The Highlander - Issue 1 - October 2022

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Letter from the editors

Dear Highlanders, Welcome back to school and another year of The Highlander! From the implementation of e-hallpass to the Virginia Department of Education’s new proposed transgender student model policy, check out our news section for information that affects our student body.

This issue’s cover story explores the mental and physical effects of sports injuries on athletes who are also balancing school and their personal lives.

On a more lighthearted side, flip to our review of Trader Joe’s fall products or admire the nail designs of 17-year-old nail tech Regina Mulhausen.

Our editorial emphasizes the need for McLean to stock menstrual products in restrooms, and our crossfire debates whether or not the implementation of e-hallpass has been positive for students.

This issue covers a wide array of topics, and we hope you will find something that speaks to you. To get all the latest news between issues, follow our Instagram, @MHSHighlander, and visit our website, thehighlandernews.com. Thank you for your support!

Yours truly, Omar Kayali, Saehee Perez, Makda Bekele, Farah Eljazzar & Nyla Marcott The Highlander Editors-in-Chief

HIGHLANDERTHE

thehighlandernews.com|@MHSHighlander

Editors-in-Chief: Farah Eljazzar Nyla Marcott Saehee Perez

Design Editor-in-Chief: Makda Bekele

Assistant Design Editor-in-Chief: Dania Reza

Managing Editors: Tanner Coerr Isabella DiPatri Philip Rotondo Madeleine Stigall

Chief Marketing Manager: Josephine Phillips

Head Cartoonist: Liz Nedelescu

Designer: Natalie Vu

Fact Checkers: Zakareya Hamed Alexa Sribar Aaron Stark

News Editors: Minsong Ha Natalie Vu

Features Editors: Sabrina Boughanem Tara Pandey

A&E Editors: Khushi Rana Madie Turley

Opinions Editors: Zakareya Hamed Jessica Purevtugs

Sports Editors: Madelyn Frederick Conaire Horgan

Copy Editors: Sabrina Boughanem Minsong Ha Tara Pandey

Digital Media Producers: Kate Burke Madie Turley

Social Media Team: Sandra Cheng Isabella DiPatri Madelyn Frederick

McLean High School 1633 Davidson Road McLean, Virginia 22101

Website Editor-in-Chief: Omar Kayali Website Managing Editor: Khushi Rana

Online News Editors: Minsong Ha Sarah Soltani

Online Features Editors: Sandra Cheng

Reporters: Liyat Amman Zachary Ammar Bella Caracappa Odile de Vachon Ty Goss Haley Riggins

Adviser: Lindsay B. Benedict

Online A&E Editor: Alex Kofinis

Online Opinions Editor: Josephine Phillips

Online Sports Editors: Conaire Horgan Alexa Sribar

Ingrid Shumway Brooke Thomas Elise Walker Sophia Weil Aileen Wu

Editorial policy: The Highlander is a designated public forum in which students can express themselves, discuss issues and exchange ideas. School officials do not exercise prior review on this publication or its online counterpart, and student editors are in charge of all final content decisions.

Advertising policy: The Highlander sells ad space on each page of the magazine except on the front cover, opinions section and in-depth article. The staff reserves the right to reject any ads it deems libelous, obscene, disruptive or otherwise inappropriate. To submit a letter to the editors: Please email letters to the editors to thehighlanderstaff@gmail.com or bring them to room R133. The staff reserves the right to edit letters for grammar and clarity, and all letters are subject to laws concerning obscenity, libel, privacy and disruption of the school process.

New e-hallpass system raises widespread student criticism PASSING ON THE PASS

NYLA MARCOTT EDITOR-IN-CHIEF

Despite its description as the “hall pass for the future” in promotional materials, the transition to the e-hallpass system has drawn strong reactions from students. McLean High School piloted the system in the spring and subsequently announced the decision to use it for the 2022-23 school year. Over a month into the year, students continue to strongly dislike the system. In fact, not a single one of 275 respondents to The Highlander’s survey reported the transition to e-hallpass was a positive change.

E-hallpass is a cloud-based system developed by Eduspire Solutions. McLean initially considered the system to address concerns regarding increased student presence in the halls during class time.

“Our motivation for piloting it was to enhance the safety and security of the students,” School-Based Technology

Specialist Ashley Lowry said. “We noticed that there was significantly more traffic in our hallways during class time last year as we all returned to in-person learning. It is our responsibility and legal obligation as the adults of the school to ensure we know where students are at all times.”

remain active and trends in student behavior.

“We’re not able to be everywhere every time, but [e-hallpass] does allow us to get a better picture of where a student was… it allows us to have that record, which is helpful,” Assistant Principal Emily Geary said. “We are really just trying to just keep kids in the class and just be more mindful about [passes].”

The system is intended to be self-directed. Students create a pass, which is then sent to the teacher for approval or is auto-approved, determined by the settings the teacher chooses.

- KEVIN SERRANO JUNIOR

The system records the number of times students request a pass, how long the passes

“The benefit is that students have control over the creation of their own passes, so it also takes some of the administrative burden off of the adults to hand-write a paper pass,” Lowry said. “Students can be more discreet when they need to leave the room—they can create the pass in the system without drawing attention to themselves and quietly exit the room, depending on the teacher’s policies and procedures for their classroom.”

This has not been the experience of numerous students who have found that e-hallpass increases distractions and prevents them from easily leaving the classroom.

“In one of my classes, the teacher has it so when you request an e-hallpass it makes this really loud ‘ding’ sound,” senior Camden Lannin said. “It’s far more disruptive than if you just quietly left because [the teacher] has to stop teaching to approve it, and it honestly feels like you’re being shamed for having to go to the bathroom.”

The majority of students surveyed reported that the transition to e-hallpass has created challenges that have made leaving the classroom more difficult, with 78.6% reporting that e-hallpass made them less likely to use the restroom when needed.

APPROVAL PROCESS — Senior Tejini Holavanahali uses e-hallpass, which is required to leave the classroom during class. “I have always been outspoken against e-hallpass. It’s disruptive and unhelpful,” freshman Morgan Hoffman said. “Every time someone has to go to the bathroom, they have to take out their phone or computer to fill out a pass, which is distracting to students and teachers.”

“The whole system, if anything, punishes you for attempting to go anywhere out of class,” junior Kevin Serrano said. “I know the school is also doing this to keep track of who’s not in class at what time, but at this point, it’s just annoying. I don’t even attempt to use the bathroom during class because I don’t want to go through the effort when it takes longer to set up a pass than actually using the bathroom.”

THE WHOLE SYSTEM, IF ANYTHING, PUNISHES YOU FOR ATTEMPTING TO GO ANYWHERE OUT OF CLASS.”

Despite receiving complaints regarding the system, McLean requires all students and staff to use e-hallpass.

“From what I have heard, some students and teachers do not like being accounted for,” Lowry said.

Prior to being implemented by multiple schools across the county, FCPS reviewed e-hallpass to ensure it met data requirements and signed a confidentiality agreement with Eduspire Solutions.

“The county team reviewed the tool for data privacy and found their data management policies to be in alignment with our established standards,” said Chief Information Officer Gautam Sethi, who oversees the Department of Information Technology.

In the spring, McLean hosted a parent information session to help answer questions and alleviate concerns regarding the use of e-hallpass; however, no parents attended the event.

“We haven’t heard backlash to it, but if we were to, I know that we would do something about it. It seems like [the transition to e-hallpass is] going relatively well, maybe better than expected in some cases,” Geary said. “I know some students were not thrilled about it.”

McLean is working to ensure e-hallpass usage and expectations are the same across the school.

“As with many things in a large organization, it can be difficult to get everyone on board with using a tool or following a specific directive,” Lowry said. “I think inconsistencies with how it’s used have probably been the greatest challenge from my perspective.”

among both teachers and students about whether the system should be implemented, the administration was motivated by the reported benefits.

“By and large, teachers felt like it had a positive impact on communicating to the students the expectations that they are in class during class time, that we trust them, but we also have a responsibility to know where students are,” Lowry said. “Given all those measures of feedback that we gathered from both the students and the teachers, that was what helped us make the decision.”

Although administrators received positive feedback prior to implementing the program, some students feel that the system is reducing the development of personal responsibility.

ditch class, then that’ll reflect in my grade, and should be my responsibility to choose not to do,” senior Dalia Fishman said. “The hand-holding and micromanaging may reduce people leaving class, but in the long run, it’s hurting our development and longterm self responsibility.”

As students and staff continue to adjust to e-hallpass, it remains unclear whether the benefits will outweigh the challenges associated with its use in the long term.

McLean’s decision to use e-hallpass came from qualitative data that staff and administrators gathered during the pilot testing. While there was disagreement

“Maybe for freshmen it makes sense, but as someone who will be in college next year, shouldn’t I learn how to be responsible for how much class I miss? If I’m choosing to

Photo by Nyla Marcott | Infographic & page design by Dania Reza

“We’re high schoolers. At a certain point we should be given just an ounce of responsibility to deal with the human process of going to the bathroom,” Fishman said. “If we can’t be trusted to go to the bathroom without being micromanaged, what can we be trusted to do? How are we supposed to become fully functioning adults if we’re not even given the right to dictate our own bathroom use?”

STUDENTS WALK OUT AGAINST POLICY

New transgender model policy protested by community

Philip rotondo Managing editor

Several hundred McLean High School students walked out of their classes on Sept. 27 to protest the Virginia Department of Education’s (VDOE) approval of a new model policy concerning transgender students. Across the state, over 90 schools held similar walkouts. McLean’s walkout was spearheaded by the school’s Gender Sexuality Alliance (GSA), while the wider movement was organized by the Virginiabased Pride Liberation Project (PLP), a student-led LGBTQ+ advocacy group.

“These [walkouts] are part of a larger campaign to try to persuade Governor Youngkin...to stop these model transgender policies [from being implemented] as well as to stop specific school boards from implementing them,” senior GSA officer Ranger Balleisen said.

FCPS and the Virginia state government are currently at odds with each other over policies regarding transgender students. Over the summer, the FCPS Student Rights and Responsibilities (SR&R) was expanded to allow students to use their preferred pronouns or name in school without parental approval. The SR&R was updated to align its policies with the guidelines in the previous VDOE transgender model policy created

in 2020. That policy was replaced by the current model policy on Sept. 16.

The new model policy limits trans students’ abilities to act on their identities. The policy states that only “a public school student whose parent has requested in writing, due to their child’s persistent and sincere belief that his or her gender differs with his or her sex, [can] be so identified while at school.”

populations.

“[We held the] walkout so that we could unify ourselves against this policy,” sophomore GSA officer Gavin Grant said. “As students we don’t approve, as trans people we don’t approve and as FCPS [community members] we don’t approve.”

Members of the GSA hope the walkout will help spread awareness about the new policies and humanize the issue, which can be hard to digest on paper.

“We have to get the word around, because no one wants to read all the legal policies,” Grant said. “We have to get people to understand [the issue], because if they don’t…[the policy] is just going to go into effect.”

On Sept. 26, the VDOE website opened a comment section where residents could respond to the policy, which has not yet been implemented. The comment section will be accessible until Oct. 26. As of Sept. 27, over 51,000 comments had been left on the page.

The new policy contains guidelines that some consider discriminatory.

“This is treating trans kids like they’re property of their parents,” said senior Casey Calabia, the president of McLean’s GSA. “It’s setting a really negative precedent.”

The new model policy has been met with criticism from Virginia’s queer and ally

“[The new policy] makes you legally obligated to out your student, so if you tell your counselor they are legally required to tell your family that you’re trans,” Grant said.

Many worry about students whose parents do not support their identity.

“[These policies are] going to out students to homophobic and transphobic parents, and that’s going to have incredibly negative effects,” Balleisen said.

Gov. Glenn Youngkin has been critical of the lack of parental involvement in the 2020 model policy, citing parents’ rights as a key concern.

“The [2020 model policies] are first going to exclude parents, and then second of all are going to rely on folks that may not share the family’s values in those decisions, I just think this is just fundamentally wrong,” Youngkin said in an interview with 7News.

Some, including Calabia, argue that Youngkin’s motivation for opposing the 2020 model policy is to appeal to voters. Whatever the reasoning, community members are concerned about the ways its consequences could negatively affect transgender students.

“I think [the VDOE] wrote this policy because they feel they’re protecting parents

THEY FEEL THEY’RE PROTECTING PARENTS AND STUDENTS, BUT WHAT IT ULTIMATELY IS DOING IS FURTHER DEHUMANIZING PEOPLE.”

- SETH LEBLANC GSA SPONSOR

and students, but what it ultimately is doing is further dehumanizing people,” GSA sponsor Seth LeBlanc said. “If you look at rates of suicide with trans kids and gender non-conforming kids, just allowing them to feel affirmed at school by their teachers and their peers is the very smallest thing we can do to prevent suicide and to make people feel accepted.”

According to LeBlanc, the fear of allowing children to make decisions about their identity is unfounded.

“There is a growing misconception that there is a risk in affirming students’ gender identities,” LeBlanc said. “A person generally knows, especially by middle or high school age…what they naturally gravitate toward and how they naturally identify. It’s like knowing what your favorite color is, or knowing what subjects you like in school, and those things are not even as [fundamental] as knowing what your gender identity is.”

LeBlanc sees the model policy as part of a troubling nationwide trend.

“Virginia is a unique purple state—we have this right and left swing every political regime change. The scary part is that [the new model policy is part of] a larger issue in the nation overall, this fear around parents’ rights, this fear around indoctrinating children,” LeBlanc said. “If we stop and actually look at it for what it is, it’s really just an issue of supporting students and making them feel comfortable so that they can learn.”

The 2020 model policy passed by the Virginia legislature under former governor Ralph Northam allowed individual school districts to resolve issues relating to disagreements between parent and students regarding pronoun use. This year, Fairfax County decided that a student acting on their gender identity was their own choice, not their parents’.

“The former model transgender policies were actually trans-positive,” Balleisen said. “A lot of what it did was ensuring gender neutral bathrooms in school and allowing certain protections for transgender students in school.”

The 2020 model policy was important to the transgender student community.

“[Much] of the policies in the 2020 transgender model policy were life saving,” Calabia said. “People have come and told me, ‘I would be dead, I would have committed suicide if these policies hadn’t been enacted,’ so the fact that they’re getting taken away is

going to hurt people.”

When FCPS made changes to the SR&R regarding transgender students, they too were emphasizing student mental health.

“Data obtained from the Trevor Project National Survey on LGBTQ Youth Mental Health in 2020 indicates that there is a decrease in attempted suicide by transgender and non-binary youth when people in their lives use their chosen name and pronouns,” said FCPS School Board member Elaine Tholen, who represents the Dranesville District. “[A Trevor Project brief also] shows that using one’s chosen name resulted in a 29% decrease in suicidal ideation and a 56% decrease in suicidal behavior.”

going to rally at those and make sure that our voices are heard and that these policies do not go into place in any county in Virginia.”

FCPS appears to remain supportive of the SR&R policies they rolled out during Summer 2022. In a recent email to the community, Superintendent Michelle Reid stated her and the county’s commitment to making FCPS schools a protective environment for trans youth. Some felt the statement was not firm enough.

“FCPS has been responding better than other school systems have, but if you read between the lines of the email, it seems like they’re just avoiding saying directly that they are against the [new] model policy,” Grant said.

Calabia also felt the county did not adequately address the gravity of the situation.

“Kids are in danger,” Calabia said. “How do they expect us to trust them if all they can do is just play a political game?”

Ultimately, the county could and still might do more to resist the implementation of the new model policy. As tension regarding the changes builds, opponents emphasize the importance of action.

For the PLP and FCPS’s queer community, there is more work to be done to protest and prevent the implementation of the new model policy.

“[The PLP] is working to go to school board meetings,” Balleisen said. “We’re

“I hope that [the county] will...stop these policies from going into effect and possibly even sue the Virginia Department of Education to stop this from happening,” Balleisen said. “We need direct action. We can’t just have the platitudes that we’ve been getting from Dr. Reid and the rest of Fairfax County.”

taking a stand — GSA officer Ranger Balleisen delivers a speech to the crowd at the Sept. 27 walkout. Multiple GSA officers and other students spoke out against the VDOE’s new model policy.

WE NEED DIRECT ACTION. WE CAN’T JUST HAVE THE PLATITUDES THAT WE’VE BEEN GETTING.”

- RANGER BALLEISEN SENIOR GSA OFFICER

RETURNING

NORMALCY

VU NEWS EDITOR

Following a fully in-person 2021-22 school year, McLean students and staff are looking forward to what they hope will be a permanent return to pre-pandemic life. As the new school year begins, FCPS schools were no longer required to adhere to mask mandates or social distancing policies.

Returning from a summer in which restrictions were eased and cases significantly declined, McLean is beginning to move past COVID-19. A major difference this year is that contact tracing, a system used to identify and notify those exposed to someone with COVID, is no longer in use.

“We are still keeping track of COVID cases, but the biggest difference is that we are no longer contact tracing this year,” said Assistant Principal Emily Geary, who manages COVID statistics at McLean.

While the loosening of restrictions has allowed for increased flexibility, McLean is still required to follow some COVID-19 protocols. FCPS continues to follow updated CDC guidelines, which include having sufficient ventilation in school, practicing proper hygiene and frequently cleaning surfaces.

“Office of Facilities Management has worked closely with FCPS custodians to ensure their cleaning processes,” the 202223 FCPS Health and Safety Guidance Document says. “FCPS custodians are using an effective disinfectant and sanitizing products to clean our facilities every day.”

FCPS recommends that students and staff remain up to date on vaccinations and stay home if they are experiencing COVID-19 symptoms. So far, these strategies have been effective in slowing the spread of COVID at McLean.

“We haven’t had a large outbreak since around last spring, but if we were to experience an outbreak, we would go with FCPS and CDC guidelines and follow the necessary procedures,” Geary said.

In a poll of 102 McLean students, 32.4% said they had tested positive for COVID within the past six months. At McLean, the administration typically only receives reports of cases a few times a week.

“I know that some other schools have

had mild outbreaks, around 70 cases. We are not even close,” Principal Ellen Reilly said. “I think that just keeping people aware of the number [of cases] so they can make choices is an [important] thing to do.”

During the 2022-23 school year, FCPS will be offering COVID-19 diagnostic testing at no cost for staff and students who are experiencing COVID-19 symptoms or have been in close contact with someone who has COVID.

When the mask mandate was lifted in March, a majority of students and staff continued to wear their masks through the remainder of the school year. Upon returning to school, however, many students stopped wearing masks. According to the poll, 55.9% of students no longer wear a mask in school and 13.7% wear a mask sometimes.

“If cases rise across the county, I think that FCPS would be willing to say we’re on a mask mandate again, but I think we’re a long way from that,” Reilly said.

Students and staff who continue to wear a mask said they do so not only to protect themselves against COVID-19, but to avoid contracting other viruses. Over the last few months, students and staff have faced concerns regarding with the appearance of new viruses such as monkeypox and increases in cases of the common cold, known at McLean as the “McPlague.”

“I still think it’s important to wash hands and use hand sanitizer when there are no sinks available and to wear a mask if you don’t feel well, whether or not you have COVID,” Turnage said.

Now that some protocols are no longer in effect, many students and teachers are implementing their own health practices to protect themselves against COVID.

“It’s still important to keep in mind that COVID is still a thing,” junior Melina Turnage said. “Just because masks are not required anymore, we should still be mindful to prevent an outbreak that would [cause] mass disruption.”

Although COVID-19 concerns are subsiding, some students and staff worry about a future outbreak potentially resulting in the return of virtual school.

“I’m still a little concerned about the spread of COVID at school because it could cause cancellations of events,” Turnage said. “I’m also worried that if a big outbreak occurs, [we would] have classes virtually again.”

CELL PHONE

Zachary

As students began the new school year, they encountered new expectations regarding the use of cell phones during the school day. On June 16, the Fairfax County School Board voted to alter the Student Rights and Responsibilities (SR&R) to restrict the use of phones and phone accessories for the 2022-23 school year.

The policy has different requirements for students in elementary, middle and high schools. High school students are permitted to use phones before and after school as well as during passing periods and lunches.

“When it first came out, I was kind of like, I don’t know if I want another

struggle,” Principal Ellen Reilly said. “But I think that part of our responsibility is to teach [students] how to use their phones appropriately.”

According to the new cell phone guidelines, phones and accessories such as AirPods must be silenced and out of sight during class time. Similarly, phone features on smart watches must be turned off when phone use is prohibited. The new policies go beyond in-class instruction. Students are also banned from taking technology into restrooms and locker rooms.

Last year, Herndon High School, Herndon Middle School and Cooper Middle School strengthened their cell phone policies, which motivated FCPS to implement a county-wide policy. The policy is a significant shift for students who previously could use phones in class when permitted by teachers. Prior to the update, the SR&R did not have established rules and consequences for phone use during class time.

“Several schools tried to reduce cell phone use and saw a positive difference. We asked principals what they were seeing and what their recommendations were for cell phone use. Not all agreed, but many felt that a district policy would be helpful,” Fairfax County School Board Dranesville District Representative Elaine Tholen said.

“I think it’s a little unnecessary,” senior Jeremy Jeannot said. “You can only do so much to stop high school kids from using their phones, especially in this day and age.”

Many students are unhappy with the policy change and feel that the adjustment is unnecessary. Opponents believe that high school students are responsible enough to handle their personal phone usage.

“If you really think about it, no colleges ban the use of cell phones or try to restrict

them in the classroom. It’s on the student whether he or she wants to learn or not,” senior Matthew Helfrich said. “I don’t think [the policy is] realistic.”

While many students are strongly opposed to the policy changes, teachers feel that it helps students improve their focus in the classroom.

“I am in favor of less cell phone usage, which I know is not the most popular among students,” Social Studeies teacher Amanda Williams said. “From a teacher’s perspective I feel like students are focusing in class a lot better than any years past.”

There is a small percentage of students who agree that the new cell phone policy has helped them do better in the classroom.

“I generally don’t 100 percent agree with it, I have been able to get my work done quicker and I’ve been doing well on recent tests,” senior Jayden Vargas said.

There are also many distinct opinions on how the phone policy should be enforced.

“During a period, usually there is some time at the end of class where we have nothing to do. At that time, going on our phones should [be allowed],” senior Chris Morabito said.

On Sept. 20, McLean released a survey regarding students’ opinions about the phone policy. The survey recorded students’ emails and included questions that were slanted in favor of the policy, potentially dissuading students from sharing negative comments about the changes.

“Share a positive impact that you have noticed since the phone policy started this year,” a required question on the survey said.

Despite mixed opinions regarding the new phone policy, McLean remains fully committed to implementing the changes.

“The whole school needs to be on the same page,” Reilly said. “We’re going to do this, and we’re going all the way in.”

YOU CAN ONLY DO SO MUCH TO STOP HIGH SCHOOL KIDS FROM USING THEIR PHONES.”

- JEREMY JEANNOT SENIOR

TYSONS

CONTRIBUTES TO

MCLEAN OVERCROWDING

ZAKAREYA HAMED OPINIONS EDITOR

Over the past 10 years, Tysons has quickly become Northern Virginia’s new urban hub of business, commerce and development, bringing thousands of people to the Tysons area, leading to increased student enrollment in local schools.

“Most of the residential development in the Tysons area is in the Marshall High School boundary,” said FCPS School Board member Elaine Tholen, who represents the Dranesville District. “The biggest impact [of Tysons’ growth] will probably be on Marshall.”

Although Tysons is within Marshall’s boundaries, those who work in Tysons often choose to live in McLean due to its proximity and suburban environment, leading to a large increase in the number of students enrolled at McLean High School.

Currently, the county uses a student yield formula to calculate the perceived impact of new residential units on the school system. Some suggest that due to differences in development and construction across different parts of the county, the student yield formula may need revision.

“A lot of the time, things are approved but never actually get built, or the construction timeframe is lengthy,” Tholen said, suggesting that the student yield formula may need revision. “We’re trying to work on [reviewing the formula] as a way to improve the community.”

While Fairfax County meticulously planned new essential infrastructure in Tysons, the need for capacity adjustments in schools wasn’t as carefully considered. According to the latest data in the Fairfax County Department of Planning and Development’s Tysons Tracker, McLean’s student population is projected to rise to 128% capacity by the next school year. The module was published by the department’s Urban Centers Section Tysons Branch, contradicting FCPS’s own data in the 20232027 Capital Improvement Plan.

At a Sept. 8 Superintendent Community Conversations event held at McLean High School, Tholen expressed concerns about how FCPS is collaborating with county planning and development.

“There hasn’t been great communication between the county and the school district,” Tholen said.

McLean’s capacity peaked at 118% prior to the pandemic, and following the installation of modular buildings, that number was reduced to 107% during the 2021-22 school year. Plans for a new high school within the boundary lines of Herndon High School, to be named Western High School, began in 2019, among multiple other elementary schools to be built in coming years.

“Our biggest challenge is predicting growth over the long-term. The projections we do have are a planning tool but [are] subject to outside forces,”

Fairfax County’s Department of Planning and Development told The Highlander.

Communication between the school district and county authorities may improve in coming years. Two new positions were added to the Office of Facilities Planning Services in the school division itself within the past year under new funding allocations.

OUR BIGGEST CHALLENGE IS PREDICTING GROWTH OVER THE LONG-TERM.”

“I’m hoping that [the addition of two positions in Facilities Planning Services] will help them keep doing this work and keep it moving forward and help us have more accurate information and better communication with the community,” Tholen said.

At the moment, McLean High School’s district is split into four discontiguous geographic pieces, the only school in the county divided in such a way. The school board originally planned to mitigate overcrowding by rerouting all students in one of these pieces from McLean High School to Langley High School, but those plans faced heavy pushback from community members. The proposal was ultimately substituted with a ‘phasing’ transition to Langley High School as a replacement, the full effect of which is yet to be seen.

“If I could snap my fingers tomorrow, would I give McLean a big, gorgeous, brand new building? Of course I would. But I also see the community spirit at McLean—and it’s really special,” Tholen said. “[Student success] is the number one thing [that we prioritize].”

by Makda Bekele

- ELAINE THOLEN FCPS SCHOOL BOARD MEMBER

KAYALI

Lunchtime at McLean is always a busy affair, with students and staff flooding the halls to catch a breath of fresh air while re-energizing themselves for the rest of the day. This school year, however, the food on the lunch lines is no longer free for all students.

Last year, FCPS implemented a free meal policy in collaboration with the United States Department of Agriculture (USDA). The policy provided all students with one free breakfast and lunch per day regardless of their household income. No forms were required to qualify for the free meals.

“The FCPS Office of Food and Nutrition Services participates in USDA Child Nutrition Programs,” Director of Food and Nutrition Services Maria Perrone said. “No-cost meals in years past were a USDA decision.”

Thirty-four FCPS schools are participating in the Community Eligibility Provision, which is a USDA program that allows participating schools to continue to provide all students with free meals, no extra applications necessary. Elementary schools make up the majority of participating schools—Justice and Annandale are the only high schools participating in the program this year.

All other schools, including McLean, are using household size and family income to determine whether or not a student qualifies for a free or reduced-price lunch. Application forms were distributed to all households and are still available online and at each school per request. If a household does not meet the requirements for a lunch waiver, students must pay for meals they get at school.

“Last year was easier because everybody got a free lunch,” McLean Food Services Kitchen Manager Amparo Ballestas said. “This year, you have to put [a PIN] number in the line, so it gets delayed.”

According to FCPS, for the 2021-2022 school year, only 11.76% of McLean students would have qualified for a free or reducedprice lunch waiver—a significant difference from the county average of 34.07% at the high school level.

$1.75 for breakfast and $3.50 for lunch. The types of meals offered by the school have not changed much since last year. Sandwiches, corn dog bites and pizza are still commonly seen on the lunch trays at McLean.

“Barely anything has changed,” senior Michael Choi said. “The quality is still the same, but now with a price.”

The most noticeable impact of the policy change is a shorter yet slower-moving lunch line.

“[The line] is not really as long in comparison to last year because this year many of the students have to pay,” Ballestas said.

While the transition back to paid lunches does pose a challenge for some students, most McLean students can afford to either buy a meal or bring their own lunch.

High school students who do not qualify for free or reduced-price meals are charged

“Nothing about the change was difficult,” Choi said. “We can choose whatever we want to eat and pay for it with the lunch PIN.”

CLASSROOM CHAOS

population was about 1,500 students,” math teacher Crissie Ricketts said. “We had empty classrooms. At that point, in a team-led classroom, one teacher could take a small group of students to an empty classroom and work with them alone. It was amazing.”

Constantly having to move around to different classrooms makes it harder to teach once class starts. Not every classroom is equipped with the same technology and other materials, making it harder for teachers to keep their lessons consistent.

Some teachers at McLean returned to the 2022-23 school year to find themselves without classrooms of their own. These teachers instead teach their courses in other teachers’ rooms while they have a lunch break or planning period. The McLean administration had to implement this suboptimal teaching method as a result of overcrowding.

According to Principal Ellen Reilly, McLean has grown by 70 students, from about 2,360 students last year to about 2,430 students this year.

Although an additional 70 students may not sound like much, each additional student places increased strain on McLean. More students means more classes are needed, and more classes result in more teachers at the school. Additional teachers require more rooms for these teachers to teach in, which the building lacks.

Madison [High Schools], they have all been

built up so they can house 2,500 students,” Reilly said. “They have around 2,100 to 2,200 [students], but they are built for 2,500. We are built for 2,100, but we have over 2,400 students.”

“I would love to have a classroom. It would make activities so much easier,” math teacher Christine Price said. “I would like to have SMART Boards in all my classrooms. I also think that [having a classroom] makes it easier to organize all the material.”

Sharing classrooms creates various obstacles for both the “floating” teachers and the teacher whose classroom is being used.

“I would set my classroom up differently than other teachers do, setting up desks in groups of five or six,” Price said.

This change has not only impacted teachers, but also complicated student-staff interactions.

“I think a disadvantage for students would be that they have trouble finding me, especially this year, since I am in four different classrooms,” Price said. “If they want to find me, they sometimes have to walk up and down the hallways asking, ‘Where’s Mrs. Price? Where’s Mrs. Price?’”

As of now, there are no plans to resolve this problem. In March of 2020, the construction a modular unit provided 12 new classrooms for McLean students.

“We have the modulars, which are 12 classrooms outside, and we have the four trailers,” Reilly said. “Could I use more trailers? Probably. But where would I put

While the modular and trailers were intended to temporarily relieve the overcrowding challenges, Reilly is uncertain about how the continued classroom shortage will be addressed by the county.

“We’re really working on when we can get into the queue for an addition,” Reilly said. “I don’t think anyone is really talking about

Temporary Territory — Social studies teacher Caylen Beight teaches first period AP World History in math teacher Kelly Bozzi’s green hallway classroom. An increase in student population has resulted in more teachers being required to share classrooms this school year.

Until McLean is renovated, there is no end to the classroom shortage in sight.

“I don’t want more trailers,” Reilly said. “I want an addition to the building, but they keep telling me we are not on the docket.”

Aaron Stark Reporter

Overcrowding at McLean leads to lack of classrooms for teachers

I WOULD LOVE TO HAVE A CLASSROOM. IT WOULD MAKE ACTIVITIES SO MUCH EASIER.” - CHRISTINE PRICE MATH TEACHER

Photo & page design by Aaron Stark

NEW CLUBS BLOSSOM

New school year brings new set of student-led clubs

Jessica Purevtugs opinions editor

BIOLOGY TUTORING

The Biology Tutoring Club aims to provide useful peer feedback after school for students who are struggling in their biology classes. Members meet regularly to discuss homework assignments and answer questions about biology.

“I want to set them on the right track to [excel] in science courses such as biology,” sophomore Ailesh Amatya said. “I hope that [members] intend to help peers and gain teaching experience to get in the habit of learning the habits of others.”

PALESTINIAN SOLIDARITY

The Palestinian Solidarity Club hopes to raise awareness about Palestinian human rights through their bimonthly meetings and fundraisers within the McLean community.

“The educational systems never talk about subjects such as this, and I believe it’s important for people to learn more,” sophomore Karine Khayo said. “I want [members] to understand the distinction between myth and fact, because learning a few basic facts makes a world of difference.”

BIOTECH CLUB

Catering to students with an interest in biotechnology, Biotech Club aims to provide a productive learning environment where members can discover more about the field. At meetings, members of the club will complete hands-on activities and hear from guest speakers.

“Biotech is an increasingly growing field, especially in terms of future medical research,” junior Aditya Bendre said. “The objective of the club is to inspire students, especially those interested in medicine.”

MEDICAL POST

Designed to bring students with an interest in the medical field together, the McLean Medical Post encourages its members to research their personal interests, receive quick feedback and publish finalized papers onto a public website.

“I hope to spread awareness on a variety of topics related to medicine,” junior Catherine Kang said. “Members will have a chance to be part of a project that has an impact in various communities while learning about topics that they are passionate about.”

CROCHET CLUB

Students who are interested in arts and crafts can join the Crochet Club, which will help members improve their crochet skills and donate items they create to organizations such as local animal and homeless shelters.

“I was introduced to knitting through a club my school hosted and fell in love,” sophomore Sophia Dannenberg said. “Hopefully this club will aid [the creation] of a stronger community that sparks new friendships and an opportunity to learn a new skill.”

TUTOR PLUS

Dedicated to helping students with special needs receive extra educational support at school in order to reach their full potential, Tutor Plus members come together to collaborate and contribute to the community as a whole.

“I have a brother with Down syndrome who I tutor in my free time,” sophomore Logan Sumida said. “I believe that many of the special needs students at McLean would benefit from receiving educational aid from peers.”

NA DETACUDE SSEUG

Science teacher appears on Wheel of Fortune

Sophia weil reporter

What the TV screen at home captures is incomparable to the true vastness of the Wheel of Fortune set. For science teacher

Jeff Brocketti, there is only time for a deep breath before the lights shine on his face as the cameras start rolling.

Brocketti never considered the possibility of being on Wheel of Fortune, but one application changed it all.

“I have been watching [Wheel of Fortune] since I was a little kid. I never once considered trying to be a contestant,” Brocketti said. “I was watching the show, and there was a commercial that said, ‘Hey, you want to be a contestant?’ [I filled out] an online application, and things snowballed

Brocketti was officially selected as a contestant in January 2022 after an online interview. In mid-July, he was told that it was time to fly to Sony Pictures Studios in Los Angeles to tape his episode, which aired on Sept. 26.

“[The process was] incredibly simple,” Brocketti said. “It took five minutes to fill out an application and the Zoom [interview] took 45 minutes at my house.”

Prior to filming, Brocketti made sure to prepare as much as possible.

“Once I found out I was going to be a contestant, I would watch the show with my family, and we’d play against the people that were on the TV,” Brocketti said.

While on the show, Brocketti was surprised at how he was able to remain calm once the cameras started rolling.

“I was anxious leading up to [taping], but by the time the show started, I wasn’t nervous,” Brocketti said. “It was just like playing at home. I wasn’t thinking about the fact that I’m playing for real.”

During the game, Brocketti landed on the bankrupt wedge four times, which prevented him from being able to guess the puzzles and made him miss out on cash and prizes.

“When you’re [being filmed], everything is happening a mile a minute,” Brocketti said.

“[I didn’t] have time to comprehend what was going on.”

During commercial breaks, he had the chance to engage with the Wheel of Fortune host, Pat Sajak, which proved to be a surreal

experience for the long-time fan.

“[I was] sitting there, staring at the guy that I’ve been watching since I was a little kid,” Brocketti said. “He is a normal person, there to support us, and I was pleasantly surprised.”

Although he walked away with $5,000, the lowest prize of the day, Brocketti stayed focused on the real reason he came on the show.

“I wanted to win a lot of money, I wanted to win a trip, I wanted to win a car, but the point was to have fun, and I did have fun,” Brocketti said.

Brocketti encourages those who want to try new things to pursue the opportunities available to them, regardless of the likelihood of success.

“If I hadn’t [filled out the application], none of this would have happened,” Brocketti said. “You don’t know unless you try.”

Wheeloffortune

“IT WAS LIKE PLAYING AT HOME. I WASNT THINKING ABOUT THE FACT THAT I’M PLAYING FOR REAL.”

design by Sophia Weil & Natalie Vu | Graphic by Natalie Vu

Fortune Fame — Jeff Brocketti waits for his chance to spin the wheel. (Photo courtesy of Eric McCandless/Wheel of Fortune ®/© 2022 Califon Productions, Inc. ARR.)

THE PERCH IS THE PLACE TO GO

New venue offers food, views and fun activities

Sabrina Boughanem Features & Copy Editor

The ambience at The Perch is a refreshing alternative to the usual Cava or Starbucks trip, offering food, a great view and a variety of activities for students looking for something fun to do.

The Perch, a relatively new venue which opened in mid-September of 2021, is located at the top of the Capital One building in The Boro. Its many activities and places to eat make it the perfect spot to spend Saturday afternoon with friends and family.

Though some aspects of The Perch are

for more mature audiences, like their Starr Hill Biergarten, this spacious new area is enjoyable for all ages.

“I have two kids, so the space to run around is great,” first-time visitor Matt Butler said.

Along with being kid-friendly, The Perch features a dog park. Though the park is relatively small, its scenic view of the city is nice for pet owners to enjoy while their dogs play. The park is rather secluded from the rest of The Perch and offers a more peaceful

environment for guests and their pets.

The Perch has games and physical activities, including several bocce ball courts and two giant chess boards for friendly games between guests. Along with these games, The Perch hosts OrangeTheory Fitness classes in the afternoons on the Grand Lawn for any and all patrons.

One of the more popular all-ages activities is The Perch Putt mini golf course, an entertaining activity located near the edge of the Capital One building’s roof.

“The golf was really fun,” said Destiney Komeh, a first-timer at The Perch.

Guests aren’t the only ones who enjoy the mini golf course. Jasmin Salgado, who has been working at The Perch Putt for four months, had nothing but positive things to say about it.

“[The best part] is the view,” Salgado said.

The placement of the course provides the players with a scenic view overlooking Tysons, which is a beautiful place to watch the sunset in the evening.

Food options for The Perch consist of two food trucks: Grandpa Hank’s Jamaican Chicken and Los Dos Carlos Street Tacos.

“The tacos [from Los Dos Carlos] don’t have much taste at all,” Komeh said.

Starr Hill Biergarten is an alternative, offering sit-down service at The Perch, but junior Kyra Macomber wasn’t impressed with the restaurant’s selections.

“[The food] was mediocre,” junior Kyra Macomber said. “It wasn’t awful, but...it didn’t really satisfy me.”

Food Truck Fun — The food trucks at the Perch are accompanied by a quaint seating area for guests overlooking the city. The several food trucks provide guests with a fast and easy meal option.

Although Macomber found the food to be overpriced, she acknowledged that’s not the main reason people eat at The Perch.

“You go for the experience,” Macomber said.

Along with The Perch’s beer garden, there is a stage and big screen that can be used to host concerts and watch sports games while fans sit on The Perch’s spacious lawn.

The Perch provides a venue for local artists at their amphitheater, with shows from artists such as the Big City Band and special events like drag bingo. Live performances are hosted Wednesday through Sunday every week.

Since its inception, The Perch has established itself as a premier destination for evening drinks and golfing. Whether or not this location will sustain its popularity as the weather gets colder remains a mystery, but the altitude foreshadows a frigid winter.

“It was a little bit cold,” Macomber said.

Macomber noted that the chilly weather was unexpected during summer months.

“I don’t think [The Perch] is going to be that popular [as the weather gets colder], especially because it’s an outdoor place and it’s already up on the rooftop of a very high building,” Macomber said.

not so Mini golf — The Perch Putt mini golf course provides guests with a fun activitiy for spending time with others. The course is spacious and provides a lovely view of the city.

However, The Perch does have plans to maintain its popularity throughout the colder months. The website advertises seasonal events like holiday season fire pits, warm

apple cider and blankets to invite guests despite the cold. These fun scheduled events will make The Perch a good place throughout the year, not just during the warmer months.

Big games on the big screen — The Perch’s stage with lots of lawn space for guests doubles as a big screen for sports games. This stage also hosts local and touring artists throughout the week.

Photos by Sabrina Boughanem | Page design by Minsong Ha

NEED (BAD) ADVICE?

You asked (really),

Class of ‘23

answered (badly)

SAEHEE PEREZ EDITOR-IN-CHIEF

In love with a straight girl. Please help

Unfortunate situation, but try looking into the root cause of the issue.

Have you ever considered that you turned her straight? If not, consider it a possibility and move on to the next girl. Or, give her the benefit of the doubt—maybe she’s not actually straight. Try hitting on her, and if it goes poorly, pretend you normally flirt with all of your friends.

Class of ‘25

I need advice on how to consult two of my friends that have a bad friendship

Make them fight to the death.

Class of ‘24

How do I figure out what I want to do with my life? Career, major, college? Marriage? Home? How do I know what I want?

If you haven’t decided your college and major before entering middle school, I’m not sure if McLean is the right place for you. At this point, avoid thinking about it for as long as possible. It’s not like you’ll suddenly figure it out in the next year anyways.

When it comes to home and marriage, try talking to people your age first. I’m not sure what kind of junior would ask their high school publication about their future marriage life.

Class of ‘26

I have a crush on this girl that I wanna take to homecoming, but I’m not close with her and she’s in two of my classes

Ask her to homecoming, and drop the classes if she says no.

Saehee

WITH MEGHAN PERCIVAL

PYSCHOLOGY & photojournalism TEACHER yearbook adviser

What are three items on your bucket list?

I want to go to Australia and New Zealand. I would like to spend a month on a boat, like a sailboat or cruise ship. And I would like to do a really big road trip of the United States and visit the states I haven’t seen yet.

What is your all-time favorite movie?

WhileYouWereSleeping

If you could open any restaurant, what would its name be and what food would be served?

It would be called Saucy, and everything would come with

What was your most recent TV show binge?

Community think it would be great if there was a new series very similar to dog park. I have some ideas.

If you were a fall food, what food would you be?

people think the way they think and do the things they do. Journalism tells people that their stories are important and shares those stories with a greater audience, so I think they are actually more alike than people would think at first glance.

Do you have any pets?

My golden retriever, Rory [named after the Gilmore Girls character]. I really like the show. I liked that Rory loved books and coffee and that she could talk fast and had quirky neighbors.

What superstitions do you have?

I make a wish when it’s 11:11.

Reporting & top photo by Sarah Soltani Bottom photo courtesy of Meghan Percival An apple cider donut.

WHAT TO KNOW ABOUT DID YOU KNOW?

Behind the scenes of McLean’s newest information outlet

Caught in action — Woobin Cho films math teacher Adam Newburger and counselor Greg Olcott for the closing of their Sept. 20 episode of Did You Know? The duo uses various locations around McLean as their studio.

Who is Behind did you know?

Viewers know them as the McDudes, McPals, McLads and McFriends. Greg Olcott, McLean’s Social and Emotional Learning (SEL) Wellness Lead, and math teacher Adam Newburger were asked by administrators to take on this project.

“Whether it’s helping students transition to McLean, communicate or problem solve, it gives me a way to get students the resources they need,” Olcott said.

Video editing is a long-time hobby of Newburger’s. His prior experience gave him the qualifications to provide technology assistance for the production of Did You Know?

“[Newburger] is like the DJ Premier making these videos,” Olcott said.

Where Did it originate?

Advisory was McLean’s attempt to provide important information and SEL lessons to students last year. McLeaders and teachers struggled to get the same information out to all students in a manner that respected McLeaders’ and teachers’ other commitments.

“I felt bad that we were asking those students to do so much more than they already were,” Olcott said.

Having Did You Know? available at the click of a button helps take away pressure created by advisory last year.

“It makes it easier for all the teachers because they can focus on doing all [their own] content,” Newburger said. “It’s something I’m really happy we can take off their plate.”

What is the point of Did you know?

The purpose seems simple: distributing schoolwide information from a single source.

“It’s very easy for everyone to do what we’re supposed to do when you all hear it from the same person,” Newburger said.

There are a lot of different components to the program. Did You Know? fulfills the mandatory SEL lessons provided by the county and is a way to teach students skills they need to be successful at McLean.

“Whether it’s self-regulation, communication or stress management, [Did You Know?] is a great platform to get our student body the resources they need,” Olcott said.

WHY SHOULD YOU CARE ABOUT watching?

The first episodes of DidYouKnow?were focused on school rules and expectations, but upcoming episodes have a lot of screen time to fill, and Olcott and Newburger want students to contribute.

“We need students to help us see what needs to be covered,” Olcott said.

The duo is working to catch the attention of viewers for 10 to 15 minutes on topics ranging from math homework to TikTok.

“We’re trying to get as many people involved as possible because the more people that are in it, the more people that will want to watch it,” Newburger said. “It’s more fun for us and it’s more fun for all of you.”

HALEY RIGGINS REPORTER

design by Haley Riggins

academics abroad

Transfer students adapt to life in the U.S.

MIO OGINO – JAPAN SOPHIA WEIL REPORTER

Junior Mio Ogino is from Fuchu, a city on the outskirts of Tokyo, Japan.

She lived in Concord, Massachusetts, for three years. In March 2022, she got the opportunity to return to the U.S., beginning a new adventure in McLean.

In many Japanese high schools, students must follow stricter rules than those in the U.S. She had to wear a uniform and could not dye her hair or have piercings.

“It is really strict [in Japan], but in American high schools, students get to express themselves through how they want to dress,” Ogino said.

She appreciates students’ ability to showcase their individuality in the classroom.

“American students have their own thoughts and opinions, and I was really surprised by that,” Ogino said. “I was asked about my opinions in class.”

Ogino is grateful for her smooth transition to McLean and how she has been treated at school.

“I thought I was going to be treated [differently] when I came [here],” Ogino said. “I’m really glad that I’m treated like the other students at McLean.”

WESAAM TAYEB

Sophomore Wesaam Tayeb from Jeddah, Saudi Arabia, after convincing his parents to move to the U.S. three months ago. Tayeb has been introduced to a new life in McLean.

In Saudi Arabia, Tayeb was taught using American curriculum, but he has noticed some significant differences between each nation’s educational practices.

“In Saudi Arabia, boys and girls were in separate buildings. I’ve never studied under a female teacher,” Tayeb said. “Now that we’re in the 21st

FRANCE

JMcLean from Cap d’Agde in the South of France last August. She is enrolled as a foreign exchange student and is currently living with a host family for one year.

Although she has faced some challenges speaking English and transitioning to life in the U.S., she is surrounded by people who are helping her learn.

“My English teacher is nice, and there are other students who don’t really speak English well, so I’m not alone,” BenomarIza said.

She enjoys high school and is looking forward to living life in the U.S. to the fullest.

“I like prom, homecoming, Halloween and football games,” Benomar-Iza said.

She encourages other transfer students to enjoy their experience and to be confident as they transition to a new school.

“[Students moving to another country] don’t need to be scared, and people are friendly,” Benomar-Iza said. “They can just go and believe in themselves.”

century, things are [becoming] open

Sophia Weil

TANNER COERR MANAGING EDITOR

madeleine stigall MANAGING EDITOR

Helmet-to-helmet

contact bashes much deeper than the surface

of the skull. An athlete’s sprained ankle twists more than just a foot. Every sports injury comes with its own baggage and additional weight that turns an athlete’s entire life upside down. Ruined routines, performance anxiety and lost time with teammates are just some of the ways an injury’s physical effects blur the line between being a student and an athlete.

Life as a student athlete is already a delicate balancing act, which a single injury can ruin. Destroying that balance can send students tumbling down a spiral of anxiety, depression and self-deprecation that can potentially lead to suicide.

“It can lead to a person feeling [as if], ‘This is never going to get any better. Therefore, maybe it’s not worth me trying to get better,’” school psychologist Carol Ann Forrest said.

When senior Faith Whare tore her ACL during a soccer scrimmage at a college showcase, the last thing on her mind was how it would affect her progress in school in the coming months or how she would face daily battles with anxiety and depression. As with other student athletes who experience injuries, Whare had difficulty accepting the reality of this new obstacle.

“The developmental [purpose] of adolescence is to be more independent and be more self-sufficient,” Forrest said. “When there’s an injury that will reduce a student’s ability to be independent, that can lead to a lot of anger and negative thoughts.”

The long road from injury to recovery often starts with a single step.

“I was at a college camp in late January,” Whare said. “We had finished the initial passing drills and I was defending in a scrimmage. As I was defending, my knee hyperextended and popped.”

Her injury was not as simple as that. The pop she heard turned out to be more than just a hyperextension, instead signifying the beginning of what would be a long and arduous journey to recovery.

“I immediately knew I tore my ACL. I didn’t want to accept it, but it fit all the criteria,” Whare said.

“It popped when I fell. [I felt] immediate pain and immediate swelling…I knew it was a full tear.”

Watching others advance as she had to focus on recovering was a difficult experience for Whare.

“In short, it sucked because I have been playing soccer for 13 years,” Whare said. “[Sitting out of games] had a huge impact on my mental health….I couldn’t play my entire junior season for club or high school. For my club team, I missed out on two showcases and they went to nationals without me.”

Athletes often struggle with the mental impacts of their injuries. Junior lacrosse player Kyra Macomber experienced an injury which not only put a hold on her lacrosse career but also had consequences which impacted various aspects of her life.

“My [injuries included] a torn ACL, torn meniscus, sprained PCL and a sprained MCL,” Macomber said. “It was the first day of

farah eljazzar editor-in-chief

omar kayali website editor-in-chief

makda bekele design editor-in-chief

- CAROL ANN FORREST SCHOOL PSYCHOLOGIST

Road to recovery IT CAN LEAD TO A PERSON FEELING [AS IF], ‘THIS IS NEVER GOING TO GET ANY BETTER.’”

lacrosse tryouts. In one of the first drills we were doing, I was going out to get the ball. My body went one way and my knee went the other, and so I dislocated my knee.”

me,’” Macomber said. “[Being injured] made things a lot harder, because I wasn’t really hanging out with sports friends, I wasn’t going to practice for two hours every day with them. I just lost my whole sense of routine. I lost my sense of normalcy.”

A lot of athletes use playing their sport as a way to relieve their frustration from school and their personal lives. Without this outlet, they experience more stress while they are injured. As the days sitting on the sidelines start to add up, athletes’ mental health can be permanently damaged.

Recovery is an intense process for athletes, regardless of the severity of the injury. Even seemingly minor injuries can have stressful consequences that impact an athlete’s life.

week, taking time to recuperate means missing out on valuable practice time. He began to struggle with anxiety for the team’s upcoming games. Although Geduldig’s injury had mild physical repercussions, for most student athletes, any injury that gets in the way of their sport is a cause for worry.

“I was only able to watch practice the whole week before the [Edison] game,” Geduldig said. “It made me worry a little bit that I may not be ready for game time.”

Even though injuries are a common element of sports, they seem like a foreign concept to athletes until they have to deal with injuries themselves.

“As I talked to the trainer, I [thought], ‘This is not real. This can’t be happening to

“I had three bruised ribs,” senior football player Max Geduldig said. “It happened when I made a tackle during the West Potomac game [this season], and the person who I was tackling fell on top of my ribs.”

Geduldig had to allow himself time to rest, and for an athlete with games every

Taking a hit

In recent years, the brutal reality of consistent head trauma has made its way to the forefront of news concerning contact sports, most notably football. For decades, “getting your bell rung,” or being on the

I

LOST MY WHOLE SENSE OF ROUTINE. I LOST MY SENSE OF NORMALCY.”

- KYRA MACOMBER

through

their

Rita Dray,

my

which

Defender down — Varsity linebacker William Lewey gets treated by a trainer during a game against South Lakes. Lewey continued to play in the game after the incident. (Photo by Wonwoo Do)

receiving end of a disorienting hit, has been regarded as a part of the game, no different from getting hit by a pitch or landing painfully at a gymnastics event.

you can’t really avoid [them],” senior football player Mateo Short said. “Anything under [the level of] concussions is pretty common.”

However, recent research has expanded perspectives on the short- and long-term effects of head trauma.

“Concussions are not a visible injury,” head athletic trainer Michael Tierney said. “The injuries [with concussions] are more on the cellular level. Synapses aren’t working the way they’re used to working. The signals are getting crossed and they’re not moving in a smooth pattern.”

Even minor hits to the brain can cause persistent headaches and amplify pre-existing mental conditions.

“A concussion is like a bully—it finds your weakest point and it just picks on it,” Tierney said. “If you have ADHD or anxiety or something like that, it exacerbates that level. It can affect concentration, focus, balance, all kinds of things.”

For high school students under the burden of a heavy course load and tight extracurricular schedules, an injury that

planning skills. There can be impairment in a student’s working memory,” Forrest said. “A student [can struggle] to maintain a calendar to plan out how they’re going to use their time in order to get a project or an assignment completed.”

in the head with a shot during a game, and the second time I got hit in the back of the head with a stray ball during a drill.”

Suffering two concussions within a short period of time can have long-lasting effects.

“I still have certain symptoms,” Berry said. “My mental capacity is back, but I do get headaches when I exert myself too much.”

When students slow down to heal from cognitive injuries, it can hurt their academic progression during crucial parts of high school, affecting things like standardized testing and college applications. Injuries that have long-term effects can make staying on pace in school almost impossible.

In high school, the pressure to handle a student athlete’s schedule while injured

“If a student experiences a concussion, it’s best to fully heal before re-engaging in the activity,” Forrest said. “One concussion is a problem, but two, three or four places you at a successively higher risk. If one happens, take the time to fully recover before placing yourself at the same risk.”

A CONCUSSION IS LIKE A BULLY — IT FINDS YOUR WEAKEST POINT AND IT JUST PICKS ON IT.”

- MICHAEL TIERNEY HEAD ATHLETIC TRAINER

Preventative measures

YOU’RE HAVING A LOT OF SUB-CONCUSSIVE IMPACTS OVER THE YEARS, AND THAT’S WHERE YOU MAY [START TO] DEVELOP CTE.”

- MICHAEL TIERNEY HEAD ATHLETIC TRAINER

To athletes, every game missed is an opportunity lost. Upperclassmen commonly feel that they are missing out on crucial moments when they are sidelined, losing the chance to play in some of their last games as a member of their team. Left with no clear options, many athletes come to the same conclusion: simply pretend the injury is not there.

Athletes often use sports to clear their heads and to release built-up emotions.

“Soon after surgery, my depression was really bad,” Whare said. “Soccer is an outlet for me, so to not have that made me feel trapped.”

The benefits of being an athlete include the ability to exert energy and compete in a sport with teammates. When this opportunity is taken away, dedicated athletes can become deeply depressed.

“[Injuries] could lead to depression and anxiety. It can lead a person to have some suicidal ideation,” Forrest said. “There is a tremendous value for adolescents in being part of a group outside of their family. They really need something to belong to.”

a greater priority in high school athletics.

“There’s a lot of developments in education [regarding] proper form and getting people more into weightlifting and being able to protect their own bodies,” Tierney said.

A more comprehensive approach to physical fitness is helping to make the fields and courts safer for athletes. Paired with continuous improvements in sports equipment, a shifting focus to general health can help prevent injuries and reduce the risk of students facing debilitating harm to both their bodies and minds.

“You can just deal with it. It’s what I did,” Short said. “Sometimes you don’t want to tell anybody because you don’t want to stop playing. I hear a lot about coaches influencing players to play through injuries, and there’s a lot of talk about being ‘hurt’ or being ‘injured’ and the difference between them.”

A sentiment regularly preached among sports teams is the idea that the well-being of the team supersedes the player’s wellbeing. Although there are positive intentions behind the concept, athletes often feel pressured to work through pain to help their teams.

“A person can feel that their ability to perform in their chosen activity is more important than them as a person,” Forrest said. “It can lead to a person [thinking], ‘I can’t let the team down, of course I have to play through it.’ It leads to them denying their own worth, which can lead to some unhealthy habits.”

The constant schedule of athletics causes a natural attachment between a player and their sport. To have that suddenly ripped away has negative effects on athletes.

“It’s part of who they are, it’s what they live for. They enjoy being a part of a team and playing the sport that they love, and when they aren’t able to do it, it affects them mentally,” Tierney said.

For players who plan to continue their athletic career, every game matters. Throughout high school, students put hundreds of hours into practicing, gameplay, studying film and building a recruiting portfolio to capture the attention of college coaches. Injuries prevent players from building that recruitment profile and can deter universities from giving scholarship offers to the affected players—a devastating blow to years worth of progress.

“Before I got hurt, I had been talking to a few Division I coaches, and I had no uncertainty that I was going to play in college,” Whare said. “The timing of my injury was terrible for recruiting. I had been emailing and talking to coaches for years, and during prime recruiting time, I got hurt. My anxiety was bad because I struggled so much with the fact that I might not be able to play in college.”

While injury is a severe detriment to high school athletes, it may also encourage students to take action to ensure smoother recoveries and support systems for other athletes.

“Movement gets the endorphins going, and if you’re just sitting around sedentary, not doing the things you love, it can definitely have an impact on your mental well-being,” Tierney said. “It’s really important to have a good support system with your teammates, coaches and parents to encourage and help

still standing — Varsity baseball player JW Harrington stands in his Ossur rebound post-operation knee brace. Harrington tore his lateral meniscus during a routine play with his travel team. (Photo by Tanner Coerr)

“Morgan’s Message is a nonprofit that I became a part of during my recovery. It is an organization that works to eliminate the stigma around mental health specifically for student athletes,” Whare said. “This year, I am hoping to create a club at McLean to accomplish that same mission. I will work to create dedication games, fundraisers and much more outreach throughout the year.”

With the support of coaching staffs and trainers, athletes hope that safety will become

SOMETIMES YOU DON’T WANT TO TELL ANYBODY BECAUSE YOU DONT WANT TO STOP PLAYING.”

- MATEO SHORT SENIOR

nailed iT!

Tara Pandey Features editor | Saehee Perez editor-in-chief

Over the years, doing nails has become an art form, and as the creativity around nail art has increased, so have the prices. Tired of salons overcharging for underwhelming results, senior Regina Mulhausen took matters into her own hands.

Bored during COVID lockdown, Mulhausen started doing nails in August 2020. Inspired by hours of scrolling through TikToks of nail techs and Pinterest nail art, Mulhausen was eager to create her own unique designs. She started by painting press-on nails, pre-painted faux fingernails that can be easily glued onto natural nails. Mulhausen began growing a small business out of her newfound hobby, selling pressons to buyers on online marketplace Etsy.

Eventually she transitioned into a more sophisticated forms of nail art—gel and acrylic nails. Gel polishes are nail polishes that require a UV or LED lamp to be cured, while acrylic nails are a powder-topaste combination of liquid monomer and powder polymer.

“I wanted to start getting better at

acrylic and make it [accessible] for people at school because salons cost a lot of money,” Mulhausen said. “[It’s] really unfair to people who [pay a lot to] get their nails done and then they turn out ugly.”

around in my closet, and I would practice doing nails on it,” Mulhausen said. “[The nails] were wearable, definitely better than some salons, but if people were going to pay for it I wanted it to be good.”

After consistent practice, Mulhausen decided that she was ready to move on from synthetic hands. Senior Jennifer Li was her first real client.

“I first heard of Regina’s business when she texted me over quarantine that she wanted to test out her nails on me,” Li said.

Li became Mulhausen’s test subject. Whenever she created a new design and was ready to try it out, Li was always the first one she reached out to.

“I used to go to salons to get my nails done before Regina picked it up,” Li said, “but none of them compared. Regina’s was way better.”

Mulhausen knows that practice makes perfect, so she polished her skills before taking any clients. In fact, her first client wasn’t human at all.

“I had a $1 fake hand that’s still laying

As a result, Li became Mulhausen’s biggest supporter. She constantly reposted Mulhausen’s designs on her Instagram stories, spreading the word about the small business. Li’s advocacy started to intrigue other interested clients.

Step

step

Step

Step

Photos courtesy of Regina Mulhausen

Senior Regina Mulhausen runs successful nail business

Mulhausen takes

filing

nail no more

Mulhausen removes the cuticle with a nail bit, an attachment to the nail

cleaning the cuticle

then cuts the cuticles off to give the nails a cleaner

and make the

nails

losing its shine

Mulhausen removes the shine on the nail so that the acrylic can stick properly.

IF [THE NAIL DESIGN] ISN’T GOOD ENOUGH FOR HER, SHE WILL DO IT AGAIN AND AGAIN UNTIL IT GETS TO THE QUALITY SHE WANTS IT TO BE.”

- ARIELLE ELSE SENIOR

“Jennifer would post the finished pictures of her nails on her story, and I asked her who did her nails,” senior Arielle Else said. “When she told me it was Regina I was like, ‘what?’ and immediately reached out to Regina.”

The growth of Mulhausen’s social media presence was the turning point for her business. Once she had experimented enough, her business began to bloom.

“[Regina] likes to credit me [for her growth],” Else said. “After I posted her nail account on my story and [tagged her] she got so many more customers, and she says that’s when her business started to take off.”

Li’s and Else’s advocacy not only provided Mulhausen with the confidence and experience to advertise to potential clients, but it also garnered activity and support on her Instagram page. As her business gained traction, Mulhausen started booking appointments.

“I think my first ever clients were for homecoming last year, but I still needed to improve,” Mulhausen said.

Over the last year, she has focused on publicizing her business to new potential clients.

“At the beginning, [the hardest part] was getting people to know that I do nails. But then as more people started coming to me and posting me on their [Instagram] stories, that really helped,” Mulhausen said.

For Mulhausen, the biggest challenge is finding the time to get everyone an appointment.

“During homecoming or [big] events I get a lot of [clients],” Mulhausen said. “But then I’m overwhelmed because I already have a lot of people that are trying to schedule with me.”

From priming the nails to drawing designs and adding charms, Mulhausen’s nail process requires time and effort. Before setting a price, Mulhausen discusses the design with her clients, deciding the cost based on the materials, time and skills necessary to execute the look.

“[People either] send me the design, or if they need help [choosing] a design I send them my Pinterest board,” Mulhausen said. “Recently, someone sent me a picture of [their homecoming] dress, and they wanted nails specifically for that, so I searched for nails that would look good with it.”

Mulhausen tries to make every nail appointment personal. In addition to working with the client to create the final nail design, she creates a welcoming environment.

“The atmosphere feels more comfortable than at other nail businesses,” Else said. “Whenever I go to [professional salons] I just sit in silence for the whole appointment. But with Regina, I enjoy sitting there to get my nails done.”

What really makes Mulhausen stand out is her commitment to her craft. Her level of precision is not easily attainable. Mulhausen never settles for mediocrity, often taking hours to perfect the nail designs

“Whenever I have an appointment with

Regina I reserve a four-hour block of my day for it,” Else said. “She is so particular and detail-oriented. If [the nail design] isn’t good enough for her, she will do it again and again until it gets to the quality she wants it to be and the quality the customer is asking for.”

Mulhausen’s skills and dedication keep

Mulhausen then uses a dehydrator and primer to clean and chemically prepare the nail for the acrylics.

Step 6: take a dip Next, Mulhausen dips her brush into a monomer liquid, then into the acrylic powder and files the acrylic nails.

By sanding down the shine on the acrylic nails, Mulhausen smooths it out for an even base.

step 8: final fluorish Mulhausen then adds the gel polish base and design to finalize the look.

design by Tara Pandey

TRADER JOE’S FALL FOOD REVIEW

Pumpkin Joe-Joe’s

The new flavor combination of the classic Joe-Joe’s was a complete disappointment. Although the bright cookies are inviting, eating them is comparable to taking a bite straight out of a ginger root. The ginger filling overwhelms any hint of pumpkin, completely ruining its taste.

Petite Pumpkin Spice Cookie

The pumpkin spice cookies are a pumpkin-shaped twist on the classic pink and whites. These enticing cookies compel you to take another and deliver a powerful crunch with every bite. However, the advertised pumpkin flavor was hardly there, making them only slightly different from the original shortbread cookies.

Pumpkin Bread & Muffin Mix

The pumpkin bread mix is by far the best Trader Joe’s fall item and is packed with autumn flavor. A fall classic, the mix is very easy to make—simply add water, eggs and oil. Baking the mix fills your whole house with a spiced aroma, and bread or muffins come out soft, moist and addicting.

Pumpkin Waffles

The pumpkin waffles are flavorful and a great addition to the fall line, but they are quite dry. In order to truly enjoy the pumpkin-packed breakfast item, they must be drenched in maple syrup.

Pumpkin Ginger Hold-the-Cone

A twist on a fan favorite, the pumpkin ice cream cone is perfect. The ice cream’s pumpkin and ginger notes went hand in hand with the satisfying crunch of the white chocolate topping. A subtle yet pleasant dessert, this Hold-theCone is a must-try.

Cinnamon Bun Spread

Whether it’s slathered on pancakes or used as a dip for apples, the cinnamon bun spread is absolutely delicious. The sugary cinnamon taste is strong and perfect for anyone with a sweet tooth, but it can be overpowering for the average consumer.

Tara Pandey Features Editor | Farah Eljazzar editor-in-chief

Photos by Farah Eljazzar

Graphics by Liz Nedelescu | Page design by Makda Bekele

IT’S G i l more gir l s SEASON

How to spend this autumn like Rory Gilmore

MINSONG HA News Editor | SARAH SOLTANI online News Editor

Wear a collared sweater and a pleated skirt to match the cozy fall vibe of your favorite coffee shop.

Drink a cup of coffee fancier than Luke’s.

Eat Pop-Tarts, one of Rory and Lorelei’s favorite snacks.

Keep it simple with Rory’s go-to black Converse that will match any outfit.

Throw on a comfortable black V-neck and cute jeans to hang out with your friends or family.

Find a cute vintage backpack to carry your favorite books.

Buy scones just as good as Sookie’s.

Get cozy in a warm sweater and oversized pants.

Read books referenced in the show like The Bell Jar by Sylvia Plath and The Time Traveler’s Wife by Audrey Niffenegger.

Photos by Minsong Ha

Sarah

design by Minsong Ha

What type of music do you listen to?

For many, this can be a make-orbreak question. From indie to rap, the 21st century individual has developed a large range of musical interests. With an increase in exposure to a variety of music, McLean students have rediscovered a genre listened to by the older generation: new wave.

“A lot more people are listening to this type of music,” junior Maxwell Mlatisuma said. “If you look at the most listened to songs on Spotify and Apple Music, total listeners for artists of this genre have gone up in the past couple of months.”

New wave music was first popular during the late ‘70s and ‘80s, including bands such as The Smiths, The Cure, The Police and Joy Division. Punk rock was a heavy inspiration for new wave music, as its outlandish style of body piercings and torn clothing symbolized individual expression and rebellion against societal norms.

“The music during the time was influenced by social, economic downturns, high unemployment, and people wondering where they were headed next,” social studies teacher Ian Howell said.

The resurgence of new wave music can be attributed to the influence of social media on pop culture.

“TikTok is how a lot of people discover new music,” Mlatisuma said. “People hear a song [on TikTok], listen to it and sometimes listen to more of the same genre.”

A few new wave songs that gained popularity on TikTok are “There Is a Light That Never Goes Out” by The Smiths, “Heart of Glass” by Blondie and “Head Over Heels” by Tears For Fears.

Teachers are noticing the resurgence of music they used to listen to.

“Listening to that stuff back then, it was all underground, which is kind of funny now because it’s coming back, and people are listening to that older stuff,” ceramics teacher Christina Carroll said.

Math teacher Crissie Ricketts, who graduated from McLean in the ‘80s, was a fan of new wave music.

“From McLean we used to listen to WHFS, a radio station from

Annapolis with a very poor signal,” Ricketts said. “We would also buy cassette tapes and pause them to try and understand what the lyrics said.”

The resurrection of new wave music in McLean resonates with teachers who remember what it once meant to them.

“I think that music has influenced me more growing up than it did now,” Carroll said. “Music is like art. If you have a connection with it, you can’t explain why.”

Crissie

Brooke Thomas

Having a period at school is a frustrating experience, as there is a need for students to constantly carry extra sanitary products in case of an emergency. Many students have gotten their period when they least expect it or when they are not prepared with pads or tampons, but the bathrooms at McLean are never stocked with these necessary supplies.

Having to ask a random stranger in the bathroom for an extra sanitary product is an uncomfortable experience for everyone.

“Asking around the bathroom is embarrassing and there’s definitely a stigma around periods [in general],” senior Rebecca Weil said. “[These products] not being accessible is a gateway into embarrassment.”

Unfortunately for McLean students, there is little support from the administration regarding menstruation products. Students should feel that they are supported by their school, but the absence of hygiene products in bathrooms does not demonstrate this.

While there are hygiene dispensaries, they are always empty. According to the Virginia House Bill 405 and Senate Bill 232, which went into effect in July 20202, elementary, middle and high schools are required to make tampons or pads available in bathrooms— not just in the nurse’s office or clinic—at no cost.

Principal Ellen Reilly said she sees the need to include these products, in order to ensure that students feel comfortable and supported.

“[People] of different cultures have different levels of comfort with asking for a product,” Principal Ellen Reilly said. “Just to be able to go and have to ask the nurse or come down to ask somebody for it just really puts them at a disadvantage.”

Last school year, products had been stocked in all dispensaries across the school. However, students lost access to these privileges in the new school year.

“[The products] were abused immensely,” Reilly said. “Last year, with [the Committee on] Raising Student Voices, we tried thinking of ways to keep students from doing it, and

SANITARY NEEDS

it didn’t work. The products were stuck on walls, flushed down the toilet and made into patterns.”

Reilly said she plans to stock the blue and yellow bathrooms this school year, but the bathrooms should have been stocked from the start of this year to both comply with Virginia law and show students that this issue matters to the administration.

administration must find other ways to support students who menstruate. In the modular building, the bathrooms do not have proper sanitary product disposal, only a single trash can in the corner of the bathroom.

The failure to provide these basic necessities makes life more challenging for half of the students at McLean, yet no one feels able to talk about it. In a school as open and diverse as McLean, it is insensible that there remains little discussion regarding menstrual product availability.

“I think that the lack of period products in this school is indicative of a larger issue,” Weil said. “There’s a neglect of menstrual health and women’s reproductive rights.”

It is vital that sanitary products be accessible for all students, but it is also up to the student body to treat their peers and custodial staff with respect.

“Do I think we’re doing the best we can? Probably not,” Reilly said. “If you’re going to abuse it, we’re not going to give more work to the custodians. It really puts them at a disadvantage, and it’s not fair for them.”

While students should not abuse the provided supplies, they should still always be made available for those who do need them.

In addition to stocking supplies, the

“We never really came up with a solution on how to solve the problem of the abuse of the few and the impact of the many,” Reilly said. “I want people to know that the people you’re impacting are your fellow students and custodians.”

The administration must start an open dialogue with students to solve this problem, and that starts with providing students with the supplies they rightfully should be able to access.

IN

INDICATIVE OF A LARGER ISSUE.”

- REBECCA WEIL SENIOR

E-hallpass ensures positive learning environment

isabella DiPatri Managing Editor

Last school year, hallways and bathrooms remained crowded during class periods. All throughout the day, stalls were filled with students hanging out with their friends rather than attending class. Little emphasis was placed on how important it is to stay in class and remain focused throughout the school day.

In response to this behavior, McLean implemented the e-hallpass system to prioritize focusing on learning and classwork for students.

“We are able to ensure that students are going where they are supposed to be going and returning back to class as quickly as possible,” Principal Ellen Reilly said. “We are keeping people in class longer and making sure that they are learning the material that they should be learning.”

E-hallpasses have significantly reduced hallway and bathroom traffic during class periods. Students are able to stay concentrated during times of instruction, as the system works effectively to discourage students who intend to skip valuable class time.

“People have to be held responsible for where they are going,” Reilly said. “E-hallpass is setting a tone for the school—that we’re here for academics, and it’s time to get back down to business.”

Without an organized system, McLean’s issues regarding overcrowding make it extremely difficult for faculty to monitor who is in the hallway. The e-hallpass system gives teachers and administrators direct access to when students clock in and out of classrooms to ensure they are where they are supposed to be.

“It’s nice for [Student Services] to know that students’ teachers know that students are coming down here,” counselor Greg Olcott said. “[We send] them back with everything time stamped, so we know they’re not abusing the pass.”

This feature also helps teachers track down students during drills or emergencies. It is crucial for administration to monitor students in order to create a safe learning environment.

“[E-hallpass] is helping students stay in class, which everybody should be doing,” Reilly said. “[If there is a significant problem] with e-hallpass, [students] can come down and let us know what about it is annoying, so we can help solve it.”

Despite the original concern that e-hallpassses would distract from lectures and presentations, students have become more self-aware in their timing to use the bathrooms. Asking a teacher to use the bathroom without the e-hallpass

creates just as much of a distraction. During the first few weeks back, students have waited until there is a period of independent work to send their teacher a request to leave the classroom, and many teachers now have the system set to auto-approve bathroom passes. The process is smooth, and there have been minimal instances where e-hallpasses are actually a distraction from a lecture or other learning activity.

“[E-hallpasses] are so much faster than writing passes,” Olcott said. “With any new process there are going to be some growing pains, but e-hallpass has grown on me, so I am definitely a believer [in them].”

There are still many opportunities at McLean to meet up with friends and enjoy the social aspect of school. However, e-hallpasses are working to enforce a positive system of safety, communication and trust between faculty and students.

was introducing e-hallpass the right move for mclean?

E-hallpass doesn’t fix student disengagement

Saehee perez editor-in-chief

One of the only guarantees in high school is that students will find a way around rules and regulations they don’t agree with. Whether it be by making their destination a random water fountain or a teacher known to not consistently check e-hallpass, students can still get around e-hallpass restrictions at McLean.

Students who were of concern to administrators—those vaping in bathrooms, wandering the hallways, missing half of a class period— can and will still do the same things as before. While the time period they can be gone without suspicion may be shortened to 20 minutes at a time, that length of time is drastically lengthened if a student simply does not fill out an e-hallpass.

Before the implementation of e-hallpass, most students already

stayed inside their classrooms without wandering the halls or camping out in bathrooms. The school adopting a system that records students’ locations outside of the classroom fails to recognize or address the underlying issue of student participation in class. If a student is not present in class, they deserve to be offered support in school, not to have where they are tracked every minute during the school day.

Not only is it odd to time how long a student is in the bathroom, it raises privacy concerns. E-hallpass does not meet the recommendations for privacy and security practices from Common Sense, an organization that reviews the privacy policies of apps.

Additionally, it’s better for students to learn from the consequences of their actions than to be forced to comply with rules that they’ll just find a way around. Accountability is a crucial skill that should be developed before graduating high school, and the students who are skipping class are not learning self-discipline by being forced to record their location outside of the classroom.

Moreover, minor issues with e-hallpass add up to be disruptive. Refreshing the page every 30 seconds to request a spot in the blue hallway bathroom once it’s below maximum capacity distracts a student from class. Needing to ask for approval on e-hallpass requests in the middle of a lesson distracts the entire class. Sometimes, students who do not want to interrupt class by awkwardly filling out an e-hallpass wait until the passing period to use the bathroom. By then, the bathroom is already filled with people who also waited, making everyone in line risk being late to their next class.

Adding a limit to the bathroom makes McLean’s overcrowding problem more painful when we can see that the bathroom is at “maximum capacity” less than 10 minutes into a class period. In the time it takes someone to begin an e-hallpass, walk to the bathroom, use it and walk back to their classroom, two students could have used the bathroom. When there are also students who request to go to the bathroom and don’t actually use it, other students who actually need to go are prevented from doing so.

In conjunction with the new phone policy, the e-hallpass system bars students from using the restroom during a test, because they can’t have a phone or laptop out. This creates a negative testing environment and causes stress to students who must ask the teacher to create a pass for them.

While conducting interviews for this article, teachers who had expressed dislike for the e-hallpass system denied interview requests. The aggressive implementation of e-hallpass has made it so that neither student nor teacher concerns are heard.

Though the intent is there, e-hallpass has proven to be an ineffective and inconvenient alternative to paper passes and should be reconsidered.

by Liz Nedelescu

MISSION: J-LOT

How to drive like a true Highlander in the J-Lot

MADIE TURLEY A&E EDITOR

Arriving at school and looking for a parking spot? You’re in luck. The J-Lot is already packed and begging for more student drivers. Whether you’re looking for a tight squeeze or a state-of-the-art fender bender, you’ve found your place. New to the setting? Not to worry. Here’s a full guide on how to navigate the J-Lot like any other just-licensed McLean High Schooler.

Step one: Go back to your roots.

Ever wonder why you are still obliged to take the FitnessGram PACER Test? Picture this: a packed line of sweaty high schoolers trying not to miss the timer’s beep. Now, replace that beep for a bell sound. Perhaps ringing at 2:55? As an upperclassman, this isn’t the PACER anymore, but rather the sprint to the J-Lot. If you’re not out to the lot within 15 seconds, prepare to either lose a side mirror or wait at least an hour to escape.

Step two: Throw all morals out the window.

Patience? Never heard of it. Once you enter your car, you are on a mission. In the J-Lot, the only pedal you should be concerned about is the gas. Don’t worry about hitting those other silly drivers, that’s just part of the initiation process. When backing out, disregard that loud and annoying beeping sound coming from your car—it’s nothing urgent.

Step Three: Learn the Lingo.

Don’t be afraid to toss around some degrading remarks at your fellow classmates. Whether it’s a friendly hand motion or an even friendlier shout, any effort is appreciated. Even if they’re doing nothing wrong, there’s no shame in a couple innocent insults.

Step Four: Floor it.

Once you see an opening in that gate, cut off all minivans and other kiss-and-ride parents. If you’re unclear about how quickly you should be accelerating, just Google “G-force.” Don’t look back. Forget all of that “no man left behind” trash. This is life or death. If you come at least a foot away from almost running over a student, you’re on the right track. Exiting the J-Lot takes absolute priority. It’s not like other people have places to be!

Step Five: Complain.

Make sure to tell all your peers about how horrible the parking lot has become. How could McLean allow this chaos? Everyone else driving in the lot has absolutely no road etiquette. File a complaint to the administration as if they can do anything about your horrible driving—just don’t mention the car you hit yesterday. It’s not like you’re the problem.

Step Six: Celebration.

Congratulations! You’ve made it out of the J-Lot and successfully forgotten all of Driver’s Ed. Assess the damage and start getting excited for tomorrow morning, when you can park between two spaces again.

Cartoon by Liz Nedelescu

Page design by Madie Turley

School isn’t fun anymore. The elephant in the room? Our education system. The socalled “tried and true” method simply isn’t effective. Luckily, some teachers at McLean have adopted a new teaching protocol, dubbed “flipped learning,” which aims to enhance student engagement and improve knowledge retention better than traditional learning.

In a traditional classroom, students listen to lectures and learn material during class and do homework that builds off of what they learned during class. A flipped classroom, however, is structured around the concept that the best use of class time is not lectures or direct instruction from teachers. Instead, teachers provide students with foundational lecture materials to review at home, freeing class time for active discussion and interaction.

Homework assigned in a conventional classroom does little to help students when it comes to retaining knowledge. It’s tedious busywork for students who are already familiar with the material, and for students who are already falling behind, it can be frustrating to do homework for a class they don’t understand the material in.

“We have a lot more time to actually have students talk to each other, think about the

content, do labs and do hands-on activities in a flipped classroom environment,” AP Physics teacher Erin Kreeger said. “There’s less time listening to the teacher and more time talking to the teacher about the content.”

class and you zone out for five minutes, you might miss a lot of really important content since you can’t rewind the teacher in real life,” Kreeger said. “It’s very helpful to be able to pause the video, go back and be able to do it on your own time.”

Although it has a lot of benefits, flipped learning comes with its setbacks. Students are not guaranteed to follow through with their lessons, making it difficult for them to contribute in the group setting the next day. This becomes a cycle, with students falling further and further behind each semester.

Compared to a traditional, rigid class structure which primarily focuses on lecturebased teaching, flipped learning offers students an opportunity to completely understand the topic they are learning before classes, providing them with time to ask questions about the material. This shift ensures students are able to grasp new material to fit their needs.

“If you’re trying to listen to lectures in

Fortunately, the interactive nature of inclass activities serve as “progress checks” that urge students to take accountability for their learning. In a flipped model, students quickly realize that it’s impossible for them to thrive in class without knowing the material. In a traditional model, if students choose not to complete the homework, they will seldom be tested on comprehension and will therefore be ill-prepared for their exams.

Regardless of the learning environment, students should be encouraged to complete their work. Besides rewarding students individually, flipped learning provides more opportunities to receive feedback from the instructor, increased interaction and flexibility to learn at one’s own pace.

“I really like activities that are very student-centered, where students do some sort of activity themselves,” Kreeger said. “When there’s a very targeted purpose, [they’re] not just doing work to get it done.”

Flipped learning offers students more opportunities for growth compared to traditional learning. This fosters long-term academic stability, creating lasting effects into students’ adult lives.

“This form of learning [has] been designed purposefully not only to get you to learn the content, but to grow your brain as a muscle through that thinking,” Kreeger said. “The more students buy into that, the more they are going to get out of it.”

For the sake of all students, it’s time to change our mindsets when it comes to the education model and adapt accordingly.

by Liz Nedelescu|

by Jessica Purevtugs

LESS TIME LISTENING TO THE TEACHER AND MORE TIME TALKING TO THE TEACHER.”

- CLARA MARKS JUNIOR

MCFOOTBALL MAKES CHANGES

New players and coach change team culture

CONAIRE HORGAN SPORTS EDITOR

Friday, Nov. 5, 2021. The McLean

Highlanders football team was up 2117 on their arch-rivals, the Langley Saxons. With the game almost over, the Highlanders’ victory seemed guaranteed. The Saxons had to go 74 yards in less than two minutes and score a touchdown. A quick reception started the drive. And then another. And another. Before fans could realize what had happened, the Saxons had scored a gamewinning touchdown. Fans who had been gathering on field level, ready to rush the turf, stood shocked.

“It sucked to lose that game,” junior tackle Jason Babalitis said. “Obviously it’s hard to go [out] like that.”

Soon after the game, the Highlanders took another loss. Head coach John Scholla decided to step away from the team to focus on his family and career. The school filled the vacant position by hiring Joe Cockerham, the former head coach of Heritage High School, to lead their squad.

Cockerham and the Highlanders have

tempered expectations going into his first year, with a tough schedule and a new quarterback—sophomore Ethan Ball— leading the team for the second straight year.

season. Some key players that were on the team last year have left the team or transferred schools, leaving holes on the already thin roster. Despite the challenges, Cockerham is confident the team will get better.

“We have to continue to work, and eventually we’ll get there,” Cockerham said. “We are improving as we go. It’s just going to be an incremental deal.”

The team struggled to begin the season, scoring only 27 total points through their first four games. Despite the lack of production from the Highlanders, Ball and the varsity team hope to change the culture surrounding McLean football. Once a successful program, the team has slowly declined, and many around the school continue to view the team in a negative light.

“This season we’ve got some new faces,” Ball said. “There are a lot of young guys on the team. We’re all just trying to get better and [get to] next season.”

Cockerham and the team have overcome countless obstacles while attempting to get used to the rigor of Cockerham’s inagural

“In my four years here, I’ve never seen us really dominate a game,” senior Cameron Carroll said. “All of the games we play, it seems like we [lose] by 40.”

A negative stigma like that is hard to break, especially when the team doesn’t perform well. In the opening game of the season, the Highlanders decisively fell to the

Strength in the secondary — Defensive backs Joel Martin and Mark Karam converge to make a tackle against a West Potomac running back on Aug. 26. The Highlanders fell to the Wolverines with a final score of 47-13

by Alexa Sribar

THERE ARE A LOT OF YOUNG GUYS ON THE TEAM. WE’RE ALL JUST TRYING TO GET BETTER AND [GET TO] NEXT SEASON.”

- ETHAN BALL QUARTERBACK

West Potomac Wolverines, 47-13. The loss was a microcosm of the McLean football teams of the past, littered with mistakes including interceptions, missed blocks and poor defensive play. Despite the poor start, Cockerham has continued to work with his team to build relationships and strengthen the team.

“We have a team meal [every] Friday before the game,” Cockerham said. “Being around the kids every day, as soon as it’s time to be serious, we’re serious. When we can play around, we play around.”

Despite the struggles, McLean football is looking forward to a better and brighter future. The abundance of young talent strewn across the roster and coaching staff should leave fans and players optimistic for times to come.

“I’m still going to go to the games,” Carroll said. “It’s always fun to watch football at McLean.”

The electric environment of the student section has not been deterred by the team’s performance. Even with some on-field shortcomings, the fans have continued to show up and cheer.

“The student section is always awesome,” Babalitis said. “It gets us fired up every time.”

With the crowd behind them, McLean only lost their home opener against the Edison Eagles by a score of 14-6, their closest point differential all season. Ball played

considerably well, rushing for McLean’s only score of the game. Cockerham’s consistent run-based play calling has established a new era of McLean football.

“The biggest challenge is figuring out what abilities players have and then using their abilities to win football games,” Cockerham said. “It’s as simple as just continuing to work hard every day.”

coaching his high school team. After college, he was hired as an offensive line assistant for Methodist University, a Division III school in North Carolina. Cockerham remained with the school until 2015, when he was offered a spot as the run game coordinator at Cuyahoga Valley Christian Academy, a high school in Ohio. Eventually, the coach found his way to Heritage and led their program for three years before joining McLean in April. Cockerham’s experience as a coach has helped him build positive relationships with players and students alike.

“I love the game, being around kids and helping [them] reach their potential, both athletically and personally,” Cockerham said. “That’s where football has brought me.”

Cockherham’s success at high levels has led to him becoming one of the most sought-after coaches in the Northern Virginia area, mostly because of his simple football philosophy.

McLean High School hired Cockerham because of his success with Heritage High, which he led to a 9-3 record and a regional semi-final appearance in 2021. Cockerham, a graduate of the University of Mount Union and a former football player himself, said he is excited to lead his new team to great heights.

Cockerham started his coaching career in 2002, beginning by helping out with

“It’s about building a program that’s going to prepare our student-athletes to be better adults,” Cockerham said. “To be better fathers, students, husbands, whenever they leave high school. That’s number one.”

Although the team has faced adversity this year, Cockerham is optimistic.

“It kind of goes back to the adage of just continuing to work hard every day. Winning’s a process, and the process takes time. We’ll get there.”

I STARTED COACHING FOOTBALL AT A YOUNG AGE AND LOVED IT. I’VE DONE IT EVER SINCE.”

- JOE COCKERHAM HEAD COACH

Photos by Tanner Coerr | Page design by Conaire Horgan

SPINNiNG INTO SUCCESS

Dance team returns from winning season

Elise walker Reporter Alex Kofinis online a&E editor

As they make their way onto the field, poms in hand, hearts racing, the dancers step into formation. When the music cranks through the speakers, all thoughts are silenced and their bodies take over as they work to hit every single move of their routine. When they hear the applause and cheers of the crowd, the dance team knows they’ve given McLean yet another fantastic show.

The McLean dance team begins their preparation in late June with tryouts at the end of the school year. Their summer is spent at camps and practices in anticipation for the start of the competitive dance season.

“In August we practice almost every day, and we also go to UDA camp as a team,” sophomore dancer Sophie Zhang said. “We learn our dances there, and then we work on them throughout the season.”

The team spends hours a week preparing for those few minutes in front of the crowd when Highlander football season rolls around. Eight hour days learning each step of choreography, two weeks of summer spent perfecting it and practices three days a week in the school year all come together to create a thrilling performance.

sessions, which last up to four hours, so I try to finish my work in between.”

Balancing both school and dance poses a challenge for dancers who take the sport seeriously, and they often struggle with managing their busy schedules.

“Because I’m always [at dance], six, seven days a week, I have to sacrifice my social time sometimes, but I just try to work around it,” senior dance captain Nandita Boddu said.

The responsibilities as a captain can be strenuous, especially in such a close-knit environment. Boddu was chosen as the team captain at the end of last school year, and she has acted as a leader for the team throughout the ongoing season.

“I think it is difficult to manage people, especially if you are friends with them,” Boddu said. “Differentiating between being a friend and a teammate at different times can be hard.”

When it comes time to perform, the hours spent in the studio are all worth it. Nerves are common for dancers before performing, but the most important thing for them is to trust their training and execute.

“Sometimes you have a feeling whether you’re ready to perform a piece or not,” sophomore Robbie Barnett said. “If you practice [the routine] enough, you sometimes feel like you could do it with your eyes closed.”

The squad splits their time between working toward competitions and school performances. Their efforts were rewarded last year when they won the jazz category at the national championships.

“It’s really rewarding to see all of our hard work pay off when it matters,” Zhang said. “We’re all excited to see how we do this year at nationals.”

Many of the athletes train outside of school with personal studios while also dancing for McLean, resulting in little free time. With such a busy schedule between high school and studio dancing, the dancers have to find creative ways to balance their obligations.

“I try to get my homework done at school and then I go to practice right after,” Zhang said. “I have hour breaks in between some of my

As entertaining as dance is to watch, the effort put into training is often overlooked. Dancers do private training on their own in addition to group rehearsals.

“I wish more people knew how physically demanding dance is and also how mentally draining,” Zhang said. “You have to be tough and it’s not just about the pretty dances—it also includes grueling long hours.”

Despite the time that dance takes, the pros outweigh the cons for members of the McLean dance team. Even with the tiring work, dance acts as a way to release stress and is a fun activity for a lot of high school dancers.

“I want more people to know that dance is a great way to express yourself,” freshman Sara Ridjanovic said. “It’s one of those things that everyone can do. Anybody can dance.”

Leaping legends — Sophomore dancer Sophie Zhang does her signature toe touch at McLean’s football halftime show during the game against Edison.

Sophomore Ethan Ball has maintained a love of sports ever since he first picked up a ball. From a young age, he has dreamed of playing sports at a high level, whether it be on the baseball diamond or football field.

“I never knew which sport I would end up playing in college, but baseball is what I have been playing the longest,” Ball said. “As I progressively got better, I decided that playing baseball in college was my goal.”

Few high school athletes can say they have earned the opportunity to play Division I sports. For Ball, his dreams recently became a reality. The 15-year-old recently announced his verbal commitment to play infield for Virginia Tech.

PLAY BALL

connected with the other players and the coaches,” Ball said. “I definitely think when it came down to it, the strong, supportive community was what made me want to commit there.”

The Virginia Tech baseball program is currently ranked 11th in the country, finishing the 2022 season with a 45-14 record.

“Virginia Tech was one of the first [schools] to reach out to Ethan,” Ball’s mother, Traci Ball, said. “We loved the coaching staff, and we could tell they emphasized individual player development.”

Prep Baseball Report ranks Ball as the ninth best player in the Virginia and D.C. area in the Class of 2025.

“Ethan got some exposure during his freshman season,” Traci Ball said. “A lot of the decision came down to what he was looking for in a college experience and what would be the best fit for him as a person and a player.”

The coaching staff extended the offer to Ball in July. He and his family attended the campus for a one-day camp and tour.

“The head coach made it clear that they were serious, confident and eager to have Ethan choose Virginia Tech,” Traci Ball said.

In addition to being the youngest baseball commit at McLean, Ball is the starting quarterback for the varsity football team. After a successful year on the freshman team, Ball was able to secure his spot as a starter on varsity this season.

“Being the quarterback definitely wasn’t what I was expecting going into the football season,” Ethan said. “I’ve been working as hard as I can and adapting to the challenges I’ve faced thus far.”

The Highlanders currently have a losing record, but Ball has high hopes for the remainder of the season.

“We have some new [players] this year, a lot of young guys on the team,” Ball said.

“So we are working on learning each other’s tactics and how to play as a team.”

Being a dual-sport athlete may come as a challenge for some, but Ball takes it in stride. Even with the pressure of the recruiting process, he was able to make the best decision for himself.

“Ethan was hoping to commit before he put on his football pads in the fall,” Traci Ball said. “That was his one request throughout the whole process, he wanted to make a decision before Aug. 1 when football season began.”

Between phone calls with coaches and many family discussions, Ball narrowed down his options and evaluated each choice carefully. With several offers on the table, Ball announced his commitment one week before football season began.

“Virginia Tech’s program is exploding with success,” Traci Ball said. “We could tell they saw value in Ethan.”

The sophomore advises other athletes who are hoping to play at the next level to focus on being an authentic and supportive teammate.

“Be yourself on the field and off,” Ball said, “because the most important thing about getting recruited is your character.”

Photo courtesy of Traci Ball

design by Liyat Amman

MADELYN FREDERICK SPORTS EDITOR | LIYAT AMMAN REPORTER

Tech baseball commit Ethan Ball succeeds as a dual-sport athlete

YOURSELF ON THE FIELD AND OFF, BECAUSE THE MOST IMPORTANT THING ABOUT GETTING RECRUITED IS YOUR CHARACTER.”

- ETHAN BALL SOPHOMORE