind is his sense of style, but he has worked extremely hard for that as well. Everybody has ideas and goals in life. They want to be a professional athlete or start a business, but when the going gets tough, they cannot follow through. The

thing that separates Jake from other people is that he is willing to do the work to accomplish his dreams, even if that means put ting himself in an uncomfortable situation. I guess that’s why I am drawn to Jake, and why it was such a no-brainer for me to an nounce games with him in the fall. I loved every minute of it, even when it meant sitting on the bleachers in the cold at the first ever away game broadcast, or watching the team choke away a 21 point lead by not scoring a single point for three quarters. Anyways, I have re ally enjoyed all the antics Jake and I got up to this year, and I know he is destined to do great things in the future.

Jake: Over the summer I began to get nervous because I could not find someone to be my partner for announcing football games.

Then it occurred to me, there was only one man for the job: Dylan Samuel Graff. A good friend of our friendship. Every Friday, Dylan and I would hastily prepare rosters before games, working together but also bonding at the same time. Whether it was a home or away game, we would be there as a duo: me doing play-by-play and him doing color. Although the football team had some down weeks, we never ceased to bring energy and passion to the broadcast. Dylan and I were already good friends, but doing these games brought us even closer together. I gained more respect for him and saw him improve as an announcer through every game that we did. I am going to miss seeing Dylan every day once we graduate and will always remember the nights we spent calling games together.

HEAD IN THE CLOUDS

By Iona Lee and Tate Sheehy

Despite constant reminders each media class that we should

us — along with Dylan, Averie, Ella, Jake and anyone else we can find — crowded around a computer screen watching Cut or Jubilee videos on YouTube. While this procrastination led to many late Saturday nights and outrageous Postmates charges during layout, we never broke

Because we enjoyed watching these videos so much, we thought we should pass down our favorites in a comprehensive “Cut and Jubilee Viewing Guide.”

1. This is a copout, but any video from “The Button” series on Cut is one of our favorites. These videos bring a new element to

blind dates — the ability to press a button to remove your date and bring in a new one. This fastpaced style of dating coupled with often weird participants makes for an incredibly awkward yet hilarious watch. Our personal favorite episode of “The Button” is when they brought on high schoolers to do the dating: “Teens Reject Each Other On the Button.” We don’t want to spoil too much, but it’s certainly worth a watch.

2. Another Cut video “7 high-schoolers decide who wins $1000” is an essential watch. We’re sure you’ve seen the clip of a tall girl in overalls screaming “Nina” on TikTok. That notable moment is from this video.

3. Of course, you can never go wrong with a Button edit that compiles the best button slaps into one video. It’s a great introduction to the cutthroat nature of the videos.

4. Jubilee is known for its “Odd One Out” series, in which people come together and talk to find the “odd one(s) out”. A video that we highly recommend you watch is “5 Black Belts vs 2 Fakes.” We promise you will not see what’s coming.

5. Lastly, if you en joyed the Harkness dis cussions from APUSH, you should also check out Jubilee’s “Middle Ground” videos. It ranges in serious ness, so you can choose the videos depending on your mood. Our per sonal favorite is “Flat Earthers vs. Scientists.” While our procrastina tion habit might not

be the best example to follow, we believe finding moments of joy and relaxation amid the chaos of deadlines is essential. So, the next time you find yourself with a few minutes to spare, we cautiously encourage you to check out these videos. Because, in the end, despite the late nights and the frantic final touches on our pages, these moments of shared laughter and distraction are memories we cherish. So, here’s to the next generation of media students — may you find your favorite distractions and perhaps even create a viewing guide of your own.

FLY ME TO MY ROOM

By Jade Harris

Paintings from my dad’s trip to Vietnam. Dozens of books strewn across the floor. Four copies of my favorite comic “Omniscient Reader’s Viewpoint.” A collection of matching crocheted plushies from after-school trips to Little Tokyo. All of these things greet you the moment you walk into my cluttered bedroom.

I moved into my bedroom at the start of seventh grade when I first came to Harvard-Westlake. Part of the reason it is so cluttered is because I can’t bring myself to throw anything away. In some way, everything in my room is an afterimage of things I have loved over the last six years of my life.

I’ll be moving out of my room soon. Since I’ll be living in Japan right after graduation and through summer, the move-out

white again. I’ll put my plushies and keychain collection into a trash bag that will be tucked into the back of a closet that will no longer hold my clothes. I’ll pack up my paint set one final time and leave it stored under the TV to gather dust. I’ll pick some of my favorite keychains, photos and plushies to place on my college desk in hopes that they will remind me of home. Eventually, that desk will be covered in

pictures from Chicago and not ones of my friends and me in Los Angeles on senior ditch day or prom.

I dread the idea of moving into college, and I’m not the only senior feeling the reality finally set in as we relish our last days together. I’m terrified of not being able to imagine what my life will look like in a few months; I won’t be able to change in my own room, I won’t wake up to my rabbit jumping for food and I won’t see the same posters above my desk. But even though I’ll be leaving behind the familiarity of my room and what it represents, I’m thrilled to see the mark college will leave behind.

In every part of my room, I see the connections I’ve made reflected throughout; the books from Barnes & Noble when Presentations Managing Editor Kriste An took me to the

Grove for the first time; the copies of “Omniscient Reader’s Viewpoint” my friends bought for me that took two years to arrive from Korea; and matching crocheted dorm decorations split across all my friends. At Harvard-Westlake and through The Chronicle, I met dozens of people who shaped my view of the world, and I’ll meet dozens more in college. Soon, I’ll leave behind my bedroom for a smelly communal bathroom and my best friends for some random roommate. I’ll go back home during winter break and sleep in my parents’ old room after they’ve moved into mine. I’ll forget which button closes the blinds, which way to turn the faucet and which cabinet my mom stores the extra toothpaste. I’ll become a stranger in a once-familiar home, and I’ll find myself dreaming of Chicago.

ENJOY THE ADVENTURE

By Karsten Cole and Chris Mo

Throughout our time at Harvard-Westlake, we have picked up a few tips and tricks that have helped us navigate the maze that these four years have been. We initially struggled with managing our time and making the most out of our time on campus, but as the years pro gressed, we have felt much more at ease with our daily routines.

Firstly, make the most out of the in-class breaks that teachers give you. In fact, a lot of teach ers say that they are giving “five minute” breaks, but in reality, these usually last around upwards of 10 minutes. Use that time to grab snacks from the cafe and trek around campus socializing with your classmates. It really offers a reset button, especially when class can be mundane.

Secondly, do not be

afraid to ask for extensions even if you are feeling the slightest bit overwhelmed. In our experience, most of our teachers are very willing to grant numerous extensions throughout the year, as long as we provide them with

an honest, genuine reason as to why we need one. Usually, it’s because of numerous labs, essays or tests in the same week so the teachers are understanding of the stress that comes along with so many assessments

Last but not least, try your best to avoid the lunch lines by any means possible. It can take upwards of 15 minutes to get food, so typically, we hang out with friends in the first half of lunch and then grab food towards the second half when no one is there anymore. If you have no free periods, that may seem difficult, but we have actu-

ally managed to avoid the lunch rush. When you are let out on breaks during the block before lunch, use that 10 minute period to grab lunch from the cafeteria or the sandwich bar, which is so delicious. We definitely recommend a salad with chicken tenders, avocado, onion, provolone

cheese, cucumber, tomato, caesar dressing! In other words, if there is any opportunity before the actual start of the lunch block, use it to grab food, even if it means saving it to eat later. We hope whoever reads this makes use of these tips because they have really helped us as the years have gone by.

Senior Superlatives Class of 2024

1. Cutest couple: Bella Adishian and Wyatt Van Amburg

2. Most likely to be heard from across the Quad: Bari LeBari

3. Eyes you get lost in: Jake Lancer

4. Couple that should’ve been: Casey Reims and Stella Stringer

5. Best bromance: Andrew Kurgan and Paul Trajanovich

6. Most likely to marry a teacher: Charlotte Newman

7. Worst case of senioritis: Alex Lee

8. Biggest flirt: Cole Hall

9. Most likely to be an influencer: Alex Grosfeld

10. Funniest: Shuby Iriafan

11. Most likely to change the world: Elizabeth Johnstone

12. Most likely to visit HW next year to relive the “glory days”: Trent Perry

13. Most likely to marry into a royal family: Ruby Kemper

14. Most likely to be featured on @hw.parking: Grace Coleman

15. Future Abercrombie & Fitch model: Alex Heenan

16. D1 yapper: Sarah Brown

17. Most wholesome: Aaron Milburn

18. Best to bring home to your parents: Josh Engelberg

19. Most likely to become a Brentwood mom: Annabelle Mass

20. Life of the party: Zion Otaño

21. Best person to share a deserted island with: Tate Sheehy

22. Future POTUS: Davis Marks

23. Most likely to lead a successful cult: Nathaniel Palmer

24. Most likely to get stuck in a foreign prison: Jackson Tanner

25. Most likely to survive the Hunger Games: Rustom Malhotra

26. First to die in a zombie apocalypse: Zoe Roth

27. Most likely to get caught napping in class: Isiuwa Odiase

28. Future Fortune 500 CEO: Aidan DeShong

29. Biggest frat boy: Niccolo Kalischer-Stork

30. Most likely to get lost in a parking lot: Omar Rivera

31. Future contestant on The Bachelorette: Grayson Tooley

32. The one that got away: Belinda He