Bear Facts Student Media October 2021 by Lake Zurich Bear Facts

ICH HIGH S

VOL. 35, ISSUE 1

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THE BINARY LENS How heteronormativity as the default perception affects LGBTQ+ students Spotlight begins on page 12

a note from the Editor Dear Reader, We are pleased to present you with the first issue of Bear Facts for the 2021-2022 school year. It is the first magazine we’ve completed with our whole staff in-person since March 2020, and it’s the first time that all students have been completely back in the building. Although we are happy that things are becoming normal again, there have been some challenges getting back into the full swing of things. I am beyond proud of our staff for working hard to produce a magazine in the very first month of their return to school, especially our newer contributors who came in with less background due the situation Covid put us in last year. They put a lot of effort into their first magazine, and I hope you enjoy the results. We cover a lot of material in this issue, from the construction that occurred over the summer, to how teachers are using social media, to tackling the question of sport’s fan bases, but our big focus is on the topic of heteronormativity and its impact on the LGBTQ+ community. Although we are aware there are differing opinions on this subject, we believe it is crucial to address topics that are not as openly talked about, and we hope to make a difference through our reporting. We agreed that this was an important subject to report on because heteronormativity negatively affects a certain part of our student population. The Spotlight section addresses the ‘default’ heteronormative perspective and how it presents itself within school, as well as outside of it. The article delves deeper into how the school and individuals can take steps towards reducing heteronormativity, thereby making the school a safer and more accepting environment for all students. As always, thank you for supporting our award-winning publication. Please enjoy this issue of Bear Facts, and check out our website LZBearFacts.com for more daily articles! We also have an Instagram and Twitter @lzbearfacts where you can find more coverage.

STAFF EDITOR-IN-CHIEF, MAGAZINE

Sophia Babcock

EDITOR-IN-CHIEF, DIGITAL

Jane Yu

LZ LIFE EDITOR

Sasha Kek

SPOTLIGHT EDITORS Hannah Etienne SPORTS EDITOR

Parker Carley

STAFF WRITERS

Lindsey Bitzer Emma Harper Mackenzie Rough Sashrika Shyam Gurneer Sidhu Sid Talukder

SOCIAL MEDIA MANAGER

Kaitlin Geisler

LIVE MEDIA MANAGER Kyra Keena ADVISER

Sincerely,

Carolyn Wagner

Sophia Babcock Editor-in-Chief for Magazine

ABOUT US The mission of Bear Facts Student Media is to provide a fair and accurate voice for students in an open forum and to enable them to develop informed opinions about relevant issues. Bear Facts is an open forum publication, prepared entirely by the students of the Bear Facts Student Media staff. The adviser is responsible for making recommendations based on school rules, applicable laws, ethical journalism, and other concerns. However, final authority rests with the staff. We always seek to uphold standards of journalistic integrity, acceptable ethics, and truth. All interested students, faculty, and community

members are invited to submit Letters to the Editor. Students can submit their writing or concerns by emailing Bear_Facts@LZ95.org. Note: the staff reserves the right to edit any material submitted while retaining intent. Bear Facts also publishes daily coverage online at http://www.lzbearfacts.com and tweets/instagrams from @LZBearFacts. For a complete editorial policy, please see our website. ADVERTISING To advertise in Bear Facts magazine or online, please contact our editorial board at Bear_Facts@LZ95.org.

BEAR FACTS STUDENT MEDIA

Lake Zurich High School 300 Church Street Lake Zurich, IL 60047 www.LZBearFacts.com @LZBearFacts

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NEWS

School requires COVID safety precautions, follows State of Illinois mandates for masks

Jane Yu

digital editor-in-chief

As the first “normal” school year with COVID rolls out, almost all students and staff are back at school with safety precautions being mandated. On July 19, Kelley Gallt, superintendent, sent an email to District families about the 2021-2022 school year stating that “the Illinois State Board of Education (ISBE) has recommended that all Districts within the State of Illinois be prepared to implement one of five instructional models beginning during the 2021-22 school year.” This year, according to a Bear Facts survey of 348 students, many students are feeling more satisfied with the safety guidelines with almost 57% of survey respondents saying they feel there is nothing that makes them feel uncomfortable or concerned with attending school. “For me, specifically, I do not feel like I am in any danger at all. I feel like [the guidelines] are perfect the way they are, but I like how it is not too strict where it gives you the freedom to walk to classes next to your friends, and sit on the learning stairs or sit across from [each other], not LZ LIFEwhat EDITOR micromanaging we are doing,” McKenzie Sasha Kek “But I do like the constant Anderson, junior, said. reminders [about proper mask-wearing].” Lily Garcia, health and PE teacher, expressed a few different thoughts. Garcia says that although “the guidelines are fine,” there needs to be more enforcement in order for students to understand that it is “just human rights to feel safe and protected” for everyone, including their family members and teachers around them. “I’m really just focused more on what’s happening in the classroom and how I can make sure [students] feel safe in the classroom and feel like they have enough space that they wanted and needed. [I am] really just trying to follow the requirements for the classroom,” Garcia said. Despite her high comfort level, Anderson addressed a singular concern of hers regarding the adherence to rules in the school. “[What] concerns me the most is probably the only couple bit of outliers who don’t wear their masks,” Anderson said. “Sometimes, if you go outside and [people] don’t wear masks, that might freak me out a little bit because some people who aren’t vaccinated might be spreading [the virus].”

This year, students and staff are all back in school wearing masks. Due to the recommendations and guidelines in place, students must wear masks properly and are encouraged to wipe down desks each period. (Photo by Sid Talukder)

Anderson isn’t alone in her concern. Almost 35% of surveyed students regard individuals who do not wear their masks correctly as one of their worries about attending school. Although Anderson says she believes the “school has done a lot to help the students, especially with the reminders every day [about] masks in the morning,” she is afraid that the lack of proper mask-wearing may lead to a shutdown of the school. Though there are some problems that still need to be addressed, like the “confusion” Garcia says she feels due to the underlying circumstances for each different setting, the overall social distancing and organization of classrooms is much better than previous years, according to Garcia. As everyone returns to the building this year, Garcia says she hopes teachers and students will be patient with each other as everyone adapts to being back at school. In addition, she feels excited to be back at school to return to a more normal setting with students in classrooms. “By far the best thing about coming back is getting a chance to get to know kids and laugh with them, hear the funny things they say and how their lives are going, see them for the first time after lots of time on zoom, and be reminded of why we are teaching students,” Garcia said.

@LZBearFacts October 2021

NEWS

Extracurriculars back on schedule Mackenzie Rough

staff writer

Despite the chaos and uncertainty brought about by the previous year, this year many of the high school’s extracurricular clubs will be operating on a mostly normal schedule. COVID-19 cases have gone down since last year, which means that students are allowed to interact with one another so long as they follow the current guidelines and mandates like those regarding masks and social distancing. According to Ryan Rubenstein, assistant principal, clubs and activities are “back to a relatively normal thing now. All of [the clubs] are meeting in person and doing what they usually do.” Leaders of extracurricular activities including Political Science Club and Interact, for example, say they are expecting a mostly normal year. “All of our meetings were online last year, and we weren’t really able to do things hands-on, which was rough. I had so much fun my freshman year, and last year we weren’t really able to do a lot of the things we wanted to,” junior Ava Malin, an Interact officer, said. Malin said last year the pandemic interfered with Interact since many of the club’s activities involved or even required physical contact with others or with surroundings. “We’re very excited for this year, since we’re actually able to go places and do things, [as long as we] stay COVID safe,” Malin said. “I’m also really hoping that we can make it fun for the new freshman so that they stay in the club, because last year some of them didn’t.” Kim Ferraro, sponsor of Political Science Club, says she is feeling optimistic about clubs being back in person, although she recognizes that the COVID-19 pandemic is still a topic of conversation for many. REACT Club

REACT Club will be meeting in person and has high hopes for this year. “We’ve already had our first meeting,” Julie Gyarmaty, sponsor of REACT club said. “We have an awesome group [of] 70 people, which was quite unexpected, we’ve never had that many people before.”

Robotics Club

Robotics club is back to a more normal routine. Students are building and coding robots again, however, the club is lacking some of its former expertise, according to John Keyzer. “A lot of these [newer] students have never built a big robot before, so we’ve got a bit of a skills gap,” Keyzer said.

October 2021 LZBearFacts.com

According to John Keyzer, sponsor of Robotics Club, “I’m very hopeful that everything will be normal this year, to a point. It’ll depend on [COVID] positivity rates and guidlines set for in-person gatherings, but we’re hoping we’ll be able to build our robots and compete this year,” Keyzer said. (Photo by Sid Talukder)

“A lot of the discussions we had last year were driven by COVID,” Ferraro said. “It was always a topic that [students] wanted to talk about, especially with the vaccine coming out and all the safety policies.” While many of the club’s meetings were held over zoom last year, Ferraro says they still “went very well, thanks to the cooperation of the students and officers.” “One thing that I’m really excited about is seeing all of last year’s freshmen,” Ferraro said. “I had so many kids join over zoom last year, so I’m really excited to see some of their faces for the first time this year.” With students back in school, many sponsors and leaders of extracuricular clubs are looking forward to the new year. “It’s so much more fun to be in the building so I can see and talk to students, so I’m really excited for this year,” Ferraro said. Future Buisness Leaders of America

FBLA has a new sponsor this year, Joshua Hollander, who says that he has to plan for the new year, but the club will be operating normally. “It takes time to get acclimated. However, I’m excited and anxious for this opportunity, to mentor [these students],” Hollander said.

Habitat for Humanity

Habitat for Humanity is not expecting any major changes according to its sponsor, Victoria Foss. Habitat for Humanity has many new members this year. “One positive that has come out of last year is that we are seeing more enthusiasm from the student body to be involved in clubs,” Foss said.

Political Science club members choose when teh club meets and what to discuss. “We send out a poll or a survey on social media with different options that students can choose to discuss, and whichever option wins the majority is what we talk about during our meeting,” Kim Ferraro said. (Photo by and used with the permission of Kati Agrella)

NEWS

New year, new spaces

School opens renovated learning spaces, classrooms Sid Talukder

staff writer

Students and staff returned to the new school year with new construction, learning tools, and many changes to the school’s infrastructure. Over the summer the high school made renovations to two classrooms in the A wing and relocated the library, the testing center, and the english and business department offices. The school has also added the learning stairs and four new classrooms in the designated STEAM area. According to Evan Bartlett, sophomore, the new additions play an important role in his daily life at school, and he has enjoyed the new features. “I really like the new features of the building. I feel like it has a big impact on me because it’s refreshing to have a new learning environment, change of scenery, and a change of pace,” Bartlett said. “I usually go to the library and the learning steps for study hall, just to finish up some school work, get help from my friends or teachers, and just to utilize what the school gave us.” Not only can students go to the new spaces during their homeroom and free periods, but teachers are able to bring their classes to take advantage of these various spaces. “Compared to last school year, the new additions improve the building and make it feel more comfortable. It’s overall just better,” Bartlett said. “In general, I feel like all of these fresh aspects to the school provide new opportunities. Also, the new environment and tools help teach students important skills, like teamwork, collaboration, problem solving, and much more.” The addition of the new ‘non-typical’ classrooms has inspired students, and teachers as well. “For me this new space made me want to revamp the way that I teach my AP classes. As teachers we want students to be lifelong learners, and as teachers we’re still learning, too.” Laura Kustra, World History teacher, said. “That’s why as teachers we should also be learning new innovative and creative ways to teach students.” The shift to online teaching during the pandemic was abrupt, but knowing since last year that she was coming back to in person teaching this fall gave her time to prepare for more effective teaching. With these creative changes made to the building, Kustra said she was more willing to try new things out and be adventurous.

The football team uses the learning stairs to go over different plays and strategies, in the photo above. During the day, students also use these stairs to work collaboratively or simply to get homework done. At left, students utilize the learning hub upstairs, which offers a variety of furniture and spaces. The library, now renamed the Learning and Innovation Hub, and STEAM area on the main level, also feature new furniture and meeting rooms for students and teachers to use. (Photos by Sid Talukder)

“I feel like with these new additions we’re shifting away from industrial ways of learning, and are moving onto the future of education,” Kustra said. “At the end of the day, all that we can do as teachers is to find ways to help you guys be able to think critically, work collaboratively, and at the same time give you freedoms to explore these new spaces like this, to hopefully unlock a joy of learning you may have not had before.”

@LZBearFacts

October 2021

LZ LIFE

Students step it up

Students get more movement than teachers staff writer

8,514 steps a day. This is the average number of steps taken from 15 students on a school day. However, for teachers, this number looks different. Teachers get an average of 4,125 steps each school day. Studies have shown that activity plays a large role in keeping people healthy and helping them develop. It is important for students and staff to get a good amount of movement each day, and school may have an impact on this, now with COVID limiting movement in classrooms. Students mainly get some exercise when walking from class to class each day, and physical education classes are keeping students active for an additional 40 minutes. Jessica Acevedo, physical education teacher, says that PE classes are playing a very important role in keeping students energized throughout the day. “Staying active is important because exercise [grows] brain cells,” Acevado said. “We need to keep PE in the school systems because it gives students a chance to get up and move from sitting all day, and [it helps] develop their brain.” This has benefited Jannah Sulaiman, sophomore. Sulaiman said PE classes have helped her stay more active with the lack of summer activity. “I I’ve had less time to exercise at home, since the school year started. I’m glad I took a PE class so that I can stay active. My PE class is making sure that we’re doing activities that are fun while helping us start moving around and get active,” Sulaiman said. Between PE classes and walking through the halls, students are active for about ninety minutes each school day. However, teachers’ data looks different. Ian Silverman, English teacher, says movement goals are not as easy for him to obtain. “[Students] certainly move more than I do because I’m in one room for most of the day, and even in a normal year, I don’t leave my classroom during class. I go to my office, but my

Octber 2021 LZBearFacts.com

office is pretty close. [Students] change classes six, seven, eight times a day, but I’m stuck in one room,” Silverman said. While teachers who teach core subject classes may be in the same situation as Silverman, other teachers get more movement than even students. Acevedo says she is moving for more than half of the school day. “My fitness for life classes have fitness five days a week, so I’m engaged in these classes by leading exercises like body conditioning, barre, yoga, demonstrating lifts and walking around to ensure everyone has proper form. I’m moving around c o n s t a n t l y, ” Acevedo said. Te a c h e r s like Silverman recognize the lack of activity they get in school compared to PE teachers, and have taken it upon themselves to get the exercise they need. “Several days a week, I get up before dawn and go run. I know that the steps I get during the day are constrained by my schedule. I’ve never prioritized steps during the day, I try to get my exercise outside of school,” Silverman said.

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I’m in one room for most of the day, and even in a normal year, I don’t leave my classroom during class. [Students] change classes six, seven, eight times a day, but I’m kind of stuck in one room. Ian Silverman, English teacher

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Sashrika Shyam

LZ LIFE

‘Social’ studies

Teachers use social media to expand classroom Kyra Keena

staff writer

Social media is not typically something that makes someone think ‘school,’ but what if teachers used social media to engage students in the classroom? That is the question these teachers asked themselves and made social media something that can bring “social” studies from the classroom to the students.

Kelly Henkel, history teacher and football coach, uses Instagram to post his students’ best work to give praise and to post pictures of his athletes on the field. “My students have all said that they enjoy bringing social media to the classroom,” Henkel said. “I post only the best work, stuff they are proud of and that I, as a teacher, am proud of.” Henkel says his students and athletes want to be featured. “My football players [and students] love when I give them a shoutout in a post,” Henkel said. “It’s important to encourage and praise students, on and off the field, when they do well. That way when they make mistakes, they are motivated to move forward; I see social media as a great opportunity to do so.”

Learning a foreign language is not easy, especially when you only practice it at school. However, Michaela Towne, Spanish teacher, found a way to bring the language to students’ everyday lives. “I started doing [social media] to post bits of information about Spanish culture, news, and more for my students,” Towne said. “I thought of it as a good way to bring the language to them at home, whether they would see it on their feed or have it shared to them; it would be involving Spanish in their everyday lives.” Towne says she believes social media motivates her students. “They want to have their work shown and featured on my page,” Towne said. “Using a classroom account has really paid off and it is what kids these days are used to, so I see it as a way to take something they love, and make it educational.” Nick Juknelis, choir teacher, uses Twitter to post upcoming events, as well as videos and pictures of students ‘in action.’ “It started out as a Facebook page, but as time progressed I moved to Twitter, where more students were active,” Juknelis said. “Besides updating and promoting upcoming events, I now post photos and videos of the students singing and performances they are proud of. I would definitely encourage other teachers to start using social media in the classroom if they are comfortable with it [because] it encourages students to work hard for recognition, and it gives them an aspect of the class they can access outside of school.”

@LZBearFacts October 2021

Give me liberty or give me posts Social media platforms may affect patriotism

American patriotism is at the lowest it has been in two decades, according to a Gallup poll from June 2020, with 43% of respondents saying they are ‘extremely proud’ or ‘very proud’ to be American. Sasha Kek

LZ life editor

“I think a lot of what we dom of speech and saying Patriotism: the love for or hear from social media and what they think.” devotion to one’s country. [social media’s] talk on AmeriBut despite being avenues Merriam-Webster Dictioca is negative, which definitely of free speech, Geoghegan nary’s definition of patriotism impacts people’s perceptions,” recognizes that social media Grace Trumbull, senior and promotes the user’s bias based has two parts: love for, and self-described ‘proud Amerion what the user agrees with devotion to one’s country. can’, said. “Although America and prefers to read. definitely has its flaws, I think “The first day that you join [a social media and our quick connections have got social media platform], it’s asking you questions, us bogged down in the details. It’s important to be ‘click this, click that,’ what kind of sports and polaware of issues and occurrences, but I find that a itics you agree with, and I think from there people lot of times we become hypercritical.” [put themselves in an echo chamber],” Geoghe Trumbull is not alone. 91% of students agree gan said. “Social media platforms, from what I that social media does affect how students per- understand, in all the algorithms, are just giving ceive America, with 62% saying social media you or sending you to sites that you already agree imposes a negative perception of America on us- with, and I don’t think that’s healthy.” ers, according to a September Bear Facts Student One of the troubles with fast-spreading inMedia survey of 348 students. formation comes from echo chambers, which But although the majority of students be- are environments a person encounters that only lieve social media does impact patriotism, Terry include their beliefs and opinions, according to Geoghegan, social studies teacher, says that may Oxford Dictionary. One way to avoid falling into not be social media’s end goal. these echo chambers and forming biases based on “I think people tweet things that might not be one-sided information is getting rid of social meflattering to a president, just based on their opin- dia accounts, Geoghegan said. ion. I don’t think they’re trying to make America “Delete the [social media] apps and then try look bad. I think they’re just saying their opinion to find unbiased information,” Geoghegan said. based on whatever event they’re reacting to,” “I like PBS, NPR, and CNN. They will provide Geoghegan said, “but I don’t think their overall information on both sides and I like that, whether goal, or social media’s goal in general, is to make it is getting quotes from a Democrat to get their America look bad. To me, it’s an avenue of free- stance on an issue, and then going to a key Re-

October 2021 LZBearFacts.com

LZ LIFE

Grace Trumbull, senior

publican; you’re getting both sides, and then you can decide which one you feel you agree with, or maybe you will find that they are not so far apart.” Freedom House, an independent organization dedicated to expanding freedom around the world, found that social media is not particularly “free.” In fact, the organization states online manipulation like fake news, bot accounts, and unjust censorship affects users’ perceptions of America. In a March 2021 survey from Harvard’s Institute of Politics of 18 to 29-year-olds, 61.8% of respondents said they were “very” or “somewhat patriotic,” and threefourths said they had little trust in Facebook and Twitter. Moreover, 35% of respondents said social media negatively impacted American democracy. And Trumbull agrees: the continuous spread of information does more harm than good. “I think social media definitely affects our perception of America because we are able to communicate so efficiently and quickly, so when something happens, we all [most] likely know about it [within a couple of hours],” Trumbull said. “This can be good and bad because although news and decisions are spread quickly and everyone can be informed, there is also misinformation out there that is spread just as quickly, which becomes troublesome and confusing.” But getting biased information is not the only problem. According to Trumbull, she has noticed a decline in student appreciation for America because social media displays a lot of negativity. “I have heard so many people say, ‘I hate America,’ ‘I would rather live there,’ ‘I hate it here,’ and I really think social media has influenced their perspective. Don’t get me wrong, it is definitely important to be aware of what is going

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I grew up being taught about the privileges we have as Americans and how there are many communist countries out there where freedoms are limited. I’ve always held onto that perspective and not let social media distract me from America’s solid foundation, but I certainly think those who don’t realize this have let social media and criticisms of America get to them and change their perspective.

on in America and in the world, but I think people let all the critiques and criticisms determine if they think [America is] a good country or not,” Trumbull said. “Instead, I try to view it as yes, things go wrong, and yes, there are certainly many flaws in the system, but overall our founding fathers formulated an amazing democracy with freedoms and ideals that have let us build ourselves up to be the most powerful country in the world.” One of those freedoms includes the freedom of speech, which Geoghegan says he recognizes is the main purpose of social media platforms, as they allow everyone to have their own opinion regarding their “perfect America.” “I think as a history teacher, I see [America] as a potentially imperfect country with high ideals that has a struggle to be better, and sometimes we get in our own way,” Geoghegan said. “I think we all want a better country and a better life for its citizens. The path that each individual person takes, in their own way, to get there might be incredibly varied. What might be a perfect country for me might be an imperfect country with farther to go to make it perfect [for someone else].” While everyone may have their own view of what makes a perfect America, Trumbull says it is still important to appreciate the country and the freedoms it provides for all Americans. “I think many forget about what a privilege it is for us to be able to give our own two cents on anything we would like to talk about and not have any major repercussions,” Trumbull said. “Social media has allowed critiques and talk about issues to become such a norm that many forget how privileged we are to be living in America, where there is democracy and free speech.”

The patriotism influencers According to a Septemeber Bear Facts Student Media survey of 348 students:

41%

said Instagram has the strongest impact on patriotism

25%

said Twitter has the strongest impact on patriotism

@LZBearFacts October 2021

LZ LIFE

COVID affects college planning

Kaitlin Geisler

social media manager

At some point in a student’s high school career, college starts to become a prominent thought; do they want to go or not, if they do where, for what, how, etc. But at the very least, students are typically thinking about college going into their senior year. COVID has had an impact on several different aspects of life, but one students may not have seen coming was its impact on college planning. “I think for some kids, [COVID] was a convenient excuse. I think for others they did really struggle significantly,” Carl Krause, college and career counselor, said. “When you’re struggling in high school, and barely keeping your head above water, I think that thinking about the next step is super difficult.” Either way, according to a Bear Facts Survey, 70% of current seniors say they have been struggling with the college search process, while their reasons tend to vary. Alexandra Rauchfuss, senior

“I’m able to do virtual visits on the schools website or a zoom meeting which is easier than actually having to drive to the school,” Rauchfuss said. “But I think the college search process has been kind of difficult because it’s very overwhelming task to have to decide what school you want to go to for the next four years and decide a career for the rest of your life. I think that having people to help you with the process is really important. I am lucky that I have older siblings who have gone through college that I can ask for advice and Mr. Krause has also been a great resource.”

Megan Irvine, senior “Visiting the college campus truly helps me with deciding the school I want to go to, but with COVID precautions most tours of the campus were canceled,” Irvine said. “Plus I had a lack of motivation because I was constantly at home and always doing online classes, which didn’t put me in a good mindset for school in general.”

October 2021 LZBearFacts.com

44.9%

of students say their family or others outside of the school helped them in the college search process

24.6%

of students say that several different websites helped them in the college search process

13.8%

of students say that the resources at school helped them in the college search process Data from a September Bear Facts Student Media Survey of 348 students and photos by Kaitlin Geisler

Sean Washburn, senior “Being stuck at home for a while kind of gave me a lack of motivation for overall school. Then being back for senior year, it’s all about college and getting back into the swing of things and I just did not feel that motive that most seniors get,” Washburn said. “I don’t feel that senioritis to go to college, I feel not even ready whatsoever. I honestly feel like I am not really either ahead or behind I’m kind of just with everyone else. I have talked around to other people and a lot of other people feel unmotivated as well they know where they want to go but they haven’t even explored the campus yet.”

Natalie Dziubinski, senior “I think what’s been the most difficult is just getting into the mindset and having the realization that I am going to college. All the applying, writing essays, and meeting with people is preparation for life more than anything else,” Dziubinski said. “I think more about the fact that you are starting a new chapter in your life with college that requires a higher level of maturity. I will gain a lot of new freedoms and responsibly that I didn’t get have before.”

Daniel Kim, senior

“The process has been a bit slow and difficult because of most campuses not allowing tours in person, and some schools have different rules when it comes to COVID and what they accept,” Kim said. “I think I struggled most with not being able to visit most places due to either me having a full schedule, or them not being open yet.”

LZ LIFE

Keeping classrooms running Substitute teachers’ impact on school Emma Harper

staff writer

Substitute teachers are an essential part of keeping the isn’t available for school or if they want to take some time off; classroom running as teachers are not always able to be in the teachers are people, too. They need their time off, so subs are building. Both substitutes and students agree that the classroom there to step in to keep schools running,” Schroeder said. flows differently when the regular teacher is not in the room. Substitutes try their best to educate their students in the ab While a substitute’s job may seem similar to a teacher’s sence of the teacher, however, sometimes it is a struggle to keep job, they are very different. For students engaged and participatinstance, a substitute might have ing during the class. Substitutes are highly qualified, to teach lessons on topics they “If [students] know me, they have not taught before or that they are willing to talk and participate friendly people. They love to be have little first-hand knowledge during the lesson,” Kutsor said, here and they have the same of, which may make it difficult for “but most of the time students values and principles as the them to teach the lesson. are pretty quiet [during class].” “It can be hard to adjust [to But although it may be hard teachers, so they want to conteaching a new subject or topic], to engage students, substitutes tinue the flow [of education]. which is why I have a tendency make an impact on students Helen Rzasa, main office assisto take jobs from teachers or denonetheless. A memorable motant, who coordinates substitutes partments that I have been in a lot ment for Tammy Johnson, who because I am more comfortable in has been a substitute for six those departments, but if teachers years, was when a student told leave detailed plans, it makes a substitute’s job so much easier,” her, “You always were positive, and it was always a pleasure to Sally Kutsor, who has been a substitute for nine years, said. have you in class,” according to Johnson. The teachers are very helpful, according to Kutsor. Teachers “Things like that really hit me, and that really made my in the specific department the substitute is teaching in will wel- day,” Johnson said. “My favorite part about being a substitute come the substitute in the morning and answer any questions is when [the students] take the time to say hello and I feel like before the start of the school day. But despite all of the help, maybe I’ve impacted their lives a bit.” sometimes there are still difficulties. “I’m taking somebody else’s plans and instituting them, but I don’t quite have the [same] relationships [as the teachers do] with the students because I don’t see them on a daily basis; [however] I sub frequently enough that I have gotten to know many of [students’] names,” Kutsor said. And because a substitute teacher does not have a connection with the students, Sienna Makhlouf, sophomore, says “the environment changes when there is a substitute teacher in the room” because students act differently. “[Substitute teachers] are good at controlling the classroom, but they’re not very good at knowing or figuring out how the room runs,” Makhlouf said. While substitutes may have challenges adapting to the classroom, Nick Schroeder, junior, says substitutes are essential to the school. “[Substitutes are] there to (Photo used with permission of Tammy Johnson) (Photo used with permission of Sally Kutsor) step in whenever a teacher

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@LZBearFacts October 2021

S P OTLI

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Blinded by heteronormativity

LGBTQ+ students want society to see their reality Hannah Etienne

spotlight editor

Heteronormativity is a systemic worldview, meaning it can be perpetuated by individuals and institutions, like schools. “I think the gay community is always oversexualized by straight people,” Dana Fleming, junior and Spectrum club leader, said. “When people are against it in schools, it really makes no sense because there’s straight sex ed so why not gay sex ed? People are so adamant about it not happening because they still see being gay as something inherently sexual and something they don’t want their kids to be.” A lack of inclusivity may be especially apparent in health class, but other students notice it in history and English classes as well. “You don’t learn a lot about LGBTQ people [...]. All the essays you read are like white men that are straight. You never hear any diversity in that, which also creates an idea that that’s how it’s supposed to be,” Cristina MacCormac, junior, said. Fleming suggests incorporating more diversity into English curriculum, so that students can see themselves represented in the literary texts. “Maybe some of the books we read in English class could have an LGBT character or, for once, a character that isn’t some white guy,” Fleming said. The curriculum isn’t the only area in

Gurneer Sidhu

Kara Yoon

staff writer

A Brief History Illinois became the first state to decriminalize homosexuality in 1961, although same-sex marriage remained illegal. Eight years later, the Stonewall riots in New York galvanized the gay rights movement, and on Stonewall’s one-year anniversary, June 28, 1970, thousands of people marched down the streets of Manhattan in America’s first gay pride parade. Despite these advancements, until 1973, the American Psychiatric Association listed homosexuality as a mental disorder. Although homosexuality is no longer considered medically abnormal, the concept of heteronormativity describes a society that considers it socially abnormal. With nationwide legalization of samesex marriage only six years behind us, there is still more that could contribute to the decades of progress in eradicating homophobia by creating a less heteronormative society. which heteronormativity can be perpetuated, as it can make its way into daily classroom vernacular as well, according to Margeret Koy, Spectrum club sponsor. Koy says phrases such as “ladies and

staff writer

gentlemen,” or separating students into boys and girls, can exclude nonbinary or gender nonconforming students. “It’s that kind of thing that teachers have to really stop and think about what they’re doing when they do it,” Koy said. Even in elementary school, casual comments from peers can reveal assumptions of heterosexuality. “I remember in elementary school when girls would talk about what boys they liked, I just didn’t really get it,” Fleming said. “I remember in my head just picking a random one to tell them.” Ellie Anderson, senior and Spectrum club leader, has heard of similar experiences with LGBTQ+ friends having to “make up boys on the spot that they had a crush on.” Most people start with a heteronormative mindset because it is prevalent in modern society, Koy says, but this mindset is mainly harmful when people refuse to grow beyond it and accept people for who they are. “I know that some of the kids in GSA have been bullied for [identifying as a member of the LGBTQ+ community]. They don’t tell us, but you overhear them talking to each other,” Koy said. “And it never happens in front of a teacher. Almost never. But I know that it’s a thing that’s happened.”

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October 2021

SPOTLIGHT

Ellie Anderson, senior and Spectrum club leader, posts information about an upcoming Spectrum meeting. Spectrum, previously called the GayStraight Alliance, is one way that the high school fosters an inclusive environment for LGBTQ+ students.

The Language of LGBTQ+ LGBTQ+: LGBTQ is an acronym for lesbian, gay, bisexual, transgender and queer Heteronormative: of, relating to, or based on the attitude that heterosexuality is the only normal and natural expression of sexuality Cis-het: An abbreviation for “cisgender” and “heterosexual” Neopronouns: a category of new (neo) pronouns that are increasingly used in place of “she,” “he,” or “they” when referring to a person. Some examples include: xe/ xem/xyr, ze/hir/hirs, and ey/em/eir.

October 2021

Whether it’s insensitive comments or outright bullying, MacCormac says that heteronormativity is expressed more by students than the school itself. “The teachers aren’t the problem. I feel like it more comes down to the atmosphere of the school and the students themselves, and teachers overlooking when students use terms like ‘gay’ as derogative,” MacCormac said. Other LGBTQ+ students agree that they find the most support among the teachers and administrative staff. Jane, a senior who asked to remain anonymous, says she thinks “teachers do a great job here” and that she hasn’t had “a problem” with students either. But Jane acknowledges that students “[are] more disrespectful” to those who use neopronouns or recently came out as transgender. MacCormac says that the Spectrum club, pride stickers in windows, and pride pins on teachers’ lanyards all help make LZHS feel like an inclusive environment. But there’s still more that LZHS could do to avoid perpetuating heteronormativity, says Olivia Virgilio, junior. “I feel like normally only cis-het people are talked about in class and that could be changed,” Virgilio said. “In health, only hetero students are considered when talking about sexual health [...]. Anything else is really just not brought up.” Although schools have room for growth, political and cultural progress towards LGBTQ+ rights and acceptance creates an atmosphere of optimism for Katy Norberg, French teacher. “I think that the world and society and people are changing a lot,” Norberg said. “As a society we are starting to become more understanding

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that it’s nice to be whoever you want to be, and you don’t have to fit in one little box anymore. You can click one box, you can click all the boxes if you want to, or none of the boxes. I hope that more change can happen or more progress starts to happen.” Heteronormativity at Home: People develop many of their values and views during their formative years at home. When heteronormativity takes root in the home, it can make LGBTQ+ students feel apprehensive about being themselves around their family. “I was really nervous to tell my parents that I was lesbian even though I knew they weren’t gonna be super mad or kick me out or something,” Fleming said. “But it’s just the fact that I was nervous and another person would never be nervous to tell their parents they’re straight.” Fleming says she knows many people whose “parents had to get used to the idea” when their child came out as a member of the LGBTQ+ community. While Fleming’s mom was not homophobic, she was “kind of hoping it was a phase” out of concern that Fleming would be made fun of in school. Many LGBTQ+ students find that their parents aren’t as familiar with non-hetero relationships as straight ones, and can enforce heteronormativity without even being aware of it. “When I was little my mom would be like, ‘oh, you’re gonna have a husband or a boyfriend,’ or my brother’s expected to date a woman and I’m like, ‘you can date whoever you want,’” said John, a senior who asked that his name be changed to protect his privacy.

SPOTLIGHT

Dana Fleming, junior Assuming the heterosexuality of their children can lead to parents having to make bigger adjustments after their children come out. For Anderson, their parents started as indifferent towards the LGBTQ+ community, but leaned towards being more supportive after Anderson’s older sister came out. “Then I came out, and they had to be supportive because we’re their kids,” Anderson said. “My mom had to learn a lot. Right now I use they/ them pronouns and I just told my parents this summer, so they have to still get used to [it]. They’ve been using she/her pronouns for me for 17 years and now they have to change.” MacCormac says heteronormativity “exists because of the way people grew up and their beliefs.” To avoid raising children who assume heterosexuality is the only normal, Anderson suggests exposing children to the LGBTQ+ community at a younger age. “It’d be good to introduce kids to [the LGBTQ+ community] earlier on, because the later it gets, the more opinions and prejudices they get, especially from parents,” Anderson said. “I’ve seen a lot more empathy if you explain to a kid what being gay is, they’re like, ‘okay, let me go play with my toys now,’ but if you explain it to a teenager that grew up with their parents being really ho-

“

I did have internalized homophobia from heteronormativity. Sometimes you just wish you could be like everyone else, or if you have friends that are talking about their boyfriends, it would be nice to be able to relate to them.

mophobic, they’re going to have to get through all that hate to be able to get comfortable with the idea.” Fleming says that as people unlearn heteronormativity, they will become more aware of and question heteronormative mindsets such as, “What’s so important about having a mom and a dad? Isn’t two parents of any gender enough?” A lack of representation or education in the home can cause LGBTQ+ students to grow up feeling alienated or seeing themselves as different from other kids. “If you’ve grown up being told--by society, by family, by your religion--that [being gay] is a bad thing yet you suspect you are, that is going to be really hard,” Koy said. In the home, heteronormativity is difficult to avoid, especially because “that’s how society is raised, it’s just in movies, culture, media and all that stuff, it’s always just girl with boy, boy with girl,” Anderson says. In spite of this, as media begins to explore more than cis-het relationships and students feel more comfortable exploring their identities, Koy says she’s noticed lots of progress, as Spectrum club wouldn’t have existed when she was in high school. She says, “I look at how people felt about [the] LGBTQ when I was a kid versus what it is now, [and] it’s very different.”

FTM: One student’s experience transitioning from female-to-male John*, senior, came out as transgender over the summer. He says he found plentiful support from his teachers and counselor even before school started. “The teachers are very supportive,” John said. After coming out to his counselor about a week before school started, “[my counselor] got the process rolling. She even let me decide if I wanted to go in the men’s locker room [...]. I decided not to because I don’t feel safe, but she gave me that option. And all my teachers have been using the correct name, pronouns, and even it was on the seating chart for all of them.” Support from high school staff can help alleviate LGBTQ+ students’ worries while they are coming out. Despite being nervous about switching his pronouns, name, and gender identity, John wanted to be his true self at school. “I was extremely nervous. It took me a while to be like, ‘Hey, this is what I want,’” John said. He said he had originally planned to wait to change his name “until college to get a fresh start.” But that changed. John says that within the last month of summer break, “I agreed to change my name, but it was difficult because I was worried about what people would think of me. [It] took a lot to be like, ‘I don’t care.’”

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October 2021

SPOTLIGHT

Unlearning Heteronormativity: Advancements like the Inclusive Curriculum Bill, which mandates that Illinois public schools include the historical contributions of LGBT individuals in the curriculum, demonstrate what a less heteronormative society could look like. But growth on an individual level, including self-awareness of heteronormative biases, Koy says, are what helped her unlearn what she believes is a harmful mindset. “It’s very degrading, to have who you are be denied. It’s very degrading to be treated as if who you are is wrong, or [as if] who you are does not fit in society. That’s extremely harmful [...], and I think it’s even more difficult when [high schoolers] are at this age because you’re figuring yourself out,” Koy said. Despite societal homophobia, LGBTQ+ students like Jane say that LZHS does not perpetuate heteronormativity “because they do a lot of things to make [school] very inclusive to [LGBTQ+ students] about their sexuality. Koy says this is driven by the fact that, “[as] more and more people [are] coming out, people realize [their] friend is gay, or [their] brother. Suddenly it’s somebody [they] know, and it’s not scary anymore because it’s somebody [they’re] comfortable with. I think more and more people being comfortable coming out has kind of driven it to be so different.” Many members of the LGBTQ+ community feel accepted at LZHS,

October 2021

although Anderson points out that “it depends on who you surround yourself with,” and says that it’s important to have a support system of accepting friends. “It would definitely be a lot easier on the LGBTQ+ community if we didn’t live in such a heteronormative society,” because if people didn’t assume heterosexuality, “coming out wouldn’t be such a big deal,” Anderson says. As someone who says that the LGBTQ+ community can fall victim to bullying or harassment, Fleming suggests self-reflection as a way to unlearn heteronormativity. “Ask yourself, ‘why do you make fun of a boy who talks a certain way and wears makeup, or a person that is an assigned male at birth if they are feminine-like?’ Just question the reason why you do things and ask yourself who it benefits,” Fleming said. Anderson says they believe that people at LZHS can unlearn heteronormativity by keeping their minds open, being proactive by asking people for information on their preferred pronouns and preferred names, and staying aware of current events that impact the LGBTQ+ community. More advancements towards unlearning heteronormativity are still necessary, Koy says, but “[we] have to be optimistic. If you’re not optimistic, what the heck is the point, right? If you think things can’t get better then what good is anything? So yeah, [we] have to be optimistic.”

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72% students identify as straight according to a Bear Facts survey of 348 responses

51.9% LGBTQ+ students who say that LZHS has made many efforts to be inclusive, but there is still more they could do, according to a Bear Facts survey of 348 responses

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Time to break away from society’s heteronormativity The Bear Facts Staff believes... Heteronormativity contributes to homophobia by portraying gay people as “other,” and promotes separation over inclusion. When LGBTQ+ students grow up surrounded by others who are attracted to the opposite gender, they may be more afraid to be open about their sexuality because they do not want to be viewed as “different.” We believe it is important to have equal representation of heterosexual and homosexual relationships in order to reduce the stigma, and help people feel more comfortable as who they are. Most people grow up with heteronormative views because it is what they are familiar with. Many current high schoolers do not have samesex parents, and most of the Bear Facts staff was not introduced to the LGBTQ+ community until middle school. As children, two parents of the opposite sex was all that we knew. This lack of exposure allows for heteronormativity to become a subconscious bias within individuals which is further reflected in our education. School serves a fundamental role in students’ development, and while school should not be the sole tool to spread knowledge about the LGBTQ+ community, there are measures that can be taken to ensure that the LGBTQ+ students feel accepted and represented in the classroom. Through having discussions and shaping education so it is inclusive, individuals can work towards unlearning heteronormativity. We believe it is important for schools to have discussions with students beginning in elementary school. Many kids grow up in a heteronormative “bubble” and start to form biases from an early age based upon what they are exposed to in school and at home. Teachers, staff, and students

should not be afraid to have these conversations. Ignoring the topic altogether conveys a certain message, and perpetuates the heteronormative stigma. Schools may have avoided the topic when gay marriage was illegal, but it has been six years since gay marriage was legalized in all 50 states. Instead of avoiding the topic, schools should take the initiative and have these conversations to teach students to have respect towards each other despite their differences. Parents can also create an accepting environment at home by being open with their children about topics such as sexuality and allowing kids the freedom to be themselves. Additionally, there is a lack of curriculum pertaining to the LGBTQ+ community. Schools do not necessarily need to push LGBTQ+ people into the spotlight as much as include them when it comes to history and literature. People who are not as familiar with the LGBTQ+ community can be ignorant of the negative effects of homophobia. LGBTQ+ students are more susceptible to suicide and mental illness. Some are bullied as a result of their identity, and called inappropriate slurs that can be detrimental to their mental health. If schools and parents work to further educate people about the LGBTQ+ community, the walls of heteronormativity can be broken down overtime. The subject may still be uncomfortable for some due to religious beliefs, differing viewpoints, or because it is not what most are used to. This should not be the case. We believe the school has made multiple steps in the right direction, and is accepting of its students regardless of their sexual orientation. Although there is more that can be done on everyone’s part, educating and having open conversations with students can continue to create an even safer environment for everyone.

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Heteronormativity’s dangerous impacts Those who identify as part of the LGBTQ+ community face increased hardships, according to the Trevor Project.

2.5x

the increased likelihood of LGBTQ+ teens self-harming

8.4x

the increased likelihood of suicide attempts among LGB teens who have experienced family rejection

the increased likelihood of attempted suicide attempts among LGB youth compared to heterosexual youth

October 2021

SPORTS

Fan Equality?

Family and friends of the girls varsity tennis team watch the players as they compete in one of their tennis matches. Compared to the number of fans who show up to the other sports, tennis players say they have low attendence of students from LZHS. (Photo by Sasharika Shyam)

Fan support proves sports are still far from equal Roughly 3,000 people attend football games at LZHS on average, according to the Athletic Office, but how many actually show up to a tennis or golf match? Parker Carley sports editor Lindsey Bitzer staff writer

The Athletic Office stated that about 800 students go to varsity football games each Friday evening. For sports such as golf and tennis, players say they do not receive the same number of fans, nor have the same turn out from students during matches. 99 people are on the football team compared to 20 people on the girls golf team and 15 people on the girls tennis team so because of the football team’s size, they usually have more fans. “We usually just have families of members on the team show up to watch us play, so there is definitely not a big crowd,” Sarayu Alluri, junior, JV tennis player, said. “In one way it’s a pro because there’s not added pressure, but it would be nice to have more fans cheering us on during matches.” Abby Watt, senior and varsity golf player, has a different outlook on the number of fans who usually attend golf matches. “I don’t love playing for crowds, so that’s one thing I do like about golf. I feel like it’s a lot less pressure than playing with a huge crowd watching,” Watt said. “I like having [only] my parents or other players’ parents watching me as I play. That’s enough for me.”

Parents and family members are usually the key people which the players look forward to see in the crowd. “Golf mainly attracts an older audience, and is kind of dying off among the younger generations,” according to Watt. The usual audience for golf and tennis tends to be geared more towards adults, the sports become less popular in Lake Zurich. “It personally doesn’t bother me that much because our team is good enough, but we aren’t at that level where we’re going to state. So I never got crushed because football got more attention than golf,” Watts said. Sports like football are heavily broadcasted in the media and have a higher level of exposure. Whereas tennis and golf are not usually brought up until bigger matches take place. “I think it all just has to do with the exposure of the sport. Football is constantly being brought up because the NFL is the number one money making sport. Whereas sports like golf and tennis really only get that popularity when Wimbledon and the Masters happen during the year,” Ron Planz, varsity football coach, said.

“We have enough fans for invites because it’s usually packed. For duels, not many people come, but I don’t mind because [duels] are less intense and competitive,” Kevin Loftus, senior boys varsity cross country runner, said.

“I wish that we had more fans at our meets because it would help getting morale and team spirit up which is really hard to do at our meets, since the team is small,” Isabella Deutsch, junior, varsity swimmer, said.

October 2021 LZBearFacts.com

SPORTS

Even at away games, the football team still manages to have many fans. LZHS students crowded together in the student section last month to watch the varsity football game against Libertyville. The team frequently has fans who travel to cheer them on. (Photo by Lindsey Bitzer)

Football has been named the most popular sport in America according to playersbio.com. At LZHS, roughly “135 to 150 players try out each year, ranging from freshman to senior,” Planz said. As opposed to other sports, like tennis and golf, players said about 20-30 students tried out for the season. “Football is a no cut sport which could be one of the reasons why it’s so popular,” Planz said. “Football starts right when school starts, and then homecoming is built around Football. Some of those traditions that have been around for a long time have helped make football become the popular sport that it is in Lake Zurich.” Every Friday night, each of the football teams play games, giving students a chance to come to cheer on the team in the stands. Rayna Kauffman, senior and one of the student section leaders, says she helps lead the cheers to motivate the students

and the football team. “There’s many whole crowd cheers and chants and we like to have everyone in the student section participate. A lot of our cheers are with the band, like we correlate some of our cheers with the band music,” Kauffman said. Although the popularity of sports may differ, players say they are able to rely on the support of their fellow teammates and family, making up the loss of fans. “I feel like our team and coaches do a good enough job at supporting each other, even though we [may not] have [a lot of] people watching [us play],” Alluri said. In the end, it is not about how popular one sport is compared to another, “it is about seeing your friends and family come out to watch you play and knowing that all the sacrifices you made were worth it,” Planz said.

“We typically have a gallery of 20 people per hole, and it boosts your confidence but can also kill it instantly,” Dylan Howell, senior, varsity boys golf player, said.

“It would be awesome if more students came to meets to support the LZ runners! Meets would have more energy and it would make them more special,” Brooke Johnston, junior, varsity girls cross country runner, said.

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SUPPORT (some other) SPORTS Interested in supporting some #LZnation teams other than football?

Girls and Boys Cross Country: October 5, 4:45pm at Vernon Hills Athletic Complex Boys Golf October 2, 11am at White Deer Run Golf Course Boys Soccer: October 2, 12pm vs Rolling Meadows Girls Tennis: October 2, 8am at Rolling Meadows Girls Volleyball: October 4, 6pm at Palatine

October 2021

SPORTS

Sports Snapshots

After 18 months of a disrupted seasons, athletes are excited to be back on the fields, courts, and greens. Here are this season’s ten #LZnation teams.

Parker Carley

sports editor

“I am looking forward to tournaments and matches because we have a good chance of advancing this season. The best part about being on the golf team is bonding with the team on and off the golf course,” Emily Kaminsky, senior, said. (Photo by Kara Yoon)

(Photo by Kaitlin Geisler)

Boys Soccer ^ “The soccer season has been off to a great start. I really like our team this year and even though a lot of us haven’t played varsity soccer together until this year, we have adapted nicely. We’re still building our chemistry up and learning how each other play,” Preston Waldron, senior, said.

(Photo by Sid Talukder)

Girls Cheerleading ^“I really love being able to cheer on the football team again. Being on the sidelines and hearing the roar from the student section and then being essentially first row to see what’s happening on the field is amazing, it’s such a fun experience,” Sierra Austin, junior, varsity cheerleader, said.

October 2021 LZBearFacts.com

SPORTS

Boys Cross Country “This year things are kind of back to normal. We don’t have to stagger the starts of our workouts and races anymore, thankfully, and we don’t have to wear our masks to the starting line. Overall it’s really just a much more enjoyable experience this year, given that we don’t have to worry about covid as much as we did last year,” Dalton Leitz, sophmore, said. Pictured at left is Leitz’s teammate Matthew Roalkvam, senior.

(Photo by Sashrika Shyam)

Girls Tennis ^ “We support each other through bad days and good days and we’re there for each other all the time. I’m looking forward to just playing tennis with a bunch of different girls and overall getting to meet a bunch of new people throughout the season,” Katrine Boiano, freshman, varsity tennis player, said.

(Photo used with permission of Dalton Leitz

Football “I like that we have a lot of students come cheer for us. It helps get the team pumped up, especially when we’re struggling. It’s very encouraging. It’s also really nice to see people we know in the student section, like friends and family. I know that on the field I am not only playing for the team but for the fans,” Jarred Myers, senior, varsity by Lindsey Bitzer) quaterback, said.(Photo (Photo by Lindsey Bitzer)

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October 2021

SPORTS

Girls Poms “Now that we are seniors, we are all really close and like to joke around. We are definitely very excited to be back this year and try to bring back the name that our team had in the past,” NaomiCreasy, senior, varsity poms member, said.

(Photo by Lindsey Bitzer)

Girls Volleyball “The team definitely has a lot of potential and I feel like when we unlock it, it will become unstoppable. Everyone on the team has a crazy amount of potential and plays an important role on the team. I am really optimistic for the rest of the season because I know together we can do whatever we set our minds to,” Kaylie Freeland, senior, varsity volleyball player, said.

(Photo used with permission of Kaylie Freeland) (Photo used with permission of Kristin Loftus)

^ Girls Cross Country “I think the amount of fans at large invites are perfect because because they’re usually pretty packed. And at smaller duel meets we don’t get a lot of spectators but it’s ok because they are typically less competitive and I always know I have that extra support from my teammates and coach,” Kristin Loftus, senior, varsity girls cross country runner, said.

“Our season definitely dipped below expectations. We were supposed to be a top team, but lost a few conference matches. Going into playoffs, we have to get dialed in,” Noah van Herrick, senior, varsity boys golf, said. (Photo used with permission of Dylan Howell)

October 2021 LZBearFacts.com

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