The teachers’ union has been involved in contract negotiations with the district. Not only are they fighting for themselves – they’re
fighting for us.
The Editorial Board
The unsigned editorial represents the opinion of the Editorial Board, which consists of the majority of the student editorial staff listed on this page.
Teachers can seem scary. They assign dreaded homework. They bore us with neverending lectures. They schedule stressful assessments weekly.
They also want nothing less than the best for their students.
WSSD teachers have been without a contract since June 30.
Complaining about how we never get a say will not improve anything unless we prove that we are capable of speaking.
The reason for this impasse? According to the Wallingford-Swarthmore Educators Association [WSEA], who handed out a flier on back-to-school night to parents detailing these issues, the topics of dispute include classroom size caps, preparation time for teachers, guaranteed classroom aide time, preservation of adequate lunchtime, and preservation of fifth block.
According to WSEA, fifth block was saved by parent and community advocacy. They continue to fight to protect the rest of these equally important items as they negotiate a contract with the School Board.
Students have a better experience when class sizes are reasonable. Teachers can prepare better lessons when they have adequate time, resources, and help to do so. Great lessons help students understand the content, which results in higher grades and experiences for students. What’s better for teachers is better for students too.
And we can all agree on the importance of enough time to eat lunch.
The last time the teachers were without a contract at this point was 1978. What happened in 1978? The teachers went on strike, and the football team was forced to forfeit three games. Whether or not you
TAKE
FIVE:
What are you most excited for this year?
We talked with five members of the class of 2028 about how they are anticipating experiences ahead in their first year at Haven.
Rebecca Knob ’28
Kate Santee ’28
Dyllan Leaf ’28
Contributors
“I am definitely most excited for the first home football game. It is gonna be so peppy! At halftime, it gets dark so it really feels like nighttime! I’m excited for it to be a home game because all of my friends are going to be there so I am able to be with them also.”
find yourself at King Field on a Friday night, you need the teachers. Although the idea of no teachers feels akin to a brief vacation (with some well-deserved rest), we can’t have the education that makes Strath Haven the school it is without them. They aren’t asking for these things for themselves— nothing in those protections will solely benefit them— they’re asking for us.
At every school board meeting, our futures are decided by people we’ve never met. Often, it feels like students don’t get a say in much at all, besides homecoming themes and DJs that never play what we request anyway. No one asked us about the renovations, or if counselors should be getting assigned to whole grades. Whether or not teachers get a fair contract is something that we have a say in. This is where we can make an impact before the final decisions are made. We need to take some ownership of our education. Complaining about how we never get a say will not improve anything unless we prove that we are capable of speaking.
On the flier, WSEA states, “We are fighting for protections that are best for students and teachers,” and even if you hate every second of school, you have to believe that they really are. Last year, we launched our editorials by writing that students are not alone. This year, let’s show our teachers that they aren’t, either. Can you imagine walking into a school without our teachers? Without Mr. Pignataro somehow keeping us alive during fifth block music, without Ms.
“I am really excited about the school dances! I am so excited because we only had one dance in middle school, so this will be my first high school dance! And my dress is going to be dark purple for homecoming.”
“I am most excited about taking all of the new classes that I have. I am really fortunate to have teachers this year who are not only kind but also genuinely care about their students. They make learning a positive experience for me.”
Everly’s dedication to directing theater productions, without Mr. Haney in the hallway to throw you his football? Without a life-saving extension on your homework because you had band, orchestra, a tennis match, a track meet, a football game, or were simply worn out the night before?
That could have been a reality on day one of school. It could have been a reality any of the days leading up to the day you read this. But they came to school anyway, despite the absence of a fair contract.
And not only do they come to school, they do far more than we could ever imagine. Many have office hours for students to learn. Many others spend time far into the afternoon advising clubs and coaching. And still more create plans for engaging and informative lessons and grade work on their own time.
If we do not act now, the teachers who work so hard for us might not get the fair support they need. So what can we do?
Show your support by paying attention. Talk to some of your teachers. Thank them and show them your support. Talk with your family at home, or your neighbors. Consider attending a school board meeting.
School politics can be dull, but a few board meetings ago, no one would have believed that an exodus of parents would come to ask for an evaluation of former superintendent Dr. Wagner Marseille. What these many parents did had an impact. We can make one, too.
We’re challenging you to be the first one to bring it up. At home, in a group chat, at lunch, we’re willing to bet quite a few people don’t know that teachers are still fighting for a fair contract.
We support WSSD teachers. Do you?*
“I am most excited for team sleepovers! I play field hockey! At the sleepovers, everyone is having fun and really connecting together as a group.”
“I’m most excited about the classes, and being able to pick our own electives. Because at the middle school, we didn’t get to pick our own classes, it feels like we have a lot more freedom now.”*
REPORT CARD
B+
Activities Fair
+ Lots of new clubs!
+ Posters and candy: cool.
- It was too hot outside.
F
Bathrooms closed third block on second & fourth floors
- Very inconvenient.
- We’re missing more class.
- No one wanted this.
- Dealing with eHallpass is annoying.
A-
Minding Your Mind Assembly
+ Amazing presenter, couldn’t tell it was their first time!
+ Super well-spoken, important message.
- Audience could have been more respectful.
B+ B
Presidential Debate
+ Entertaining!
- Love the fact checking.
- They dodged questions.
- Misinformation is bad.
School Lunch Changes
+ Waffle Bar: YUM!
+ Super-nice cafeteria staff.
- We miss last year’s super-sweet staff.
- No more grill.
About The Panther Press is the student-run publication of Strath Haven High School in Wallingford, PA. The Panther Press publishes 500 copies bimonthly in print and is distributed to classrooms and students at Strath Haven High School. The publication is also online at www.shpantherpress.com.
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We strive to report and analyze issues that concern students in a manner that is fair, objective, responsible, and accurate.
Through the use of journalism, technology, and workplace skills, the students who lead and create the newspaper develop as critical thinkers and communicators.
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Please consult the ABOUT page on our website for additional information.
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All Strath Haven students are welcome to learn the basics of journalism and become contributors to The Panther Press. Interested students should join the Schoology group to learn about upcoming meetings and training sessions.
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Editors in Chief Evelynn Lin ’25 Matteo Ventresca ’25
Managing Editor, Web Matthew Ramirez ’26
Managing Editor, Print Kaitlyn Ho ’26
Haven Happenings Editors
Sports
Health & Sciences Editor
Detours & Opinions Editors
Editors
Holly Cari ‘28
Maddie DiBona ‘28 Andrew Rossi ‘28 Anne Reilly ‘28
Lucy Dolle ‘28
Well into September, WSSD teachers have no contract
School Board has received criticism for failing to secure a contract for the teachers before the school year started.
Clark Kerkstra ’27, Matteo Ventresca ’25 HavenHappeningsEditor,Editor-in-Chief
It’s pretty demoralizing to work without a contract.
At least, that has been the perspective of community member Chris Santa Maria, who served as the president of Lower Merion’s teacher’s union for 11 years and graduated from Nether Providence High School.
He was also one of many community members to criticize the district at three past school board meetings for the handling of contract negotiations with WSEA [Wallingford Swarthmore Educators Association].
Wallingford-Swarthmore teachers have had no contract since June 30, when state law mandates that teachers continue on the salary of the previous contract. Despite inflation slowing, prices are still rising for many goods, and teachers have not received increases in salaries a new contract might bring.
The negotiations have not escaped the scrutiny of the community, with anger over the contract situation looming over a series of board meetings in July and August. At the special meeting on August 22, the board announced a separation agreement with the previous superintendent Dr. Wagner Marseille. Marseille was temporarily replaced by Dr. James Scanlon, who was appointed at the August 22 special school board meeting.
At the August 27 meeting, Mrs. Billie Jo McNamara, the president of WSEA, spoke to the board despite not being a resident of the district, in a gesture School Board President Kevin Henry called an “olive branch.”
In her speech, McNamara emphasized the dedication of teachers to continue to do extra work preparing classrooms and
According to guidance on schedule changes sent to students on August 13:
Students may make a schedule change request if:
* You have fewer than 8 credits during the regular school day/ too few or too many classes in a semester.
* You are missing a core area course/course required for graduation.
* You have three elective courses scheduled in one semester, pushing most or all core area courses into the opposite semester.
* Your fifth block music is inaccurate or missing.
* A course is out of sequence and you do not meet a prerequisite for a fall course.
* You are missing a special education course that is reflected in an IEP.
Students may not make a schedule change request if:
* You prefer a different teacher.
* You do not have a teacher recommendation for a courselevel change.
* You have friends in another section of the course/lunch and are making the change for social reasons.
* You changed your mind about what courses they submitted during course selection, including electives.
* You were assigned to their alternate elective as opposed to their primary choice elective.
getting ready for the school year despite not having a contract.
“You would never have known that we are still bargaining a contract,” McNamara said.
McNamara also acknowledged that the state of status quo was not pleasant for teachers, and cited a negative impact on morale.
“As their president, I can tell you these teachers have been more than patient with the negotiations process. It is time to settle a fair contract for them,” McNamara said.
According to Santa Maria, the last time WSEA was without a contact at such a point was in 1978, during his junior year. That impasse led to a strike by the union.
Santa Maria recalled being on the football team that year, and forfeiting three games due to the strike.
“I didn’t know who to be angry at. I didn’t know to be angry at the school board. I didn’t know to be angry at anyone else,” Santa Maria said.
In an updated statement to The Panther Press on September 22, McNamara stated that WSEA was fighting not for wages or healthcare benefits, but for students and teachers.
“We strongly believe that teachers’ working conditions are students’ learning conditions,” McNamara stated. “We continue to advocate for classroom size caps, time for teachers to properly prepare for their classes, and guaranteed classroom aide time that will benefit students.”
This point was emphasized at the high school’s back-to-school night on September 5. Wallingford Elementary School teachers were at the school’s entrances, passing out fliers explaining the negotiations.
The fliers listed issues of the contract, claiming that the fifth block had been preserved due to community advocacy, and laid out the issues mentioned in McNamara’s statement. The flyers also called for community members to email Director of Secondary Teaching, Learning, and Innovation Dr. Leslie Pratt and Human Resources Director Mrs. Deena Cellini, who were portrayed as “pushing these harmful changes.”
The teachers also handed out pins reading “We Support WSSD Teachers.”
Many lawn signs bearing the same phrase have surfaced around the district as well.
Interim Superintendent Dr. James Scanlon has been involved in contract negotiations with teachers for over 30 years and believes that a settlement is near.
“I think things are going in a positive direction, and they’re working together to get a contract [on] both sides,” Scanlon said.
According to McNamara, the union had an in-person meeting with administrators
‘Domino effect’ of factors affect schedules
on September 11.
“Progress was made and we are continuing to work with the district to secure a tentative agreement in the near future,” McNamara stated.
Santa Maria acknowledged the difficulties faced by district officials in negotiating a contract.
“I’m rooting for the board too because it’s an unpaid job,” Santa Maria said. “I don’t envy what they have in place in front of them, but as someone who has deep, deep roots in this district, this is my home.”
For Santa Maria, the impasse holds special significance, even though he never taught in the district.
“I really do care that this gets resolved,” Santa Maria said. “It’s not going to be as bad as it was in ’78, I’m pretty confident of that, but it’s bad enough. Let’s get it done.”*
For the first few weeks of school, students and staff navigated issues with courses.
Kaitlyn
Ho ’26
Managing Editor of Print
Assistant Principal Mrs. Tabatha Duffy reported around 400 requests for course schedule changes through a Google Form shared with students on August 13.
Students continued to encounter missing blocks and double classes by the first day of school on August 26, two weeks after the schedules had been released.
From March to August, Interim Principal Mrs. Andrea LaPira and Assistant Principals Mr. Tom McLaughlin and Duffy work in the process to accommodate as many schedule requests as possible.
The team verifies schedules over the summer using specific reports to account for various factors.
“There were probably a lot more things that people just never saw because we fixed them before schedules were open to the public,” Duffy said. “We could run reports and see it. Then there are the ones who need a conversation to resolve.”
School Counselor Mr. Travis Edwards notes a decline in errors compared to the previous year.
“We’re hopeful that that
extended time, [the extra week for decisions] and increased time to talk either during meetings with families and meetings with students about their schedules,” Edwards said.
Issues can arise due to a domino effect. Adjusting for one factor can mean undoing several other schedules in the process.
According to Duffy, issues like empty blocks are reminders for students to prepare for open conversation with counselors.
“The hole is kind of just a placeholder,” Duffy said. “It’s not that we think they’re not going to take [a] fourth class. It’s that we can’t fix it on our own, without talking to the kid or the parents, or whoever it is, and having them make some kind of decision about what they want to put in that spot.”
Junior Lili Fletcher was placed into AP Language instead of English 11 Honors at the beginning of the year.
“I filled out the form and nothing happened,” Fletcher said. “So I assumed it would be resolved, and on the form, I marked it as ‘missing graduation requirement.’ I thought that would be important enough that
something would be done about it before school started.”
She had filled out the form a week and a half before school started. The issue was later resolved thanks to advocacy from AP Language teacher Mrs. Stephanie Lehman.
“I guess I just wish that someone emailed me and let me know that it was changed or they at least noticed it, because I had no idea if they had even seen my form submission or if it was being resolved at all,” Fletcher said.
Sophomore and aspiring doctor Veronica King wants to replace Public Speaking—an elective she did not put as one of her choices— with a science-related class.
“I was really upset about it, and I was just like, why?” King said. “Why would they do this to someone’s schedule, if they had the option to give me the one that I wanted? Why ask us for what we want, if they’re not going to actually take it into account?”
Changing electives is not an accepted reason for schedule changes, so in fear of her request being rejected, King has avoided talking to her counselor so far.
“Sure, it’s good to have social
skills, but I feel like, because of yearbook and stuff, I’m okay with that,” she said. “I don’t need to take a whole class when I could be doing something that would actually help me improve myself and help me get ahead of my academic career.”
She believes they should try to release schedules earlier.
“I think they should try and give everyone what they want if they don’t want to deal with these issues. But I know it’s hard to do that, because everyone wants different things,” King said. Duffy encourages open communication between students and staff to improve the scheduling process.
“From your perspective, there might be things that we don’t think of because we’re not students going through it, we’re adults organizing it,” Duffy said. “So I always like to get feedback from the people who are actually experiencing the thing, because it just might be something we didn’t think of.”*
WES TEACHERS SHOW SUPPORT • Teachers from Wallingford Elementary School line up at the high school entrance at the September 5 back-to-school night to distribute fliers and speak with families in support of a contract for teachers. There has been a teacher presence at each school’s back-to-school night.
PHOTO: MATTHEW RAMIREZ
Mr. Kevin Haney appears on Today Show
English teacher shares the behind-the-scenes story of his recent live appearance. Matteo Ventresca ’25
Editor-in-Chief
Five tips for a new school year: never skip back-to-school night, never just ask, “How was your school day?,” never turn down an opportunity for extra help, never make school simply a quest for grades, and never teach or preach perfection in sports.
This is the advice English Teacher Mr. Kevin Haney gave on the Today Show on August 27. Haney also appeared on The Kelly Clarkson Show in October 2021.
According to Haney, Kelly Clarkson’s producer recommended him to the Today Show.
“The Today Show producer ended up having dinner with the Kelly Clarkson producer, and it turned out that they needed somebody for this [educational] segment, and needed a teacher.”
NBC reached out to Haney about possibly going on the show for the segment.
“We talked on the phone [for] about a half hour, and they asked me to submit 30 tips for parents going back to school. They said they wanted 20 of them to be educational, and they wanted 10 to be about sports because they knew I was a coach,” he said.
Later that same night, NBC told Haney that they would love to have him on the show. They provided Haney with a train ride, a hotel, and a private driver.
“They were going to fly me up originally, but flying to Boston, back to New York. It was not something I wanted to do,” Haney said.
He was picked up in a 2024 Lincoln Navigator to get to the hotel the show provided.
“Every seat had access to an iPad in front of it, and you could project your phone screen onto it and even onto the windows,” he said. “It was the most luxurious car I think I’ve ever been in in my whole life. I was asking the guy, ‘Who do you drive around?’ He’s like, ‘I’ve had
Oprah Winfrey, LeBron James. I’ve had presidential candidates.’”
Haney was supposed to be in NBC’s studio at six a.m. where he prepared for the show. Before he went live, he met TV Host Carson Daly and Weathercaster Al Roker.
“I was telling those guys how nervous I was because that’s not my life. It’s not something I do. And they were talking about how it’s kind of order through chaos, that even they don’t fully understand how the show works at any given time,” Haney said.
He later went backstage to the green room where he met the host for the segment, Sheinelle Jones.
“She [Jones] was getting me a little prep, ‘This is how the segment’s going to work. I’m just going to ask you questions, prompt you given some of the tips that you gave us, and all we want you to do is
Students reinstate Rotary Interact Club
talk about those things,’” he said.
Haney became nervous before appearing live on the show.
“I was sitting in the morning with Carson Daly, and he was actually pretty transparent about some of his anxiety issues and how he struggles. Al Roker, being the old guy on set, was more laid back and relaxed, and just kept tapping me on the shoulders like, ‘You’re gonna do great. You’re gonna do fine.’”
To deal with the nervousness, he focused on self-talk and breathing.
“You’re always worried about, on TV, embarrassing yourself, because there’s only one take, that’s all. The Kelly Clarkson Show was taped. I had a little bit more common comfort with that, knowing that they could do some editing. Live TV? There’s no edits. It’s just what you see is what you get,” he said. Haney was expecting to have to answer
Return of student-initiated club has members excited to help community.
Anabella Larin ’27 Reporter
Students at Strath Haven High School are stepping up to make a difference with the start of the new Rotary Interact Club. This new club is open to all students looking to improve their leadership skills, collaborate with peers, and help those in need.
Haven’s Interact Club was last documented in the 2019 Haven Yearbook. This year, new club president Kate Fox and co-vice presidents Lexi Benzing and Josie Wieland reinstated the club after meeting with the local Swarthmore Rotary.
“I have always been aware of the rotary in Swarthmore because of my family. Recently, they have expressed interest in wanting to have their own interact club— their own youth connections,” Fox said. Thousands of rotary clubs exist around the world aiming to unite people and find ways to better our world by learning, fundraising, and running service projects. The Swarthmore Rotary Club has been serving their community for over 85 years and with their help the new Interact club will create and carry out service projects. Unlike other service clubs at Strath Haven, Interact Club creates its own projects. In addition, by being linked to Rotary International through the
Swarthmore Rotary Club, they will be able to work on both local and international projects.
Club members have already begun discussing ideas for their future initiatives.
“One of our international service projects will be giving medical supplies to countries in need, and we will do some more local service projects. We’re doing sports drives, helping the elderly, and things with animal shelters,” Benzing said.
Although still in the early stages, Interact Club is already forming plans on how to best help those in need. Throughout the year, the Interact Club will be fundraising as well as actively participating in service projects.
“Some of our early ideas are more about collecting things instead of collecting money,” adviser Mr. Robert Zakrzewski said.
Recognizing that there are many ways to help others, Interact Club plans to not only raise funds but also find other ways for students to participate in service.
During monthly meetings, Interact members will learn about and create opportunities to participate in rotary projects both locally and abroad with guests from the Swarthmore Rotary Club. Members will also work to create ways
all 30 tips he gave them, but they only ended up using five.
“I didn’t realize it was all going to be three to five minutes. I didn’t know what to expect, but they wanted this full body of different things, and what they were doing was trying to figure out which questions were best suited for the Today Show audience.”
Interim Principal Mrs. Andrea LaPira highlighted the significance of Haney’s advice.
“Mr. Haney provided great back-toschool advice for students and parents,” LaPira stated in an email. “The one that resonated most with me is ‘Never make school simply a quest for grades’ because what happens at Haven every day is so much more than a letter on your transcript. Now is the time for curiosity, character development, and embracing every opportunity to learn about yourself and others.”
Senior Ryan Killeen resonated with Haney’s advice about parents having to ask more detailed questions to their children about school.
“I feel like my conversations with my parents after school get kind of dull, so those extra questions could definitely make the conversations flow better,” Killeen said.
Haney mentioned how incredible the Today Show crew members were as hosts. The Kelly Clarkson Show reached out to Haney again about a possible segment in the future.
“They want me to go back on and do a ‘Where are they now?’ segment. So, this is spun into something. I don’t quite know where it’s going to go, but it’s been really fun, and I’m enjoying the ride,” Haney said.*
to spread their messages around the school and the community by making posters and connecting with community members who will be able to assist in publicity.
“[Interact Club] is a great place for young people to learn some of those skills: how to be leaders, how to manage
people, how to reach goals with a group of people who might see things in different ways,” Zakrzewski said. “It is a chance for us to do some good work here in our community and also beyond.”*
ON-AIR TALENT • English teacher Mr. Kevin Haney high-fives Today Show host Sheinelle Jones at the end of the segment on August 27. Haney traveled to New York City to appear live on the show. PROVIDED BY MR. HANEY
RECRUITING FOR SERVICE • Juniors Josie Wieland and Lexi Benzing recruit new members for the reinstated Interact Club at the Activities Fair on September 6. PHOTO: YEARBOOK STAFF
Interim Superintendent Dr. James Scanlon adjusts to WSSD
Scanlon replaces former superintendent Dr. Wagner Marseille, who left in August amid a state of unrest in the Wallingford-Swarthmore School District.
Clark Kerkstra ‘27, Claire Salera ‘27 Haven Happenings Editor, Detours and Opinions Editor
Interim superintendent Dr. James Scanlon retired as superintendent in August of 2021 but has continued to serve in various interim roles. He now brings his experience to WSSD.
Scanlon served as a superintendent for 22 years, spending the majority of that time in West Chester Area School District.
He most recently served as an interim superintendent in the Central Bucks School District.
While Scanlon has experience at other schools, he acknowledges that things here have been a bit different as he adjusts to his new role.
“Here [it] is the beginning of the year, so I had to get up to speed on what the first days of school are like because every district is a little bit different,” he said. “It just taught me that you got to jump in there because I know a lot of the laws and regulations. I just need to get to know the local processes.”
what works, what doesn’t,” Scanlon said. “We can make adjustments.”
This comes in the midst of a contract negotiation with WSEA, the teacher’s union.
Though Scanlon has experience with such negotiations, he notes that, as superintendent, he does not make the decisions.
“You certainly have to have student voice at the table in that process. It’s important.”
Interim Superintendent
Dr. James Scanlon on the district’s “Screens Off, Minds On” initiative.
Scanlon pointed to the renovation plans at the high school as a major priority for the district.
“I’ve been through several of those as a superintendent, so I kind of know what we may need to do and what we need to analyze,” Scanlon said.
Concerning new initiatives for the school year under his interim supervision, Scanlon cited a new K-8 math program and a literary program for grades 3-5.
The literacy curriculum has been criticized repeatedly by parents at multiple school board meetings.
He also highlighted the importance of building positive relationships with the teaching staff.
“We’re going to make sure we do the right professional development for teachers, get feedback from teachers,
“I have been involved in negotiations and teachers’ contracts for 30 years, a lot of times they come down to the 11th hour,” he said. “A lot of times it’s cleaning up language, and there’s a contract between the school board and the teachers association, so as a superintendent, [I] don’t get a vote in that.”
Scanlon believes WSEA negotiations are “pretty close” to reaching a contract.
Thus far, Scanlon has been impressed with the welcoming demeanor of staff and students alike throughout the district.
“It’s really [a] supportive community. I think that all the students I’ve met are very friendly, very cordial, [and] everybody’s polite,” he said. “As I walk through the schools, there’s a lot of teachers engaged with students in learning, and that’s ultimately why we’re here, to help our students learn.”
In addition to new academic programs, Scanlon hopes that the district will continue to enforce the “Screens Off, Minds On” initiative that is being implemented at the middle and high schools, and emphasizes student representation in addressing the issue.
“The board wants to get some more information on it,” Scanlon said. “You certainly have to have student voice at the table in that process. It’s important.”
Scanlon looks forward to continuing in his role throughout the school year and praised various school programs, including the band and sports teams.
“I’m looking forward to working with everybody for however long I’m here,” he said.*
Dr. Sharon Baddick returns to PA as WSSD’s new Assistant Superintendent
Baddick replaces former assistant superintendent Dr. James Conley, who left last spring for the West Chester Area School District and spearheaded the implementation of Schoology.
Clark Kerkstra ‘27, Claire Salera ‘27 Haven Happenings Editor, Detours and Opinions Editor
Assistant Superintendent Dr. Sharon Baddick is no stranger to education–she’s been an administrator for the past 10 to 15 years.
Baddick comes to the Wallingford-Swarthmore School District from Charleston, South Carolina, where she worked in education for several years.
She has served in many different roles in education, including being a special education teacher and director, a principal at all levels, a curriculum coordinator, and an assistant superintendent at another district.
Baddick was driving from South Carolina to Wallingford-Swarthmore when she first realized the district was parting ways with Dr. Wagner Marseille, the previous superintendent.
“There was no turning back,” she said. “I guess I’ll never know how things were under the former leadership because I didn’t get to work with [Dr. Marseille].”
Despite the initial criticism, Baddick felt welcomed during her transition to WSSD and believes that her arrival has been well-received thus far.
“There was something to be said for southern hospitality, but Wallingford Swarthmore is giving Charleston a run for their money,” Baddick said. “I feel that sense of pride and community and family pouring out of the veins of the district everywhere, so I have felt very welcomed.”
“My perception is the district feels good about the changes that have been made, and so I am embracing the attitude of the district.”
Assistant Superintendent Dr. Sharon Baddick
Baddick also has experience with handling massive change as an assistant superintendent.
“My perception is the district feels good about the changes that have been made, and so I am embracing the attitude of the district,” she said. “I’m moving forward with the district in the hopes that the right decisions were made for the sake of all stakeholders.”
Board President Kevin Henry introduced Baddick at the August 27 school board meeting, which was followed by Baddick’s own introduction.
She was appointed at the July 22 special school board meeting, where some criticized the district for what they felt was excessive spending on administrative salaries.
She also appreciates Strath Haven’s wide offerings of clubs.
According to Baddick, she attended the activities fair and joined numerous clubs, including the Outdoor Adventure Club, the Young Activists Coalition, and the Cat Rescue Club, among others.
“The student body here seems very involved, which is really fantastic… there’s a sense of community pride,” Baddick said. “I was blown away by how many clubs you have.”
Baddick has jumped right into working on curriculum standards, attending meetings, and learning about the district’s curriculum initiatives.
The district has come under fire from parents for the literacy program at several recent board meetings.
“It may not be the most fun work to everyone involved, but it’s important work,” Baddick said.
The district is currently involved in negotiations with WSEA, the teacher’s union.
Baddick has not been directly involved with the negotiations but believes that the administration and board of directors is committed to settling a fair contract.
“It is my understanding that things are going in a very
Baddick is thankful to the community for accepting her into WSSD and is proud to be a part of the district.
“I would extend gratitude to the community for allowing me to come in and be a part of what is a really commendable education system,” Baddick said.*
SAYING HELLO • Superintendent Dr. James Scanlon introduces himself to the community at the regular school board meeting in the Strath Haven Middle School Auditorium on Tuesday, August 27. PHOTO: MATTHEW RAMIREZ
Dr. Sharon Baddick introduces herself to the community at the regular school board meeting in the Strath Haven Middle School Auditorium on Tuesday, August 27. PHOTO: MATTHEW RAMIREZ
MEET HAVEN’S NEW STAFF
There are new staff members leading classes and programs throughout the halls of Haven this fall. We set out to learn a little more about them.
Mr. Gavin Stewart, School Counselor
Stewart shares his background from an intern at WES to a Guidance Counselor.
Shannon Yue ’28 Contributor
After interning at Wallingford Elementary School (WES) and while selling coffee beans in the market, Mr. Gavin Stewart brought his knowledge and education to Strath Haven High School.
“What brought me to Strath Haven High School was my internship that I just completed when I went to school at West Chester University,” Stewart said. “I did my internship at WES under the great guidance and supervision of the one and only Erica Weaver, who was the guidance counselor there.”
There are many aspects of being a school counselor that Stewart finds more appealing than teaching. He reveals that teaching in front of a class scares him, but he enjoys talking to students directly.
“It’s hard to create that one-to-one connection with a student because you have so many students. And as the school counselor, I get to know an in-depth amount of information or the background of students and that’s really cool,” Stewart said.
Having a strong connection to the students is very important to Stewart, being a school counselor, and he advises any students who are struggling alone.
“You should tell somebody that you’re struggling with depression, anxiety, or stress,” Stewart said. “That person could be me. It could be a teacher that they trust. It could be a friend. It could be any trusted person. Preferably a teacher or somebody who’s here at the school.”
Besides advice for students who are struggling, he also advises freshmen who are new to the experience of high school.
“I would like to add that if you are interested in something, and this is for everybody in high school, just look at it, and pursue it. Because this is what it’s all about, becoming a person. A lot of being a person is pursuing your own interests,” Stewart said.
Joining clubs, and checking out different sports is a great way to connect with the school community and meet new people.
“Other than that, high school is hard and I think that it’s easy to do it alone,” Stewart said. “The first step is asking and telling somebody that you need some help.”*
Mrs. Laura Cortese, Math
With experience at the middle school and college level, Cortese discusses adjustment to teaching high schoolers.
Evelynn Lin ’25 Editor-in-Chief
Math Teacher Mrs. Laura Cortese has joined Strath Haven to fill the vacancy when Mrs. Lisa Sweeney retired at the end of the 2023-2024 school year.
Cortese previously worked in admissions at St. Joseph’s University and as a middle school math teacher in southwest Philadelphia.
One major change for Cortese was the switch from period scheduling to block scheduling.
“My high school was block scheduling, so when I went to teaching middle school and it wasn’t block scheduling, I just felt rushed all the time,” Cortese said. “Here, it’s wonderful.
I think it’s a lot easier to mix and match all those different teaching approaches, which has been really fun.”
Some things, Cortese noted, have stayed the same no matter what level of math she has taught.
“The thing that brings me the most joy is when a kid has that ‘Aha’ moment and they’re like, ‘Oh, it wasn’t as hard as I thought it was,’ or I finally taught it in a way that clicked,” Cortese said. “It doesn’t matter where you’re at, how old the kids are, but just seeing their brains grow and their eyes light up when they’re like, ‘Oh, you know, I may not understand all this, but this thing I got.’”
The other math teachers have helped Cortese feel supported as she adapts to teaching here.
“The administration and the math team is awesome,” Cortese said. “They’re stellar. They’ve provided me with so many support, lesson plans, ideas, just brainstorming and everything.”
As a new teacher, Cortese hopes to continue establishing connections and improving her teaching.
“My goal is to root myself in the community. I’m excited to be able to go down the hallways and recognize students, and [have them] recognize me. I really want to establish those connections and relationships,” Cortese said.
Cortese looks most forward to experiencing the student events here at Haven.
“I’m just excited to see as the school year progresses, the ebbs and flows,” she said. “I’m excited to see the events that happen, like homecoming week, what happens around winter break, and the dances in the spring.”*
Mrs. Lindsay Silva, Choral Music
Silva shares her passion for her new students’ dedication to music at Strath Haven.
Matteo Ventresca ’25 Editor-in-Chief
After the retirement of formal Choral Director Mr. John Shankweiler, Mrs. Lindsay Silva recently took on the role to start the 24-25 school year.
“Week one was really great,” Silva said. “I feel like we got off to a really exciting start in each of the choirs and my classes as well.”
Silva previously taught at Monroe Township High School in central New Jersey, where she directed six choirs with 150 students in the program.
“I love the kids there,” she said. “But I lived in Philly the whole time, and I needed to be close to home.”
The choirs were not the only thing Silva was in charge of. She also taught AP Music Theory and a special education music class.
Back in June, when Silva was applying for the role, the students at Haven left a good impression.
“My impression was that this was a place where people really cared about each other, which I loved,” Silva said.
Silva is currently teaching Vocal Music and directs the Silvertones, Camerata, and Cantata. She will teach the Theater Workshop class in the spring, and she anticipates directing the spring musical.
Her current schedule also involves crossing the bridge.
“For the time being, I’m starting at the middle school for two sections of sixth grade, which is really a journey,” she said. “But they’re very sweet and it’s fun.”
The biggest difference Silva noticed from the previous school she taught at was the block schedule.
“I used to have my choirs in the equivalent of our blocks one to four. So, I’d see them for an hour and a half of uninterrupted time of day, which was really different than the juggling of fifth block,” she said.
Despite her adjustments to the block schedule, Silva enjoys the students’ dedication to music.
“I think that students here really pour themselves in music in a really unique way, and, therefore, they’re willing to work with you to make sure they can really give their passion where it is,” Silva said.*
Ms. Sydney Zimmerman, Health/PE
Zimmerman discusses transition to Haven and similarities to when she worked in Ridley.
Evelynn Lin ’25 Editor-in-Chief
Jumping from teaching Ridley Middle School students as a substitute teacher to teaching ninth grade students in Health and Physical Education at Haven, long-term substitute Ms. Sydney Zimmerman has found ways to adapt and find familiarity in her teaching.
“It’s been not too bad. I got my feet up under me, and I’ve been feeling pretty good, so I haven’t had any major issues,” Zimmerman said. “Ridley did do block schedule, so I’m used to pretty long blocks. They did about 80 minutes as well, but I’ve also had classes that have been super short.”
The other health & PE teachers have helped her become more familiar with her new position and the material.
“They have been super helpful and supportive of me,” Zimmerman said. “They’ve been showing me the ropes. They’ve been such a positive group of people that I’ve gotten to work with, so it’s been seamless, sliding into the position.”
One challenge Zimmerman noted was remembering names.
“Putting faces to names has been a little uncomfortable for me,” she said. “I have called kids the wrong name by accident, but I’m starting to get it now. I’m starting to get my bearings.”
Despite this, getting to help students learn Health & PE in a fun way has made the class enjoyable for Zimmerman.
“It’s been really fun and positive,” she said. “I have a great group of kids, and they make my life super fun.”
Zimmerman is also excited to see more of the student life here.
“It’s been really cool. I’m a big community person, so I like seeing everything that’s happening,” she said. “I think it’s really awesome that people show out and support one another, and you can totally tell it even just being in school, so I think it’s a really awesome element to Strath Haven.”
Zimmerman looks forward to continuing to teach and connect with the students. “I’m excited to just see my students grow in the gym and the classroom, and make connections with them and understand their lives,” Zimmerman said. “I’m excited to just be a part of their learning experience.”*
MRS. LAURA CORTESE
MS. SYDNEY ZIMMERMAN
MR. GAVIN STEWART
MRS. LINDSAY SILVA
Mr. Pat Maloney, Computer Sciences
Maloney shares his excitement for the school’s resources and helping the school’s needs.
Matteo Ventresca ’25 Editor-in-Chief
Mr. Pat Maloney recently started as the new Computer Science teacher for the 24-25 school year at Strath Haven.
The job was previously held by Dr. Kassiani Kotsidou for the 23-24 school year, after long-term department chair Ms. Katie McLead departed in September 2023.
“Everybody I have met and had conversations with has been awesome and welcoming,” Maloney said.
Maloney previously taught at Mastery Charter Thomas Campus in South Philadelphia, a smaller school where all teachers knew each other.
“I only see four people [now], so there’s 100 people that I don’t know,” he said.
He initially taught math before switching to computer science. He had no experience in computer science before but saw that his previous school was not teaching computer science.
“I went to my boss and I was like, ‘This is kind of where society’s going. We need to prepare our students. We should probably get somebody to teach computer science,’” Maloney said. Maloney originally applied to Strath Haven as a math teacher but the school saw his experience in computer science and chose to hire him for that position instead.
“At first, I was scared, because I’m a math guy. But then I was like, ‘This is what they need. I’m capable of doing it,’” Maloney said.
Maloney’s classes are longer at Haven, which makes him more comfortable and allows him to step back and let kids push themselves on their own.
“It used to have to be more hands-on when it came to getting work done and helping, and now it’s expected,” he said.
Starting out, Maloney appreciated the resources the school provided to both the teachers and the students.
“It is nice to be able to go somewhere and expect to have what you need to be successful, both as a student, that can expect to have what they need to be successful and as a teacher,” Maloney said.
As for the future, Maloney plans to advise the eSports club.
“At my old school, I was the extracurricular coordinator. So clubs are incredibly important to me. But this school already has everything figured [out],” Maloney said.*
Mrs. Margaret Culbertson, Math Specialist
New position supports teachers and student success.
Matteo Ventresca ’25 Editor-in-Chief
With the advent of a new role at Strath Haven, a math specialist, Culbertson recently joined for the 24-25 school year.
The role of a Math Specialist is to provide support for students and teachers with all types of math classes from Algebra 1 to Calculus.
“[I provide] support in terms of the Keystone being a graduation requirement, making sure that students feel confident going in that, as well as Algebra 1 being the foundation of every other math class you’re going to take,” Culbertson said.
With Math Specialist being a new role, Culbertson is still trying to figure out what times for meeting with teachers and students works best.
“Part of it is up to the teacher what they’re comfortable with,” Culbertson said. “Especially if you’re the one who’s like, ‘I have no idea what you’re talking about,’ it’s a little hard to get that help you need when you feel like everyone else is on board.”
Before working at Strath Haven, Culbertson worked at Penn Wood High School as a “Site-based Teacher,” where she supported the entire math department.
“It was a similar position,” she said. “Here, my focus is mainly on Algebra 1 and helping with the struggling students.”
Culbertson taught every course from Algebra 1 to Calculus before coming to Strath Haven.
“For the last couple of years, it was pretty much the Algebra 2 jam. It tended to be where I felt [I wanted],” she said.
Culbertson had to adjust to the new role quickly because she started working one week after the beginning of the school year.
“I feel like I missed something,” she said. “I’m glad I’m here and things are going well. It just surprised me how much they [students] are like, ‘We love Strath Haven,’ even if they don’t enjoy school.”
Culbertson has not thought about advising a club yet but is open to it in the future, but is interested if it’s the right club for her.
“I was a yearbook adviser, and we had a class during the day. That was interesting because it’s a big undertaking,” Culbertson said.*
Mr. Robert Ziff, Social Studies
Teaching civics in the history department, Ziff has already made Strath Haven a home.
Zoe
Likely ’25 Contributor
During COVID, History Teacher Mr. Robert Ziff decided he needed a new career.
Forty at the time, and having worked in trade for over 15 years, his family and friends supported him in his aspiration to go back to school to become a teacher.
Now, he has taken a position as a long-term substitute teacher for Mrs. Alissa Harvey, who is on special assignment in the main office, and is hoping to find a permanent position in the district.
“I love the kids, the staff is great,” Ziff said. “I try to close my ears to all the things being said about the district. I still think it’s a great place and I’ve had a good experience.”
While in graduate school, social studies teacher Mr. Jeff Kahn was his mentor. During the second semester, he helped substitute for history classes all over the school, including AP U.S. History, Modern World History I and II, and Civics.
“[Kahn] still is my mentor,” Ziff said. “He’s organized, smart, passionate about what he does, and a good role model, even though technically I’m older than him.” Ziff got into school a little later than other teachers this year, getting a call for the position about a week before school started. He’s been acclimating to working in a new environment and creating student-teacher bonds, intending to make a place for himself at the school.
Ziff’s wife is a teacher, and he noted it was one of the reasons he wanted to go into teaching. He said he’s a panther at heart, wanting to stay in the district for as long as possible. He plans to continue to sub in the district if he is not hired for a full-time position.
Senior Violet Abrahamsson currently has Ziff for Civics. “His class is very structured,” she said. “He’s very passionate about history, and I’m happy he’s here.” Ziff said he wants his students to think critically about every part of their lives, starting with history. And since he teaches seniors, he emphasizes getting into a field because you love it, not just because of a paycheck.
He wants students to know it’s never too late to change professions and go back to school, because in the end if it makes you happy it’ll be worth it.
“Just do it,” Ziff said. “If you want it, just work for it and do it. Nothing more to say.”*
Mrs. Marcy Hockfield, Interim Assistant Principal
Hockfield recalls past teaching experience at Lower Merion as she describes her admiration for Haven’s liveliness.
Evelynn Lin ’25 Editor-in-Chief
After a 35-year career as an English teacher and principal, as well as interim roles at other schools, Mrs. Marcy Hockfield joined Strath Haven this summer as an Interim Assistant Principal.
Her work started in early August as she helped the other administrative staff prepare the building for the start of the school year.
“I got to meet the other administrators, which was really fun, and I got to work on schedules, and get the building up and running,” Hockfield said.
As school started, one of the things Hockfield noticed was how upbeat Haven was and how many activities took place every day.
“I could not get over all the students involved in music here. I was like ‘What are they all doing?” she said. “I think the athletics that I’ve seen are really cool. I see all the kids who are out there doing all kinds of stuff. It just seems like a really vibrant place.”
Hockfield resonated with this liveliness, finding it similar to when she taught at Lower Merion High School.
“[There are] really driven students, active parent engagement, really wonderful teachers who want to be here,” Hockfield said. “In many ways, it reminds me of Lower Merion.” Hockfield also mentioned how different it is to have been working at the administrative level recently and at Haven after years of being a teacher.
“I taught English for ten-ish years and was the department chair at Lower Merion, and I loved everything about it,” she said. “When I switched into administration, someone tapped me and said, ‘What do you think about?’ And I said, ‘There are days that I would rather be in the classroom and days that I’d rather be doing this. They are completely different jobs.’” Hockfield looks forward to seeing the students learn and work with the administration as the school year continues.
“[I’m most looking forward to] just to see how things develop, and to be part of things,” Hockfield said. “When you come in new, you don’t know a whole lot, so just to be part of the whole life here is the goal.”*
MR. PAT MALONEY
MRS. MARGARET CULBERTSON
MRS. MARCY HOCKFIELD
MR. ROBERT ZIFF
Students tackle summer 2024
There are a multitude of opportunities to explore interests once school ends.
Kaitlyn Ho ’26, Shannon Yue ’28 Managing Editor of Print, Contributor
*“I did drama for a little bit. I went to South Carolina for about a week and I went to the shore a lot, and kept the tan up.”
Mat Matac ‘28
*“I was a counselor in training at two summer camps, one at the Penn Museum and one at NPE and I just played video games and sat in my room all day.”
Beck ’25
*“I went to London, I went to Europe for the first time. It was really awesome. Me and my sister had a blast just going around the city and exploring. We’re city rats,
*“I went to Korea and Japan for the first time. I visited Seoul, Tokyo, and some other city in Japan. I also went to two sleepaway camps, I went to a sustainable summer program at Cornell, and I also went to a reading camp at Ardmore College… I just really connected with the people there.”
*“I went to the beach and a concert or two. It was very enjoyable.”
*“I went to a couple camps. I had a nice twoweek-long vacation in Italy and went up to Michigan for a bit. [Italy] was a nice break from home and everything. Great food, great experiences, made a couple good friends on the trip.”*
FEATURED CLASS: Introduction to Guitar offers musical opportunities
The elective creates a space for anyone interested in the guitar to learn and play.
Fagone ‘26 Health & Sciences Editor
Learning to play guitar has never been more accessible to Strath Haven students thanks to Introduction to Guitar, a class taught by Mr. Steve Fischer. With songs like Seven Nation Army by The White Stripes and 505 by Arctic Monkeys included in the curriculum, students are given a hands-on experience with plenty of time to practice and explore their own musical interests.
One of the standout features of the course is the flexibility it offers for its students, such as the ability to play with different types of guitars and borrow them to practice at home.
“They give us electric guitars, but they do have acoustic guitars available for everyone to play,” junior Jason Zhang said.
While the class is designed for beginners, Fischer ensures that students of all skill levels have a chance to feel challenged.
“If you take the class and you do play a little bit, you can work on what you want to work on,” Fischer said. “We also have a few intermediate to professional level guitars for students who are a little bit
CHECKING ON ‘25:
What was your favorite moment of high school?
Haven seniors all have unique and different experiences with high school. What can we learn from their experiences?
Rebecca Knob ’28
Dyllan Leaf ’28
Kate Santee ’28
Contributors
more advanced.”
Junior Maisie Smith, who already has some guitar experience and is selftaught, finds the class a great way to practice more.
“I already know how to play and I thought that it would be a good way to just practice more,” Smith said. “So that’s why I chose it.”
Others, like Zhang, joined unexpectedly.
“I ended up dropping AP Chem and Intro to Guitar was the only class
“Honestly, just trying a bunch of things out. When I first went into high school I had no idea what I wanted to do so I just started trying things in 10th and 11th grade and eventually I figured it out.”
available that had the same lunch period,” Zhang said.
Even so, Zhang came to enjoy the class’s structure, which prioritizes student independence.
“I like the fact that we have a lot of freedom when it comes to actually practicing,” Zhang said. “He’ll [Fischer] teach us a decent bit, and then for like a good hour we get to just practice.”
Fischer’s teaching approach blends lessons on guitar basics with hands-
“It was cool to go to Spain with a lot of people my age and eat all the different kinds of food and practice our Spanish. Our tour guides were really awesome and took us to some really cool spots that we would never think of.”
on practice before students go to their practice rooms.
“The first 10-15 minutes, I go over any new concepts. Then, the next about 20 minutes we play songs that we’ve been working on that use common chord structures,” Fischer said. “We played Seven Nation Army today, we played 505, so different genres and stuff.”
There’s plenty of time given in the class for students to play and practice on their own.
“Once they have the concepts and understand the basics, everyone in the class for the second half splits into individual practice rooms,” Fischer said. Fischer’s goal for Introduction to Guitar is to attract students who might not typically participate in music programs in school.
“We were looking for classes that might interest students who aren’t in the music ensembles already,” Fischer said. “If you stop in to see any of my guitar classes, you’ll see kids who are maybe into sports, a lot of the students have never played an instrument before, so it’s kind of a great introduction for them.”
When the course first launched online in 2020, it had 12 students. This year, Fischer is teaching two sections with 20 students each.
“It’s become more popular each semester,” Fischer said. “It seems like people really like the class.”*
“I really liked getting to carpool to school with my brother and sister and all my friends. I also liked joining and helping out with clubs.”
“My favorite moment of high school was on the last day of the fall drama when I face-planted on stage during my bow.”*
Bianca Blake ‘28
Emily
Eme Choi ’26
Elmer Macmullan ’28
Gordon Morris ‘26
Mia
PERSERVING THROUGH PRACTICE • Senior Sam Le practices a song in one of the practice rooms available to students enrolled in the Introduction to Guitar class. Students played songs either individually or in groups after learning their common chords in class. PHOTO: MIA FAGONE
Seb Reed ‘25
Ben Santee ‘25
Emily Reilly ‘25
Emily Beck ‘25
MR. STEVE FISCHER
THE WALL: Dr. June Elcock-Messam describes immigration, medical career
Have you ever stopped to catch a glimpse at the Wall of Honor? We continue a series of interviews of noted alumni with a profile of a pediatrician certified in child abuse and neglect.
Mark Ball '26
Reporter
About 14,400 people immigrated annually from Guyana, a country located North of Brazil and East of Venezuela, to the United States between 1976 and 1981, according to Guyanausa.com.
One of these people is Dr. June ElcockMessam, a pediatrician who is among the 500 people certified nationally in child abuse and neglect. Elcock-Messam completed junior and senior year at Swarthmore High School and graduated in 1982.
Elcock-Messam is the president of the Every Child Counts non-profit organization which aims to improve the lives of children experiencing abuse. She is also an officer of the Delaware County Medical Society and the editor of the magazine Delaware County Medicine and Health.
kids,” Elcock-Messam said.
Elcock Messam acknowledged that a small part of what she does is general pediatrics, but a big part of what she does is taking care of victims of child abuse, which she has been doing for over 25 years. She takes care of kids who have been neglected and kids who are victims of physical abuse, sexual abuse, and trafficking.
“Through the years, I would see her
name in the paper testifying about child abuse and I thought to myself, ‘They have a brilliant woman testifying and a strong person who’s not going to be intimidated.’”
This year, ElcockMessam received the “Child and Family Advocacy Award from the Regional Council of Child and Adolescent Psychiatry of Eastern Pennsylvania and Southern New Jersey.”
“And that part of my practice, because it's not related to insurance companies, is how I think that I've made an impact in Delaware County. I provide medical care for them, I prepare reports, and then I go to court and fight for them,”
Elcock-Messam said.
It was a culture shock for Elcock-Messam growing up in Guyana and then coming to a place like Swarthmore.
for someplace to stay, I have many rooms at my house that I don't use'. Just the fact that god forbid, if something happened and we became homeless, I would have a place to stay,” Elcock-Messam said.
Mr. William Kupprion Former teacher, Swarthmore High School
“My Calculus teacher would always say, 'by and large', 'by and large'. I did not know, even though English was our language in Guyana. All the slang was different and my accent. Nobody could understand how I spoke,” Elcock-Messam said.
Elcock-Messam wanted to be a doctor ever since she lived in Georgetown, the capital of Guyana. She left because of political violence at the time she was living there.
“There were no doctors to take care of kids at that time. So my goal was to become one of those doctors and to go back to Guyana and take care of those
As far as academics, preparing her for college, and being kind and welcoming, almost all her teachers at Swarthmore High School were amazing. ElcockMessam cites Mr. Kupprion as an example, who gave Elcock-Messam money back for the books she had to buy for the class and gave her money on top of that.
“He said to me, 'If you ever have a need
Elcock-Messam's uncle was a physician in Swarthmore and he sponsored them to come to the United States. He had his own family, so once her family was in the U.S., they were on their own.
“When we came to this country we were allowed to bring $100 with four people. And then we met my dad here and we had trouble finding jobs so we didn’t have food. I was hungry all the time,” ElcockMessam said.
Her experience with classmates was very different with students as with teachers. She was placed in all advanced classes and they were not used to seeing black kids in advanced classes.
"Everyone thought that I was struggling
CAR TALK: Senior shares his bond with Volvo 240 Analog nineties wagon is anything but a relic to owner Sam Sentivan.
Evelynn Lin ’25 Editor-in-Chief
Imagine watching a silvery-like, boxy, retro car pulling into Haven’s senior lot in the early morning, parking into a relatively large spot that could fit nearly two of itself.
This car, the 1993 Volvo 240 Wagon, belongs to senior Sam Sentivan. It is automatic, with a black interior, retrostyle headrests, airbags, and a clown-like horn.
“The car was in production from 1974 to 1993. [Mine] was the last year,” Sentivan said.
Sentivan figured out he wanted a Volvo 240 Wagon when he was in middle school, making a list of cars he would like to drive.
of using the car to have fun with friends, run errands, and for his music gigs.
“I use it day to day a lot, but also when I’ve played gigs around, it’s great for putting gear in,” Sentivan said. “I was also building a raised bed garden this summer, and I transported loads of dirt in the back of the car to and from my house, so it works well.”
“It’s a fun car to just cruise around in because it’s very minimalist, utilitarian in its purpose.”
Sam Sentivan ‘25
“It was maybe four cars long, and the other ones were just either unattainable or super non-reliable in that car. One of them was a Datsun 510, which is either in Japan or rusted out, so not reliable cars,” Sentivan said. “[The Volvo], especially for its time, was very reliable and safe.”
Sentivan negotiated with his parents on the type of car before he finally purchased the Volvo 240 Wagon from a previous owner.
“I agreed with my parents, I told them two years ago, I was like, ‘I really want a 240 Wagon,’ and they’re like, ‘Okay, it has to have airbags,’ which is ‘90 to ‘93, and the ‘93 has power steering and power brakes,” he said. “So, it’s the most high-tech version of the car.”
Since having the car, Sentivan mentioned the benefits
The car is also more analog style, using fewer computer functions than cars produced today. Sentivan noted it would be one of the cars still functioning in an apocalypse.
“The car essentially only has one computer that’s managing fuel levels,” he said. “It’s a fun car to just cruise around in because it’s very minimalist, utilitarian in its purpose.”
Sentivan hopes to use his newly installed roof rack on the top of his 240 Wagon to hold a canoe in the future.
“I really am interested right now in putting a canoe on top of it just because of the length of the car, you can stick a huge canoe on top and drive a bunch of people out and get in and have fun,” Sentivan said.*
Does your car have a great story? Let us feature you. Email strathhavenpantherpress@gmail.com
academically,” Elcock-Messam said. “They just made assumptions about me based on the color of my skin. I just ignored them because I was on a mission to become a doctor and I wasn't going to let their negativity stop me.”
According to William Kupprion, a former Latin, English, and Greek teacher at Swarthmore High School who was briefly the Athletic Director and Tennis Coach for many years, Elcock-Messam was a superb student, very pleasant, and strong in a quiet way.
“Through the years, I would see her name in the paper testifying about child abuse and I thought to myself, 'They have a brilliant woman testifying and a strong person who's not going to be intimidated,’” Kupprion said.*
LEFT: 1982 Swarthmore High School Yearbook. RIGHT: Provided by Dr. June Elcock-Messam.
PHOTOS: EVELYNN LIN
PHONES & the TEENAGE BRAIN
Excessive phone use may affect brain chemistry and cognitive functioning in teens.
Mia Fagone ‘26 Health & Sciences Editor
creens Off, Minds On” might seem like just another set of rules imposed on students by adults, but the science behind the recent campaign is hard to dismiss.
Growing research in neuroscience and psychology shows that a lot of time spent on screens can negatively impact teens’ ability to focus and learn, as well as their mental health.
According to a 2023 study by researchers at Common Sense Media, 97% of teenagers reported that they use their phones during the school day. Overall, 32% of students use social media, 26% watch videos on YouTube, and 17% play games on their phones during school hours.
Many of these apps are designed to stimulate the brain’s reward system by releasing dopamine, a neurotransmitter that makes the brain feel good.
“Dopamine is our happy neurotransmitter. It’s the thing that you know, when we’re doing something enjoyable, it floods the brain,” AP Psychology teacher Mrs. Amanda Lawson said.
This can coincide with screen usage with teens as well, Lawson said.
“Well, your brain wants more of that dopamine, so it keeps scrolling, and keeps scrolling, and it keeps getting you checking your phone. So even when you’re not scrolling, you’re craving that dopamine,” Lawson said.
Scrolling on phones at night can also affect a student’s performance in school. The blue light from screen displays delays the production of melatonin, the hormone that is responsible for sleep regulation, and disrupts sleep cycles. Chronic sleep deprivation can lead to little or no REM sleep, a deep sleep in which we dream as well as process information and store it in memory.
“Part of your melatonin release is the sun going down. And so when the eyes are still taking in light, they don’t think it’s time to go to bed. So it delays your melatonin release, it delays your sleep, which causes you all kinds of problems,” Lawson said.
A Harvard Medical School research article, ‘Screen Time and the Brain,’ by Debra Bradley Ruder mentions how this kind of sleep disruption can affect students in school when talking with the director of the Central on Media and Child Health at
Boston’s Children’s Hospital, Dr. Michael Rich.
“So even if they [students] stay awake in algebra class, they may not remember what happened in class yesterday,” Rich stated in the article..
Concerns about how phones and social media are affecting teens’ mental health seem to be a driving factor in many of the phone policies and bans at schools around the country, sparked by national health warnings.
This includes the 2023 advisory from U.S. Surgeon General Dr. Vivek Murthy, which warned that prolonged social media use can expose teens to bullying and damage their self-esteem, contributing to anxiety and depression.
“97% of teenagers reported that they use their phones during the school day. Overall, 32% of students use social media, 26% watch videos on YouTube, and 17% play games on their phones during school hours.” Common Sense Media
Murthy also emphasizes ideas that others have mentioned, such as screen time and social media ruining sleep schedules and quality time with friends and family.
Indeed, a lot of news and research about the effects of phones and screen time on the brain is grim. However, researchers believe that there is a more neutral and straightforward way to look at the situation.
“We don’t want to be in a moral panic because kids are staring at smartphones. We need to be asking, ‘What’s happening when they’re staring at their smartphone in terms of their cognitive, social, and emotional development?” Rich said in ‘Screen Time and the Brain’.
Looking towards the future of technology and teens, Rich mentions how there will continue to be both positive and negative effects on the brain. However, there are ways we can improve our mindset.
“Going forward with our eyes open, how can we enhance the positive and mitigate the negative?” Rich said. *
chools throughout the nation have been exploring how to adapt to public concerns about student cell phone and headphone use.
In several states, bills that impose policies to reduce or even remove cell phone use during the school day have been signed into law.
Pennsylvania is one of those states, with Governor Josh Shapiro recently signing a bill into law that provides funding for locked phone pouches if districts create a policy banning phone usage while in school.
Another bill, House Bill 2043, which was introduced in February 2024, was also proposed to implement overall restrictions on using cell phones during the school day. It was made in an attempt to improve morale, and academic performance, and lessen distractions and cyberbullying in school.
Both Pennsylvanian bills provide time for cell phone use for educational purposes, health purposes, recess, lunch, and between classes – depending on school policies.
Here at Strath Haven, with the start of the 2024-2025 school year, the arrival of the campaign, “Screens Off, Minds On” is joining the nationwide debate: Should students be allowed to use their cell phones during school hours?
Back to School Changes
n the first day of school, students walked into classrooms to be greeted by signs plastered on walls reading, “SCREENS OFF, MINDS ON. ALL PERSONAL DEVICES SHOULD BE STORED AWAY AND OUT OF SIGHT.”
The sign encourages students to turn off their electronic devices, put them away in their backpacks, and focus in class during instructional time.
“Throughout last year, a lot of teachers were expressing concerns about the number of students who had their phones accessible, were constantly reaching for their phones, and were being on their phones and distracted in class,” Interim Principal Mrs. Andrea LaPira said.
The initiative is in coordination with the enforcement and reflection of the current active policies used by the school district.
“We sat around and we said, ‘What can we do within the policy that will raise awareness and change behavior?’” LaPira said. “What can we be doing differently so that students get the message that instructional time is instructional time?”
Under the Wallingford-Swarthmore School District active policies, Policy 237 defines a personal electronic device as “... devices that can take photographs; that can record, store, transmit, receive, reproduce, initiate, or display audio or video data, calls, messages, images, or any other form(s) of communications; or that can connect to the Internet.”
“The phones have created a distraction for
Thandiwe Jemwa ’26
“Your brain needs to directly process stuff without interruptions. So I think that Screens off, Minds on is important to be inflected, like it should be in the school. I think people who use the phones are like, ‘Oh, I don’t know if I am going to pass this test,’ but it’s your fault for using the phone and not paying attention.”
kids,” LaPira said. “They’re appealing. The messages that are coming through, things that we’re seeing on Tik-Tok, things like that, there’s a natural draw to that.”
School district Policy 237-AR states that students at the elementary level are not permitted to use personal electronic devices throughout the school day unless granted by the school principal. At the middle school and high school levels, personal electronic device usage is not allowed during instructional time, unless permitted by a teacher or building principal.
Policy 237 and 237-AR were adopted in June 2022.
Though usage in class is prohibited, “Screens Off, Minds On” is not a total ban on cell phone usage during school hours.
“At no point did we just think that students shouldn’t use them in the hallway or lunch, if a parent texts you during the day, we want you to be able to have an opportunity to text back,” LaPira said. “We wanted to give that access at the appropriate time and place.”
Into the first weeks of school running “Screens On, Minds On,” LaPira touches on the effectiveness of the initiative.
“Teachers have been reporting that there is a marked improvement in that kids sort of seem to understand what the expectations are,” LaPira said. “For the most part, they’re following them.”
Seeing how students have behaved in response to the new enforcement, LaPira noticed how teachers reacted positively to the change.
“I think teachers are happy that they felt heard and that we took some action to address it,” LaPira said.
Despite improvements, students continue to hold mixed opinions about the new expectations. Some felt that the new campaign should only apply to certain classes.
“I think it’s a good idea in concept because you want kids to be focused on their schoolwork and not on their phones, but I think that it’s kind of a generalization,” senior Ellie Newsome said. “For example, I’m in AP Art, and [Screens Off, Minds On] carries over to art, and we have to put our phones away, which means we can’t listen to music, and we can’t use our phones for reference photos, which we’ve always been able to do.”
Some felt it was an unnecessary change.
“I feel like last year, there weren’t that many kids on their phones, and even if we were, it was for educational purposes,” sophomore Tristan Elcock said. “I just don’t really know why we have to put our phones in our bags.”
Particularly for some freshmen, few are used to keeping their phones away in middle school.
“I’m pretty neutral about it,” freshman Morgan Matthews said. “It’s pretty much the same as before, except now there’s a name for it.”
Is Screens Off, Minds On Enough?
n the other side of the spectrum, others believe the current cell phone policy isn’t enough but
Anna Karpyn ’27
“I think the rules and what a teacher wants out of the phones depends from class to class, and I think if certain teachers feel that they don’t want to see them at all in class, there’s other ways that they can navigate that without completely banning them from all schools.”
Phone policies for schools are attracting scrutiny. We turned our minds to the screens to learn more about Haven’s approach.
Evelynn Lin ’25, Matthew Ramirez ’26, Mia Fagone ’26 Editor-in-Chief, Managing Editor of Web, Health & Sciences Editor
believe the initiative into “Screens Off, Minds On” is a step in the right direction.
Haven Hold the Phone, an organization run by WSSD parents, was created to “foster open conversation and shared learning about the impact of smartphones and social media on our children,” in hopes of encouraging putting the phone away all day during school hours, according to their Facebook group.
“Specifically, we are proposing an ‘Off and Away, All Day’ policy,” Alex Becker, Haven Hold The Phone member and education policy researcher, said. “That is the approach that we feel has been long recommended by leading experts in the field.”
An ‘Off and Away, All Day’ policy would prohibit cell phone usage throughout the entire school day.
“There are twenty-four hours in a day. We are proposing that the seven hours that students are at school can unplug,” Becker said. “Students can reclaim that time for not only learning but social interaction with their peers.”
Haven Hold the Phone began as a small group of parents but has grown to over 500 members since its creation in May 2024, following feedback from an anonymous survey sent to WSSD teachers and staff. The group has also started a petition advocating with over 600 signatures.
“This is a parent-led effort,” Becker said. “We really focused over the summer on bringing as many different parent perspectives into the [group]”
While current school board policy and “Screens Off, Minds On” allows students to use personal electronic devices during lunch and in the hallways, Haven Hold The Phone’s plan is more rigorous. The group has collected feedback from other districts such as Fredericksburg City Public Schools in Virgina and Gettysburg School District in South Dakota that have implemented an ‘Off and Away, All Day’ enforcement.
The districts they cite in their research describe improvements in the school day. “[They] are seeing students talking to each other. Lunchrooms are joyful and noisy again, not quiet with kids scrolling on their phones,” Becker said. “This is obviously a big shift, and we don’t expect it to be easy. At the same time, we really feel that this is worth it, just to bring back the opportunity for kids to connect with each other and really focus on their learning in class.”
Pushing for Change
he Haven Hold the Phone initiative hopes to improve student morale and performance while learning and anticipates community involvement as the discussion progresses.
“The overall goal is ensuring better outcomes for our students, and I think now in this next phase, leading into the fall,” Becker said. “We’re really interested in engaging with the community in a different way, especially students.”
In terms of working with the school board
Brandon Juliano ’25
“I can understand not having phones in a classroom environment and to the point that they’re distracting, but I feel like phones have such a wide variety of access that students have the knowledge about that will help them increase their learning further, if they learn to use them responsibly and not just keep going on their phone to check out, like social media and stuff like that.”
to seek change, Haven Hold the Phone is maintaining communication by speaking at public policy and board meetings. Several members of this group spoke about the initiative at the WSSD Policy Committee meeting on Wednesday, September 11.
“It sounds like the superintendent is really focused on making this a community-inclusive effort,” Becker said. “This fall, we’re really hoping for a robust community engagement effort around this, and will continue to be in communication with the board.”
One of the things Haven Hold the Phone hopes to enforce is the usage of YONDR phone pouches.
YONDR is a company widely known for its cell phone pouches with magnetic bases and locks. They are used to hold and “lock” a cell phone from being used. In many schools across the country, YONDR is being used to enforce keeping phones away during school hours.
We asked: What's your take on phones in school?
“YONDR is the solution that several of us in the group independently came to us after doing quite a bit of research into what’s happening in other districts,” Becker said.
YONDR provides a solution to the “Off and Away, All Day” policy by allowing students to keep their cell phones without using or accessing them. However, the solution has its limitations, as some students have reportedly hacked or broken the pouches to open them.
“There’s never going to be 100% compliance with any policy, no matter what it is,” Becker said. “That’s really the onus is on the board and administration to clearly line out the consequences and enforcement.”
What should we do?
he future of cellphone use in school is still yet to be fully determined at Strath Haven. .
“There’s different perspectives, and I think everybody lands on the spectrum somewhere in terms of their thoughts,” LaPira said. “I have my own perspective about it, but right now, I think what we have going on is in line with our policy.”
For now, Screens Off, Minds On remains Haven’s cellphone goal as further discussion continues to shape cell phone usage and policy.
“You know, 80 minutes, four times a day, we want you [here], not you and the rest of the world,” LaPira said.
At the regular school board meeting on Monday, September 23, Interim Superintendent Jim Scanlon announced an educational forum to discuss the pros and cons of cellphone usage for teens on Tuesday, October 29.
According to Scanlon, the district is putting together a panel of experts including a medical doctor, psychologist, police chief, administrator, teacher, and a student.
“There are many opinions and beliefs about this topic,” Scanlon said. “It’s happening all around the country, as to how do we appropriately use cellphones in schools with our students.”*
Nazirah Wilson ’27
“I feel like you shouldn’t really use it in school, except for when you’re at lunch. But say there was an emergency. Then you can use it to text somebody. But other than that, you shouldn’t use it.”
Julian Kirnos ’27
“I think sometimes that we use our cell phones too much for things that aren’t important in class, but I think having your cell phone is important during school.”
Jason Ventriglia 26
“Wait ‘till after you have your work done to take your phone out. Get your work done first and then, if you have extra time, you can take out your phone.”
Mr. Kevin Haney English Teacher
Ms. Markell Reid Family & Consumer Science Teacher
Mrs. Colleen Riviello Instructional Support
ARTIST SPOTLIGHT:
Pearl Tweedy’s palette of creativity
Junior expresses themself by creating unique paintings.
Josie Wieland ’26 Arts Editor
With inspiration brimming and a paintbrush in hand, Junior Pearl Tweedy explores their imagination and artistic expression.
Many forms of art hold importance to Tweedy, with paint being one of their favorite mediums to work with. Every step of the process is important to Tweedy, as it brings them peace and gives them a consistent goal to work towards.
“I love color theory and just the way that creating makes me feel,” Tweedy said. “Being able to look at something I’ve done makes me feel so proud.”
Painting has been a constant part of Tweedy’s life from as early as four years old.
warm painting with the background and the clothing and skin tones, but I just really enjoyed the contrast of the blue from the water.”
With each passing year of art class, Ms. Jennifer Rodgers has had the opportunity to see Tweedy’s skills and creativity flourish.
“Don’t be discouraged by any talent that you see, just know that they’ve practiced a bunch and that you are fully capable of reaching that level of talent.”
Pearl Tweedy ‘26
“It’s mainly my mom who is a big inspiration because she’s an artist,” Tweedy said. “She would paint and draw, and I was just so impressed and wanted to do it too.”
Within their creative process, Tweedy follows their intuition and recognizes the importance of experimentation.
“I kind of just dive in,” Tweedy said. “It’s not a ton of planning, just kind of experimenting and seeing if it works and I can fix it if I don’t figure it out.”
During Tweedy’s time in Art 1, they created a surrealist portrait that allowed them to play with color theory and emotion, and it remains one of their proudest works of art.
“It’s this woman, and she’s crying, but her tears are the ocean. I was just so happy with how it turned out and I think the colors worked really well,” Tweedy said. “It’s mainly an orange and
“Pearl’s growth has been explosive, astronomical, wonderful, and amazing,” Rodgers said. “They use lots of different materials really well and therefore can make lots of incredible art with those things, whether it’s printmaking or painting or drawing.”
Within Mr. Robert Zakrzewski’s 10th grade English class, Tweedy painted two intricate ceiling tiles themed around books they read in their free time, including Lapvona by Ottessa Moshfegh and She Who
Became The Sun by Shelley Parker Chan.
“I was just in awe of what they were able to do just sitting back there with colors and a half hour,” Zakrzewski said. “They always brought an original perspective, but also a very creative way of presenting ideas.”
Despite any roadblocks that Tweedy might face during their process, they stay consistent with their creativity.
“It’s 100% just so much practice. Practice makes perfect. I know that’s corny and everyone says that, but it’s really true,” Tweedy said. “Don’t be discouraged by any talent that you see, just know that they’ve practiced a bunch and that you are fully capable of reaching that level of talent.”*
TEACHER CREATIONS:
Mrs. Tabatha
Duffy brightens day with graphic design
Assistant Principal uses her graphic design skills to make layouts.
Josie Wieland ’26
Arts Editor
On a bulletin board littered with forgotten papers, my attention zoomed in to October’s dates to remember, and there it was: the Strath Haven panther icon… with a witch hat.
Assistant Principal Tabatha Duffy showcases her creativity through graphic page design and always experiments with fun new layouts. Some of her work can be spotted in the hallways and classrooms, as she is the face behind many of Strath Haven’s PBIS posters.
Duffy’s love for graphic design was transformed in her high school years, as she created logos and banners to sell on her Etsy shop. This hobby of hers grew over time, eventually making its way into her career as an educator.
tell that I cared about it based on how much time I spent on it.”
Her work doesn’t go unnoticed, as fellow teachers appreciate the extra effort Duffy puts into each of their papers.
“She puts a lot of time and heart into what she’s doing, and she tries to make it nice for us. It’s easier to follow with all of her designs and all the things she does,” English teacher Ms. Kate Evans said.
“She puts a lot of time and heart into what she’s doing, and she tries to make it nice for us. It’s easier to follow with all of her designs and all the things she does.”
Ms. Kate Evans English Teacher
“When I did PowerPoints for my students, I would have a different color palette each day that was chosen on purpose,” Duffy said. “They would look forward to what the color palette was going to be, which is so silly, but I think that they could
Not only do they appreciate the extra time she spends, but they also get a smile out of each of her designs.
“When her monthly dates to remember come out, she always puts little icons at the top that are appropriate for them,” English Teacher Ms. Reagan Lattari said. “She helps inspire people to make more aesthetically pleasing handouts.” Communicating effectively in a fun way has always been and always will be the name of the game for Duffy.
“It matters if you just crank something out versus thinking about how it’s going to be received,” Duffy said. “Everything is so busy and chaotic all the time, so you might as well have a nice little thing to look at in the office.”*
MRS. TABATHA DUFFY
Mpox: facts vs. frights
With social media spreading misinformation on the recently relevant disease, it is important
Lavanya Dixit ’27 Sports Editor
The mpox virus, first observed in primates, has recently been creeping its way into the human population.
Mpox is an illness caused by the monkeypox virus, which is in the same family as smallpox. The World Health Organization changed the name to mpox in November 2022, stating that the original name for the virus could be construed as stigmatizing.
According to the World Health Organization, mpox is an infectious disease that can cause a painful rash, enlarged lymph nodes, fever, headache, muscle ache, back pain and low energy. The disease spreads through close contact, but is not respiratory. Although most people fully recover, the illness can be serious.
Biotechnology teacher Timothy Styer explains that when mpox is first caught, pustules develop on the body, leading to high fever.
There are two known strains of mpox known as clade I and clade II. Clade II, which is less serious, caused an ongoing global outbreak in 2022, and has resulted in over 100,000 cases in 122 total countries.
As of September 2024, outbreaks of clade I mpox have been identified in Central and Eastern Africa. There have been no reported cases of clade I mpox in the U.S., according to the Centers for
mpox
An infectious disease that can cause a painful rash, enlarged lymph nodes, fever, headache, muscle ache, back pain and low energy
TWO mpox strains:
clade I (more serious, Mortality Rate 1-3.3%)
Clade II (Less Serious, Mortality Rate <.1%)
Disease Control and Prevention (CDC).
The World Health Organization announced mpox as a global health emergency in mid-August, causing panic on social media, with numerous student posts expressing fright for lockdowns that could threaten the functioning of the school year.
The CDC assures no schools have closed due to mpox, yet on certain social media platforms, false claims of lockdowns have been spread.
“Misinformation gets people anxious about going out in public which causes more chaos,” sophomore Lindsey Micklin said.
However, Styer confirms that since mpox is primarily spread through contact, a lockdown situation is improbable.
“Lockdowns will not occur for something that’s not respiratory. You will not see the
1970: First human case recorded
2022: Global Outbreak declared (clade II)
2024: Public Health Emergency declared (clade I)
No reported cases of clade I mpox in U.S.
Source: Centers for Disease Control
same kind of preventative measures that happened with COVID,” Styer said.
Not just that, but, unlike COVID-19, the roots of monkeypox provide enough information for the disease to be shut down before any pandemic-like acceleration. Since mpox is in the same family as smallpox, earlier research on smallpox helped make a vaccine against mpox.
“We didn’t know anything about COVID. We had to figure it out while in lockdown, so we were behind. With monkeypox, there already is a strong foundation of research,” Styer said.
Such a foundation eliminates the need for lockdowns, which benefits the school community who, as a whole, struggled a lot during the COVID-19 lockdown.
Robotics team pushes for new members
“During COVID, it was a lot harder to learn, just being on the computer the
to know the facts
whole time and not in person,” Micklin said. “Now it’s still affecting me because all of us have shorter attention spans since we’re used to being on our screens all day.”
Even though the chances of an outbreak are slim, our school has a plan for what to do if the virus seems to be accelerating.
“We would take the same general precautions that we would take for any outbreak, including deep cleaning the school, helping the health department with contact tracing, universal precautions like masking or gloves if needed, educating the school community, and, especially for monkeypox, it would be worth it to set up handwashing stations,” school nurse Mrs. Sarah Fleming said. Overall, the most important thing to do is stay educated on the disease as it evolves.
When mpox was first introduced to the human population, clade I mpox had a mortality rate of up to 10 percent. Now, clade I has a much lower death rate of 1-3.3 percent, while 99.9 percent of people survive clade II.
As time goes on, Styer predicts the virus will become a little more contagious, yet will decrease in mortality rate.
“Almost every cold you’ve had was a previous pandemic that wiped out a lot of people,” Styer said. “Now it’s settled into becoming normal in our lives. Monkeypox will do the same thing.”*
With hopes of excelling in future competitions, the robotics team is focused on building membership.
Matthew Ramirez ’26 Managing Editor of Web
Senior Jaden Hunter’s interest in robotics started in second grade when she participated in engineering projects and built robots.
“When I moved to the district, I looked for the robotics team,” Hunter said. “It’s always been my passion of mine.”
Now, Hunter is one of the many seniors and co-president of FIRST (For Inspiration and Recognition of Science and Technology)
Robotics Team #486, also known as the Positronic Panthers, the schoolsponsored robotics team.
Hunter explains the teamwork challenges she faced in becoming a team member.
“I’ve definitely learned to work in groups more,” Hunter said. “Being able to divvy up tasks and make sure that the team operates well and efficiently, it’s definitely been a new hurdle for me.”
down because we didn’t have a chance to get word of mouth around the school,”
robotics coach and adviser Mr. Page Brown said.
The prenotion bias about needing prior knowledge and experience to participate in the team has also affected membership numbers.
“I’ve heard the words ‘I’m not smart enough’ a bunch of times,” Hunter said.
“The team is so focused on building the robot that when it comes to getting people to join, we struggle a little bit.”
Jaden Hunter ‘25
Despite winning numerous awards across various events, the robotics team faces many challenges, including maintaining membership and outreach to the student body.
“The team is so focused on building the robot that when it comes to getting people to join, we struggle a little bit,” Hunter said.
Aside from focusing on team activities, the effect of the COVID-19 pandemic also contributed to the loss of members.
“Our numbers [of members] were
“There are several people on the team that didn’t know anything when they joined, [and] they have learned a lot.”
In place of expanding the team’s membership and outreach, leaders plan to connect with students and advertise around the school.
“We have been communicating with people who have shown interest,”
senior robotics member Jacob Jurkech said. “Right now, we have a ton of freshmen joining the club.”
To generate student interest and outreach, the team created a robot that launches t-shirts and footballs, named the ‘Cheer Bot’, which was demonstrated at the season home opener for the Varsity football team on Friday, September 13.
“It’s just to try to get people excited about robotics and joining the team so it can go on,” senior robotics member JJ Bohr said.
“A lot of people like air cannons and free stuff, so many people are excited to see it.”
This year, the team hopes to make it to the district level in the FIRST tournament they
participate in.
“That has been our goal consistently, and we’re going to try to keep that up,” Jurkech said.
In January 2025, the team will be introduced to the competition in which they will have six weeks to design, build, and control a robot that meets the competition requirements.
“It’s a challenge to your team to figure out what the best way to compete in the competition and then execute building a robot that does that task,” Brown said.
In hopes of advancing into the regional competition this year and into future competitions, a strong underclassmen
membership is vital.
“A more important goal is to get a strong group of underclassmen ready to go for robotics and have them experienced enough to where they can run the team once us seniors are gone,” Jurkech said.
Outside just hoping to win competitions, the feeling of pride and accomplishment can extend past the robotics team and be applied to any extracurricular activities.
“Go to school, work on a big project, and then leave feeling that you’re part of something,” Bohr said. “You accomplish something, and you’re just seeing that growth throughout the school year.”*
FLYING T-SHIRTS • The Positronic Panthers test their ‘Cheer Bot’ at George L. King Field during the 5th block on Wednesday, September 11, before the Varsity football season home opener. The robot will launch mini-footballs and t-shirts into the bleachers in hopes of drawing student interest in the robotics team. PHOTO: MATTHEW RAMIREZ
ATHLETES OF THE
ISSUE: Singles tennis stars swing their way through promising season
Saito, Rappaport, and Anderson balance busy schedules, pressure, and team bonds.
Claire Salera ’27 Detours and Opinions Editor
If you walk towards the senior lot on a crisp autumn afternoon, you might spot senior Abby Rappaport, junior Minori Saito, and sophomore Lena Anderson playing their hearts out on the tennis courts.
All three girls play singles on the women’s tennis team, the top three spots in the varsity line-up. Saito plays first singles, Rappaport plays second singles, and Anderson plays third singles. The singles players are followed by four varsity doubles teams, and the team itself is coached by Biology Teacher Mr. Andrew Perella.
Playing singles consists of a single player competing against another player in the best of three sets. Nonetheless, all three girls have been training to be at this level for many years.
“I’ve been playing tennis my whole life. My dad has been my coach since I was five, so I’ve been playing for a really long time,” Saito said.
Rappaport agrees that claiming her spot as a singles player came with a lot of hard work and preparation, even before she was on the high school team.
“I started playing tennis when I was seven. Things started to turn when, freshman year, I really wanted to play singles. That’s when I realized that I had to work hard for it, and that’s when I started taking it seriously,” Rappaport said.
Being a varsity and well-rounded tennis player comes with a lot of practice for the girls, both at the Strath Haven courts and outside of school.
All three girls play several times a week, which can sometimes be difficult when balancing schedules.
“I practice six to seven times a week unless I’m really busy. I practice at Rose Valley pool, which has really nice courts,” Saito said.
With this spot on the team comes a lot of pressure
and responsibility. Anderson notes the importance of handling the pressure that comes with playing alone on the court.
“I didn’t start competitively playing until I was ten… You can’t get in your head too much. I think that your biggest enemy on the court is yourself and your mind, so it’s just important to stay focused and not let the bad points get to you,” Anderson said.
Rappaport finds that the pressure puts her in a place of control of her match and that the support of her teammates helps her to stay grounded.
“I know that playing singles, it’s just you on the court, and you’re responsible for that match,” Rappaport said. “Sometimes I do like having my own responsibility, but it’s sometimes so supporting to have all of my friends cheering me on.”
While being a singles player takes a lot of dedication and commitment, all three girls agree that the women’s tennis team has a special bond.
“I like being on the tennis team because there are people in every grade, so you can get a lot of advice from the different girls,” Anderson said. “Everyone is really nice, and we all work together and lift each other up in our matches.”
In particular, Rappaport appreciates the friendship she has formed with her fellow singles teammates and contributes it to her demeanor during her matches.
“Especially the three singles girls, we all have a little bond. We try to put our bags close to each other on the court so we can see each other in between games, and we’ll hype each other up,” Rapaport said.
Even though the tennis team in particular has a strong bond, Saito believes that joining any team is a great opportunity to form friendships in high school.
“If you’re new to the school, being on a sports team is a great way to make friends because you’re connected
New dugouts await baseball, softball
After construction this summer, a new addition excites the baseball and softball teams: dugouts.
Lavanya Dixit ’27 Sports Editor
After pushing for the reconstruction of dugouts, both the Strath Haven High School baseball team and the Strath Haven High School softball team officially have new dugouts for the 2025 season.
Excitement for the spring sports season accelerated after Strath Haven High School finished the highly anticipated building of the dugouts. However, this plan was set to happen much earlier.
“We have been trying for 15 years or so to get dugouts,” varsity baseball coach Brian Fili said. “There’s always hurdles to go over as far as fundraising money. We had the plans set, the drawings set, but once COVID came we put it on the shelf for a while.”
Senior softball player Ella Liberi explains the necessity of having dugouts and the excitement fueling the teams coming into the season.
“A big part of being on any team is wanting to have a dugout because the team is connected and everyone is together,” Liberi said. “Seeing the softball and baseball teams both get them makes us really happy. We are all super excited about this so that excitement leading into the season will be really awesome building off of.”
Fili appreciates former Assistant Superintendent Dr. James Conley for his help in the process of getting these dugouts for the school, as he was the one to bring it up to the school board. The school funded the construction, but, for the baseball team, fundraising will supply
the inside of the dugouts.
“We’re going to use the money that we started fundraising for these dugouts to buy all the things for the inside, like helmet racks and benches,” Fili said.
“They built the structure and we decided we were going to put the things inside it.”
Fili anticipates the dugouts to improve the games and performance of the players.
“There will be a lot less distractions because we’re going to be inside the dugouts and won’t have people coming in from the outside since there’s fencing around them,”
Fili said. “It’ll be more organized because we can hang up practice plans on the wall.”
While the new dugouts allow a place for the players to stay while waiting for a turn on the field, they also provide a sense of nourishment and encouragement to the teams.
“It’s something that our players need. It shows that we’re taking care of their field and that’s important to the players,” Fili said.
The dugouts are not the only exciting update for the softball team.
“We’re also getting batting cages and a scoreboard too,” junior and softball player
Annika Slootmaker said.
With the new installations, the teams believe they will be able to improve both their skill and bond with their team.
“It’s something exciting for them to come into every day after school. They have something they can call their home,” Fili said.
by a common thing already and it’s so easy to connect with other people on the team,” Saito said.
The dedication of these three players and all of the women’s tennis team is consistently present, and their coach Mr. Perella recognizes this commitment.
“They’re great singles players. You can tell that they work hard during the season and off the season. They represent their teammates and their school impressively,” Perella said.
Saito placed third and Rappaport placed sixth at Central League Singles on September 20, qualifiying them for District 1 Playoffs on September 26.* Reporter is on the tennis team.
ALL SMILES • After a match against Conestoga on August 22, tennis women’s singles players sophomore Lena Anderson, senior Abby Rappaport, and junior Minori Saito pose together. PHOTO PROVIDED BY MINORI SAITO
New athletic trainer brings more than two decades of experience to role
Walsh’s interest in sports medicine was sparked by personal experience.
Advaya Singh ’27 Reporter
After a brief vacancy in the role, Strath Haven High School welcomes Daniel Walsh as its new athletic trainer, just in time for the busy fall sports season. Walsh brings years of experience to help athletes push their limits.
Walsh attended Monsignor Bonner High School, where he played soccer and ran indoor and outdoor track. After becoming interested in sports medicine, he attended West Chester University’s Sports Medicine program.
“In between my sophomore and junior years, I injured my right knee. I tore my meniscus, and in the whole process of having to do my therapy, I got to know my athletic trainer. And that kind of led me down this career path,” Walsh said.
Becoming an athletic trainer has specific requirements, including a national certification exam with three parts and licensure to practice in the state, according to Walsh.
After completing his training, he began working at the Glen Mills Schools, where he remained for 25 years. For the last several years, he worked at Coatesville High School, then Premier Orthopedic.
Some common injuries he sees in high school athletics are ankle sprains and tendonitis, joint problems, and knee sprains.
“Athletes are always upset because they know they hurt themselves,” Walsh said. “You need to go in with a level head. Keep your composure because if they see you freaking out over the severity of the injury, they’re going to freak out.”
After spending a lot of time and becoming a
veteran in the field, he also reflects on some things he wishes he had known earlier as a trainer.
“Well, you need to have a good work-life balance. Managing your time, taking time to recharge the batteries,” he said.
He recounts how the hours can get long sometimes and how covering all night and weekend games can be difficult. However, he also enjoys dealing with the students and helping them grow and develop as athletes.
“Staying involved in athletics has always been a passion of mine, but working at the high school level, you get to see the kids develop as young adults and watch them progress through their athletic careers,” Walsh said.*
Varsity football triumphs over Garnet Valley
Panthers break Garnet Valley Jaguars’ season record, fueled by James Fisher’s five-touchdown performance.
Matthew Ramirez ’26 Managing Editor of Web
On Friday, September 20, the Strath Haven Panthers (5-0) played in a regular season matchup against the Garnet Valley Jaguars (4-1) at George L. King Field in Wallingford, PA leading to a final score of 35-7 win for the Panthers.
The Panthers and Jaguars came into the game with undefeated 4-0 records, fueling their long-standing rivalry. This win by the Panthers breaks the Jaguars’ 2024 season record and marks their second victory over them since 2010 and fourth win against the Jaguars since 2008, now leaving a team record of 3-10, making Friday’s game a significant moment in their matchup history.
With offensive drives led by wide receiver James Fisher, he scored all five of the Panthers’ touchdowns throughout the game.
“It was good but it wasn’t just me,” Fisher said. “It was my line blocking up front and my back and the backfield blocking too.”
The Panthers’ victory against the Jaguars is more than just another win, it’s a turning point
in the season.
“It’s a big statement win, and I feel like we can go farther than we did last year,” Fisher said.
Head coach Kevin Clancy has a high appreciation for Fisher’s performance during Friday’s game.
“James is outstanding,” Clancy said. “You’re looking for your best players, your big players, to step up in big games, and he stepped up big today.”
Clancy emphasized the importance of the game, referencing the win as an important part of what the team needs to improve on.
“[The game] is a really good measuring stick to see where we are in the first half of the season,” Clancy said. “Everybody played their best game tonight. Everybody rose to it, and it’s a sign that we can continue to build on this and be a good team.”
The next varsity football game is Friday, September 27, at Harry Harvey Stadium against Marple Newtown at 7 p.m..*
UPCOMING VARSITY FOOTBALL SEASON
Cheer our senior athletes on at
FALL SENIOR NIGHTS
Girls Tennis
September 24 • Tennis Courts • 3:45 p.m.
Girls Soccer
October 1 • King Field • 7:00 p.m.
Field Hockey
October 8 • King Field • 7:00 p.m.
Golf
October 8 • Springhaven • 3:30 p.m.
Volleyball
October 9 • Gym • 7:00 p.m.
Football
October 10 • King Field • 7:00 p.m.
Cheerleading
October 10 • King Field • 7:00 p.m.
Boys Soccer
October 15 • King Field • 7:00 p.m.
Cross Country October 24 • Track • 4:15 p.m.
MR. DANIEL WALSH • PHOTO: MATTHEW RAMIREZ
TOP • Senior varsity captains Aleksei Gustafson, Vincent Hales, James Fisher, and Shane Green stand as they await the coin toss prior to the start of the game on Friday, September 20. BOTTOM • Strath Haven senior wide receiver James Fisher catches a pass from quarterback Caden Shuster during Friday’s conference match up against Garnet Valley on September 20. Fisher tied the game early into the first quarter with a touchdown bringing the score to 7-7. PHOTOS: MATTHEW RAMIREZ
Presidential election requires analysis of policies
Both candidates want your vote in the presidential election. They use ads, TikTok, mail, and live events, but what are they advocating for?
Zoe Likely ’25 Contributor
The presidential candidates this year are Democrat Kamala Harris with running mate Tim Walz and Republican Donald Trump with running mate JD Vance.
Typically, Democrats are known to oppose high tariffs and advocate for government-subsidized programs such as free healthcare and food stamps. In addition, the Democratic administration historically increased corporate taxes to compensate for prices.
Republicans advocate for lowering tax policies and increasing state rights, abortion being a prevalent example. Republicans are known for protecting Second Amendment rights and privatization, opposing recreational drug use, and loose immigration laws.
Candidates Harris and Trump’s policies might differ based on priorities and agenda. There are eight topics discussed when talking about policies such as abortion, climate, economy, foreign policy, healthcare, immigration, taxes, trade, and some secondary policies. It’s hard to fully agree with one candidate, so it’s important to continue researching and decide what issues are important for you.
Below you will find a brief description of both candidates’ policy views and administration plans.
Democrat: Vice President Kamala Harris
If elected, the Harris-Walz campaign claims they would attempt to reinstate Roe V Wade with a national abortion protection law, meaning abortion rights would not be determined by the states, and instead protected all across the country. On the issue of climate change, her administration intends to fund different types of energy to reduce the use of foreign oil, and decrease overall oil use as well.
A major feature of her campaign is directing more government-funded assistance programs and tax breaks toward new families, small businesses, new homeowners, and more. On that note, Harris intends to not raise taxes for anyone whose annual income is less than $400,000,
or a “middle-class tax cut” in other words. While the rest of her views are not explicitly stated, like other Democrats she has supported a higher corporate tax rate throughout her career.
The Harris-Walz campaign has stated support for both the Israeli and Palestinian peoples, but not for the terrorist groups within Palestine. Likewise, she supports a two-state solution. The Harris-Walz campaign promises support for Ukraine and NATO and a moderate view on immigration over the border.
Republican: Former President Donald Trump
If elected, the Trump-Vance campaign aims to “make America Affordable again.” The campaign prioritizes making housing affordable and has the hope of lowering inflation once again. He presents this by “preventing some undocumented immigrants from getting mortgages and deporting others, and by launching a home building programme on federal land.” This crosses over into his immigration policies of more border control.
To continue, he aims to cut corporate tax to 15%, a notable difference from the Biden administration’s increases in corporate taxes. Finally, he calls for abolishing taxes on social security, and other miscellaneous things.
The Republican party suggests removing the country from wars and conflicts, taking an isolationist view on foreign policy. In terms of Ukraine, he proposes to decrease aid sent to Ukraine. While his views on IsraelGaza are quite vague, he generally supports Israel. At the presidential debate held at the National Constitution Center on September 10, 2024, Trump claimed that if he had been president, the Israel-Gaza war would have never started and that he could end the Ukrainian war in “24 hours.”
He does not intend to make any changes to the current abortion policies and his climate policies are not fully developed. In his previous term, he rolled back some environmental protections, so that trend could continue in a second term.
Social media leads to political misinformation
Time to Vote
There is no right or wrong answer to which candidate is “better” or will make a better president. Politics are based on opinions, and it depends on what policies are important to you, and what you think the country needs.
Civics teacher Mrs. Alyssa Harvey, who is currently on special assignment in the main office, is running a voter drive this year along with several seniors.
“Everyone should vote if they can,” Harvey said. “But step one is to get them involved and to emphasize that their votes matter.”
“I wish we had more candidates that represented us, and our generation,” senior Katie Sheff said. “Times are changing and old candidates with outdated ideas aren’t what we need anymore. I’m drawn to either one, but if it came down to it I’d still vote.”
Even if neither of these candidates represents you, please still vote. Your vote makes a difference, your vote matters, and your voice matters.*
With the upcoming election, concerns arise of false information distorting political perceptions.
Luci DiBonaventura ’25, Calpurnia Fries ’27
Detours and Opinions Editor, Contributor
From social media posting false claims to manipulated videos and misleading statistics, the flood of inaccurate information influences young people’s votes for the upcoming election.
One of the main problems with websites and social media is they contain heavy amounts of bias. For example, bias generators show that news sites such as CNN lean more towards the left while Fox leans more towards the right, creating distrust between the people and the media.
the media tells you to.”
Social media apps such as TikTok, Instagram, and Snapchat pose threats of spreading misinformation. Many influencers sway their viewers towards a specific side by posing as a reliable source.
Social media distorts political messages to attract followers, which can lead to polarizing its viewers.
“I get my information from MSNBC and NPR,” senior JJ Bohr said. “I know MSNBC has a more liberal bias and I would say NPR is more in the middle. A lot of people get their information from biased sources even if they don’t know it.”
According to a report published by Penn State, social media has impacted day-today events and will have an impact on the election cycle. Social media distorts political messages to attract followers, which can lead to polarizing its viewers.
“I think where a lot of students are getting their information from is unreliable,” senior Reed Hyzer said. “It creates this idea of having to vote a certain way to present yourself the way
“I get all of my information from TikTok. I saw a TikTok saying there were like 50,000 cases [of mpox] in Pennsylvania alone,” sophomore Veronica King said. “No one has Monkeypox. Things just spiral out of control on TikTok and social media, people always exaggerate.”
New technology such as AI produces mass amounts of inaccurate information that people think they can trust, such as deep fakes. These can imitate politicians’ voices and faces to make them seem like they are saying something they never said.
“I feel like a lot of students are getting their information wrong even from sources they think they can trust,” senior Quinton King said. “Especially with artificial intelligence. It distorts a lot of information and people don’t know what to trust.”*
63% of U.S. teens say they use TikTok.
58% of teens say “daily” 17% say “almost constantly”
52% of TikTok users say they regularly get news there
STAR-SPANGLED BANNER • The American Flag waves outside in front of Strath Haven High School on Thursday, September 19. PHOTO: ISAAC LOTHROP
REAL OF FAKE? • CARTOON: LUCI DIBONAVENTURA
OPINION: Fifth block is asset to school day
From students’ perspective, there is no debate.
Claire Salera ’27
Detours and Opinions Editor
Fifth block cannot be ripped from underneath our feet.
According to fliers distributed by teachers advocating for a fair contract at back-to-school night, “preservation of fifth block” was one of the teachers’ contract concerns.
If students have a voice in their school’s schedule and design, fifth block would never be in question. It is an essential part of Haven.
Fifth block is an extra block in the school day that runs from 2:05 to 3 o’clock every day. It serves as an opportunity for students to receive extra help from teachers, do homework in the library, be a part of the school’s music program, and participate in student-run clubs.
Sophomore Ella Brook finds that fifth block allows her to stay at school, and still be productive.
“Fifth block is important because I can do my homework before sports, or get help from a teacher,” Brook said.
In addition to student-athletes being able to receive help, the three-o’clock bus after fifth block provides a stress-free option to stay for help or extracurriculars for students who have concerns about getting a ride home.
French teacher Ms. Tracy Dubs agrees that without the three o’clock bus, students would feel pressured to take the two o’clock bus home and not stay for help.
“If we didn’t have fifth block, kids would have to get home on the bus, and wouldn’t be able to find a ride to stay late to get help. So, I do like that as an opportunity,” Dubs said.
Senior Lilly Hodges notes that certain activities only meet during fifth block.
“I think fifth block is really important because of afterschool activities like band,” Hodges said.
Hodges is right: several of the school’s music groups meet during fifth block. Camerata and Cantata, two of the school’s choral groups, the marching band on Tuesdays, Thursdays, and Fridays, and later in the year, orchestra and other band ensembles, all meet during
fifth block.
If fifth block was taken away or moved in the schedule, these music groups would be forced to either meet in the morning, (which is difficult when school already starts so early) or meet after 3 p.m., which would prohibit student-athletes from being in performance ensembles.
In addition to music groups, student-led clubs usually chose to meet during fifth block, because it provides an extra hour in the day to complete club-related tasks and activities without making students worry about getting a ride home after.
Sophomore Rheya Singh is the co-president of Haven HOSA [Health Occupations Students of America], and she finds the timing of the block to be perfect.
“[Fifth block] gives you a chance to participate in clubs at a convenient time,” Singh said.
And while extracurricular activities are optional endeavors for students, fifth block is a fantastic time for students to complete mandatory school projects and assignments that were not finished in class, late, or missed.
Sewing and culinary arts teacher Mrs. Frances Schoonover believes that fifth block is an essential time for students in her classes to catch up on work.
“It is important, especially for lab-based classes, because it’s all hands-on. If you miss school, you are still responsible for making up that work, so fifth block is your best option,” Schoonover said. “It’s a real part of your day.”
But for the time being, students will not need to worry about fifth block going anywhere anytime soon.
The same back-to-school night fliers, distributed to community members, included a handwritten line: “Your advocacy helped us to save fifth block.”
“We think it’s important for the music program and it’s important for student success. It’s a great opportunity to go back to classes where you need extra help,” Schoonover said.*
OPINION: Europeans can’t judge Americans on
geography knowledge
If we are bad at geography—maybe there are reasons.
Zoe Likely ’25
Contributor
Statistics and rankings can back up a lot of things about America. But judging a group of 300 million people off of a few TikTok interviews is not cool. At all.
Europeans joke on social media about America’s high obesity rates, plastic use, and terrible knowledge of geography. While the other two are factual, maybe we are bad at geography.
I guess I shouldn’t generalize all Europeans into one group. The recent social media claims that Americans struggle with geography generally come from England and France, while the hate of American tourists comes from Spain, specifically the city of Barcelona.
A part of understanding geography is traveling around the world and seeing different parts of the world.
“It’s easier to travel as a European because a lot of the countries are within a day’s travel,” senior Hannah Loyd said. “America’s a lot bigger, so it takes longer. But, the U.S. school system doesn’t really focus on geography.”
Loyd has traveled inside and outside the U.S. and goes to school in the U.S. She makes the point that U.S. schools do not prioritize teaching geography. We are certainly knowledgeable about what has happened or is happening worldwide, but placing countries on a map is a second thought.
“They tried to teach it in history classes,
but everything I learned about geography I took time [to do] outside of class,” senior Sydney Williams said. “My parents teach history and thought it was important, but I also like to play geography games on Sporcle.”
Williams can name every country in the world (197) in under seven minutes. So it’s clear there’s a large range of knowledge. But, at the end of the day, it’s more important to know what’s going on in the world currently and historically, than placing Sarushima on a map. Also worth considering: Maybe we should all be nice to each other. European countries don’t judge us, we don’t judge them. We can all choose to be best friends and live happily ever after.
“I think it’s rich for them to judge us,” Williams said. “But hey, at least we have functioning air conditioning and great burgers.”*
HEADPHONES: TOOL OR DISTRACTION?
While some students use headphones to listen to music during or in between classes, some believe that they are disrespectful and a distraction.
Claire Salera ‘27
Detours/Opinions Editor
“I think listening to music actually helps me focus. I’m able to tune out the music and tune into the teacher. When I hear the music, it allows me to realize I’m not paying attention. So I think music is really good and it can be used for good educational purposes.”
“I like AirPods because they allow me to listen to music and they help me focus while working.”
“I don’t think [students] would like it if they’re asking for help, and I had my headphones in. It’s just a body language thing, it’s the same thing as if your head is down, I’m assuming you’re not listening. So if you have [headphones on], I’m assuming you’re not listening. It’s kind of rude.”
“I think AirPods are convenient, great, and a wonderful way to listen to music. I do think that in the classroom, it gives the illusion of earplugs, which is not what you want when you’re teaching your students. As a teacher, in the classroom, I think they should be out, but in the hallways, that’s your time, so I think it’s okay to have them in.”*
TOP • Math Teacher Mrs. Roxie Everly’s whiteboard filled with geometry examples during fifth block. Teachers and students utilize 5th block time to facilitate futher instruction. PHOTO: CLAIRE SALERA BOTTOM • Senior Jake Gill adjusts the “cheer bot” during fifth block on September 11. as the robotics team practices for their Friday night football t-shirt distribution. PHOTO: MATTHEW RAMIREZ
AROUND THE WORLD • Globes are on display in Mr. Jeff Kahn’s classroom on Thursday, Septmber 19. PHOTO: MATTHEW RAMIREZ
Laila Roe ‘27
Paul Caywood ‘26
Ms. Roxie Everly, Math
Ms. Traci Dubs, French
READING REVIEW:
Haven’s picks from summer vacation
Summer is not the only time to read—so keep your bookmarks handy for these recommendations.
Evie Fernandez ’27 Haven Happenings Editor
Sophomore Roland Rennick-Zuefle recommends:
“Romeo and/or Juliet” by Ryan North.
“[Romeo and/or Juliet] is a choose-your-own-adventure based on William Shakespeare’s Romeo and Juliet. It’s one of the weirdest things I’ve read in a long time– there are over 100 different combinations of [outcomes] with love and robots and time travel, stuff like that. It gets crazy. I think the narrator definitely has a sense of humor with it,” Rennick-Zuefle said. “The narrator has a lot of conversations with you, and they’re judging your choices the whole time and I think that’s funny. There are so many stories within it where you’ll randomly be given the option to pull out a book, and there’s another choose-your-own-adventure story that just goes on within that. I like that a lot.”
Junior Minori Saito recommends:
“The Kite Runner” by Khaled Hosseini.
“I read ‘The Kite Runner’ for my AP Seminar class, and it’s one of the best books I’ve read in a long time. It was super gripping, and it’s just such a beautiful tragic story that I feel like everyone should read,” Saito said. “It’s about these two boys in Afghanistan, one is rich and one is a servant, and it’s the story of their lives and how they intertwine and also about the tragedies that happened in Afghanistan, like the Taliban.”
Sophomore Shelby Seidman recommends:
The Scholomance Trilogy by Naomi Novik.
“It’s a trilogy about a dark wizard academy, and it’s dark and academic, but it’s not the usual brown and tweed vibe. It’s very hardcore–there’s kids constantly dying in the school because it’s better than dying outside the school,” Seidman said. “The main character, Elle... she’s this very lonely teen, and everyone hates her because people in her world have different magical affinities, and her affinity is mass destruction. She doesn’t want to cause mass destruction, it’s just what her magic is good at, and everyone gets that evil vibe off of her, even though she’s actually pretty chill, but everyone just avoids her. The magic system is also really cool. It’s based around language and a lot of it is learning other languages to learn the spells those languages have written, and you gotta learn about the cultures, too, so it’s very historical.”
I recommend:
“Interpreter of Maladies” by Jhumpa Lahiri.
This is a short collection of stories about Indian characters varying in age and gender navigating their lives and relationships. The setting of the stories shifts between the US and Bengal continuously, featuring stories such as “The Third and Final Continent” about an immigrant who goes to live with a 100-year-old woman in her home while he studies at the Massachusetts Institute of Tech and waits for his wife to immigrate. The stories are concise but they’re also incredibly beautiful, especially when it comes to word choice. They’re short, but they’re meaningful.*
RECIPE RECOMMENDATION:
Tortilla Chip Hat
Luci DiBonaventura ’25
Detours and Opinions Editor
Over the summer seniors JJ Bohr, Luci DiBonaventura, and Ella DiBonaventura got together to recreate the chip hat from the Despicable Me movie. Try out this zesty, festy recipe below.
Ingredients:
3 cups All-Purpose Flour
1 teaspoon Kosher Salt
1 teaspoon Baking Powder
⅓ cup Extra Virgin Olive Oil
1 cup warm water
Two containers of guacamole
Instructions:
1. Preheat oven to 375 degrees.
2. On a large round pan, sculpt a sombrero out of tin foil. Combine flour, salt, and baking powder in a medium-sized bowl. Using a sturdy silicone spatula or a sturdy wooden spoon, mix dry ingredients until well combined. Make a well in the center of the dry ingredients, add the oil and water, and then stir.
3. Roll the dough out onto a lightly floured work surface, and knead for 1-2 minutes until the dough is nice and smooth. Proceed with step number 3 below for the remainder of the recipe.
4. After the dough is fully mixed, spread out flour on a flat surface. Roll into a thin circle about 1/8 thick. Then place the dough on the sculpted hat made from tinfoil and place in the oven for 40-45 minutes. For better results place pie weights on top.
5. Let cool for 30 minutes.
6. Spread guacamole around the hat.
7. Lastly, wear the hat and enjoy!*
CRITTER CORNER: Olly the Yorkie loves people
Senior shares her bond with her dog.
Lavanya Dixit
’27
Sports Editor
For this publication’s regular feature of the Critter Corner, senior Christina Si talks about her special bond with her dog, Olly.
Q. What’s your pet’s name?
A. His name is Olly, but the vet has his name as Ollie. We didn’t really formalize his name until he was two years old.
Q. How old is Olly?
A. Olly is four years old. He was a pandemic puppy. We don’t know his exact birthday. His “birthday” which was July 14 landed on a day that I was at work this year so we ended up changing it to July 13.
Q. How long have you had Olly?
A. We have had Olly for four years, we got him two or three months after he was born.
Q. How did you feel when you got him?
A. I was really, really excited. I had been begging my parents for a dog for a super long time, and then finally during the pandemic, my parents agreed. I remember taking my middle school science class as I was getting him. I told my teachers I wasn’t feeling well so I couldn’t turn on my camera on Zoom but in reality, I was in the middle of Pennsylvania picking up my dog.
Q. How would you describe your bond with your dog?
A. Olly is like my best friend. I love him so much. He’s super in tune to my emotions. He can tell how people are feeling so he knows when I’m happy, mad, or sad. If I’m not feeling well, he’ll
jump up, come up to me, and sit with me.
Q. What’s your favorite thing to do with Olly?
A. I love going on runs with him. He’s tiny and he has a ton of energy. He gets bursts of energy where he runs like 15 miles, so I love running and hiking with him.
Q. What do you love about your dog?
A. Olly just loves people. He loves dogs, he loves people. He loves to love. He gets really excited and he jumps at people. It’s something we trained out of him but when he’s meeting a lot of new people at once he still gets super excited. It’s never an aggressive thing, he only wants to play and meet people. He doesn’t have a single aggressive or mean bone in his body.*
ZESTY, FESTY HAT
Senior Ella DiBonaventura wears the freshly baked tortilla hat with guacamole.
PHOTO: LUCI DIBONAVENTURA
WHO’S A GOOD BOY? • Senior Christina Si’s dog, Olly, playfully rolls in the grass. PHOTO: CHRISTINA SI
September Crossword
Luci DiBonaventura ‘25
Detours and Opinions Editor
Across
4. Modern-day adaptation of Jane Austen’s Emma starring Alicia Silverstone
6. Friendly explosion that cleans things up
7. Animal that mocks humans
9. Place for parking
10. ‘90s colorful plastic storage container popular for organizing makeup and hair accessories
12. Talk show host popular for pranking her guests
15. Red, yellow, blue, green spotted game
17. Scooby Doo’s companion
19. The snack that smiles back
20. Punished by rolling a boulder uphill eternally
Down
1. City that never sleeps
2. Longest river in the world
3. Deep sadness or body of water
5. What you call someone who kills vampires
6. Tim Burton’s movie. Don’t say this answer 3 times!
8. Weather that calls for an umbrella
11. Nirvana’s second album or take that back
13. Foldable computer
14. Harry Potter’s pet owl
15. Sound of a clock
16. Frog’s favorite resting spot
18. “Certainly!”
ANSWERS AT SHPANTHERPRESS.COM
*
ALBUM REVIEW:
“Short n’ Sweet” full of catchy, upbeat tunes
Evie Fernandez ‘27
Haven Happenings Editor
Sabrina Carpenter’s new album “Short n’ Sweet” was released on August 23rd, right as school was starting.
“SHORT
Singles “Espresso” and “Please Please Please” both became candidates for Song of the Summer and received thousands of streams before she released the full album. Her single “Espresso” is currently her top-streamed song on Spotify, with 1,247,388,179 global streams, and the number is growing by the minute.
Carpenter has also gained attention for her music videos, with the videos for “Espresso,” “Please Please Please,” and the opener on the album, “Taste,” featuring stars such as Barry Keoghan and Jenna Ortega.
She’s also becoming well known for working with Jack Antonoff, a producer who has worked with Taylor Swift (who Carpenter is friends with) on several of her albums.
Antonoff has been very complimentary of Carpenter’s work on her new album, which he helped produce. In an interview with Rolling Stone, Antonoff spoke about her single “Please Please Please.” “The little vocal runs she does are so bizarre and unique — they’re doing this really odd, classic, almost yodel-y country thing. She’s becoming one of the biggest
young pop stars, and that song is such a statement of expressing yourself, not just lyrically, but sonically,” he said.
Carpenter has become well known for her love of the aesthetic of the 50’s and 60’s, saying “I love the faces of the ’60s and ’90s — old Hollywood, flirty and fun,” in her interview with “Variety” about the new album.
She’s also become well-known for her scandalous lyrics and upbeat pop songs, with a lot of her music gaining popularity on social media apps like TikTok and Instagram.
The album is definitely catchy, with my favorites being “Juno” and “Sharpest Tool.”
I love the energy and danceability of “Juno,” which is based on the 2007 movie starring Elliot Page.
The chorus of “Sharpest Tool” is so catchy, and I love that the last word of each line is the same word that starts the next one. It’s such a cool and clever format.
In short, I think it’s a very good album in terms of both vocals and lyrics, and Sabrina Carpenter is a really impressive artist.*
MOVIE REVIEW:
“Beetlejuice
Beetlejuice” entertains, leaves story gaps
Evie Fernandez ’27 Haven Happenings Editor “B
eetlejuice, Beetlejuice” directed by Tim Burton was released this summer, and to be honest, I wasn’t sure if it needed a sequel when I bought my ticket.
However, I’m a fan of actresses Winona Ryder and Jenna Ortega who previously acted in Tim Burton films, so I figured ‘why not?’
The story follows Astrid (Jenna Ortega) and her mother, Lydia Deets (Winona Ryder), as they head back to Winter River, to see the house where Beetlegeuse first met Lydia (Lydia’s childhood home) one more time.
They each deal with problems, as Astrid misses her dad and refuses to believe anything her mother tells her. Lydia, who’s now a paranormal expert with a TV show and is dating her manager, battles with mental health problems. Their strained relationship forces them to team up to defeat Beetlegeuse once again.
As expected, Winona Ryder was the quintessential wacky, aloof mother character, and she pulled it off just as well as always. Jenna Ortega pulled off the standoffish daughter yet again–she was perfect for the role of Astrid. Catherine O’Hara was amazing in her reprise of her role as Delia as well.
Michael Keaton pulled off the role of Beetlegeuse once again, and Justin Theroux was perfectly hateable in the role of Rory, the manipulative manager/ boyfriend.
The production was just as incredible as the first, with excellent effects. However, I found the story lacking in one way: namely the Delores storyline, with Beetlegeuse’s ex-wife. This was odd to me not only because in the first movie, Beetlegeuse had never been married, but because even by the end, it seemed like Delores as a character had no real purpose.
That said, I really enjoyed the nods to old-school classics, like the Bee Gees playing in the opening scene and MacArthur Park as the movie’s big song. My nana also really enjoyed the Soul Train references. I appreciated that they included those little easter eggs for people to find, which is always fun for a viewer.
I left the theater fairly satisfied with it, but I still don’t think “Beetlejuice” needed a sequel. The ending foreshadows a “Beetlejuice Beetlejuice Beetlejuice,” so we’ll see how I feel about that one.*
N’ SWEET” COVER
1: Panther Marching Band Members practice drill basics by marching in a block during band camp on August 19. The 300-member band participated in a week long camp where members learned music, routines, and a halftime show. MATTHEW RAMIREZ
2: Exchange student Valentin Wolf meets his Strath Haven host sophomore Lucas Bartell when the buses carrying sixteen German visitors and their two chaperones pulled into the Brookhaven entrance on Wednesday, September 5. After a packed schedule of field trips, class visits, and family weekends, the German exchange students departed on Wednesday, September 19. MATTHEW RAMIREZ
3: Dressed to match the Panther Pack’s USA theme, Allie Wilson ’14 waves to the audience prior to the second quarter of the Strath Haven Varsity football game on Friday, September 13. Wilson competed in the womens 800 meter race in the 2024 Paris Olympics in August. MATTHEW RAMIREZ
4: September is National Suicide Prevention Month. On Friday, September 20, Minding Your Mind speaker Brooke W. shared her story of overcoming trauma and mental health challenges with the student body during a morning assembly schedule. EVIE FERNANDEZ
5: Senior Luke D’Ancona gives the Panther mascot a fist bump while making his way into the Providence Road entrance on the first day of school, August 26. EVELYNN LIN *
