The Rivers Edge - December 2024

Vol. LV, Number 2

THE RIVERS EDGE

The Rivers School, Weston, MA

December 19, 2024

New art installations in Rivers Galleries inspire thinking

BY GRANT RAMIREZ ‘26 CO-EDITOR

Any student walking through Revers will notice the stunning new art installation that went up the day before Thanksgiving break. The person behind this work is Rania Matar, a Lebanese-born, Palestinian-American artist. Her cross-cultural experiences and personal narrative are at the heart of her stunning photography. Matar’s work has been exhibited in museums worldwide, including the Museum of Fine Arts, Boston, the Carnegie Museum of Art, the National Museum of Women in the Arts, the Cleveland Museum of Art, and the Amon Carter Museum of American Art. Matar’s “A Girl and Her Room” project is on display in Revers and is a fascinating portrait of young women from around the world and the common links between them.

Matar stated, “As a mother of teenage daughters, I watch their passage from girlhood into adulthood, fascinated with the transformation taking place. The adult personality is taking shape, a gradual self-consciousness replacing the carefree world they had known and lived in. The girls were on the edge between two worlds, trying to come to terms with this transitional time in their lives and adjust to the people they were turning into. I initially started this work focusing on teenage girls in the US and eventually expanded the project to include girls from the two worlds I am most familiar with. The two worlds I experienced myself as a young woman – the United States and the Middle East – made this

project personal to me. I became fascinated with the similar issues girls at that age face, regardless of culture, religion, and background. As they learn to deal with all the pressures that arise, they become conscious and aware of the surrounding world, wherever this may be.”

The Rivers community is lucky enough to have not one but two collections of her work currently on display throughout the school. Matar’s photography from her “Where do I Go? 50 Years Later” project is on display in the Bell Gallery. This project depicts the economic collapse of Lebanon over the past several years, especially after the Port of Beirut explosion. Instead of focusing on the devastation, Matar found hope and inspiration in the women volunteering in the reconstruction. She said, “I chose to focus on their majestic presence, creativity, strength, dignity, and resilience.” While this work is focused on Lebanon, Matar noted, “It speaks to a whole area and era of life in many countries in the Middle East, to the collapse of a country, to the lasting effect of war and trauma, but also the resilience, strength, and creativity of a population as seen through its women, at a time where women from the Middle East are grossly misrepresented in the media.”

Matar feels this project spoke to her own exile and that of the young women and the painful decisions they face. “While my photographs may not provide answers or solutions, I hope they can act as moments of contemplation in finding the beauty, the humanity, and the grace that still exists. They are my love letter to the

women of Lebanon,” she shared. Rivers has a long history of inviting artists from outside the Rivers community to share their work. “The Visiting Artists Program was created to bring a wider experience of what is possible in art to the Rivers community and to showcase artists that have a wider community or world view in their work,” shared Mr. Wiley, a Rivers Visual Art Instructor who is directly involved with the Visiting Artists Program. “We try to curate shows with a variety of artistic disciplines from year to year. This year’s show features photography. Last year, there was a collection of installation work; before that, we had art-

ists who worked in technologybased processes and public engagement art,” noted Mr. Wiley. It is important that a multitude of different types of artistic work are displayed from year to year. Visual arts faculty member Nicole Winters oversees the Visiting Artist Program at Rivers. She uses her knowledge of the Rivers community to identify artists, act as the liaison between the artist and Rivers, and make selection recommendations for the Rivers Art Department. The department invests considerable time and effort in identifying just the right artists whose work will connect with the Rivers community. To better connect the student body

to the exhibits, each show in the gallery has a reception that accommodates student schedules. “We do try to take our classes out into the galleries to view and discuss the work in the exhibitions,” shared Mr. Wiley. Having the opportunity to experience an exhibit in a group setting allows students to see the work through various lenses and can positively influence a burgeoning artist’s work. For anyone who has not had the chance to stop by the Revers or Bell Galleries to see Matar’s work, the installations are on display through February 3rd. Her inspiration and thought-provoking work is a must-see for everyone in the Rivers community.

Rivers community enjoys Homecoming weekend events

BY LILY FINTON ‘26

CONTRIBUTING WRITER

The fall season at Rivers is always a good one. Friday Night Lights, the Fall Play, the Fall Coffeehouse, and more fill up the schedule. Still, there is nothing quite like Homecoming weekend. Wrapping up the fall, Homecoming is the perfect way for all of Rivers, the extended community included, to be together. New events and activities made this year’s homecoming one of the best ones yet. With the combination of exciting sports games, yummy food, energetic

Rivers students engage in experiential learning through Harvard MEDscience.

crowds, and various other events, it is safe to say that Homecoming 2024 was a success.

Starting the busy weekend was cross country. On Friday afternoon, both the boys’ and girls’ cross country teams ran at Burchard Park in Weston, a mere 14 minutes from the Rivers campus. Despite the off-campus location, many students, faculty, and family members were present at the race.

The boys raced first and put up a stellar performance. Jason Minicozzi ‘26 won the boys’ 5k with a course record time of 16 minutes and 36 seconds. Minicozzi stated, “Breaking the course record

at our home course was my biggest goal going into the season.”

When asked what having friends and family there meant to him, he responded, “I am really grateful for the group of friends in the back part of the course cheering me on. Their support definitely made up that one-second difference that got me the record.”

On the girls’ side, captains Reagan Whitaker ‘25, Elizabeth Lapides ‘25, and Anya Carroll ‘26 helped lead the way for Rivers. The Homecoming race was also Senior Night for the eight seniors on the team. Three Rivers runners set personal records to

OPINIONS

help lead the team to an overall fantastic race. The turnout at Burchard Park was outstanding, and the support helped set the tone for the rest of the weekend.

Next in the festivities was varsity girls’ field hockey under the lights on Baker Field. The team fell to a 1-0 deficit against St. Marks early in the game. But as Lily Chung ‘26 put it, “We’re a gritty team that can come back.”

Captains Lindsay Morin ‘25, Morgan Boyce ‘25, and Libby Bowers ‘25 rallied the team and led Rivers to a dominating blowout. Cece L’Esperance ‘25 scored two goals, with Lilly Liebhoff

‘25, Chloe Chitkara ‘26, Brooke Bartlett ‘27, and Annie Liebhoff ‘28 each scoring one. With a goal scored from each grade, it’s safe to say that they shared the love. The team’s 6-1 win advanced them to 10-3-1 on the season. As field hockey battled under the lights, varsity girls’ volleyball began in Benson gym. Volleyball also claimed an assertive win over St. Marks. Giani Boerner ‘27 and Sloane Partlan ‘27 had ten and nine kills, respectively, and Mairin Anderson ‘25 followed suit with six kills. The

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ARTS SPORTS

Fall Coffeehouse brings Rivers community together for a night filled with excitement and entertainment.

Winter sports kick into gear; ice hockey, skiing, and basketball begin their seasons motivated to win.

Rania Matar speaks to students about her art at the reception in the Revers Gallery. Photo by John Hurley.

Hands-on education for students at HMS MEDscience

BY SPENCER GARY ‘25 CO-EDITOR

What’s better than learning about science at Harvard Medical School? That’s exactly what Rivers students have been able to do through two upper school programs. Through Harvard Medical School’s MEDscience Program, Rivers students can access an excellent, hands-on educational experience at Harvard Medical School (HMS) in Boston.

The Harvard MEDscience Program was created in 2005 to offer simulation-based immersion programs to traditionally underrepresented people in medicine. Now, nineteen years later, the Harvard MEDscience Program is offered in over 80 high schools and teaches up to 3000 students annually. The Harvard MEDscience Program offers a wide variety of opportunities, including learning experiences in simulated medical emergencies and clinical research.

At Rivers, students can get involved in these programs in two ways: the Human Anatomy and Physiology elective, and the Advanced Topics in Life Sciences Research program.

Human Anatomy and Physiology is an elective offered to seniors at Rivers. This elective is designed to teach students how

“Being exposed to the equipment used at Harvard Medical School and working in the same labs where discoveries are made was an amazing experience.”

- Bennett Cavallo ‘25 and why the body works. Students study anatomy, physiology, and pathology while learning about specific human organ systems.

Since this elective is so popular with students, it has been around for a while, previously taught by Jeffrey Meropol, Nicholas Jordan, and Betty Bloch. Currently, the class is taught for the second year by Nicholas Herrmann.

As part of this elective, for one class period every other week, students make visits to HMS and participate in the MEDscienceClinical Program.

In the MEDscienceClinical Program, for four of their visits, Rivers students put on scrubs and stethoscopes and serve as doctors for simulated patients. These visits start with a small lesson that focuses on the body system at the center of the upcoming simulation. Students then enter the simulation, where they break up into three groups to provide optimal care to the patient. One group interacts with the patient, another group goes to a board where they record information—like vital signs and history of illnesses— about the patient, and the third group serves as supervisors that

coordinate the two other groups. Each simulated patient has specific, personalized vital signs and talks to the students. Sitting behind a one-way window, a Havard MEDscience educator serves as the patient’s voice and interacts with the students throughout the simulation. By the end of the simulation, Rivers students come up with a diagnosis and treatment plan for their patient.

Herrmann connects his teaching in class to these simulations by having each lesson focus on a specific body system relating to the upcoming patient simulation. Herrmann states, “The balance that I try to [create] is that I want students to come into this experience feeling like they know enough to be able to engage with the patient simulation without them having done all the thinking beforehand or knowing exactly what’s coming. I never tell them what our patient’s condition will be, nor will I try to hint at it. I want my students to understand the anatomy and physiology of a particular body system and learn various ways in which the function of those systems can go wrong, often in the context of specific diseases or disorders.”

For two of their visits, students partake in “skills-based” sessions, where they spend time learning clinical skills. This year, students learned the process of intubation—a procedure to clear a person’s airway—and practiced it on simulated patients. They also practiced inserting intravenous needles to deliver saline solutions or drugs to the patient. For both of these skills, the circumstances in which they would be used were discussed.

Alex Lowitt ‘25, a current student in this elective, has greatly benefitted from the in-person work at HMS: “The hands-on learning experiences in this class [allowed] me to test what I’ve learned in the classroom in real-world situations. I wouldn’t have the opportunity to talk to a patient from the doctor’s point of view in another setting.”

The educators in the Harvard MEDscience program come from a wide variety of backgrounds, including people who are preparing for or have completed medical school. Each year, the Rivers group is taught by one main instructor who is supported by the program coordinator.

“[In addition to our main instructor], there are often rotating educators who are doctors, nurses, or physician assistants. The great thing about this is that our students get to talk to them about their various career paths and get a sense [of] the diversity of career paths in medicine,” said Herrmann.

Lowitt added, “Dr. Herrmann and the teachers at Harvard Medical School have done a really good job in this class. They’ve explained what happens in our body and why it happens. In the simulations, our teachers have done a great job explaining cer-

tain things while not giving away the answers and challenging us to solve the patient’s issue.”

Herrmann is proud of how his class has translated their studies in the classroom to their patient care: “[In the patient simulations], I see the students rise to the occasion and accept that they aren’t going to know everything going into the simulation. We talk a lot about the process of handling a patient: how do you talk to a patient, what are the questions you ask, what are the things you want to know, how do phrase these questions to get the thing you want to know, etc.? Eventually, students get comfortable in this process.”

Lowitt has noticed that cooperation is essential in effective patient care: “It’s a teamworkoriented simulation. Not just one of us can figure out our patient’s issue. It’s a total group effort. Sometimes one of us knows what question to ask the patient. Sometimes one of us knows what test to run. Putting all of our brains together really helps us get our patient’s situation figured out.”

There are a variety of reasons people take this elective. For Lowitt, he has a deep interest in anatomy and physiology: “I was always interested in learning more about how the body works. Taking a class on this topic and having the opportunity to do patient simulations and learn new skills at Harvard Medical School was appealing.”

“I know that not everyone in our class will have a career in medicine, but it was cool to hear that a lot of people realized that the systems we have in place in our society to take care of each other are complex, and we need people doing a lot of good work who aren’t necessarily clinicians to provide good healthcare,” said Herrmann. “Having an experience like this, where you’ve gotten to play the role of a clinician, gives you a perspective on what needs to happen in society so that clinicians can do their job well.”

Herrmann reflects, “One of the things I love about this program is that we are all humans, and we are all medical patients. Everyone has their own experiences that they can bring into these simulations, and having read the reflection that students wrote after our last visit to Harvard Medical School, students come to appreciate how complex it is to provide good medical care.”

The second way Rivers students can get involved with the Harvard MEDscience Program is through the Advanced Topics in Life Sciences Research program, which was created last year. Offered to juniors, this class exposes students to research in life sciences through primary literature and experiments. By the end of this program, students become proficient with the skills and tools necessary to be successful in life sciences research. After this program, a select group of students moves into the senior-year course called Hon-

ors Science Research Seminar, where they use their skills from the junior-year program to complete research on Drosophila, commonly known as fruit flies.

As part of the Advanced Topics in Life Sciences Research program, students spend their first week of spring break at the Harvard MEDscience program. Like the Human Anatomy and Physiology elective, this group of students spends part of their visits in the MEDscienceClinical Program, where they will engage in patient simulations and work as a team to figure out solutions. However, unlike the Human Anatomy and Physiology elective, these students will also spend part of their visits in the MEDscienceLAB.

In the MEDscienceLAB, students learn how research is utilized to solve medical issues. They practice specific lab techniques such as DNA extraction. They also learn how to detect proteins using the enzyme-linked immunosorbent assay (ELISA) method. These hands-on lessons at HMS serve as an excellent complement to the primary literature and experiments conducted in the program back at Rivers.

“For me, it was great to see how lab work is done outside of the classroom. At Rivers, we do lab experiments, but seeing how my skills can be applied at a post-college level was really interesting. Using my lab skills to research human diseases and being part of a process bigger than yourself made this experience extremely fulfilling,” said Will Croom ‘25, a member of last year’s Advanced Topics in Life Sciences Research program.

“Being exposed to the equip-

ment used at Harvard Medical School and working in the same labs where discoveries are made was an amazing experience,” said Bennett Cavallo ‘25, another member of last year’s program. “It was interesting to see how similar our lab work at school is to what goes on in research labs.”

Cavallo, like Herrmann, was impressed by the educators in the Harvard MEDscience Program: “The instructors were [excellent] at explaining complex topics to us. They were very detailed but knew how to convey the information effectively.”

Reflecting on their experience in the MEDscience Program, both Croom and Cavallo are grateful for the partnership between Rivers and HMS.

“It was a once-in-a-lifetime experience to study at Harvard Medical School. Very few people get to be on that campus, so I wouldn’t trade this opportunity for the world,” said Croom. “This experience also really helped me figure out what I want to do in college and beyond, so this program was certainly meaningful for me!”

“It was definitely worth it to miss some of my spring break to attend this program. I bonded with my classmates and teachers. It was truly inspiring to study in such a distinguished place,” added Cavallo.

The partnership between Rivers and HMS’s MEDscience Program has a profound impact on students interested in science and medicine. With two Rivers programs that collaborate with the MEDscience program, there are many opportunities for students to get involved and experience the transformative education offered through Harvard Medical School.

Bridget Minogue ‘25, Will Croom ‘25, and Leah Jin ‘25 pipette in the MEDscienceLab at Harvard Medical School. Photo by Kristie Dean.

Sophmores dive into science through STEM Seminar

BY CAROLINE SOREL ’27 CONTRIBUTING WRITER

From building robots to learning about computer science, students are expanding their minds to develop new scientific abilities. The STEM Seminar is a new semester-long program offered to sophomores who are interested in learning about the world of science. This program was launched last spring, inviting incoming sophomores to apply and demonstrate their passion for STEM. Each seminar meets once a week during a long block that would usually be a study hall or a free block. The pass/fail structure, coupled with minimal homework, encourages students to explore new interests without the stress of traditional grading. Every seminar teaches new concepts that the students will use to create a final project. There are four subjects within the program: Engineering and Digital Fabrication, Exploring and Storytelling with Data, Coding Python Simulations, and Robotics. Students taking the Engineering Seminar will gain practical experience in designing and prototyping structural and mechanical components. By building their skills in advanced CAD software, they will learn to create digital models of their designs. Subsequently, they will use the school’s 3D printers and laser cutters to bring these designs to life and refine their work through a process of prototyping and testing. A student in this seminar, Matthew Gundersheimer ‘27 said, “I was interested in the engineering seminar to experience something different and work on

hands-on projects. I have always been interested in STEM, so I was excited to partake in this class.”

The Data Seminar is a course that offers a comprehensive introduction to data analysis and visualization. By actively engaging in hands-on exercises, students will develop the ability to formulate research questions, clean and manipulate data using the code language R, and present findings clearly and compellingly. The broad applicability of these skills across diverse disciplines ensures that students can tailor their learning to their interests and futures.

The Coding Seminar provides

“I love [the] STEM seminar because of the small class size that ensures the teachers can help me easily so that I better understand the material. The focused environment pushes me to challenge myself and dive deeper into my learning. ”

- Ben Carlisle ‘27

a comprehensive introduction to Python programming, focusing on core concepts such as variables, control flow statements, and data structures. Students will also explore advanced topics like

data analysis and statistical modeling. Through many hands-on projects, students will learn to apply Python to a wide range of applications and end their semester with a Monte Carlo simulation project on a topic of their choice.

Robotics is an interdisciplinary field that requires many systems, like mechanical, electrical, and structural. While learning to use these skills and combine them, students in this seminar will learn to build a robot to perform tasks. These students will face challenges in building a robot and learn essential problem-solving skills.

Students were given an application towards the end of freshman year to express their interest in the program and rank the seminars by which one they were most interested in. Students then had to write about why they were passionate about science, and why they wanted to be a part of the program. Based on the information collected in these applications, students were placed into the seminars.

Mr. Fujita, Mr. Schlenker, and Ms. Nicholson are the current teachers of the seminars this semester. There are currently three seminar classes running this semester: two Engineering Seminars and one Computer Science Seminar. Next semester, there will be five with at least one section for each seminar offered.

Many teachers in the science department put their heads together to organize this program. Yoshiro Fujita shared a little bit about the development of this STEM program: “These new fields of study are more accessible than ever for students at the

high school level, and we wanted to ensure students had opportunities to learn new skills and explore these new fields. Students obviously still need to learn Biology, Chemistry, and Physics, so we were presented with a conundrum: how do we increase access to these new subjects? Up to this point, these classes have largely only been available to 12th graders. The 9th grade curriculum is already pretty full, but we realized 10th grade might be the perfect time for students to explore something new. We decided to emphasize exploratory, projectbased learning. We wanted students to be doing things hands-on, with something to show for their efforts at the end of the semester. We decided to adopt the same structure as the 9th grade spring Honors English Seminar with pass/fail classes meeting once per week for a long block. This allows kids to get exposure to these new fields while still fitting in other programs like the Community Engagement Seminar.”

I am currently taking the Engineering Seminar this semester. I was interested in the STEM seminar program because it sounded like a great way to explore my other science interests that are not offered in my science class. The part that I love the most about this class is that I am working with hands-on material, which helps me learn the best. For example, when I print a project, I can identify the problems that I did not notice before while I was designing it, which builds essential problem-solving skills. I also love that I get to create something with my ideas and make it come to life. In my class,

we did many little projects to learn how to use CAD software to create our designs. The two projects that we 3D printed were models of a toothbrush holder and a container with a snap lid. We learned how to use the fascinating laser cutter, where we cut 2D keychains. Once we felt comfortable using the software, we began a final project: to create something we are interested in with some sort of functionality. This project will take up to eight weeks to synthesize and refine our work after 3D printing our designs, and then implementing required modifications.

Ben Carlisle ‘27, a student currently enrolled in the engineering seminar said, “I love [the] STEM seminar because of the small class size that ensures the teachers can help me easily so that I better understand the material. The focused environment pushes me to challenge myself and dive deeper into my learning. The low pressure of this seminar allows me to comfortably find what really interests me.” Students love these programs because they open their minds to new experiences and skills, and they get to do a very engaging activity that will not be found in their current science classrooms. These seminars will impact these sophomores because they will build expertise and craftsmanship in new areas of their education. These skills will serve as a base for their understanding if these students pursue STEM topics in the future. As these programs continue to evolve, they will undoubtedly inspire future generations of students to pursue careers in STEM fields.

Homecoming festivities bring Rivers community together

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Red Wings won each set with finesse and won the game in just three quick sets. The win helped propel them to later advance to the Nepsac Class B Championship. Volleyball capped off Friday night with a fan-filled gym, but the highly anticipated Saturday activities were still to come. Saturday commenced with the first-ever visit from the Barn Babies Traveling Petting Zoo. The assortment of bunnies, kittens, puppies, pygmy pigs, chickens, goats, and ducks supplied pure bliss for students, parents, and kids in the community. Even Head of School Ryan Dahlem found himself befriending a small pig at one point! Additionally, delicious food trucks and the new and improved Rivers merchandise helped keep the Homecoming spirit alive. The Roxy’s Grilled Cheese and Kona Ice food trucks were such hits that they ran out of grilled cheeses by the night’s end. Varsity girls’ and boys’ Soccer kicked off the Saturday games at 3:45 on Baker and Nonesuch Field, respectively, each against St. Marks. On Baker, it was a

Rivers students gather in the fanzone to watch

low-scoring game, with Isabel O’Connell ‘28 scoring its only goal to beat St. Marks 1-0. Longtime head coach Susanna Donohue said, “Homecoming is always such a fun event for me. It is great to see a bunch of [community members] come back. And the highlight, of course, is winning the game.” Captain Gavin Hill ‘25 put on a show on Nonesuch, scoring a hat trick. Andrew

Alexandrescu ‘26 also scored. The boys put the St. Marks Lions away in a definitive 4-1 win. For the last sporting event of the weekend, the football team put up a tough fight against St. George’s. The Rivers Fanzone was packed for this grand finale. Students, parents, and teachers filled the sidelines, eagerly watching. Captains Charlie Holmes ‘25, Jason Richardson-

Miles ‘25, and Alexander Murdough ‘26 were crucial in leading the team throughout the game. However, due to a failed two-point conversion at the end of the game, the Red Wings fell just short of a victory, losing 18-20. Despite the score, the team put up a strong fight. Although not a part of the Homecoming weekend itself, just a couple of weeks later,

the Homecoming Dance was ultimately the main attraction. Earlier in the fall, school presidents Abbey Fireman ‘25 and Christopher Kim ‘25 announced the long-retired Homecoming Dance to the school. The news came as a shock to many, but a happy shock. Quickly, excitement started to grow. The red carpet theme helped employ an unexpected elegance to the old Haffenreffer gym. Parker Fryberger ‘26 said she “liked that it was all grades, so the energy was really fun.” It’s also safe to say that “F!EN” by Travis Scott won “Song of the Night,” being played not just once but twice. Overall, the Rivers Homecoming dance was a hit. While Friday Night Lights, the Holiday Tournament, and other Rivers traditions are fun, there is nothing quite like the jam-packed Homecoming weekend. This year’s unwavering support, athletic success, and overall spirit were a testament to the endlessly fun and supportive Rivers community. And do not worry if you feel you just didn’t get enough of Homecoming 2024, it will happen again next year!

the football game under the lights.

Photo by Kristie Dean.

Features

Peer-led workshops focused on election spark dialogue

BY MAYLEA HARRIS ’26 ASSISTANT EDITOR

In November, the Equity and Engagement Team (EET) offered a leadership opportunity for students and teachers: presenting a workshop about a topic related to the presidential election and citizenship. These workshops encompassed four main themes: Taking Action, Engaging Others, Getting Informed, and Self-Expression or Self-Care. All leaders ran their workshops on topics that they were passionate about.

There were 26 workshops in total, with 16 of them being fully student-led. Many clubs, such as Debate and Model UN, also led workshops, a fantastic opportunity to share their club’s expertise with non-members and link their passions to the election. Topics ranged from immigration and incarceration to some much-needed yoga time. The workshops were planned before the outcome of the election became apparent.

The workshops were an extremely thought-out endeavor by the EET, led by faculty Lucas Malo, Andrea Villigrán, and Katie Henderson. The workshops were scheduled soon after the election in a calculated effort to foster conversations around politics and offer support to students.

In previous years, the DEI themes were “Finding Our Voices in Race” when the program began in 2020, “Gender Beyond the Binary” in 2021, and “AntiBias” in 2022. Then, in 2022, Rivers implemented the bias incident protocol, making it easier for students’ voices to be heard regarding incidents on campus. The DEI theme aims to reflect what is happening in the world.

The EET aims to foster conversations across the community’s biases. Thus began the two-year program of “Engaging Across Differences,” and “Engaging in

“[There’s]

must be intentional. You must create spaces for those conversations to happen. Conversations may not happen if people aren’t pushed outside their comfort zone. [There are] always a lot of different opinions on who we pay attention to and what we focus on, but the commitment to talking about issues related to identity and social justice matter.”

Malo called the workshops “an opportunity for peer-topeer learning and engagement in a semi-organic environment using tools to ignite conversation,” even saying the peer-to-peer learning model is the “greatest” way to learn.

Villagrán summarized the work of the EET by simply saying, “This office does amazing things.”

generally come together… some workshops will pull into people’s hearts, others into their heads.”

Andrew Ho ‘25, a student leader, stated that the workshops “provide spaces to participate in conversations relevant to broader societal issues,” with their goal being to “enhance students’ sense of purpose in their communities and give them the tools they need to advocate for the issues important to them.” They also “provide an opportunity for students to learn about niche topics that are not covered by the Rivers curriculum,” explained Ho.

and to “go out of [their] bubble.”

“It’s okay to have these conversations happen anywhere and anytime,” Malo affirmed. “The organic conversations that are created allow us to propel forward.” He again expressed the importance of uncomfortable conversations, especially those tied to politics: “You don’t stop learning after the election… These conversations don’t stop, and you need to continue to have them to see change.”

Their vision is to have these conversations unprompted

ered before” in the workshops. Malo agreed, explaining that “we can’t learn and we can’t move forward unless we talk. [It’s] easy to be knowledgeable about our daily lives, yet everyone has something they want to change in the world, [and] these opportunities help students realize what they are.” Looking ahead to what Rivers students may accomplish, the EET wants us to wonder: “Who are we as citizens and humans in the world?”

The EET is made of passionate people aiming to make a difference in our community. Henderson shared how important it is to “enable students to take the lead, being the most impactful when [workshops] are designed for and by students.” Villigrán said her passion stems from “seeing students in action… taking ownership of important topics that are affecting our lives right now. [There’s] only so much you can take from lectures… [When it’s] coming from the student’s voice, it’s valuable.” When a student learns something in high school, they often ask why it matters. All three facilitators of the EET are passionate about engagement, but why should students feel the same? Villigrán explained that if we “want to be able to live in any community, whether Rivers, Massachusetts, or the world, [we] can’t live in isolation of one another… [We] must be able to engage across differences.”

something

special about

conversations

that

happen in pockets of communities that may not generally come together… some workshops will pull into people’s hearts, others into their heads.”

- Lucas Malo

Citizenship Together.” When describing their meticulous planning of this year’s theme, Henderson explained that “DEI work

The workshops exist to involve Rivers students in politics and policies. Student-led discussions are unique and create a space where passion is the driving force for conversation instead of a participation grade. Malo stated the importance of viewing life through “multiple learning lenses” to see how we all view the world differently because of our experiences in it. If students only absorb repetitive information instead of various perspectives, they’re less inclined to listen.

Malo explained the benefits of longer group conversations over lectures, saying it “takes time to build [a] level of comfort” where students can share without fear of judgment. Henderson also commented on the intentional length of the workshops, saying, “40 minutes won’t change the world, but [it] can add complexity, understanding, and nuance to someone’s mindset.”

The workshops are much closer to organic conversations than other settings, leaving space for responding instead of just listening. Malo shared, “[There’s] something special about conversations that happen in pockets of communities that may not

Workshops aim to be conversation starters rather than one-time discussions. “[It’ll] get people talking… the starting point of engagement, having something that impacts you in a way that transcends that space,” Villigrán said “[You] continue the conversation in one way or another, in continuous engagement past the workshop.” She, and the other members of the EET, want more student involvement, hoping that one day, “[the students] inspire their peers to become engaged in something beyond what was directed.”

Henderson hopes that students want to continue to engage in EET workshops, either as facilitators or participants, to see the value of leadership and conversations. To her, it’s “important that we keep trying to have really honest conversations about what’s going on in the world, even though it’s hard to do so. That work is never finished.”

The EET fully agreed with her statement, with Malo continuing, “You have to get into the community, evoke a call to action.” He suggested volunteering with your passions to gain hands-on experience, like finding a leadership role in a club or the school’s Global Internship program. Malo consistently encourages every student to “get out there and make a change”

“[The workshops] allowed students to be vulnerable and discuss difficult topics within the Rivers community.”

- Henry Goldstein ‘26

across our community, intertwined with students’ passions and daily lives. They hope to continue the workshop model later in the year as well.

Conversations are valuable to both the leaders and the listeners. Malo stated benefits for all students, whether presenting or attending. Projects focused on action provide a feeling of accomplishment. On the other hand, places of support aim to elevate perspectives and emotional wellbeing to relieve stress and anxiety surrounding tough subjects. Henderson hopes that students will “discover something they had no idea they were interested in, [become] better at talking about a particular topic, [or] open their minds to something they haven’t consid-

Henderson hopes that students who designed and led workshops felt fulfilled and empowered from being given a space around a topic or issue they’re passionate about. To her, it was “inspiring to see them be passionate enough to step up to the challenge.” She wanted students to walk away “learning something new while having their perspective complicated [when] looking at the broader world.”

Malo emphasized the current impact of knowing what policies will be implemented under the new administration and acknowledged that our current high schoolers will be adults during the next election. Being informed and having a solid political understanding will make students more intelligent voters. Additionally, Malo said that seeing passionate teachers outside of their disciplines will foster deeper emotional connections in students.

To show appreciation for the student facilitators, the EET hosted a breakfast after the workshops featuring hot chocolate, pastries, and other breakfast delights. There, many students gave their insights on how their workshops went and what it meant to lead one. Kyra Coggin ‘26 expressed their takeaways from the experience, saying, “It was a great opportunity to help the students in the workshop engage with new information while fa-

Continued on page 5

Joyce Do ‘25 engages students in a workshop focused on ethical volunteering. Photo by Jane Dornbusch.

Lauren Simon ‘25 leaves lasting mark on Rivers soccer

BY SARAH DUBARD ’25 CO-EDITOR

The rhythmic thud of a soccer ball on a backyard lawn was the soundtrack of Lauren Simon’s childhood. A soccer ball began what would become a remarkable athletic journey. From her first kick as a Green Dragon, a team coached by her father, to her upcoming collegiate career at Washington University in St. Louis (WashU), Simon’s love for soccer has become a defining force in her life.

“I’ve been playing soccer for as long as I can remember,” Simon said. “My dad grew up playing, so that’s how I began, but soon my passion for the game blossomed into something that was just mine.” A sense of play and exploration defined her earliest years on the field, but as she grew older, soccer became more than a childhood pastime. It evolved into a discipline, a source of pride, and

a constant presence in her life. Her early curiosity for soccer led her to join the Sudbury Hammers, her town soccer team. Later, she joined NEFC, a club she has called home since the third grade, where she first experienced the intensity of club-level soccer. In a world where players often bounce between clubs in pursuit of the best opportunities, Simon’s steadfast commitment to NEFC is unusual. She credited the team for helping her develop as a player and introducing her to lifelong friends. “It’s rare to stay with a club for as long as I have,” she reflected. “But NEFC gave me the chance to compete at the highest level while surrounding me with teammates just as driven as I am. Girls like Brooke, Kyah, Emily, and Faye have become my family. They’ve pushed me to be better and reminded me why I show up to those 20-degree practices every week.”

Simon’s loyalty to her club mirrors her commitment to her

teammates at Rivers, where she has been a varsity soccer team member since her freshman year. She described her time at Rivers as formative, not just as a player but as a leader and a person. “Soccer has always been an escape for me,” she explained. “But as I’ve grown, it’s become more than that. It’s been a platform—a way to excel, compete, and channel my love for winning. It’s also taught me who I am and who I want to be.”

This duality—soccer as both refuge and challenge— has shaped Simon’s character. She vividly recalled the lessons she learned through grueling sprints, intricate drills, and nailbiting penalty kicks. “Through lines of cones, I honed my drive for perfection. During sprints, I learned perseverance. With every penalty kick, I became comfortable with discomfort. Soccer has made me resilient.”

That resilience was tested during Simon’s sophomore year at

EET fuels discussions

Continued from page 4 ploring nuances within [the presentation’s] graphs and images.”

cilitating discussion about important issues in our community.”

Savannah Maldonado ‘26, who led a workshop on mass incarceration, stated, “[We] created a space where everyone felt they could participate…It facilitated a lot of good discussions.”

Sarah DuBard ‘25, who led a workshop debunking stereotypes about Haitian refugees, said she was “really happy to hear how many students were learning new things about Haiti and immigration.”

Andrew Ho ‘25 expressed pride in his group’s discussion on the government’s role in foreign relations, saying they “had good participation [and] engaged in critical conversation.”

When talking about Mac Caplan, his workshop’s faculty advisor, Zimon Li ‘26 reflected that he “created discussion through ex-

Henry Goldstein ‘26 commented, “[The workshops] allowed students to be vulnerable and discuss difficult topics within the Rivers community.” Layla Lindsey ‘26 shared pride in the student engagement: “I was surprised how everyone in the workshop was able to recognize the problems in our communities and want to help.” Leah Jin ‘25 echoed the importance of “informative discussions.”

The EET is very satisfied with how the workshops went. Villigrán shared, “I am proud of all the amazing ideas that the students and the professional community came up with… To be actively engaged in creating these workshops takes time and effort on all sides. I thank all the student leaders for stepping up and embarking on your leadership roles.”

Rivers when the team faced what she called a “rebuilding phase.”

With the departure of several key seniors, the squad was young, unfamiliar, and less experienced. The decrease in seasoned players presented challenges, but Simon and her teammates committed themselves to growth. Practices became opportunities to experiment with new formations and refine their skills. Each game, even the tough losses, was a chance to learn and adapt. “Those early seasons were tough, but they taught us so much about patience and teamwork,” Simon said. “We learned to rely on each other in ways we hadn’t before. By pushing through those challenges, we built a foundation for the future.”

By her junior and senior years, that effort had paid off, with the team establishing a possessionbased style of play and securing critical victories. Simon described those seasons as a testament to the team’s growth, both on and off the field. “The improvement over the last three years has been tremendous,” she reflected. “We’ve gone from a young, inexperienced group to a team that moves the ball well, communicates effectively, and balances fun with grit. I’m proud of how we’ve grown together.”

As captain, Simon has been at the forefront of that transformation. She described her role as both humbling and empowering. “Being a captain allowed me to embrace who I want to be in every aspect of my life. I held myself to high standards, not just for the team but for myself. I learned to focus on solutions rather than dwelling on mistakes, and I gave everything I had in every game and practice.”

Simon’s leadership has been as much about setting an example as it has been about fostering unity. She speaks fondly of team talks and goal-setting sessions

with her teacher, Ms. Webster, which helped her and the team regain momentum during a midseason slump. “Those moments were pivotal,” she says. “They reminded us why we play and how much we care about each other.”

Simon’s dedication to her team extends beyond the soccer field. She has made an effort to mentor younger players, sharing the lessons she has learned and encouraging them to find their strengths. “I remember what it felt like to be a freshman on varsity,” she recalled. “It’s intimidating, but it’s also exciting. I try to help the younger girls see their potential and understand that their role, no matter how big, matters.”

This sense of purpose extends to Simon’s next chapter. After attending her first ID clinic at WashU, the #1 ranked Division III women’s soccer team in the nation, during her sophomore year, she quickly realized the school was a perfect fit. “WashU had everything I was looking for—rigorous academics, an excellent soccer program, and a warm, welcoming team dynamic,” she said. An overnight visit in her junior year cemented her decision. “The girls were amazing, the coach’s philosophy aligned with mine, and the campus just felt right. I knew I’d do whatever it took to play there.”

Simon credits her club and high school experiences with preparing her for the challenges of collegiate soccer. NEFC helped her develop technical skills and a strong soccer IQ, while Rivers taught her to embrace leadership and take risks in her game. “High school soccer gave me the confidence to take chances, especially in the final third,” she said. “But more importantly, it taught me the value of roles—both as a leader and someone who once

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The Rivers Edge

Co-Editors-in-Chief

Assistant Editors

Faculty Advisor

Staff Writers: Cailyn Kim ‘25, Joyce Do ‘25, Ally Giebutowski ‘25

Stephanie Kay

Contributing Writers: Davis O’Neill ‘27, Myzelle McCleary ‘28, Soren Brockman ‘27, Caroline Sorel ‘27, Lily Finton ‘26

THE RIVERS EDGE is published by the students of The Rivers School. THE EDGE is an open forum for the news, events, ideas, issues and concerns of the student body. Letters and contributions from the entire Rivers community - students, faculty, staff, parents, and alumni - are welcomed and encouraged. Unsigned letters will not be published, but names will be withheld upon request. Please send letters to The Editors, THE RIVERS EDGE, The Rivers School, 333 Winter Street, Weston, MA 02493.

Young Lauren Simon ‘25 smiles as she plays soccer for her town team. Photo provided by Lauren Simon.

Spencer Gary ‘25

Sarah DuBard ‘25

Grant Ramirez ‘26

Daniel Connelly ‘25

Maylea Harris ‘26 Noelle Lee ‘26

Opinions

Peace at what cost? Abandoning Ukraine poses risks

BY SOREN BROCKMAN ’27 CONTRIBUTING WRITER

Since Russia launched its fullscale invasion of Ukraine three years ago, a staggering one million people have been killed or wounded, as reported by The Wall Street Journal. Ukraine’s unwavering resistance, bolstered by Western aid, has allowed it to fiercely defend its homeland, defying expectations in a war many initially assumed would end in a swift Russian victory; however, considering Trump’s reelection and his questionable relationship with Putin, Ukraine risks losing its most prominent financial supporter—the U.S. A loss of funding on this scale would be detrimental and could force Ukraine to accept a surrender comprising significant losses in land and sovereignty. Though a diplomatic end to the war in Ukraine may seem practical at first glance, a pro-Russia peace deal would be catastrophic for global stability and security. A peace settlement in Ukraine would overlook Russia’s repeated violations of international law and reveal the U.S.’s indifference to its allies’ security, setting a dangerous precedent that would lead to global chaos. Russia has a well-documented history of violating treaties when it suits its interests. In 2008, Russia invaded its Southern neighbor, Georgia, and the West—in response to this illegal operation—pressured the Kremlin to withdraw their troops. Russia and Georgia reached a ceasefire; however, the ICRC soon reported Russia continued building military bases and checkpoints in the region, a breach of protocol that led local communi-

“Though a diplomatic end to the war in Ukraine may seem practical at first glance, a pro-Russia peace deal would be catastrophic for global stability and security. A peace settlement in Ukraine would overlook Russia’s repeated violations of international law and reveal the U.S.’s indifference to its allies’ security, setting a dangerous precedent that would lead to global chaos.”

- Soren Brockman‘27

ties to suffer from human rights violations, not to mention mass displacement. Russia’s disregard for international law once more became apparent in 2015, when Russia infringed on its commitments in the Geneva Accord—a U.N.-authorized peaceful resolution to the Syrian war. Conducting airstrikes on civilian infrastructure like hospitals, schools, and homes, as reported by the U.N., Russia violated the agreement that it directly signed off on. Given Russia’s track record in Georgia and Syria, it is unrealistic to expect a different approach in Ukraine, especially when there is an incentive for Russia to breach yet another peace agreement. A ceasefire would allow Russia to regroup economically and logistically— something it needs desperately—only to violate Ukraine’s or another neighboring country’s borders in the ensuing years, rendering the previously considered “peace” treaty ineffective at preventing further conflict. Despite a recent conversation between Donald Trump and Ukrainian President Zelenskyy— which Zelenskyy dubbed as “excellent”—Trump’s close relationship with Putin and idealistic vows to swiftly end the war raise concerns that Trump will sympathize with Russian territorial objectives in a peace deal—a disregard for Ukrainian sovereignty that would set a precedent of U.S. indifference to its allies’ security. History has shown that this indifference would be catastrophic for global security, causing authoritarian powers to take the opportunity to invade their neighbors, no longer fearing Western repercussions. Conveying this point, Barton Swaim, a political Wall Street Journal editor, wrote, “Just as the Afghanistan debacle of 2021 occasioned Russia’s invasion of Ukraine and, in turn, the Oct. 7 attack on Israel, America’s abandonment of Ukraine would, as sure as the sun rises in the east, invite aggressions elsewhere around the globe.” Swaim highlights how U.S. military withdrawals and peace settlements present aggressors with the opportunity to attack vulnerable countries without, in their view, meaningful pushback. The world witnessed this after numerous conflicts emerged following the U.S.’s disastrous withdrawal from Afghanistan—a withdrawal that revealed the U.S.’s waning commitment to intervene in global conflicts. A U.S.prompted Ukrainian surrender would have similar drawbacks, as aggressors would consider the U.S. to be less concerned with its allies, preferring hasty peace settlements despite losses of territory. And as tensions rise in the East China Sea—where China continues to encircle Taiwan with its military—appeasement in Ukraine would only encourage conflict. A peace deal

that benefits Russia will set the dangerous precedent that nations and terror groups can start a war, kill thousands, conquer territory, and then merely sue for peace without ramifications.

Some might argue that the U.S.’s aid to Ukraine will only prolong a war that Kyiv cannot win, suggesting that because of Ukraine’s assumed inferior military, a Ukrainian loss is inevitable even with significant financial assistance. To them, sending aid to Ukraine may be in the U.S.’s best

“History has shown that this indifference would be catastrophic for global security, causing authoritarian powers to take the opportunity to invade their neighbors, no longer fearing Western repercussions.”

- Soren Brockman‘27 interest, but because of the uncertainty of Ukrainian success, it would be an investment with no guarantee of a return. Yet, when Russia first declared war on Ukraine, these same people speculated Russia would win the war “in a matter of days,” assuming Ukraine’s military would pose no obstacle to victory. Nearly three years later, this assumption proves inaccurate. Although it is debatable to claim that the war has gone in Ukraine’s favor— given that significant portions of

the Donbas region remain under Russian control—these failures can be attributed to, in part, the limitations imposed on the U.S.’s supplied weaponry. For example, up until a few weeks ago, when the U.S. lifted further restrictions, the Russian military frequently struck targets in Ukraine with artillery from inside Russia, and because of constraints that did not permit the Ukrainian army to attack targets in Russia with U.S.-provided long-range missiles—an ill attempt at not provoking Putin, Ukraine was unable to retaliate and could do nothing but endure bombardment. Pointing out this mistake in U.S. policy, Barton Swaim wrote, “The fact that [Putin] required no provocation to invade Ukraine in the first place doesn’t seem to register.” Nevertheless, Ukrainian successes have still been present despite these barriers. Just recently, in September of this year, Ukraine launched a surprise incursion into Russia’s Kursk province, advancing a substantial 19 miles. Defying expectations again, Ukraine continues to maintain most of this Russian territory. Ukraine has demonstrated that it can defend itself and even go on the offensive with proper, unrestricted weaponry. This is a war Ukraine can endure, but the U.S. needs to not give up on it. The idea that peace at any cost is not the blueprint to achieving peace is a hard pill to swallow for many, as most define productive peace as ending conflicts by any means necessary. Yet, despite its complexity, it is a historically backed idea that some conflicts should not be resolved with hasty treaties conceding territory and autonomy to the instigator but

“The idea that peace at any cost is not the blueprint to achieving peace is a hard pill to swallow for many, as most define productive peace as ending conflicts by any means necessary. Yet, despite its complexity, it is a historically backed idea that some conflicts should not be resolved with hasty treaties conceding territory and autonomy to the instigator but should be used as an opportunity to hold hostile nations accountable.”

- Soren Brockman‘27

should be used as an opportunity to hold hostile nations accountable. History has illustrated that fruitless, aggressor-rewarding peace deals only catalyze further conflict, especially when they are made with a country with a history of disobeying international law. As this paper demonstrates, continuing shipments of aid to Ukraine and rejecting a proRussia peace settlement would not just be “moral” for the U.S. and Ukraine’s allies, as some argue, but logical and strategic.

This Day in History

December 19

Events

1777 - George Washington’s army prepared for winter in Valley Forge, Pennsylvania.

1843 - Charles Dickens published A Christmas Carol, one of his most famous works.

1972 - Apollo 17 returned to Earth after spending 12 days in space.

1997 - Titanic, one of the highest-grossing movies of all time, premiered.

1998 - Bill Clinton became the first president to be impeached since Andrew Johnson in 1868.

Notable Birthdays

December 19, 1036 - Su Tung-p’o, Chinese poet and calligrapher

December 19, 1836 - Maria Sanford, Connecticut-born pioneering educator

December 19, 1980 - Jake Gyllenhall, American Actor

December 19th is National Oatmeal Muffin Day!

December 19th is National Hard Candy Day!

Arts

Fall Coffeehouse connects Rivers through performance

BY NOELLE LEE ‘26 ASSISTANT EDITOR

As the leaves turn from lively green to dusty red, Rivers hosts the annual Fall Coffeehouse, an event for those wishing to perform anything from songs to poetry in front of a supportive and enthusiastic audience. The Fall Coffeehouse is a great performance event to kick off the new school year.

In 2004, junior Grady O’Gara came up with the idea of a special event for those wanting to share their musical and artistic talents. O’Gara announced his idea at an all school assembly, inviting all those who wanted to perform in front of a supportive crowd. Initially, the Coffeehouse was held in Kraft Dining Hall, but it was then moved to the upper floor of the library. At that point in Rivers’ history, the current Black Box in Haffenreffer housed a boxing arena.

Upper School English teacher Ms. Bailey was the first faculty member to endorse the event. Nearly twenty faculty members and students attended the first Coffeehouse. There was pizza, and everyone was welcoming and encouraging of each other, setting the longstanding standard for the Coffeehouse environment. The Coffeehouse event began to fade out in the early 2010s but was reinvigorated in 2016 by a handful of students. The Coffeehouse tradition has continued strongly since then.

The Coffeehouse leaders this year are Sarah DuBard ‘25, Jordan Felice ‘25, Charlotte Kloman ‘25, and Allison Giebutowski ‘25. These leaders were once beginner performers of the Coffeehouses, and many still closely hold onto their memories of their first performances. “My first coffeehouse was the fall of my freshman (and first) year at Rivers with my sister, Sophie.” shared DuBard. “She asked me to sing a song with her on guitar, so we chose “Drops of Jupiter” by Train, and it remains one of my favorite memories from my time at Rivers.”

The leaders hold a common appreciation for the sense of community that the Coffeehouse provides. For some, the Coffeehouse’s wholesome environment is why they gravitated towards the position. “I chose to lead and perform at Coffeehouse because it is my favorite way to hang out with friends from all different aspects of the Rivers community,” said Felice. “People involved in Rivers theater perform, as do teachers and athletes, and it’s a super fun way to connect with different people.”

The leaders want to share this unique Coffeehouse community with new performers. “It truly is an incredible environment that you can’t fully understand until you attend,” said DuBard. “I have had my worst voice cracks, lyric mess-ups, technical difficulties, and embarrassing performance moments at coffeehouses, but that makes it such a comforting environment. Everyone is constantly supportive, and since freshman year, I’ve known I wanted to lead Coffeehouse to make that widely known to everyone.”

Preparation for the Fall Coffeehouse consisted of gathering fall and Halloween decorations to adorn the black box and preparing a setlist. Additionally, the leaders coordinated with SDon, Mr. Shaud, and Mr. Heck at the Conservatory to ensure they could provide all the equipment needed by the performers. Mr. Karasch assisted with the tech, and Kloman, with her experience in Black Box technology, was helpful with controlling the lighting and sound. The Rivers dining staff also provided donuts and cider.

The first coffeehouse of the year was primarily student-led, with Coffeehouse faculty advisor Julia Austor-Hogan on parental leave until next semester. The faculty members supported the leaders through the logistical planning, but once the show began, the four seniors tackled the performance management independently.

Minor technical difficulties,

namely microphone malfunctions, persisted throughout the show, according to Kloman. “We absolutely missed Ms. Auster working the boards, but it was fun for me to mess around with [the tech],” she explained. “Having been in and worked on so many productions and coffeehouses, I had a general understanding of how things needed to look and how important lighting and sound quality is to performers and the audience.”

Leaders also felt they needed to be in two places at once, both MCing and performing, but as DuBard said, “It was so much fun, the audience was so supportive when things went sideways, and it was such a success in the end.”

There were many performers in the Fall Coffeehouse this year, ranging from veterans to newcomers. Maylea Harris ‘26 and Kyra Coggin ‘26 recited a poem titled “The Flowers Are Blooming in Antarctica,” a commentary about climate change through the perspective of a bird. For both juniors, the Coffeehouse seems to summon them back to perform in the future. “I’ve performed poetry at the Coffeehouse a couple of times,” said Harris. “I love to share my work, and I also gain confidence from the experience, especially for public speaking and my writing itself.”

This poem reading was Coggin’s first time performing in the Coffeehouse, but they shared, “I will definitely participate again, and I am already thinking of what I would like to perform at the next one.”

For Gavin Bollar ‘27, who performed an improvised solo on the conga drums, the Coffeehouse is a place where he can perform freely without extensive pressure and recognize his peers’ talent. “Throughout my musical career, there have been so many times where the stakes of a performance have been incredibly high, with it seeming that everything rests on how well I play,” said Bollar. “For Coffeehouse, however, there is none of that. It’s also amaz-

ing to see my peers perform, for without Coffeehouse, I wouldn’t have been able to see the extent of our community’s talent.”

Every performer at Coffeehouse, whether experienced or a novice, has once been unfamiliar to the blinding stage lights and the overwhelming attention from the audience. “The first time I performed, my freshman year, I was terrified—under the hot lights, holding onto words so close to my heart. I felt vulnerable,” revealed Harris. “After I spoke, however, every single person was so inviting and supportive that all my worries melted away.”

Aside from first performances, Coffeehouse seems to always find a way to push its performers out of their comfort zone. “I have terrible stage fright and every time I step up there my heart is going a thousand beats per minute, and I’m sure it shows,” shared Kloman. “But I enjoy performing so much at the same time. The heart attack feelings turn into excitement about sharing my music, which is so important to me, with other people, even if I am not the most confident or talented performer onstage that night.”

Students are not the only participants in Coffeehouse. Upper School Spanish teacher Zaidimary Barreto, who sang “My Days” from The Notebook, feels a unique connection to the coffeehouses. “I went to a magnet arts high school where music was my concentration, so my

recitals were graded. Because of that, even now as an adult who is no longer graded for these things, I still feel an immense pressure when performing in them,” shared Barreto. “Coffeehouse doesn’t have the same weight to me, which makes me feel less grounded and more free, but it is also more terrifying. I think that’s why I signed up—I knew it would make me nervous and uncomfortable.”

Moreover, Stewart Pierson, an Upper School science teacher, revealed that there is a surprising number of faculty members that perform in this special event—more than most of the community realizes. He has performed multiple times in the coffeehouses with his children, who have graduated from Rivers, and with other teachers. Pierson recalled science teacher Sequoyah Reynoso reciting two slam poetry pieces about the students he had taught at that time. The Coffeehouse fosters an exceptional environment that honors the hard work of performance and art and welcomes individuals into its supportive sense of community. The Fall Coffeehouse is one of four this school year. The Winter Coffeehouse, held on January 24th, will transform the Black Box with festive lights and winter decor, with its leaders hoping to obtain a hot cocoa bar. They are excited to see all of the performers, old and new, take the stage once again.

Cast of Mean Girls: The Musical kicks off preparations

BY MYZELLE MCCLEARY ‘28 CONTRIBUTING WRITER

Winter is settling in, and so is the buzz of creativity at Rivers as the theater department gears up to present Mean Girls: The Musical. This February, the Rivers Nonesuch Players invite you to a night of laughter, drama, and sass in a production that promises to be a showstopper. Don’t miss this exciting event, showcasing the incredible talent of the Rivers community. And, if you find yourself in Lower Haffenreffer this winter, you may just get a glimpse of the sheer talent unfolding in the Black Box. Based on the iconic 2004

movie written by Tina Fey, Mean Girls is a musical adaptation that dives into the social dynamics of high school. The story centers on Cady Heron, played by Sarah DuBard ‘25, a 16-year-old who transitions from being homeschooled in Africa to navigating the social hierarchy of North Shore High School in suburban Illinois. Along the way, she befriends social outcasts Janis, played by Jordan Felice ‘25, and Damian, played by Andrew Ho ‘25, only to cross paths with the “Plastics”—the reigning clique of high school royalty led by the glamorous yet ruthless Regina George, played by Ceci Giebutowski ‘25.

Themes like friendship, selfidentity, peer pressure, and empowerment resonate throughout the musical, making it a relatable story for teens and parents alike. “Tearing someone down will not make you feel any better about yourself. And the people you don’t like are still people,” Giebutowksi quoted from Janis’ iconic line in the finale. The Rivers theater department chose Mean Girls for its humor, heart, and relevance to the high school experience, providing the cast and crew a chance to explore meaningful topics in a fun, theatrical way.

Rehearsals began in earnest following fall break, with students dedicating hours to learn-

ing choreography, fine-tuning vocals, and perfecting comedic timing. “I get to reprise my role as Regina George. I played her over the summer, and I’m excited to dive even deeper into her character,” Giebutowksi explained. “I get to look back at my performance over the summer and find all the things I fell short on and strengthen them.” reflected on her excitement to play a bucket-list role: “It has been so fun to explore Janis’ character. She is very carefree and radiates great confidence throughout the show,” she described. “Janis doesn’t care what other people think, and that’s something I push myself to be-

lieve every day. When people come to see the show, I think they can learn many lessons from Janis. She encourages everyone to believe in themselves and be confident despite what others may think. I believe many high schoolers, including myself and other members of the Rivers community, need that reminder.” A fun fact about this year’s musical is that some songs are student-choreographed. DuBard, who plays Cady Heron, also choreographs a lot of Mean Girls. Some of the show’s biggest numbers, which include “It Roars,” “Whose House Is

Continued on page 8

Gavin Bollar ‘27 plays the conga drums. Photo by Kyra Coggin‘26.

Nonesuch Players enchant Rivers with Almost, Maine

BY ALLY GIEBUTOWSKI ’25 STAFF WRITER

This fall, the Nonesuch Players once again showed the Rivers community their theatrical skills and dedication to a good story, emphasizing the importance of theatre and the deeply impactful messages acting can convey.

Earlier this November, these talented performers brought the nostalgic, heartwarming play Almost, Maine, to the Black Box. Almost, Maine is a play by John Cariani, first performed in 2004. It consists of a series of short, interconnected vignettes set in the fictional, remote town of Almost, Maine. Each scene explores different facets of love and relationships, often with a whimsical or surreal twist. The charming characters, witty dialogue, and bittersweet relationships left the audience swooning with audible “awws” that could be heard throughout the entire performance.

The play did a fantastic job of striking a balance between humor and emotion. As Teddy Foley ‘25 put it: “While the scenes I was in, ‘This Hurts’ and ‘Seeing The Thing,’ were comedic, other scenes were much more serious, sadder and mellow. Together the production showcased this balance well, making the audience laugh while still wiping away the tears.”

In Teddy’s first scene, “This Hurts,” he played Steve, a young man who has a condition that makes him unable to feel pain. As the scene unfolds, Steve meets

Marvalyan, a young woman played by Holly Minogue ‘25. He explains to her how his condition affects his life and relationships, as he cannot experience hurt in the way others do. However, as their conversation deepens and a connection forms, Steve realizes that emotional pain might be something he can feel after all. This moment marks his first experience with vulnerability and heartache. At first glance, the vignette comes off as a lighthearted interaction between two loveable characters. But in actuality, the scene depicts an important lesson: true connection requires vulnerability. This is just one of the many instances in Almost, Maine where the snappy writing brings complex emotions to life, making them more relatable and easier to grasp for viewers.

Minogue and Foley also shared their insight into the unique rehearsal process and how it differed from last year’s production of CLUE. Teddy stated, “We rehearsed 5 times a week for 2 hours a day. There was a lot more one-on-one time with scene partners and Ms. Bailey [the director.] We also did a lot of character work to understand our characters and their motivations.” Because the scenes only consisted of two to three people, the rehearsal process looked different from a show like CLUE where the characters interacted with each other for most of the show. Teddy observed that “Almost, Maine was different from CLUE because it wasn’t all slapstick comedy. Almost, Maine

showcased a more nuanced and humane type of humor: one that everyone could relate to.”

“Working one-on-one with scene partners helped us build a deeper connection. For example, [with] my scene partner Kyra Coggin ‘26 in ‘They Fell,” we built a strong friendship which I think showed in our scene. Ms. Bailey is an incredibly talented director, so my time with her really helped me develop as an actor and really focus on the pent-up emotions of my character,” Holly explained.

Both seniors had extremely positive experiences with the show and had nothing but good things to say about the production. Holly reminisced on her favorite part of the rehearsal process and how close she got to her new and old friends: “It was really fun watching the show come together and seeing how all the scenes connected. It was also a lot of fun hanging out with all the cast and crew and getting close to all the underclassmen. I loved being a part of the cast and crew because it was filled with amazing people who were always supportive. Going through senior fall was incredibly stressful, but there was always a place for me [at] rehearsal to feel relaxed and happy.” Xavier Massaroti ‘25 shared his similar experience: “I loved being part of the cast because you meet new people and grow friendships with old friends. It’s so great to be part of the community, and [to] grow and have fun with everyone.”

The show was incredibly well

“Every moment of the show, my heart was warm. I remember watching it with my friends, gasping at every small plot reveal. I could feel the entire audience leaning in, hanging on every last word.”

- Ceci Giebutowski ‘25

received by theatre and nontheatre students alike, reinforcing that Almost, Maine is a show for everyone. Ceci Giebutowski ‘25, one of the Nonesuch Players’ Drama Captains, attended the show: “Every moment of the show, my heart was warm. I remember watching it with my friends, gasping at every small plot reveal. I could feel the entire audience leaning in, hanging on every last word. The talent was immeasurable, and the chemistry of every scene duo was palpable. [It’s] an audience experience I will never forget.” Ceci described what every person in the Black Box felt watching the performance: a connective energy that kept every audience member engaged from the beginning until the end.

Another senior and attendee of the show, Grace O’Sullivan ‘25 added, “Almost, Maine gave a beautiful, raw, and real depiction of love. Gut-wrenching at parts but hilarious at others.

It made you hurt, smile, and cringe, and at the end of the day, one watch just wasn’t enough.”

The play exhibits many themes that leave every audience member looking deeper into the importance of love in their worlds and the world around them. Love presents in many forms—romantic, platonic, new, and lost. Each vignette showcases different stages of relationships, from the exhilaration of falling in love to the pain of heartbreak. The play illustrates how love can be uplifting and difficult, often requiring vulnerability and compromise. Additionally, the play’s use of magical realism (e.g., hearts being literally broken or love being carried as a physical weight) emphasize the emotional intensity of the characters’ experiences. This blending of the fantastical with the ordinary suggests that love, while a universal human experience, often feels surreal and extraordinary.

The characters often face emotional risk, whether it’s admitting feelings, confronting rejection, or letting go of a relationship. The play highlights how love demands courage and willingness to be vulnerable, even when it hurts.

Almost, Maine is a perfect homage to the love in our lives. Holly Minogue put it best: “I think the message of Almost, Maine is that there are so many different types of love. There is love everywhere, but it’s not always perfect. Love can be a way to help people heal, but it can also be the cause of pain… Love is very complex, but so important.”

Mean Girls: The Musical cast lays foundation for show

Continued from page 7

This?” and “Fearless,” are also choreographed and taught by Sarah. “While many people see me onstage, they don’t get to see all the behind-the-scenes work,” explained DuBard. “There’s so much going into this show, and I am honored to get to share my love of dance and choreography with the cast and audience. This is an amazing group.”

At its heart, Mean Girls explores universal themes of belonging, self-discovery, and the challenges of navigating friendships in a world where social media can amplify peer pressure and social divides. In an age where social media dominates much of high school culture, Mean Girls sheds light on the complexities of online personas and the pressures they create.

In today’s digital world, the “Burn Book” from Mean Girls takes on an even more chilling relevance. Originally portrayed as a physical notebook where cruel gossip is scribbled about classmates, this concept mirrors the viral nature of modern social media platforms. Platforms like Instagram or Snapchat can act as real-time “Burn Books,”

where harmful comments, rumors, or anonymous posts can spread instantly, impacting reputations and mental health.

This connection resonates deeply with students today, who face the pressure of curating online personas while navigating the potential consequences of digital missteps. By highlighting this theme, the production encourages audiences to consider the importance of empathy, accountability, and authenticity both online and offline. The musical’s humor and heart deliver a powerful message about the importance of kindness, self-respect, and lifting each other up—a lesson that is as relevant as ever. Ally Giebutowski ‘25, playing the lovable Karen Smith, explained her perspective on the role and its message: “While this musical is a comedy, it is also so much more than that. Mean Girls grapples with themes of conformity versus individuality and the importance of staying true to yourself.”

When asked about balancing school and the musical, which occupies two to three hours after school each day, Felice shared, “I love rehearsing for the musical— it’s my favorite part of the day. Af-

ter a long school day, heading to afternoon rehearsals is exciting. I always try to show up as my best self and set aside any stress about schoolwork. This attitude helps maintain an exciting and uplifting atmosphere at rehearsals.”

DuBard agreed, affirming, “The winter musical always provides such a meaningful community. Everyone is so driven, and even when we’re drowning in school work, college applications, and out-of-school activities, everyone brings their all to rehearsals. It makes all the difference.”

This year’s production features numerous new actors and crew members, but the show has a new director. While veteran director Zoë Iacovelli is on parental leave, Samantha Bower has joined the community as a visiting director. Samm is the founder and artistic director of the Sudbury-based dance and theatre company The Performing Arts Connection (TPAC). Samm’s expertise dates back to childhood when she founded her own touring group at age fourteen, visiting community venues like hospitals and nursing homes. In 2007, she began TPAC to continue her love of teaching theatre to children.

“Samm brings a lot of enthusiasm to rehearsals and always manages to brighten the room when energy is down,” said Henry Goldstein ‘26, who plays the role of Principal Duvall. Andrew Ho ‘25 described her directing philosophy as centered on creativity and fully understanding one’s character. “I’ve worked with many directors, and Samm is one of the most creative,” he explained. “She finds such interesting exercises and prompts to get actors to realize their characters’ intentions and actions in scenes, as well as how and why they

interact with other characters.” With John Bower as music director, Cathy Favreau and Char Kloman ‘25 running costumes, a stacked tech and set crew, and numerous Conservatory students playing in the pit, the production of this massive show is in talented and experienced hands. Get ready to laugh, reflect, and cheer as the Rivers community presents Mean Girls: The Musical! Mark your calendars for February 20th and 21st for a night of unforgettable performances and meaningful messages. “We promise it’ll be fetch!”

Mean Girls cast rehearses “It Roars.” Photo by Maylea Harris ‘26.

Girls’ basketball soars with four commits at the helm

BY SARAH DUBARD ‘25 CO-EDITOR

The Rivers varsity girls’ basketball team enters the 2024 season with excitement, determination, and a clear, united goal: winning the Class B championship. This year’s roster features 14 players, the largest team in recent memory, including six newcomers eager to make their mark on the court. With a mix of seasoned leadership, young talent, and a new head coach, the team is ready to take on the rigorous season ahead.

Senior captain Grace O’Sullivan, committed to Princeton University for basketball, sees the team’s larger roster as an exciting opportunity, crediting preseason and tryouts for helping establish early chemistry. She described the younger players as particularly motivated, setting a strong tone for the season: “We had a lot of young players showing dedication and commitment during the preseason. I can’t wait to see it pay off as the season gets going.”

Freshman Joy Robinson, who plays both shooting guard and point guard, hopes to contribute through her versatility and defensive strengths. She highlighted the captains’ support as instrumental in her adjustment to the team, saying, “Their friendliness and eagerness to get to know me made me feel welcomed.”

The season’s first game kicked off on December 4th against Mount Saint Charles Academy in Rhode Island. Looking to set the tone with a strong first performance, O’Sullivan and Natalia Hall-Rosa ‘25 stood out on the court with expert skill and a stunning 20 points each. With 9 points each, Captain Rissi Smith ‘25 and Chase Anderson ‘25 helped the Red Wings take home their first victory with a score of 70-56.

Preparation for the season began well before tryouts. O’Sullivan and fellow captain Rissi Smith ‘25 led fall workouts that included basketball drills, early-morning open gym sessions, and conditioning programs. Their leadership helped create an environment of dedication, where teammates pushed each other to improve individually and collectively. Smith, committed to Stonehill College, highlighted the competitiveness of tryouts and expressed pride in the team’s determination: “We saw a great variety of skill levels and lots of talented players. We appreciated all the players that showed up and tried their hardest.”

With powerhouse teams like Nobles and Tabor on the schedule, Rivers anticipates some intense battles this season. Nobles and Tabor boast high-level players, including several with Division One commitments. Smith acknowledged these challenges but underscored the team’s ability to play with heart, resilience, and confidence. “What’s spe-

cial about our team is that we have a lot of heart,” she said. “To us, it doesn’t really matter who is more skilled. At the end of the day, we believe in ourselves and our ability to face tough teams.” Rivers views these matchups not as obstacles but as opportunities to demonstrate their commitment to teamwork.

The Class B championship remains the ultimate goal for Rivers, a focus driven by the team’s strong sense of unity. Anderson, committed to Amherst College, emphasized that the players’ love for one another is a defining strength. She explained that their unselfishness and willingness to create opportunities for each other translate into success on the court. Anderson believes this close bond allows them to play at their best, highlighting teamwork as a cornerstone of their strategy.

The new head coach, Kenny Small, has made a strong impression and is a significant addition to the program this season.

O’Sullivan spoke about the fresh

strategies and perspectives Small has brought to the team, describing his focus on developing players as athletes and individuals.

“One of the first things you’ll learn about Kenny is that he is big on putting the person over the athlete,” she said. Anderson praised Small’s ability to combine fun and competitiveness in practices, creating an environment that motivates players to improve. His emphasis on building a positive team culture has resonated deeply with the group. Kelsey Johnston ‘27 remarked, “He is truly invested in our success as a team, on and off the court.”

This year’s roster features a mix of seasoned veterans and emerging talent. Johnston, who played as a freshman last year, has stepped into a more active and vocal role. She reflected on how her confidence has grown, attributing much of it to the welcoming environment fostered by the captains. “Last season, I took a backseat role. I watched the upperclassmen and learned. Now, I’m trying to implement

some of what they did to help our success,” she explained. “I am going to take risks and encourage my teammates to take risks with me in their corner.”

And take risks, they certainly did. On December 11th, Rivers took on Groton and came away with a staggering 47-39 win. Hall-Rosa and O’Sullivan combined for 35 points in the victory.

Beyond their performance on the court, Rivers is prioritizing team bonding. Activities like journal-making, hikes, alumni games, and team dinners have brought the group closer together. O’Sullivan stressed the importance of these moments, explaining that the best memories of the season often come from the time spent together as a team. The underclassmen echo the impact of these activities and credit Smith and O’Sullivan with incredible leadership to build relationships so early in the season.

The schedule for the season includes marquee events such as the Shooting Touch Tournament and the Nickerson Showcase at Nobles, as well as the annual holiday tournament against Cushing Academy. The holiday tournament is a Rivers fanfavorite, and this year should be no different. Anderson described how “energy from the crowd and the bench is what gives [them] energy on the court, and knowing [they] have people there to support [them] gives [them] confidence, especially in crucial situations.”

With high-profile matchups on the horizon, Rivers is ready to rise to the challenge, combining preparation, teamwork, and a shared belief in their potential. As the team moves forward, their shared focus on unity, heart, and determination will undoubtedly be central to their success. Rivers varsity girls’ basketball is ready to compete, with its eyes firmly set on a championship season.

Girls’ hockey builds on last season’s tournament run

BY DANIEL CONNELLY ‘25 ASSISTANT EDITOR

With the 2024-25 season underway, the Rivers varsity girls’ hockey team (RVGH) is looking to build on the momentum of last year’s impressive run to the NEPSAC Small School Tournament semifinals. Under the leadership of captains Lindsay Morin ’25, Lindsey Berlucchi ‘25, and Serafina Applegate ‘25, the team is determined to continue its legacy of success, focusing on teamwork, resilience, and positive energy both on and off the ice.

After an impressive start with a 4-2 victory over Kimball Union Academy, RVGH is already proving that their blend of experienced veterans and promising new talent makes them a formidable competitor in prep hockey.

Losing standout seniors Cate Butler ‘24, Julia Ahearn ‘24,

and Sophie Rousell ‘24 posed a challenge, but the captains have stepped up to ensure a smooth transition. Head coach Keith McLean says, “We are so lucky to have three captains who are all great players and, more im-

“One

of the mottos

we emphasize

a lot is that we play best when we play as a team. When we trust each other and don’t play as individuals, that’s when we find the most success.”

- Serafina Applegate ‘25

portantly, amazing leaders in our locker room.” He added,

“They are so supportive of the younger players and have continued the positive, fun, inclusive culture from last year. It’s rare to have three captains who are all so mature, kind, empathetic, and lead by example.”

The captains themselves see their leadership as a chance to promote the values that define RVGH. “One of the mottos we emphasize a lot is that we play best when we play as a team,” shared Applegate. “When we trust each other and don’t play as individuals, that’s when we find the most success.”

Teamwork is more than just a motto for RVGH – it’s the key to their success. This approach is reflected in the players’ commitment to fostering connections on and off the ice. Berlucchi emphasized the importance of this unity: “The team will find success this year by not only form-

ing connections on the ice but also forming connections off the ice. To play well as a team, we have to bond and trust each other

Captain Rissi Smith ‘25 dribbles up the court and calls a play vs. Nobles. Photo by Charlie Holmes ‘25.

in and out of the locker room.” Morin echoed this sentiment,

Lindsay Morin ‘25 prepares to shoot. Photo by Charlie Holmes ‘25.

Sports

Alpine ski team aims to dominate again on the slopes

BY SPENCER GARY ‘25 CO-EDITOR

The Rivers alpine ski team is off to a strong start as they prepare for the season ahead. Led by four talented captains, Chase Holzman ‘25, Lizzy Stuart ‘26, Liam Keane ‘26, and Liv Martin ‘26, and an exceptional coach, Dan St. Jean, the ski team is building dynamic team chemistry as they prepare for their races ahead. After back-to-back top-ten finishes in both the boys’ and girls’ New England Preparatory School Athletic Conference (NEPSAC) Championships, this co-ed group of gifted ski racers is ready to compete.

In 2022-2023, the alpine ski team placed first in the girls’ NEPSAC Class B Championship and second in the boys’ championship. Last season, after moving up to Class A in the NEPSAC, the girls placed third in the NEPSAC Class A Championship while the boys fell to ninth place. The team uses these strong finishes to motivate themselves to train intensely, as they know what it takes to win. Since there is often not enough snow on the ground to begin skiing before January, the alpine ski team spends their first few weeks together doing dryland training. Every Monday, the team heads to the gym in the MacDowell Athletic Center for an intense workout. On Tuesdays, the team trains outside, which consists of running and sprinting, both aiming to improve agility. The team focuses on building team chemistry on Wednesdays as they watch ski race film together and bond while doing so. On Thursdays, the team arrives before school and does a workout similar to what they do on Mondays. The team is committed to doing everything they can to put themselves in a strong position to succeed once they hit the slopes after winter break.

These workouts and team bonding experiences are thoughtfully planned by St. Jean, who knows what it takes to be a successful ski racer. St. Jean has skied ever since he was young and was on his high school’s race team. In fact, he was the captain of the team during his senior year.

“Coach St. Jean is an excellent coach. He is very organized and clear with our practices and our goals for each activity, both on dryland and snow. This approach has really benefited the team when race day arrives,” said Holzman, a four-year varsity skier, current captain, and All-NEPSAC Honorable Mention Honoree. “He puts a strong emphasis on team bonding and building relationships throughout the various grade levels of racers on the ski team.”

Alongside Mr. St. Jean, the alpine ski team is also coached by Andy Martin and Casey Piché, two parents of current skiers who have generously offered their time and expertise to develop all

of the skiers into excellent racers. Both of these parents also coach alpine skiing in New Hampshire: Martin at Cannon Mountain and Piché at Waterville Valley.

“Having Andy and Casey as coaches has been a great addition for the team!” exclaimed Holzman. “Learning from experienced alpine ski coaches has really brought this team to new heights.”

Before the race season begins, in addition to training, Holzman, Stuart, Keane, and Martin are intent on creating a team culture that welcomes skiers from various grade levels at Rivers. Since Rivers does not offer a middle school alpine ski team, a select group of middle schoolers competes with the team each year. This year, there are three middle schoolers alongside the upper school skiers. The captains are able to build a team spirit that gets the best out of all skiers on the team, regardless of their grade levels. “We all bond over skiing despite our varying grade levels. We create a culture where

everyone has a voice and feels welcomed on the team,” said Holzman. “Especially with our long bus rides to the hill each day, it’s important that everyone feels comfortable with each other.”

Team captains in the past few years have set a strong example for this year’s captains. “As a freshman, I looked up to Charlie Stuart ‘23, and the fact that I can now play that role as he did is pretty cool,” added Holzman. “I like that I can have a voice on the team and work alongside three other great captains.”

After winter break, the team will begin training on the slopes at Nashoba Valley Ski Area in Westford, MA. Every Tuesday and Thursday, the team makes the bus ride up to Nashoba Valley to train on the gates at the mountain. On Wednesdays and a few Fridays, the team races in the Independent School League (ISL) giant slalom and slalom races. Nashoba Valley is close to a 40-minute drive from Rivers, so all the skiers on the team make a large

time commitment to the sport. Although the alpine ski team is one big group of skiers, they are split into the varsity and junior varsity races each race. There are eight varsity spots for the most competitive skiers, while the rest of the team races in the junior varsity race. Luckily, the team lost only a couple of seniors, so they still have most of their varsity skiers still on the team who are ready to compete. “We only lost three seniors, so we still have the core group of skiers from last year’s team,” added Holzman. “This is great for the team as we know we can compete at the same level or even higher than we did last year.”

The alpine ski team has ambitious goals, both on and off the mountain. “Our goal this year is to do well in both the NEPSAC and ISL Championships. Last year, we were moved up to Class A, but we had a lot of injuries last year at the NEPSAC Class A Championship, so we weren’t able to do as well as we hoped as a team,” said Holzman. “This year, we are a healthier and stronger team than last year, so we really are hoping to make a statement at NEPSACs.”

“In addition to having success in the races, our other main goal as captains and as a team is to make sure every kid has fun,” noted Holzman. “I want to make sure the kids who enjoy skiing but haven’t raced before learn about the sport and enjoy it. I want everyone on the team to get better over the season!”

While the alpine ski team’s race season has not started yet, their dedication to dryland training and excellent team bonding strategies will propel them to success as they hit the slopes in January. With ambitious goals and experienced captains and coaches, the Rivers alpine ski team is set up to have yet another exciting year.

Lauren Simon brings her dedication and skill to WashU

looked up to older players.”

Alongside the team and her fellow players, Simon has found immense inspiration and motivation from coaches and family members. Her NEFC coach, Matt Jones, saw Simon’s club journey begin in third grade. Now, nine years later, he will see her play her last game on the team. Rivers’ varsity girls’ soccer coach Susanna Donahue welcomed a fourteen-year-old Simon into Rivers with open arms. “SDon has taught me about soccer and life,” Simon explained. Simon’s longest soccer relationship is with Coach Ross, whom she met when playing town soccer. “Though he never coached one of my teams,” said Simon, “he’s been a constant presence in my soccer journey, always making sure the journey was mine alone.” Doing individ-

ual training sessions with Ross for a decade, Simon credits much of her long-standing motivation and love for the sport to him.

Most of all, Lauren’s family has fueled her passion and supported her every step of the way. Her older sister, Emma, played soccer in high school, undoubtedly inspiring Lauren’s continuation of the sport. As her career progressed and intensified, she attended nationwide tournaments, clinics, games, and college visits. Her parents supported her every step of the way. “They have been at every single game. On every single flight,” Simon said. “They’ve enabled me and my dream. I couldn’t do any of this without their support.”

Looking ahead, Simon is eager to bring her passion and work ethic to WashU. “I’m excited to compete at the next level and see how far I can push myself,” she said. “But I also want Continued from page 5

to be a positive influence on my new team, just as others have been for me.” Despite her focus on the future, Simon remains deeply connected to the lessons and memories of her past.

She recalls her favorite moments on the field with nostalgia and pride: the adrenaline of a game-winning goal, the joy of celebrating with teammates, and even the challenges of earlymorning practices. For Simon, these experiences are not just milestones—they are part of a larger journey that has shaped her into the person she is today.

Simon’s journey is far from over, yet her reflections on her past clarify that soccer has given her more than accolades and college commitments. It has shaped her identity, taught her resilience, and forged connections that will last a lifetime. The grind is the reward for Simon, and her journey is just beginning.

Captain Liv Martin ‘26 weaves through the slalom course at Nashoba Valley. Photo by Will Lorion ‘26.

Lauren Simon ‘25, a WashU commit, dribbles up the field and evades a defender against Governor’s Academy. Photo by Will Lorion ‘26.

Sports

Young boys’ hockey team eyes ISL championship season

BY DAVIS O’NEILL ‘27 CONTRIBUTING WRITER

As the 2024-2025 winter season ramps up, the varsity boys’ hockey team has been preparing for their 26-game schedule. The journey to the upcoming season began in mid-November with team tryouts, followed by an intense preseason that has set the tone for the year ahead. During the tryout process, players competed for spots on the roster, showcasing their skills and determination. For many, it was a chance to prove themselves, while for others, it was an opportunity to step up into larger roles on the team.

Once the coaches announced the final roster, the team dove into preseason preparation. The coaches and players were grateful for an additional week this year to fine-tune their game plan before the season’s official start. This extra time allowed them to build chemistry and get the competitive juices flowing through scrimmages against some of the toughest opponents in the region.

The team squared off against Nobles, Thayer, Pomfret, and Williston in a series of preseason matchups. These scrimmages gave the players valuable in-game experience and offered a chance to work out the kinks and sharpen their skills. Head Coach Freddy Meyer noted that the level of competition in these preseason games was crucial for getting the team ready for the challenges ahead in the regular season. The extra preseason week also provided a buffer, allowing the team to slowly ramp

up the intensity and ensure that players were physically and mentally prepared for the season ahead. By the time their first official game on December 4th rolled around, the team was feeling confident in their abilities and well-prepared to face their first challenge against St. Sebastian’s.

With a mix of seasoned veterans and eight newcomers, the team is poised for an actionpacked season that promises fastpaced hockey, fierce competition, and hard work. This year’s roster comprises twenty-four players, including twenty-two skaters and two goalies. While the team feels confident heading into the season, they are not without challenges. The squad has been struck hard by the departure of a large senior class, but the returning players are eager to lead the charge. Among the three seniors this season are Will Hatten, Darren Iversen, and Will Irving, each bringing valuable experience and leadership to the ice. With veteran leadership, promising new talent, and a clear focus on their goals, the hockey team is ready to take on the season’s challenges. When asked, Coach Meyer said the ultimate goal for the team this year is to win the ISL championship. The team practices almost daily when they don’t have a game scheduled to meet this goal.

The team will face formidable opponents this season, with several of their most challenging games scheduled on the road. As a result, Coach Meyer is emphasizing resiliency as a key value for the players this year. “There will be bumps along the road,

and we need to stay resilient during those times,” said Meyer. “How we handle adversity will be a huge factor in our success.” When it comes to playing style to take on these challenging games, fans can expect a high-energy, offensive-focused game. The team is stacked with offensive power, a great deal of this power which comes from three of last year’s young, powerhouse eighth graders. Carter Meyer ‘28, Finn Sears ‘28, and Sam Pandolfo ‘28 were all to thank for last season’s success. However, with a schedule that includes numerous away games against talented squads, the team will need to step up to achieve their goal of the ISL Championship. Coach Meyer encourages the school community to come out and support the team at their next home game. “We’ll be playing an entertaining brand of hockey, and we hope to see as many fans as possible in the stands,” said Meyer.

Regarding rivals, the team has a few schools they circle on the calendar: St. Sebastian’s, Nobles, and Belmont Hill. These teams are historically strong, and Coach Meyer is clear that beating these rivals will require the players to be at their best. “Our biggest games will be against these teams, and we know we need to bring our Agame to compete,” said Meyer.

Regarding new talent, the team welcomes eight new members this year. With such a large influx of new players, the team’s dynamic has changed, but the experienced returners have been diligently preparing in the offseason to ensure a successful

campaign. “The goal this season is to continue building on the momentum from last year,” said Meyer. “We have a strong group of returners, and the new players have seamlessly integrated into the team. We’re excited to see what they can do.” The Rivers community should also be excited to see what they can do, as the team has nine home games in which these talented new players will showcase their skills along with the returners.

Last year’s team-first mindset still exists in the team this year. The average viewer is typically drawn to statistics on social media, such as flashy goals or exciting assists. A team-first mindset creates an idea within a team that

flashy plays aren’t always needed. Playing hard is what’s required to win games at all levels of hockey. As the season unfolds, the varsity boys’ hockey team is ready to face the challenges ahead with determination and grit. This year’s team is primed for success with a blend of experienced players, promising newcomers, and a clear goal of securing the ISL Championship. Whether it’s their fast-paced style of play or their commitment to resilience, there’s no doubt the team will give fans plenty to cheer for. Be sure to come out and support them as they take on their most formidable rivals and strive to make this season one for the history books.

Cross-country ski team gears up under new leadership

BY GRANT RAMIREZ ‘26 CO-EDITOR

As the temperatures plummet and students hustle between buildings to stay warm, a few remain outside, embracing the bite of the arctic air on their faces. These mighty students eagerly await this time of year, for it marks the arrival of the cross-country ski season!

Tim Clark will step into the role of Head Coach for the 2024-25 season. He had the opportunity to help with the team last year when Mr. Adams was on family leave at the start of the season. Coach Clark found his love for cross-country skiing through his children’s participation in the Eastern Massachusetts Cross Country ski program. Coach Karen Mackin will assist Coach Clark. She has many years of coaching endurance athletes, most recently coaching the Acton-Boxborough cross-country ski team for several years. When asked what he is most excited about for the cross-country ski season, Coach Clark commented, “I am most excited to get to spend time

with the team, witnessing and supporting their growth, learning from Coach Karen Mackin, and having fun on the snow.”

The cross-country ski team at Rivers has a rich history of over ten years. While the team is small, each skier is passionate about the sport. The team is comprised of a variety of levels and abilities. Skiers need to have excellent endurance to excel. The races can be long and exhaust-

ing, and skiers need the strength and stamina to push for extended periods. Most important, however, is a skier’s mental strength. The sport can be mentally grueling, and the best skiers are the ones who push through the pain and fatigue and remain focused for the duration of the race. Returning skier Alex Young ‘25 leads the five skiers who make up the team. This will be Alex’s fourth year on the team.

In addition, four of the five team members are returning to the team from the 2023-24 season.

Phillip Peters ‘26 is a third-year veteran of the team, and Sebastian

“I am most excited to get to spend time with the team, witnessing and supporting their growth, learning from Coach Karen Mackin, and having fun on the snow.”

- Tim Clark

Mertsch ‘27 and Ulrika Karlsson ‘27 are returning for a second season. Experienced middle school cross-country skiers can participate on the varsity team, and one eighth-grade student is on the team. “The middle school skiers are welcomed and encouraged to join the Friday night races at Weston ski track if they would like to get some racing experience,” said Coach Clark. Practices consist of a combination of skiing and strength training. To prepare for the season, the team skis at the Weston ski track three times a week, and they do dry land training and strength and conditioning on the

other two days. There are two different styles of cross-country skiing: skate and classic. Skiers can choose between two different distances: sprint racing or a 5k distance race. Mr. Clark tries to vary practice as much as possible so the team is strong in all types and lengths of racing.

The team’s main goal this year is for the skiers to understand “the power of setting individual and team goals and the power of hard work to realize them,” said Coach Clark. He added, “If you are curious about this fantastic lifelong sport, please come and check out the team. If you are an athlete who participates in a fall or spring sport and you are interested in cross-training, this could be the winter sport for you.”

When asked about the team’s biggest rival, Coach Clark stated, “Our biggest rival is the clock. Each race is timed and we are striving to improve each and every race.” Rivers starts the season with their first race on January 10th, at 7 pm at the Weston Ski track. Please come out and support the team. The great atmosphere and support are a huge help for the athletes.

Captain Alex Young ‘25 races on the course. Photo by John Hurley.

Boys’ hockey huddles vs. St. Sebastian’s. Photo by Jacob Werrick ‘16.

Sports

Boys’ basketball strives for fourth-straight NEPSAC title

BY DANIEL CONNELLY ‘25 ASSISTANT EDITOR

The varsity boys’ basketball team is gearing up for the 202425 season with high expectations.

Led by captains Andrew Alekseyenko ‘25 and Ryan Altman ‘25, both Division I commits, the team aims to continue its tradition of excellence after securing three consecutive NEPSAC Class B championships and two Independent School League titles.

Despite a challenging start to the season with two narrow losses in the Zero Gravity Prep Classic,

“To be in this system for 5 years and knowing it’s my last is a bittersweet feeling. But I’m taking it one day at a time and enjoying every second I have left in a Rivers uniform because pretty soon it will all be a memory.”

- Ryan Altman ‘25

one against Vermont Academy and a nail-biting 47-48 defeat to the Canterbury School, Head Coach Keith Zalaski and the team remain optimistic. “We are working through and working on the trust between our team,” Zalaski said. “It’s sometimes difficult to find the balance between individual outcomes and outcomes for a team, but I believe and trust in this group and am excited about finding our path throughout the year.”

The departure of key seniors, including last year’s Class B Player of the Year Amir Lindsey ‘24 and Jay Jones ‘24, leaves sig-

nificant shoes to fill. However, the team is bolstered by a mix of experienced returners and promising new talent. Returning veterans include captains Alekseyenko and Altman, as well as Robby Fiore ‘25 and Jordy Schwartz ‘25, who played pivotal roles in previous championship runs.

Adding to this strong core are three newcomers: Chais Harriette ‘26, Patrick Costello ‘28, and Drew Carlson ‘28. The varied group of veteran and young players have an incredible bond and potential. “I think our kids really like each other, and our seniors have done a great job of welcoming our newer players to the team and making them feel comfortable. Our next step is to be able to fully challenge each other, and then be able to still have the level of respect and care when difficult moments happen,” Zalaski added.

With several new players stepping into key roles, the team is focusing on chemistry and cohesion. The fall captains’ practices played a crucial role to build bonds before the official start of the season. Altman reflected on the value of these sessions: “Getting in the gym and developing chemistry early was awesome. We have a lot of new guys this year so it may take a little time for them to adjust, but as far as a bond goes you can already tell we have a strong brotherhood and one that will show on the court.”

The team’s start to the season, though marked by two losses, demonstrated their potential and grit. The one-point loss to the Canterbury School showcased their competitive spirit, and they are eager to rebound from these early setbacks. “It’s a long season, and these games were just the beginning. We’re ready to take what we’ve learned and move

forward,” Alekseyenko said.

The leadership of Alekseyenko and Altman is central to the team’s approach this year. Both captains embody the values and dedication needed to guide a team with a mix of veterans and newcomers.

Alekseyenko, a Colgate commit, is eager to build on the team’s recent success. “I’m really excited to keep building on the winning culture that we’ve worked so hard to establish over

ing camaraderie. Zalaski elaborated: “Whether it’s acknowledging a pass, giving someone a bump after a mistake, or just a high-five on the way back into a line, all those moments help build our connection as a group.”

Rivers basketball is defined not just by its record but by its culture. With three consecutive NEPSAC titles and back-to-back ISL championships, the program has set a high standard. Maintaining that legacy requires more

the past few years,” he shared. “Having a next-man-up mentality is important, especially with so many new additions this year.”

Altman, who will play for UPenn next year, highlighted the team’s focus on staying connected and resilient. “We strive to always be the most connected group we can be,” he explained. “Whether it’s giving high-fives or constant communication, those little things make a big difference. And when mistakes happen, we just ‘get over it’ and move on to the next play.”

This emphasis on connection is a cornerstone of the team’s identity. ‘Touches,’ as the team calls them, are a way of reinforc-

than talent—it demands leadership, teamwork, and a commitment to constant improvement.

Zalaski credits much of the team’s success to the leadership of its upperclassmen. “We feel very lucky to have both Andrew and Ryan as captains this year, and I love the balance that they bring in their connection to their teammates and our standards,” he said. “We look to all of our seniors to set the tone for the year, and I have great confidence in the group we have!”

As the season progresses, the Rivers boys’ basketball team remains focused on its goals. The players are determined to build on the winning tradition established

by those who came before them while forging their own path. Altman is cherishing his final season in a Rivers uniform. He said “I am most looking forward to just competing with my teammates. To be in this system for 5 years and knowing it’s my last is a bittersweet feeling. But I’m taking it one day at a time and enjoying every second I have left in a rivers uniform because pretty soon it will all be a memory.”

For Alekseyenko, the focus is on building for the future while continuing to lead by example. “It’s incredible to see how our team has grown and come together. I can’t wait to contribute even more to that success,” he stated.

Zalaski summed up the team’s mission: “We are working on building trust and understanding that our success depends on moving in the same direction together. I believe in this group and am excited to see how they rise to the challenges ahead.”

With their eyes set on a fourth consecutive NEPSAC championship, the Rivers boys’ basketball team is in the position for another remarkable season. Altman said, “My hopes are simple. I want to win the NEPSAC Championship again. Whatever happens in March is a very long time away and the only thing we can control is how we approach tomorrow. By stacking great days over and over you slowly begin building championship habits!”

The combination of experienced leaders, promising newcomers, and a culture rooted in connection and resilience ensures they will remain a force to be reckoned with. As the season unfolds, one thing is certain: Rivers basketball is not just about winning—it’s about teamwork and perseverance.

Motivated girls’ ice hockey team sets sights on success

Continued from page 9

noting how shared experiences strengthen their bond, “The chemistry is strong, as many of us play club hockey outside of school, which helps with communication and camaraderie.” added Serafina, “Between bus rides, team dinners, and locker room rituals, we’re building a close group.”

Coach Keith also highlighted the unselfish puck movement and discipline that have become hallmarks of RVGH’s playstyle. “The players have embraced the ‘team first’ mentality,” he said. “That identity of being a smart, disciplined team willing to outwork opponents is what sets us apart.”

Resilience and a positive mindset are also a staple of the team. Last year’s NEPSAC tournament quarterfinal comeback win, where RVGH overcame a 0-3 deficit to triumph 4-3, stands as a testament to their philosophy. It’s a quality the team continues to prioritize this season. “Resilience and persistence are what guided

us to the semifinals last year, and we hope to emphasize that again this year,” said Applegate.

Berlucchi added that maintaining a positive mindset is crucial, especially during challenging moments. “During games, we hype each other up on the bench and cheer extra loud for every goal, block, or good pass.

“Our team goal is to make the playoffs and have a deep run while maintaining high team morale and ensuring everyone contributes 110% every day. As a senior, my personal goal is to make sure everyone’s enjoying the journey. It’s a long season, and it’s important that we all do our own part and enjoy it.”

- Lindsay Morin ‘25

When something doesn’t go our way, we focus on keeping the team’s attitude positive so we can move on and focus on winning.”

While the loss of key seniors created gaps, the team has bolstered its roster with promising new players. Mia MacDonald ’28, a standout defenseman from Thayer, joins an already strong defensive core that includes Berlucchi, Kyleigh Rabazzi ‘26, Kathryn Butkus ‘27, and Calleigh Bellow ‘26. On offense, forwards Nora McLean ‘28 and Izzy Cusack ‘26 bring additional speed and size, complementing returning players like Morin, last year’s top scorer, Brooke Bartlett ‘27, Simone Burns ‘28, and Nora Swaim ‘28.

In the net, the team continues to rely on its strong goaltending duo of Applegate and Ellie Beigel ‘26, who were instrumental in last year’s success. “Our biggest strength has been between the pipes,” noted Coach Keith. “Serafina and Ellie carried us last year, and I expect

“I expect our team to return to the NEPSAC tournament again. To do that, we need to embrace our identity of being a smart, disciplined team that is willing to outwork our opponenets”

- Keith McLean

them to do the same this season.”

For RVGH, this season is about more than just winning games –it’s about competing in the Small School NEPSAC Championship. “Our team goal is to make the playoffs and have a deep run while maintaining high team morale and ensuring everyone contributes 110% every day,” said Morin. “As a senior, my personal goal is to make sure everyone’s enjoying the journey. It’s a long season, and it’s important that we all do our own part and enjoy it.”

Coach Keith is optimistic about the team’s chances, not-

ing that last year’s semifinal loss has been a motivating factor. “I expect our team to return to the NEPSAC tournament again. To do that, we need to embrace our identity of being a smart, disciplined team that is willing to outwork our opponents.”

With a strong foundation of leadership, a commitment to teamwork, and a roster packed with talent, the Rivers varsity girls’ hockey team is poised for another memorable season. As they continue to build chemistry and refine their play, the team remains focused on its core values of resilience, positivity, and unselfishness. RVGH isn’t just a team – it’s a family. “One of my favorite things about Rivers hockey is the team chemistry,” said Applegate. “RVGH is a special family to be a part of, and everyone is always happy to be with each other. Even though we have a big roster of 25 girls, I’m confident that we’ll have a tight-knit group, just like any other year.”

Head Coach Keith Zalaski gives a pep talk to the team before their game against Vermont Academy. Photo by Jacob Werrick ‘16.