School Events Help Students Cope With Election Stress
By Jiayi (Jessica) Lin ’27 Outside the Bubble & Layout Editor
To help students prepare for and respond to a contentious presidential election, the school held various events that fostered conversations across political divides and allowed the community to disconnect from politics.
On Oct. 29, Porter’s hosted Braver Angels, a nonprofit organization that develops educational tools to build bridges between people divided over politics. The workshop taught students to fight against political polarization and have effective conversations with opposing sides.
On Election Day, the Office of Student Life brought a cafe truck to campus, providing free drinks ranging from matcha to refreshers to lighten the tense mood. Additionally, the usual study hall was changed to quiet hours. Boarding students could attend a watch party hosted by the student activist club Face-Up in the Newell Harris Student Center or take the night off in their dorms.
The day after the election, the school provided a community day with activities to take the stress of the election results off students’ minds. Activities and workshops included discussing the election, walking to the river, and building jigsaw puzzles.
Sofia Garza ’26 said she appreciated the break. “I enjoyed coloring and not being forced to really think about what happened,” she said.
Staged Readings Offer a Variety of Fall Theater Experiences
By Naomi Gramling ’27 Staff Writer
Actors rehearse for a staged reading of “Everyone Gets Eaten By
The theater program saw a workshop-based season this fall.
On Mondays and Thursdays, the whole crew participated in workshops ranging from sewing to makeup techniques, and on Tuesdays and Fridays, they read plays. On Wednesdays, students split up into a tech track and an acting track to focus on track-specific activities.
The program also traveled off campus to learn about different aspects of theater arts. Students visited the University of Connecticut puppetry department and watched shows including “The Shark is Broken” at Playhouse on Park and “Jekyll and Hyde” at Hartford Stage. Each day of the program was an opportunity to grow specific theatrical skills, whether technical or acting.
Sasha London-Thompson, director of the theater program, noted that the new model allowed students to gain skills in specific areas such as theater tech, acting, and directing. London-Thompson said that field trips in particular provided students with insights into professional theater, allowing students to see what is possible and find what they want to pursue in the future.
Zora Howard ’27, a participant in the theater program, said she was initially wary of the approach. “At the start of the season I thought
it would feel dull and boring compared to past seasons, but it was the opposite,” she said. “This season ended up being just as fun and exhilarating as any other season.”
Howard said she appreciated the opportunity to grow more skills, specifically in tech areas, and learn how to embody a character in short periods. However, she wished that some shows could have been full productions, as she now misses the characters and wishes she had gotten to know them better.
Students in the Glenda Newell Harris Student Center watch the election night results hosted by Face-Up. Photo by Rui Wang.
Refer to Workshops by Sophia Wu’s article on Page 2
Sharks.” Photo by Maleka Donaldson
Workshops Urge Students to Confront Polarization
By Sofia Wu ’27 Staff Writer
On Oct. 29, a week before the U.S. presidential election, students and faculty engaged in workshops hosted by Braver Angels, a nonprofit dedicated to bridging the partisan divide in America.
These workshops were part of a broader initiative by the school to encourage understanding of other views. Many students, especially freshmen, found connections between the workshops and their coursework in Introduction to Inquiry.
“In Introduction to Inquiry we also talked about polarization and about how to ask good questions,” said Melanie Lok ’28. “I think it’s similar to Braver Angels because we were asking questions to ourselves and learning about our inner polarization.”
Chief Academic Officer Tim Quinn, who teaches Intro to Inquiry, noted the connection between the freshman course and the work of Braver Angels is intentional.
“The workshop was meant to build off of the work done in that class,” Quinn said. “The facilitators were aware of the curriculum and the centrality of Monica Guzman’s text to the course. Guzman herself is a strong supporter of Braver Angels and connected us to that organization.”
Guzman, a fellow at Braver Angels and author of “I Never Thought of It
That Way: How to Have Fearlessly Curious Conversations in Dangerously Divided Times,” visited the school in 2022. Her book is a central text in Intro to Inquiry.
Ultimately, participants found the Braver Angels activities to be a reminder of the importance of respecting varying opinions while also developing their own perspectives. One handout, titled “Assessing Your Inner Polarizer,” prompted many to reflect on their attitudes toward those of opposing political parties.
Adjustments to Fall Tradition Frustrate Some Students
School officials say changes reflect school's mission
By Addy McNear ’26 Staff Writer
As New Girls swapped trash bags for tie-dyed shirts, the beloved German tradition looked different this year.
While the performances and pranking of New Girls remained, adjustments to the tradition stirred controversy within the student body. In past years, New Girls dressed in tailored trash bags had to memorize German phrases without note cards and heard frightening stories from upperclassmen.
This year, they wore tie-dyed shirts they made for the Porter’s Parade, carried note cards, and laughed with upperclassmen about “the surprise.” Many Old Girls shared concerns about the changes.
Many fear that traditions may lose their significance with the addition of note cards and the removal of trash bags.
“I remember hearing stories and rumors about German from upperclassmen, but this year I have noticed there is definitely less of that, as people have become more concerned about how scared New Girls might be,” said Bea Kibler ’26. “But being able to pass down the stories to New Girls is just as much a part of being an Old Girl as traditions such as getting your ring is.”
Many share Kibler’s frustration with what feels like a limitation of the Old Girls’ role in German.
Another change made to German addressed the selection of performances during Little Meeting.
“A new handguide was added, so the energy around signing up [for Little Meeting] was very different,” Head of Little Meeting Charlotte Iannucci ’25 said. “The handbook includes rules around clothing, appropriation, and being mindful of what audience might feel targeted (by the performances).”
Ianucci noted that while she could understand where the school was coming from, students felt they had to tiptoe around the idea of performing. Due to the large number of submissions being changed or removed, she found it difficult to navigate her role. Students also shared with her that the tradition felt much shorter this year and that they wanted “more.”
Ianucci said she has talked with the school administrators about the Spring Little Meeting, for which she advocated for more student input.
While it might have been a tough change for many students, some faculty believed the adjustments were in the interest of the community.
“While I was impressed with how inventive the New Girls always were with their trash bag outfits, I think what a lot of people were concerned with was that it might feel demeaning and wasteful to wear those,” said Josh Bezdek, photography and filmmaking teacher. “I also noticed last year a lot of (New Girls) did seem pretty upset and anxious. I know people love these traditions, but it’s important to always be thinking about those who aren’t having such a great time.”
Bezdeck’s thoughts reflect many administrators’ arguments: the New Girl’s nervousness and the environmental concerns surrounding trash bag dresses.
Office of Student Life Coordinator Stacy Martell said she understands the frustrated response to the changes.
“I was once a student who also felt the same emotions and many others towards changes,” she said. “I hear them, and the feelings are valid. But two things can be true while change is frustrating, it can also be very much necessary. Since the changes have been put in place, while there are students who do not agree, the large majority have made comments about how enjoyable the German was this year.”
Martell stressed the importance of careful consideration for determining changes to future traditions.
“It is a part of our responsibility to reflect on the traditions and make changes where necessary,” she said. “The biggest question will always be ‘Does this align with our mission, vision and community standards?’”
Braver Angels fellow Monica Guzman, second from left in front row, visited campus in 2022. Braver Angels led workshops at Porter’s in the fall. Photo courtesy of Miss Porter’s School.
The class of 2025 Keepers at the Welcome Tradition. Photo by Rosa Yao.
OUTSIDE THE BUBBLE
Students Engage in Congressman’s Reelection Efforts
By Dodo Bi ’27 Staff Writer
Two Porter’s students glimpsed real-world political affairs last summer. From June to August, Charlotte Hannich ’26 and Ivy Hannich ’26 participated in U.S. Rep. Jim Himes’ successful reelection campaign in the 4th Congressional District of Connecticut, contributing both online and in person. They shared their insights from the internship.
What inspired you to apply for the reelection campaign?
Ivy: The tension of the presidential election inspired us to apply in the first place. As students, we were looking for ways to participate in politics, and we found this opportunity and decided to apply and interview for the internship.
What did you work on at the reelection campaign?
Charlotte: We covered a lot of jobs – managing his social media, finding fundraisers he could go to, researching information on his opponents, knocking on doors, and making phone calls to people.
What were door-knockings like? How was making phone calls?
Ivy: There’s an app that allows you to see a person’s voting history if they’re registered, and based on that, we’re able to find target doors with people we think we might be able to persuade based on how they’ve voted in the past. We were also calling people on the phone to remind them to vote and ask if they had any questions about the candidate.
We often talk about the “Farmington Bubble” at Miss Porter’s School
where students are prone to engage with only one side of an issue, and talking to the voters is like stepping outside the bubble. What was it like? Ivy: It was easy talking to them for the most part since we had someone with more experience with us for the door-knocking. Phone calling was more complicated because people would either hang up, think we were trying to scam them, or just be busy and not answer the phone in the first place.” Charlotte: Some of them were also much more invested in others in our conversations. While we were worried about the stakes of the presidential election, the majority didn’t engage as much. They just took the pamphlets and left. Still, we came across people who were passionate about their ideas.
How were these conversations different from those at school?
Charlotte: I don’t usually meet many people with different political beliefs, so it was really interesting to listen to how everyone thought when we knocked on their doors, especially if it was something I hadn't thought of. Being a part of the campaign itself was also different from politics at school because everyone was so invested in it and spoke really passionately about it.
Ivy: In some ways, it felt harder sometimes because I didn’t always know as much about the topics being discussed, so I couldn't really share a solid opinion. In other ways, it could be easier because we agreed on a lot of topics and didn't have to worry about potential conflict. In this sense, however, the campaign was still a bubble.
In the future, how would you continue to participate in similar activities?
Charlotte: I’m hoping for more opportunities to work with our fellow interns, engaging with multiple perspectives and understanding our standpoints more.
Healthy Choices Can Reduce Winter Blues
By Leanne Liang ’28 Staff Writer
As Porter’s students adjust to the end of daylight saving time and begin to navigate the darker winter months, it is important to understand the effects of the time change and simple adaptation strategies.
Daylight saving time dates to WWI in Germany. In the U.S., daylight saving was first implemented in 1918, and the Uniform Time Act of 1966 established a fixed biannual time change. Daylight saving allows the population to conserve energy and have longer periods of natural daylight during the evenings in the summer months.
While daylight saving can help reduce electricity expenditure, the abrupt shift in time can affect the inner body clocks of people. Various health issues can arise when a human’s internal body clock is out of sync with the sun’s. This leads to the disruption of sleep homeostasis, potentially leading to sleep deprivation and causing issues related to the heart, mind and metabolism.
“Gaining an hour of sleep felt nice,” freshman Dora Zhu said. “However, for the first few days of the switch, my body felt a bit out of whack.”
A temporarily disturbed sleep pattern can directly affect concentration and academic performance for students. On top of this, altered daylight hours can also amplify Seasonal Affective Disorder (SAD). This can lead to depression, sadness, anxiety, and uneasiness during the winter months.
What can students at Porter’s do to combat the implications that time switches bring in the future? Studies have shown that slightly altering sleep patterns before the time shift can drastically reduce the effects of disturbed sleep patterns. Additionally, there are three ways students can combat daylight savings’ effects:
• Prioritize sleeping quality and schedules.
• Make healthier lifestyle choices such as regular exercise since this can aid with the regular production of melatonin.
• Reduce stress to properly adjust to a new schedule.
Ivy Hannich ’26, left, and Charlotte Hannich ’26, right, worked on the reelection campaign of U.S. Rep. Jim Himes over the summer. Photo by Lisa Hannich.
Athletic Bonfire Inspires Spirit On Campus
By Caroline Callahan ’26 Staff Writer
The Family Weekend Athletic Bonfire brought out a competitive spirit among fall teams who prepared dances in hopes of snatching the title of Bonfire Champions. All athletic teams from the fall season participated in the friendly contest, each showing off a unique choreographed dance to their team’s chosen songs. But the varsity field hockey team drew the most votes.
Since the COVID-19 pandemic, the Athletic Bonfire has been held in the amphitheater, allowing all community members to come together around the fire on a chilly October night.
Bonfire dance judges Melissa Schomers, Kate Windsor, and Micheal Bergin looked for a dance with the best energy and unique dance moves. The varsity field hockey team danced to a mashup of songs such as “Baianá” by Bakermat, “Mirrors” by Justin Timberlake, and “Replay” by Zendaya, among others.
The Athletic Bonfire plays a crucial role in sustaining community spirit among student-athletes, teachers, and all community members while upholding the importance of traditions on campus.
“Everyone is taking a step out of their comfort zone to participate in something that brings us together in a competitive nature,” said Porter’s Head of Athletics Shaelin Gorny.
Athletic Director Avi Dubnov agreed.
“It brings everyone together; not everyone is a dancer, but it keeps that competitive spirit that is part of sports, but in such a fun way,” he said.
In encouraging traditions that support schoolwide camaraderie and competition, Dubnov would like to hold similar events in other seasons.
Gorny said that her time at Porter’s has inspired her to uphold traditions.
“Everyone, whether or not they are on a team, is united through this common energy that brings all the teams together,” she said.
The Athletic Bonfire has once again celebrated our collective creativity and upheld the spirit that unites us all–proving that when we come together, girls truly win.
Varsity field hockey players won the annual Family Weekend Athletic Bonfire dance competition. Photo by Stephen Wang.
The Porter's community gathered for annual bonfire tradition in October. Photo by Stephen Wang.
The Porter’s Varsity Field Hockey Team celebrates their win at the Athletic Bonfire. Courtesy of the Varsity Field Hockey Team.
Unique Experiences in Costa Rica Transform Students
By Beatrice Kibler ’26 Inside the Bubble Arts & Travel Editor
A highlight of the Porter’s experience, AIS Global Intensive trips provide juniors with a unique opportunity to travel to France, Germany, or Costa Rica for 12 days with their class. While on the trip, students immerse themselves in different cultures and gain knowledge related to the content of their class.
Many students say the Costa Rica trip provides the most immersive experience of all. Students who return from the trip often describe their experience in Costa Rica as transformative. Though France, Germany, and Costa Rica all claim to provide students with an equally enriching experience abroad, students who participate in the European trips rarely speak of feeling like a changed person upon returning. So what makes Costa Rica so different from France and Germany?
“In my opinion, France and Germany do more things you could recreate with your family and friends, but Costa Rica was so different because we really pushed ourselves out of our comfort zones,” said Addy McNear ’26, who traveled to Costa Rica this fall. “I think we just really felt like being in a place where there wasn’t a lot of technology really pushed us to connect more.”
McNear is not alone in this opinion. Though phones are collected from students on every trip, Costa Rica’s isolation allows for a deeper disconnect from society and stronger connections among students and the content of the trip.
Porter’s students have never lived in a world where technology is not ubiquitous, so Costa Rica was the first and most likely last time they will go 10 days without seeing a screen.
“I think Costa Rica is so unique in that you really get an original experience that France and Germany don’t provide,” McNear said. “We worked through a lot of programs that are only offered to groups of students such as ours. We worked alongside researchers.”
While on the trip, the Costa Rica students spent most of their time participating in and learning about conservation. The students had handson experience in the removal of invasive species and visiting farms with sustainable practices. Seeing real, positive examples of the impact of sustainability made many students more aware of issues in their own communities.
“When I got back from Costa Rica, I was more aware of the time I was spending on my phone and the resources I was using in my dorm,” McNear said. “Before Costa Rica, I wasn’t as conscious of my electricity usage as I am now.”
Many Porter’s students live in cities or largely populated areas, making the trip to a small eco-retreat in the middle of Costa Rica a more jarring experience than a visit to Berlin or Avignon. Returning to having access to electricity, air-conditioning, and an endless supply of food made many of the students more grateful for what they have.
From dining with local families and zip lining over mountains to watching baby sea turtles hatch, the experiences of Costa Rica are unlike any other. Porter’s students step out of their comfort zones on several occasions on the trip, ensuring they return bolder, more ethical, and more resourceful than ever before.
Juniors worked with conservationists during their trip to Costa Rica. Photo by Daisy Bistline. Juniors
New Take-Out Policy Means More Stress, Fewer Meals
By Liv Minnehan ’26 Staff Writer
A busy and hungry Porter’s student is rushing from an advisory meeting to lunch and gets stuck behind a long line of other hungry students. When she finally sits down, trying to eat while putting some finishing touches on a summative, she realizes she’s already running late for the next class. She gets stuck behind another long line of students putting their plates away, and finally shows up to class, hungrier and more stressed than she was before she got lunch.
When students learned that to-go containers were removed from the dining hall, the justification was that mealtimes were for relaxing and connecting with the community. However, many students simply don’t have the time to relax and connect. Sitting down in the dining hall makes it more difficult to eat, do work, and spend time with friends. Students, even freshmen, have been skipping meals because they don’t have the time to go through the ordeal of sitting down in the dining hall.
Without to-go containers, students have to wake up earlier in order to eat breakfast. Lunchtimes are already short enough, but students barely have time to eat if they want to get to classes on time. Dinner isn’t any better - it has become another item that needs to be managed in an already long list: sports, club meetings, and study hall.
Mealtimes and food are very important, but not having to-go containers has forced students to stop prioritizing eating, damaging overall health and wellbeing. To-go containers allow students to get their food and eat, do homework, or spend time with friends in a calmer environment. The school encourages difficult course loads, extracurricular activities and otherwise full schedules, so they should be helping students adapt and manage the lifestyle they promote. Taking away to-go containers is not improving students’ quality of life.
Dining Hall Rules Get Mixed Reviews
By Yulisa Ma ’26 Staff Writer
It’s 6 p.m. on a Tuesday. The dining hall buzzes with activity, and students and faculty line up to eat dinner. Chatter, laughter, and community seem to be everywhere. However, some see this scene differently.
Day student Zaria St.Clair ’25 rushes past with an empty stomach on her way to diving practice, knowing she’ll be cooking dinner at 10 p.m. Lilly Hobson ’27, burdened by a significant amount of work, keeps studying while trying to fight hunger-induced headache.
Welcome to Porter’s new dining hall reality: a world without takeout containers.
The no-takeout policy, which took effect in September, is meant to improve sustainability and community connection. But Emmy Willis ’25 said that doesn’t ring true for her. On Wednesdays in the fall, she hardly had time to eat lunch as she left for theater rehearsal at Avon Old Farms School at 1:15 p.m.
“It is unhealthy to gobble down the food like that,” she said. “If we have to-go boxes, I can enjoy my meal better.”
Breakfast has also been a big concern among many.
“I often don’t have enough time to sit down for breakfast, but I feel hungry and I want to take something to class to eat,” said Kennedy Fenno ’28. Math teacher Hur-shiu Webb said the situation is tricky.
“If you are coming back late (from sports practice), or if your family is also working late, you can’t rely on people to pick up food for you,” she said. “It sure makes times feel difficult.”
However, the lack of containers is not without its positive side. Humanities teacher Katie Ayers said that she doesn’t mind it.
“I am forced to sit and have a meal with my colleagues, while previously I would just take a to-go and keep working,” she said. “This enables me to get to know some of my colleagues better.”
Chief Financial Officer Michael Bergin, one of the decision-makers for this policy change, believed it was effective.
“The decision has not been popular as change is hard, however, I think that everyone is adjusting nicely,” he said. “My dining hall colleagues report that the dining room has been more crowded and full of life during meal times, which is a great sign. We have also dramatically reduced our waste.”
Students and faculty have brainstormed ideas to improve the current policy. Willis suggested the school educate the community on composting and installing more dish-returning spots and compost bins on campus. Humanities teacher Jennifer Dillon recommended the school could potentially have reusable containers offered to the students.
Early lunch often has a crowd of students in the servery.
Photo by Mary Zheng.
INSIDE THE BUBBLE
New Fall Tradition Aims to Strengthen Community Bonds
By Annabelle Horst ’26 Inside the Bubble News Editor
At Porter’s, students cherish the relationships they build with each other. This year, a new event aimed at fostering community was implemented: the Porter’s Parade.
Wearing shirts they tie-died together, students competed with their teams in an array of games: trivia, board games, freeze dance, three-legged race, and making team flags. Each station brought together different combinations of teams, ensuring that every group had the opportunity to interact with one another.
Head of New Girls Kate Hebard created the event. She came up with the idea, planned the stations, instructed peer facilitators, helped set up, and ran the event.
Hebard said the parade allows students to “have more connections outside of [their] JAs and old girls, [which] helps build community faster.”
Regarding the parade’s design, Hebard mentions that many of the activities resemble children’s games. She hopes that students can bond over being silly together.
“[I believe] the parade was able to create bonds to some extent, or at least had a fun day and a good meal after,” Hebard said.
Students participate in Porter’s Parade in the amphitheater. Photo by Stephen Wang.
Students compete in a three-legged race during Porter’s Parade. Photo by Stephen Wang.
