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FEATURES
Graphic by Lily Klau ’23 FEATURES
Graphic by Katie Simons ’22
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Arora crushes gender stereotypes with Scout community service
Theresa Vandis ’22
Business Director he typical Girl Scout
Tadorns a purple and green neck scarf and a brightly colored sash embellished with patches and pins to commemorate the completion of an award or journey. Every couple of years, that sash is replaced with a different shade of green or beige to resemble the scout growing older, graduating from Daisy to Brownie to Junior to Cadette to Senior to Ambassador.
But this procession was not for Neha Arora ’22. Instead, Arora puts on her khaki shirt, embedded with pockets, army green pants and a matching necktie. Arora is a female Boy Scout.
Arora joined the Boy Scouts (now referred to as just Scouts) in 2019, when the corporation opened its doors to young women as well as young men.
“My brother did Boy Scouts and I was always interested in what he did,” Arora said. “Girl Scouts didn’t offer me the same experience [...] Boy Scouts was more wilderness survival and building fires and learning all of these skills.”
Arora isn’t the only girl in her scout troop. The majority of the scouts range from 1118 years old, and many young girls from the middle schools have joined. Despite the influx of female scouts, Arora admits that the atmosphere wasn’t always inviting.
“At first it was kind of awkward, because the boys [would] give us weird looks,” Arora said. “I go to this camp every summer in Rhode Island and it’s like 10 girls out of 400 boys.” Nikhil Arora ’22, Neha’s brother and a Boy Scout since before 2019, believes the inte gra tion of the scouts w a s beneficial for everyone involved. “ I think it’s long overdue. BSA [Boy Scouts of America] should have implemented a coed environment or should have let girls in way earlier since the skills we learn in Scouts are valuable to everyone,” Nikhil Arora said.
LEADERSHIP Neha Arora ’22 is Senior Patrol Leader, which is recognized as the highest youth leadership position within a Scout’s troop. Neha Arora is currently working on her Eagle project, which is the highest rank you can earn as a Scout. Approximately 55,000 youth achieve this milestone every year. The project’s emphasis is on growing leadership and collaborative skills through proper planning and development. “I am currently working on a project with veterans in Bridgeport. I am doing a food drive for them and collecting clothes and canned food,” Arora said. Arora recognizes that she is paving a path for younger girls to have someone to look up to. She also recognizes the importance of sharing her experience with others, so that once she graduates, there will be a legacy to follow. “It’s important to get people involved “I just want a n d make girls to have the them feel same chance as okay to have difboys to get skills ferent inthat are actually terests,” important.” Arora said. “I -Neha Arora ’22 just want girls to have the same chance as boys to get skills that are actually important.” Photos by Theresa Vandis ’22
Graphics by Madeline Michalowski ’22
Allie Gillman ’23
Assistant Business Manager y slapping some roller
Bskate wheels on a piece of plywood, the first skateboard was born in the 1950s. A lot has changed since then: new board materials; new board lengths and sizes; developing lines of extreme skateboarding. All these developments have helped cultivate enthusiastic skateboarding fans as they glide around towns and cities, ascending every hill, looking out over every vista, catching air over the sidewalk in a rush of adrenaline.
But, almost inevitably, whenever this “sidewalk surfing” culture emerges, it is just as quickly slammed back down. Stereotypes creep through the grapevine, associating the activity with rebelliousness, misbehavior, drugs and destruction.
In Westport, steps are being taken to address negative skateboarding stigmas and leave them in the dust as teen skateboarders cultivate a non-conventional sports culture that fosters inclusivity and promotes a sense of community.
Staples skaters Noah Salpeter ’23 and Nic Roland ’22 are passionate about skating—both at school and on their own time.
“I love that there’s always more to do and learn,” Roland said. “[Skateboarding] can get frustrating at times because you can never master it [...] but the greatest part about having endless tricks to learn is the [number] of differ ent styles and challenges it creates.”
The individualistic nature of skateboarding allowed many skaters to continue developing their skills during quarantine. Certain tricks are observably more complicated to master than others, such as the kickflip, a popular trick in the skating community in which the board rotates under the skater’s feet.
“I remember spending hours trying to land [a kickflip] but could never land it, so when I finally landed my first kickflip I felt like I was on top of the world,” Salpeter said.
Howev er, teen skaters don’t find learning tricks to be the only dimension of the sport. Skateboarding provides a relaxing outlet with a strong community factor that is especially important for busy teens. Roland, who skates at several different locations, attests to communities of skaters being uncon dition ally friendly, approachable and laid back.
At times, however, the school community can pose a challenge to skateboarding. A disconnect has emerged between faculty concern for student safety and the skaters’ desire to practice their sport during the school day. Salpeter skates in the Staples courtyard and around the outside of the school two to three days out of the school week. He cited both positive and negative interactions with faculty members when he and friends have skated in the courtyard.
“Most students at Staples think skating is cool and express interest in learning, as well as
many staff members who like to watch and ask questions,” Salpeter said. “However, in one case me and a few other skaters were yelled at “Skateboarding by a teacher to stop [...] I just brings remember being in shock that everyone we weren’t doing anything destructive or disrespectful and together.” yet this teacher was flat-out yelling at us for just having fun -James Farnen Assistant Principal and doing something we loved.” Assistant Principal James Farnen is among the faculty at Staples with a positive outlook on skateboarding. He bought his first wood skateboard in high school and later lived in a vibrant surfing community in California, where skateboarding was born, so he enjoys watching teens con-
CAMPUS SKATING
Aldridge ’24’s experience, most faculty members have not asked him to stop skateboarding around campus.
CAMPUS SKATING In Freddie Aldridge ’24’s experience, most faculty members have not asked him to stop skateboarding STAIR AIR For many skateboarders, including Noah Salpeter ’23, perfecting tricks is one of the most rewarding challenges the sport provides. KICKFLIP Noah Salpeter ’23 (LEFT) and Freddie Aldridge ’24 (RIGHT) do kickflips at Compo Skate Park.
tinu e to skate around Westport.
“I love watching it on TV and it’s a great workout,” Farnen said. “When I was in middle school it really took off, and now I see so many kids cruising on boards. It’s just awesome.”
Faculty and even some skaters have acknowledged skateboarding on campus to be a safety issue. However, the same skaters believe there are measures that can be taken to reconcile the probl e m .
They claim that by cultivating an understanding community around skateboarding, there can be an overall positive impact on teens’ mental, physical and social health.
Farnen agrees, as he recognizes the benefits that skateboarding provides in building a diverse, inclusive and supportive community.
Photos by Cami Vynerib ’23 NIC ROLAND ’22 Nic Roland ’22 appreciates the skating environment because of its friendly and down-to-earth atmosphere.
Graphics by Lilly Weisz ’23
In-person school year prompts increase in reported mental health concerns
Ella Shi ’23
Features Editor
Areturn to normalcy may seem like the exact cure Staples needs to move past the darkest points of the pandemic. Yet, after losing loved ones, facing an untraditional school schedule and being forced to limit socialization, students have experienced a downward trend in mental health. A report by C.S. Mott Children’s Hospital in March 2021 discovered that 46% of parents say they have observed a new or worsening mental health condition for their teen since the beginning of the pandemic. Staples students and teachers have documented the mental health struggles they have faced this year due to numerous factors including schoolwork, the pandemic and the schedule adjustments. For many, this year has increased their stress and anxiety with little relief from the school. “Junior year is always difficult for a lot of students,” Scarlett Siegel ’23 said, “but having to bounce back after a year where learning was really difficult, and having to go straight into a [normal] year [...] has been quite difficult.” Siegel accounts for these hardships as the cause for her rise in mental health issues. Additionally, she feels like it is difficult to prioritize mental health during the busy school year. “A rise in stress and anxiety has really started to impact my day-to-day life,” Siegel said. Health teacher Kelly Shamas has made it a priority in the health curriculum to educate students on mental illness and resources at Staples. “We discuss the resources that are available here in our school and community. I would say our mental health unit always seems to be the one that resonated with students most,” Shamas said. Melissa Rotante, TeenTalk Counselor, has noticed an influx of students seeking assistance in regards to mental health. Her role is to give Staples students free and direct access to mental health support, including counseling, crisis intervention, therapy and more. “I’ve seen a rise in referrals for mental health challenges related to the effects of the pandemic,” Rotante said. “High school is already a particularly stressful time in the lives of teens and the pandemic has exacerbated these feelings for many students.” She encourages students to reach out for support if needed in order to navigate through life with mental health challenges. “Support from a trained therapist, social worker, or clinician can significantly help reduce these feelings and enable students to feel more capable of coping with life’s stressors,” Rotante said. However, teachers and students alike, feel as though the current schedule could be improved to accommodate students’ and teachers’ mental health. “I really think there was value and benefit in the flex time that we received last year on Wednesdays,” Shamas said. “I think the students were able to get some reprieve during the week and teachers were able to do the same with their workloads.” Many feel as though the current schedule provides little time to escape from overwhelming classes and work, especially for those who are busy with other activities, such as college applications, clubs and sports. “I think [the school] could prioritize [mental health] more, and talk about it in connections. They could talk more about stress and how to deal with these issues,” Evan Trock ’22 said. “Other than that, just give kids more time away from school to relax and reset.”
The following are results from an Inklings survey completed by 197 Staples students
Have you experienced more mental health issues as a result of the pandemic?
Are you confident in your ability to cope with your mental health-related struggles?
Do you think that Staples offers adequate resources for students and staff to seek help with mental health?
ARTS
Konstanty lights up the stage in
Katie Simons ’22
Editor-in-Chief
It was a Friday night in August when Colin Konstanty ’22 got a call from his manager, Jodi Schoenbrun Carter, to meet her at his house. With anticipation, he rushed home from his friend’s place and met Schoenbrun Carter in his driveway where she told him he booked the ensemble role of Luke in the new, off-broadway musical, “TREVOR: A New Musical.” “I just remember jumping around and being filled with adrenaline [...] It was a very emotional moment, and one I will never forget,” Konstanty said. “Getting to share that experience [with] my parents, my manager and later on, my acting coach, who have always been extremely supportive of me, made it that much more special.” “TREVOR” is based on the 1995 short film “Trevor,” which is about a 13-year-old who attempts to take his life after he is rejected from his classmates because of his sexuality. The film went on to inspire the creation of the Trevor Project, a sucide prevention line for LGBTQIA+ youth. Since being cast, Konstanty has been fully immersed in rehearsals and performances for the show. Now commuting into New York City nearly every day, he’s stopped attending Staples and is now being tutored along with his castmates.
“I have been able to handle it all with the support of my teachers, Mr. Dunlap and Principal Thomas,” Konstanty said. “I am truly grateful for all they have helped me with, and it’s why I have been able to balance my schoolwork and still get a great education while working on this show.”
Despite his eight hour work days on top of school and commuting, Konstanty is reveling in every moment of the experience.
“I have had so many pinchme moments, as well as many emotional moments,” Konstanty said. “It has been an amazing process, from getting there on the first day, and being welcomed into the ‘TREVOR’ company, to putting up our first preview and being able to perform on a professional New York stage for the first time ever.” For Konstanty, some of the most rewarding moments have been his friends, family and teachers coming to see the show. “One big moment for me was when my parents saw the show for the first time. It was an emotional moment for all of us, and getting to talk to them about it after was wonderful,” Konstanty said. “Mr. Dunlap and Mr. Rosenberg even came to the first preview of the show which meant the world to me.” Konstanty contributes much of his skill to the pre-professional training program he’s taken part in, The Acting Gym, since the eighth grade. Under his acting coach, Brian J. Carter, he’s taken classes and learned how to work as a professional in the entertainment and theater industry.
“Colin and I had a strong connection as coach and student from the start and have now worked together for over five years in classes and workshops,”
Carter said. “I hope that I have helped him believe in himself as a truly gifted actor (because he is), but more importantly, [believe] in the amazing human that he is.”
Reflecting on these past five years, Carter credits much of Konstanty’s skill to his dedication and interest in acting.
“He is the hardest worker and a genuine study of show biz as a whole. I [have] never met a kid who is so interested in learning anything and everything about the craft of acting,” Carter said. “I truly could not express how impressed and proud of him I am.”
Ultimately, for Konstanty, this experience is about more than just becoming a professional actor, but about telling a meaningful story.
“I couldn’t have asked for a better and more talented group of artists and professionals to work with on this incredible show,” Konstanty said.
“This is a story that needs to be told and is a show that I’m so honored to be a part of.”
SHOW BUSINESS
Colin Konstanty ’22 is currently performing in “TREVOR: A New Musical.” The off-broadway show had its opening night in New York City on Nov. 10 and you can currently purchase tickets at trevorthemusical.com Graphics by Madeline Michalowski ’22 & Katie Simons ’22
Various interpretations of Adele’s new single encourages deeper connection to lyrics
Abigail Nevin ’23
Web News Editor
Adele’s recently released song, “Easy On Me,” has garnered the Spotify and Amazon Music records for the most streams for a song in a day or a week. It topped the charts in 23 countries, including her homeland, the United Kingdom, where it became Adele’s third number-one single. And it has racked up an impressive 152 million total views on YouTube (as of Nov. 12, 2021) since it was first posted on Oct. 14. Adele’s song was written in response to her recent divorce, and yet it resonates with her Gen Z audience because many fans cite that the lyrics apply beyond the topic of divorce and directly to their own personal anxieties. “The passion in her lyrics and in her voice allows people to connect her music to their own personal lives,” Ashley Julien ’23 said. “I think it truly deserves to be ranked highly on the charts, and I’m not surprised by the amount of streams that it has.”
Although the song is from Adele’s more sorrowful perspective of her recent divorce, the concept of allowing oneself to be human while embracing self-reflection and personal growth appeals to a broad range of listeners. Various listeners have found themselves relating to the song, having gone through a personal experience in which they wished someone had treated them with more empathy. Savar Stocker ’24 recalls his freshman year math class and how he wished his teacher had been more patient with him.
“I relate to the lyrics because when I was a freshman, I went in for extra help with my math teacher,” Stocker said. “I was struggling and grappling with a new topic. I wish my teacher had been more patient with me, and I wish she understood that I needed her to go easy on me.”
Sophie Clemens ’22 views the song through an alternate lens. Clemens finds the song’s lyrics to be touching to her as she feels that they are able to harness the stress of senior year. “[The song, to me] relates a lot to the college application process, especially after quarantine,” Clemens said. “We are expected to know where we want to go and what we want to do with our lives at only 17, and having been stuck in our houses for some of our sophomore and a good part of our junior year, it’s hard to get in the mindset of thinking [about] college when it feels like we’ve barely even been in high school.” Phoebe Barnes ’22 relates to the lyrics in regards to online learning and now students being fully back in person. Barnes, along with many other teenage students, feel the academic mental toll of going through an extensive change in learning while considering life after high school. “Having been virtually doing school for so long and then being thrown full force into going 100% in person, I personally experienced struggles with workload and balancing schoolwork and personal life,” Barnes said. “[This makes the] song relatable since all students want is for life and teachers to go easy on them regarding work and stress.”
Graphic by Maya Hruskar ’23
Open Spotify and scan this code to listen to Adele’s new single “Easy on Me.”
How well do you know Adele's Songs? Fill in the crossword puzzle with the song that corresponds to the lyrics below.
Down:
1. We both know we ain’t kids no more 2. You got your head in the clouds 3. When it crumbles we will stand tall 4. It feels like we are oceans apart
Across:
5. Lose yourself in time 6. Feel the world around me; had no time to choose 7. I wish nothing but the best 8. Baby please remember me once more 9. You’ve got to stop holding me the way you do
3 1 2
5
7 4
6
8
9
Graphic by Rachel Greenberg ’22 Crossword by Samantha Felner ’22
Down: Across: 1.We both know we ain't kids no more 2.You got your head in the clouds 3.When it crumbles 4.It feels like we are oceans apart 5.Lose yourself in time 6.Feel the world around me; had no time to choose 7.I wish nothing but the best 8.Baby please remember me once more 9.You've got to stop holding me the way you do
