The Globe, November 2023, Issue 2, Vol 96

globe.

Volume 96, Issue 2 Clayton High School. Clayton, Mo. November 2023.

CONTENTS

feature

Lessons in Leadership A Promsing Playwright Makers Unleashed Sowing Seeds of Passion On the Right Track Meet CHS’ Youngest Learners

Senior Jack McDowell swims the 100m butterfly on 9/19 in a meet against Westminister. Clayton won the meet, adding another win to their 9-2 W-L record.

Photo by Owen Wohl

8 10 12 14 16 18

cover 21 opinion

The Fall of Handwriting The Pressure is On

33 34

pro/con 36 review

A Resonant Reverie 38 SOS at Enterprise 39 Wholesome Bowls, Heartfelt Goals 40

sports

Freshman Game Changer 41 From Pool to Podium 42 Making a Racket at State 43

staff ed November 2023 Volume 96, Issue 2

42

STAFF Editors-in-Chief JiaLi Deck Kipp Vitsky

Chief Digital Editor Sidra Major Managing Editor-in-Chief Alex Cohen Managing Editors Charlie Meyers Ivy Slen Copy Editors Micah Lotsoff Sophia Lu Feature Section Editors Lavanya Mani Rachel Chung News Section Editor Caleb Park Opinion Section Editor Zoe Daniels-Sankey Review Section Editor Sam Braidwood Sports Section Editor Alyssa Blanke Podcast Editor Elias Kilbridge Puzzle Master Chloe Lin Page Editors Anaïs Oge Analee Miller Anna McAndrew Bethany Lai Charlie Balestra Madeline Jeans Mira Stahlheber Riley Kerley Riley Zimmerman Sam Sun Yehia Said

Reporters Abby Rosenfeld Adam Watson Alison Booth April Kim Aylah Hopper Caitlin Kuhlmann Chloe Lin Dwight Erdmann Elisa Falsafi Ezri Perrin Fletcher Anderson Norah Gross Robert Gabel Sanjana Chanda Sritha Rathikindi Tessa Palermo

Photographers Ashley Ngo Caitlin Gwydir Camille Matlock Camryn Markenson Davy Nhek-Morrissey Doria Guy-Bey Elliott Becker Eva Delannoy Eva Krauss Henry Gipson I’Ron Bell Isaiah Reed Jamie Griffin Lauren Young Leo Taghert Lucy Melander Madeline Littleton Owen Wohl Rachel Van-Rhein Regan Sparks Riley Zimmerman Sage Bernstein Stella Whitney Taylor Flotken Tierney Sweeney Tyler He Wendy Stephens

Thank You to our Sponsors Issue Level Sponsors ($2000+) Mr. and Mrs. Douglas Workman

Golden Greyhound Sponsors ($1000+) Mr. Ben and Mrs. Robyn Slen

Greyhound Sponsors ($500+) Dr. Grace Lee and Dr. Jon Vitsky

World Traveler Sponsors ($200+)

Thomas Seon-O Chung and Sookyoung Elizabth Chung Mr. Greg Booth Mr. Geoffrey and Mrs. Stephanie Gross

Honorary Globie ($100+) Mr. Bob and Mrs. Betsy Cuneo

Patron ($50+)

Mr. Andrew Krandjeff Mr. Karthik Mani Mr. Joe and Mrs. Patricia Scolaro The Scolaro-Deck Family Scan for more information on how you can support student journalists at The Globe:

The Globe is an entirely self-funded publication. We receive no funding from the school district for printing. Each issue of The Globe costs approximately $2,000 to print. We are deeply grateful to our sponsors for their support of student journalism. They make our work possible.

If you are unable to donate, we invite you to purchase a subscription or subscribe to our free newsletter. Information for subscriptions, advertising, and sponsorships can be found by scanning the QR code.

4 SPONSORS

From the Editor Photo by JiaLi Deck

A

s I walked into school for freshman orientation in 2021, masked up, I was surprised to be given, along with my locker number and paper schedule, a shiny new student ID that I could use to get in and out of the building at will.

I could walk to Straubs, ask my older sister to drive me to lunch or simply do my homework in Shaw Park, and no adult would know I had left the building.

It is no secret that few things are more freeing, eye-opening and overwhelming for a student than the transition from middle school to high school.

Moving from 20-minute lunches, a phone ban and strict on-campus supervision to 75-minute lunches, unlimited device use and open campus, freshmen are faced with an endless stream of newly-found freedom.

As a freshman, I was consistently given the benefit of the doubt by my teachers.

If I was late to first period? No worries. If I needed to use the restroom at the start of class? Just be quick. If I left for a while during the lecture, well, we could all use a break during class.

Yet, as my schedule grew with more and more activities, I found that my compet-

ing interests pulled me in many different directions, and my tardiness became more frequent.

I would often double or triple book myself during the long lunch, with Speech and Debate executive board meetings, class officer planning sessions or Student Council discussions, and be late to my next class, not having time to use the restroom or even eat lunch.

Whether your third legitimate meeting ran long or you simply planned poorly and the Starbucks line was too long, there were repercussions from teachers.

My time in high school has shown me that while teachers give us a significant amount of freedom compared to other schools, post-Covid, their expectations have tightened.

After years of not getting the “real” educational experience with Covid, the prevailing narrative is that if you don’t show up and show out in class, you don’t care about learning.

While I do know kids who abuse that power, I’ve personally found that student trust is swiftly on the decline despite the seeming majority utilizing their free time and freedom to work and participate in

school and extracurriculars.

I understand that there are reasons behind stricter discipline, especially considering the cumulative rise in tardiness and absences. However, a major daily concern is the knowledge that teachers punish students indiscriminately, with little room for understanding.

Whether or not Clayton’s parents will try to push for the end of open campus or if teachers will make phone policies stricter, the future of student trust may be uncertain.

While I don’t know what the environment will look like in the decades to come, I hope that the high school will continue to prioritize what they always have and work to strengthen relationships between teachers and students to ensure a promising future, where we can trust students to make good choices.

MANAGING EDITOR

EDITOR’S LETTER 5

We On Go Mode!

Kipp Vitskey | EDITOR-IN-CHIEF

Photo by Leo Taghert

6 PANO

G

reyhound cheerleaders ignited the stands with their spirit, propelling the football team to a 40-0 victory against University City at the CHS Homecoming Game.

Pictured in the forefront leading the charge is cheer team captain, senior Caitlyn Williams, whose energy and leadership set the tone for the triumph.

Before the game, clubs, sports and student organizations decorated floats to travel from the high school to Gay Field for the annual Homecoming Parade.

Members of the Clayton community who showed up to watch the procession were showered with candy.

“I liked throwing candy and seeing the kids’ reactions because they always got excited. We played music on the senior float and it was really fun,” senior Breyanna Johnson said.

Each year during halftime, the Golden Greyhound is presented to the class that won the most points during the Homecoming Competitions the preceding week. This year, the award was given to the

junior class of 2025.

“It was a really close fight between the Junior and Senior class. With a ten-point tie-breaker being the last contest — the float decorating contest — the Juniors came out on top, winning the golden greyhound in a tough battle that was neck-to-neck all week. Overall, spirit was prominent this year among all classes and everyone went all out. It was just the question of how the points would add up,” Junior Class President and Senior Managing Editor of the Globe Charlie Meyers said.

That night, students danced “through the Decades.” Stuco decorated the Stuber Gymnasium with lights and disco balls.

Editor-in-Chief of the Globe senior JiaLi Deck was elected Homecoming Queen, while senior Najee Holmes was elected Homecoming King.

“When I heard my name, it gave me a sense of acceptance and joy and it showed me that I had an impact on the people that voted for me, so I was very honored,” Holmes said.

PANO 7

Lessons in Leadership High school students swap desks for campfires Sam Sun | PAGE EDITOR

Counselors gather to sing “Lean on Me” on the last night of camp. Photo by Amanda Miller

A

t first glance, the role of a sixthgrade camp counselor might seem thankless—long nights, no pay, and the incessant demands of sugar-rushed pre-teens. Yet, a group of high school students returns every fall to tackle the challenge.

Each year, sixth graders await their week at Sherwood Forest Camp, a time-honored tradition where students forge bonds, discover themselves, and create memories that last a lifetime. But behind the laughter and campfire songs lies an intricate network of planners and organizers who spend over three months making the camp experience a reality.

Senior Counselor Alex Cohen notes that it was about more than just preparing for missed schoolwork and staying ahead in the college application process.

“The biggest issue was honestly college applications. I had to be two weeks ahead on my college applications to go to camp,” she said.

Campers who finished early help their sister cabin start a fire in station work. Photo by Sam Sun

On the faculty side, sixth-grade teacher and camp director Christopher Chisholm juggled his regular teaching duties while starting the planning with 15 hours a week in March, ramping up the hours each month until September, when he worked 30 to 40 hours a week planning recruiting and budgeting. During the camp week, his days typically stretched until 2 a.m. and started again at 4:30 a.m., leaving a little over two hours for sleep. Despite his lack of sleep, Chisholm’s energy stays high, powered by the excitement camp brings.

“Once I am at Camp, I am able to maintain energy because it is finally happening--Camp--and I am no longer at a computer screen or on a phone, or responding to e-mails, or meeting with people. Once there, I can celebrate the moment, adjust things as needed, and enjoy the energy of others as they participate in Camp,” Chisholm said.

Even with these demands, the applicant pool doubles or triples the number of spots

“

It is finally happening. I can celebrate the moment, and enjoy the energy of others as they participate in camp.”

8 FEATURE

-Chris Chisholm, camp director

available, making the counselor position coveted and selective. According to Cohen, much of this concerns the fact that the rewards are numerous and nuanced.

“I love camp. Outdoor education is so powerful. You get to be outside and in the woods, you get to cheer, you get to be with your friends,” she said. “It pushes my brain in many different ways while also being fun.”

Cohen finds her greatest reward in witnessing the resilience in children.

“I had one particular kid this year who just did not have very many friends [in] our cabin, but she pulled it together, worked with the other girls and made some new friends,” she said.

Chisholm finds his motivation because the camp gives sixth graders a chance to connect away from school.

“Get[ting] to know teachers in different ways close to the beginning of the school year, work with some amazing high schoolers and eightth graders, and have a week that is full of experiences, their memories, and entirely their own story [motivates me].”

“

Outdoor education is so powerful. You get to be outside and in the woods, you get to cheer, you get to be with your friends.”

-Alex Cohen, senior

Tango Tower

Photo by Eddie Kagan

Campers and counselors gather in one last Spirit Circle. Photo By Josie Gillette

FEATURE 9

A Promising Playwright Sports columnist Benjamin Hochman returns to an old script Micah Lotsoff | COPY EDITOR

Hochman stands in front of the stage for his show.

All photos courtesy of Benjamin Hochman

B

The outdoor stage of Hochman’s play overlooks the STL City stadium.

12 FEATURE

efore Benjamin Hochman became a distinguished sports columnist for the St. Louis Post-Dispatch, he wrote for the Clayton High School Globe. As someone who loves to challenge himself and explore different hobbies, Hochman’s journey involved several storytelling areas, including writing a script for a student-run play 25 years ago.

Hochman’s playwriting ability was uncovered decades later by Adam Flores, the Manager of Community Engagement and Education at the St. Louis Shakespeare Festival. He discovered Hochman through an old Clayton classmate after asking around for “a sports guy who can write a play,” Hochman said.

Flores pitched a St. Louis soccer-themed

production based on the Shakespearean story of Henriad. As someone who loves soccer and loves St. Louis, Hochman happily accepted.

“I’ve always had St. Louis soccer passion inside me,” Hochman said. “We have so much soccer history. The idea was, let’s educate the masses about how amazing and unique our town is regarding [the country’s] soccer history.”

Hochman interviewed key St. Louis soccer figures, from everyday St. Louisans who love the sport to Olympic gold medalist and former player for the United States women’s national soccer team, Lori Chalupny.

Hochman highlighted their experiences and incorporated them into the script. The process often kept him awake past midnight.

Actors recreate historic soccer moments in St. Louis soccer history.

“I always try to become an instant expert in anything I write about. I interviewed so many people to hear their passion and get their stories and memories from growing up playing [soccer] here,” Hochman said.

Despite his limited experience in playwriting, Hochman was determined to become an instant expert. With Flores as his co-pilot, Hochman began studying scriptwriting techniques and immersing himself in Shakespeare’s work.

Hochman’s main objective was for the play to be well-written. To achieve this, he focused on each line individually, looking for the correct wording and message. One of the challenges he encountered pertained to the comedic aspect. Hochman believed that assessing whether a joke seemed contrived

or seamlessly integrated with the surrounding dialogue was a matter of subjectivity.

“It’s hard to make jokes that make hundreds of people laugh,” Hochman said. “[The most challenging aspect] was ensuring I had enough Shakespearean plots,” Hochman said. “I had to take my story and make it fit Shakespeare’s story.”

On the other hand, Hochman enjoyed the process and especially appreciated observing his audiences’ reactions. “[I enjoyed] leaving little references of St. Louis soccer history, knowing that maybe only 20% of the audience might catch it. But man, that 20% is gonna smile wide when they hear it,” Hochman said.

A single goal drove Hochman: to ensure his audience walked away knowing more

about their beloved city’s soccer history than they did coming in. As a location that has played an integral part in this country’s current soccer status, Hochman understands the importance of bringing awareness to St. Louis as a soccer city.

“St. Louis should be proud of its soccer heritage,” Hochman said.

When the time came for him to see his creation come to life, Hochman joined his audience in watching the play from their point of view.

“It’s such a cool feeling to see the story that was inside your brain play out on stage.

It brought me back to the feelings I had my senior year at Clayton High when I wrote the student-run musical,” Hochman said.

“

It’s such a cool feeling to see the story that was inside your brain play out on stage.”

-Benjamin Hochman FEATURE 13

Makers Unleashed

The Delmar Maker District allows artists of all backgrounds to unite Madeline Jeans | PAGE EDITOR

Brew Tulum Mexican restaurant and coffee shop All photos by Madeline Jeans

F

ifteen minutes from school, artists, creators and entrepreneurs have a new place to join a growing artistic haven: the Delmar Maker District.

The area between Union and Kinghighway, which used to be a rundown, struggling community, has transformed into an arts district that breeds innovation and encourages the pushing of boundaries.

“History has shown us that it is often artists and makers that lead the way in revitalizing otherwise ignored and neglected neighborhoods,” Area Co-Founder Doug Auer said.

In 2002, Auer and Jim McKelvey put the idea of a creative area for community members into motion.

“We want to create a destination for

people that want to not only purchase things made locally but learn more about how they are made, so they have a better appreciation for the work,” Auer said.

Although the district only started with Third Degree Glass, it grew over the past 21 years. Creative spaces include MADE Makerspace, Craft Alliance, The Magic House MADE for Kids and Maker Hill. The district is also expanding to include seven total food options.

The idea first came in 2018 for an authentically Mexican restaurant and coffee shop, Brew Tulum. A husband and wife, AJ and Laura, run the specialty restaurant in Tulum, Mexico, along with the St. Louis location. The restaurant not only serves coffee and food but also offers a range of experiences, such as live coffee tastings, the preparation of Mexican spiced coffee, a concise coffee history and instructions on making it.

Despite Brew Tulum being the only restaurant currently open in the district, there are five more projects in development, including Ben Poremba’s restaurants: Elaia, Olio, and Nixta.

Poremba is natively Israeli

Outdoor seating area at Brew Tulum

12 FEATURE

and comes from a mother with a 40-year career as a culinary educator and chef. In 2008, Poremba started Bengelina Hospitality Group with his wife, Angela. He currently owns six restaurants.

Poremba’s goal is to run a sustainable enterprise by providing an equitable work environment and fair and safe corporate culture to his employees, whom he admires.

Porembra’s formula for his restaurant is to retain and attract talented people, providing opportunities to others.

The most ambitious plan for the district

“

Odd page numbers go on the right, even go on the left!”

-JiaLi Deck

MADE Makerspace

is currently Maker’s Locale at 5232 Delmar Blvd. According to The Delmar Maker District’s website, the plan includes “Alpha Brewing Company Distillery, Steve’s Hot Dogs, Fountain Off Locust (a spinoff from Fountain on Locust), an event space run by Third Degree Events and a shared exterior with a family-friendly beer garden and game area.”

“Our goal was to bring food to the district in a big way,” Auer said. “For 21

years, we have seen thousands of people come to our anchor, Third Degree Glass, for tours, events, classes and shopping. We have been answering the question ‘Where should we go to eat?’ for 21 years.”

Craft Alliance utilizes its gallery space to display work from many different artists.

From Aug. 4 to Oct. 28, 2023, the gallery hosted the exhibit Convergence: Indigenous Exchange & Encounter with free entry Tuesday through Saturday. The exhibit

glass, metals, printmaking, textiles and more. Junior Analee Miller takes wheel ceramics classes at Craft Alliance. During the summer, Miller also volunteered as an intern for the summer camps.

“Craft alliance has provided a space for young artists such as myself to grow.

The studio offers summer camp in various mediums so new experiences are more accessible to kids and teens. Craft Alliance is the ultimate art community hot-spot in the area,” Miller said.

New non-food additions include SMOOTH House and housing at 5095 Delmar Blvd. According to the Delmar Maker District’s website, SMOOTH House is a “carbon-neutral structure designed by the students from the Sam Fox School of Design & Visual Arts.

SMOOTH House will support research and clinical services for WashU’s Occupational Therapy program.” Hongxi Yin and Lisa Tabor Connor are leading the project. SMOOTH House will be Third Degree Glass Factory a space for clinical services, research and featured artwork from many different public health education. SMOOTH House Native artists. Heather Ahtone, Ph.D., will provide more inclusive resources in curated the exhibit. rehabilitative health care and wellness for Junior Mira Stahlheber saw the exhibit the surrounding communities as well. earlier this fall and had her first experience According to Auer, the best with the Delmar Maker District. introduction to The Delmar Maker District “I had not heard of the area before I is Third Fridays, which take place on the went to the exhibit at Craft Alliance on third Friday of every month from 6 to Indigenous Art and was surprised at how 10 p.m. and offer a variety of activities, much the area had. I loved seeing such a fun including parties, demonstrations, and collection of people and ideas,” Stahlheber musical acts. said.

“From there, you can decide your next Craft Alliance offers a wide range of level of involvement from something as art classes, catering to various experience simple as buying something you love to levels and covering diverse mediums, such learning how to make it yourself,” Auer said. as wheel-thrown and handbuilt ceramics,

Brew Tulum MADE Makerspace

FEATURE 13

Sowing Seeds of

Passion

The Gardening Club digs up success Caitlin Kuhlmann | REPORTER

C

reative, entertaining, witty, eyecatching. The colors pop out, and the creative images maintain your attention. Their mysterious aura keeps you longing for more. If you have ever walked the school’s halls, you know of the Gardening Club. Or at least their famous posters. Senior Rachel Chung makes them on Google Slides without a template, just her creativity.

To connect to the community through a shared love of plants, Co-Presidents Rachel Chung, Courtney Lewis and Chase Spees began Gardening Club last winter.

“My dad grows tomatoes in the backyard.

He’s been growing tomatoes for a very long time. I’ve grown up with a lot of gardening,” Chung said.

The Gardening Club maintains the school gardens along with planting their projects in the greenhouse throughout the winter months.“[Our goal is] to connect our community through our shared love of plants,” Chung said.

While Spees intends to grow plants in the

future, they are using the gardening club to learn more about gardening for the future.

“I don’t know what I’m doing,” Spees said.

“I’m not planning on learning anything; I’m just having a fun time.”

Learning how to care for plants while simultaneously helping the school with various gardening needs is the Gardening Club’s mission. In September, they finished caring for the Mel E. Doyle memorial garden, in memory of a Clayton teacher in the 80s, who passed away in 1996, by planting tulips and daffodils.

“The memorial garden for Mel E. Doyle has been one of our favorite projects this year. When we mention our work there, people often haven’t heard of the plot, even though most see it every day,” Chung said.

With the warmer weather ending, the club started propagating pothos plants during the winter.

“I also had a lot of extra vines from my Pothos plants at home, and propagation is super easy for beginners.”

Spees hopes that they will be able to take the plants home and distribute them around

the school.

“I know very little about gardening, whereas Rachel and some of our other members know a lot,” Spees said. “We did a lot of research last year about growing seasons and stuff like that, but mostly, we learn from each other and our sponsor [World Language teacher Pamela Skinner], gardens a lot in her free time.”

The Gardening Club needs donations to continue with greater impact projects.

“In a sense, the Gardening Club is a representation of our hope for the future.

Every time we plant something, we are investing time now for beauty to come,” Chung said.

The club plans to label plants around campus, [create] mental health gardening activities for finals, and general supplies for gardening.

“We hope the message and community we foster in Gardening Club spreads across the school and leaves our legacy. Even when we leave Clayton High School, we hope the spirit of The Gardening Club remains,” Chung said.

“

The Gardening Club is a representation of our hope for the future. Every time we plant something, we are investing time now for beauty to come.”

-Rachel Chung, Gardening Club Co-Founder

14 FEATURE

Join us in supporting the Gardening Club’s mission. To make your contribution, send your donation enclosed in an envelope addressed to World Language teacher Dr. Pamela Skinner, and mark it ‘For the Gardening Club.’

Gardening Club members work on the Mel E. Doyle memorial plot All photos by Rachel Chung

Recently propagated pothos plants

Sweet potato plants growing in the greenhouse The Mel E. Doyle memorial plot, post de-weeding

FEATURE 15

Left: Team members Anna McAndrew and Camille Matlock watch as a staff member gives Pacwon a treat.

Right: The team packages goodie bags for Halloween Photos by Melissa Strohmeyer

On The Right Track

Cross country girls give back to four legged friends

Mira Stahlheber | PAGE EDITOR

M

embers from the Clayton girls Cross Country team took a break from training on Oct. 18 to give back to their community by volunteering at CARE STL, a local dog shelter. Regular volunteers work to take care of the over 400 dogs that live on Clark Avenue.

The team organized supplies, played with kittens, and walked around Pacwon, the pit bull mix. Pacwon enjoyed the girls’ attention and loved learning new tricks from them.

In addition to playing with the animals, they put together event goodie bags for a Halloween event that night and toured the shelter to understand CARE STL’s goals.

Cross Country team member Rachel Baker said, “During the time we spent with Pacwon, a moment that stood out to me was how interested he was in exploring the enrichment rug with kibble.” Volunteering was a meaningful experience for the team.

“Our morning at the shelter felt very

16 FEATURE

wholesome. Even organizing the supplies was a meaningful contribution to an organization run almost completely by volunteers,” said Cross Country Captain, Analee Miller.

According to the volunteer coordinator for CARE STL, Melissa Strohmeyer, the shelter is changing every single day. New animals come in, animals are adopted and fosters are taken. During our tour, Strohmeyer said, “Volunteer retention can be a little difficult because our dogs get super excited and new volunteers can get a little overwhelmed.”

As of Oct. 18, Care STL had 448 animals in foster care and at the shelter and needed cleaning supplies, food bowls, blankets for their apartments, dog food and enrichment supplies like low sodium broth, apples, carrots and peanut butter.

The shelter attempts to get as many dogs adopted and into foster homes as possible.

One way the shelter helps with adoption

rates is by waiving the fees.

“For about a month, we waived adoption fees and adopted over 100 dogs. The biggest struggle for our shelter is getting our animals adopted into loving homes.

Our shelter can stress them out, and our dedicated staff tries very hard to help them,” Strohmeyer said.

Reminded of the importance of giving back, the Clayton Cross Country team hopes to make volunteering in the community a regular activity, and others are encouraged to get involved as well.

Overall, the team’s visit to the shelter was a huge success and was a great way to make a difference in our community.

“I think it’s really important to give back to our community, and doing something like this is a fantastic way. We all were so happy to spend time in the kitten room.

As stressed high school students, this experience was special to both the cats and us,” Miller said.

Help support Care STL by visitng www.icarestl.org

Meet Clayton High School’s Youngest Learners Caregivers and young students learn and play together in the Family Center’s Stay, Play and Learn program Two toddlers ride wooden horses in the private outdoor playground at Stay, Play and Learn’s new location on the CHS campus. The privacy of the new location allows young toddlers to play freely without needing to share or take turns with older children.

All photos by Soyon Park

Alex Cohen | MANAGING EDITOR-IN-CHIEF

T

he sound of giggles, conversation and the occasional tumble fill the air. Finger paintings and craft projects are proudly displayed on the walls. Toddlers and caregivers are everywhere: playing, interacting and socializing. The Family Center’s Stay, Play and Learn program is in full swing.

The program, now located in the former Blue and Orange classrooms on the Clayton High School campus, works with families with children from birth until entering kindergarten, with families able to attend up to three mornings a week.

“We build a community of learners, not just children but children and their adults,” Cathy Glaser, Clayton Family Center Stay, Play and Learn teacher, said.

Most kids in the program are between the ages of one and two, with some crawling and others toddling around the room and playing on the outdoor playground.

18 FEATURE

“It could be a nanny, it could be a parent, we have some grandmas who are regulars.

Alison’s grandma comes with her every week,” Glaser said.

Adults and children can explore freely within various indoor and outdoor activities, including a ball pit, painting, a reading nook, a sandbox and a playground.

The class is led by at least one dedicated Stay, Play and Learn educator, with other Family Center teachers coming in to teach Music and Nature.

The program is a social time for young children, allowing them to meet each other and learn and play together in the safety and comfort of their trusted adults.

“It’s nice to be able to get acclimated and start school in a way that’s not dropping off,” Carly Hildreth, former Clayton teacher and Stay, Play and Learn mother to Lincoln and Olive, both 20 months, said.

According to Hildreth, seeing and

playing with the same other children multiple times a week has built her kid’s social skills, allowing her toddlers to develop friendships and learn to interact with other children.

“It’s a nice opportunity for Nora to interact with other babies, as opposed to just her sisters,” Caitlin O’Connell, Stay, Play and Learn mom to Nora, 17 months, said.

“

We build a community of learners, not just children but children and their adults.

-Cathy Glaser, teacher

O’Connell and her husband, Charles Isner, sent their elementary-aged daughters to full-day programs at the Family Center but opted to participate in Stay, Play and Learn with Nora.

“It’s a good in-between,” Isner said. “[It provides] lots of time at home but also time out of the house socializing with other babies, playing with other toys.”

The Stay, Play and Learn program has a long and storied history, much of it witnessed by Glaser, who began her involvement with the Family Center 37 years ago with her oldest son, then nine months old. The program was known as Babysitting Co-op and offered two mornings a week.

Before this year, the district offered it three mornings a week but added a Tuesday/ Thursday session this fall to accommodate increased interest. Nearly 20 families attend the Monday, Wednesday and Friday sessions, and the Tuesday/Thursday session now boasts 14 families. The program costs $550 a year for resident families attending three days a week and $120 for the fall semester for residents attending twice a week.

“The program is a good segue into the school district. Young parents get a taste of what is offered,” Patti Rosenkranz, retired Captain elementary kindergarten teacher and Stay, Play and Learn grandmother to Josie, 24 months, said.

Parents can meet and socialize with one another, allowing them to connect and form a community. Glaser has seen families move to Clayton or enroll in full-day preschool at the Family Center due to positive experiences at Stay, Play and Learn.

“It’s very inclusive; you don’t have to live in the district,” Glaser said.

Stay, Play and Learn teacher and mom of two Clayton school district students, Soyon Park knows firsthand the impact that this program has on the lives of young parents and families.

“I started as a parent with my 14-monthold baby. I love this program and [how it helps people] make friends. We have such a beautiful group of international families,” Park said.

Languages currently spoken by Stay, Play and Learn families include Korean, Thai, Mandarin, Spanish, French and Russian.

Toddlers and caregivers play together in the private garden on the new CHS campus. Family Center teachers come over from the main campus at least once a week to help students grow vegtables and flowers.

A toddler and caregiver play in the ball pit in the carpeted area. The ball pit is a favorite activity of many of the children.

They enjoy practicing gross motor skills by climbing into and out of the pit and throwing the balls.

FEATURE 19

“You’ll see the word community written around the room because that’s what we’re doing, we’re building a community,” Glaser said.

Stay, Play and Learn moved to the CHS campus to allow two of the Family Center’s full-day classes to be moved back to the Gay Avenue campus. The main reason for the move was declining enrollment in the CHS campus classes.

“A lot of families, working parents need full-day programming, or even if they’re in our morning programs and they need kids in before school care,” Family Center Director Amy Perry said.

Perry also believes the move increased interest in the Stay, Play and Learn program.

“A wonderful perk about being over there is that they have their own space; they are able to flow easily inside and outside,”

“

I am really enjoying beaing part of this high school community, we couldn’t be happier here

-Cathy Glaser

20 FEATURE

Perry said.

The outdoor space includes a private playground with a playhouse, sandbox, outdoor toys and a garden where students can participate in growing and harvesting watermelons and carrots.

“The outdoor space is beautiful; it gives Nora a chance to explore nature,” Isner said.

Stay, Play and Learn uses one of the old full-day Family Center classrooms, with the other dedicated to the high school’s Greyhound Alternative Program.

Glaser sees this and the proximity to the high school students as a perk of the location, noting that the young students are fascinated by the high schoolers.

“I am really enjoying being part of this high school community,” Glaser said, “we couldn’t be happier here.”

A toddler uses a paintbrush to paint on an easel. Art projects and crafts are available activities at every session of the class.

Do w e TR UST

stud e

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R-IN-CHIEF ANAGING EDITO Alex Cohen | M R-IN-CHIEF EDITO Kipp Vitskey | ANAGING EDITOR |M Charlie Meyers

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omeschooling is the fastest-growing form of education in the United States. Citing statistics from thousands of school districts, The Washington Post reported that the number of families educating their children outside of conventional academic settings jumped 51% in the last 6 years. This percentage increased drastically after the beginning of the pandemic, and has held steadily ever since.

Trust within educational institutions is fickle. While these issues generally only concern irresolute school boards and angry cohorts of parents, more recently, the focus has shifted to students. Despite efforts to return to a pre-pandemic

Contributive reporting from Sam Braidwood, Riley Kerley & Sanjana Chanda

Photo by Charlie Meyers

to students. Despite efforts to return to a pre-pandemic learning environment, many aspects of Clayton’s pedagogy and the student experience — for better or for worse — are unrecognizable.

While parents around the country see no recourse other than to remove

their children from these adapting environments, it is decreasing trust in their children that has left school administrators with no choice other than to evolve. In this cover story, we will examine the causes and effects of student mistrust, as well as explore the implications of hasty — albeit

necessary — administrative decisionmaking According to Principal Daniel Gutchewsky, “As students had more of an online experience (...) it had an impact of diminishing the perception of the inperson experience.”

The Delay S

ince the pandemic, schools nationwide have been making efforts to prioritize socialemotional learning recovery, which, according to Forbes, constitutes “the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships and make responsible and caring decisions.”

According to a report published last fall by EAB, an education consulting firm, 84% of teachers said that “students are developmentally behind in self-regulation and relationship building” in comparison to students prior to the pandemic. In addition, nearly 60% of teachers said that “pressure to boost lagging academic outcomes leaves them with insufficient time to address behavioral issues.” (The survey drew from 1,109 educators across 42 states.)

“I definitely think everything’s gotten a little bit more fragile,” counselor Tobie Smith said.

Smith has observed that students postpandemic are about two years behind in their social-emotional development when entering high school.

“So for ninth graders, I think some of them are in the sixth or seventh grade, emotionally speaking,” Smith said.

Photo by Charlie Meyers

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“

The maturity just isn’t there. Social maturity that kids naturally have in freshmen and sophomore year, they didn’t have it because there was so much isolation, [...] in some respects, we still have sixth-grade boys running around. We’re seeing sixth-grade behavior.”

-Tobie Smith, counselor

During middle school, students begin to handle more advanced academic work and engage in social interactions with peers outside of structured playdates facilitated by parents, marking increased independence.

“The ninth graders spent most of their sixth and seventh-grade years at home.

All of a sudden, they’re eighth graders and this is the first time they’ve slept at a friend’s house. All of a sudden, they are in high school, and according to books and TV, there is an idea of what they should be doing. I think many were kind of nervous and afraid,” Smith said.

She argues that this delay caused the largest impact on student maturity.

“The maturity just isn’t there. Social maturity that kids naturally have in freshmen and sophomore year, they didn’t have it because there was so much isolation,” Smith said. “I’m seeing in the ninth graders some ‘you know what, this isn’t who I am anymore. This was middle school me.’ But in some respects, we still have sixth-grade boys running around.

We’re seeing sixth-grade behavior.”

Building off of Smith’s observations, Assistant Principal Drew Spiegel noted, “When students came back full time, I think that there was a lot of socialization that was lost that students didn’t really remember. (...) There was a lot of relearning of how we operate during school that needed to take place.”

According to Smith, fights traditionally do not occur at Clayton.

“We’ve had several this year,” Smith

said. “In middle school, things are a little different. While it’s not common that there are fights, there’s that physical playfulness that middle school teachers observe. But in high school, we can’t play around like that.

You can’t put your hands on somebody else and consider it a joke.”

Smith predicts that she will continue to see younger students making choices that past students would not make.

“They’ll get there, just maybe a little later than what we thought,” Smith said.

Another issue accentuated by the pandemic is adolescents’ increasing inability to handle stressful situations, Smith noted. Because the pandemic has brought national attention to the issue of declining mental health in teens, rather than being seen as opportunities for growth, stressful situations and natural feelings of anxiety have been demonized.

“We don’t always have to hit a huge alarm bell. We’re not always going to be able to protect everyone from ever having anxious moments or experiencing stress, Smith said. “We should be asking ourselves, ‘How do we teach to get through this moment? How can we use stress to build resiliency, rather than looking for a quick fix?’”

Smith highlights that over the past few years, she has witnessed some positive changes in student social-emotional development, notably emphasizing students prioritizing balance.

“During the pandemic, there was so much emphasis on self-care and taking a step back. Then students came back and

said, ‘I don’t have to do it the hard way,’” Smith said.

Although the district has all but reverted to a pre-pandemic academic setting, according to Smith, many students have shown improved abilities to balance school, sports and sleep compared to the pre-pandemic period. Furthermore, she notes that the societal discussions that transpired during Covid have contributed to an enhanced awareness of student mental health by reducing the stigma associated with the issue.

“Students are more aware of socialemotional learning and are more in tune with how they are doing in that aspect than previous generations were,” Spiegel agreed.

Regardless of their positive impacts on student well-being, Smith acknowledges that these new trends in behavior are the antithesis of Clayton’s unspoken expectations of intense academic rigor.

“Academic pressures here are very real and very true. It can be a little bit of a pressure cooker (...) and I think that can be suffocating,” Smith said.

While many questions about student behavior have still yet to be answered, Smith advises against jumping to conclusions.

“I think that sometimes vast conclusions are made like, ‘oh this is due to this and we need to rush and change this.’ (...) Instead of always saying ‘this is what’s happening, fix it’, [parents and teachers] should simply be looking for ways to support their students,” Smith said.

COVER 23

Students enjoy lunch in the quad.

Photo by Charlie Meyers

The Snapback A

ccording to data published last spring by Harvard’s Graduate School of Education, the average student at an American public school in grades 3-8 lost a half year of learning in math and a quarter year of learning in reading during the pandemic.

Students in St. Louis specifically — one of the hardest hit communities — lost over a year-and-a-half of learning in math during the pandemic, meaning teachers have to teach “150 percent of a typical year’s worth of material for three years in a row — just to catch up.”

Spanish teacher Dorotea Lechkova identifies increased phone use as one of the biggest issues in her classroom. This comes as no surprise, given that in a recent UK survey conducted by The Independent, 84% of teachers said their students’ attention spans are “shorter than ever” post-pandemic.

Lechkova believes that a large challenge to student attention in the classroom is the way online academic information is

24 COVER

marketed to and consumed.

“Every online article is divided into bite-sized chunks,” Lechkova said. “You read the heading, scroll through the rest of it, read the heading, scroll through the rest of it, so you can keep clicking and scrolling and clicking.”

Websites such as The New York Times have begun tagging articles by the number of minutes they take to read, contributing to a learning experience that is the antithesis of what Lechkova claims “reading a dense academic text should be.”

“Everything is geared toward, ‘this is gonna be fast, this is gonna be quick,’ and it feeds into our attention constantly being divided into 100 different places,” Lechkova said.

However, she clarifies that this rift in focused learning should not be seen as a generational issue. Lechkova, who has a PhD in literature, noticed she no longer sits down to read for hours like she did a decade ago.

“How do you bring back the quiet

time? How do you bring back the focus?

How do you make your mind do these [academic] tasks again? These are skills that we’re gonna need to work on as a society, but [younger] generations more because [they’re] more exposed to all these changes,” Lechkova said.

In addition to shortened attention spans, Lechkova noted that the pandemic took a severe hit on student motivation, claiming that teachers have encountered difficulty teaching students who not only lack interest in the subjects that they are learning, “but in learning in general.”

“Parents would be surprised to see that their student is off task more than they thought. I also think they would be shocked to see the number of nonacademic interactions that teachers are dealing with and how a large group with one teacher can be difficult to manage,” said eighth-grade math teacher AnnMarie Snodgrass.

Assistant Principal Dr. Regina Moore said the administration has also noticed

a problem with time management.

“Parents strive to send their kids to the school district when [they] move into the community because of the academics that we’re offering. So if we’re going to offer a rigorous and robust program, then there has to be some accountability,” said Moore However, Lechkova argues that educators must also recognize the oftenoverlooked difficulties of being a student in a post-pandemic classroom.

“I have an issue with the term “learning loss” because I think we tend to forget the context of this pandemic, where we suffered this collective trauma (...) as a global society,” Lechkova said.

Covid accentuated many preexisting societal issues. According to the National Institute of Health, during the pandemic, many students were exposed to parents losing jobs, food insecurity and housing insecurity for the first time — not to mention grandparents and other family members falling ill.

“What does a student need to be able to learn? A student needs to feel safe. A student needs to be fed. A student needs

to have gotten a good night’s sleep (..) So if those things aren’t in place, then the learning is a lot harder to do,” she said.

Despite these challenges, within the past year or two, Lechkova has witnessed a snapback. “[There has been] significant improvement in academic performance, including study skills, preparation for class and general engagement the further away we get from the pandemic,” Lechkova said.

Despite the jump in academic performance, Lechkova agreed that parents often have the misconception that due to the pandemic, rigor was sacrificed in order to accommodate deficits in student learning. However, she believes that teachers should not be using the same teaching methods they used decades ago to teach a student body that is “living in a different world.”

“What might look like not as rigorous of an education to a previous generation, is not necessarily the case. It’s taking a different form. It’s taking a different shape,” Lechkova said.

According to Lechkova, during

“

I have an issue with the term ‘learning loss’ because I think we tend to forget the context of this global pandemic, where we suffered this collective trauma (...) as a global society.”

-Dorotea Lechkova, Spanish teacher

quarantine, there were upwards of 20 new digital platforms that students and teachers were required to learn. All of those changes that occurred at “light speed,” she argued, paved the way for many other changes to follow.

“One thing that has really changed, I think in a good way, about education is that classes are more collaborative, Lechkova said. “In class, students work in groups, have more hands-on experiences, and they didn’t use to get those opportunities.”

While it is difficult to quantify the exact impact of Covid on student learning, she notes that it would be careless to point to the pandemic as the sole cause of every change in learning.

“A lot of [these changes] were already in effect with social media with all of these other things,” Lechkova said. “Teachers are trying to evolve so we can meet students where they’re at and not force [them] into a way of learning that’s becoming antiquated very quickly.”

She also emphasized that many students lack the traditional skills that will always be imperative to learning.

“It’s important to know how to focus to read a text that’s more challenging and not give up. I’m trying to work on that a lot in my classes, but I know that when I give a reading with questions (...) a lot of students just don’t want to engage with that kind of task,” Lechkova said.

With the competing demands of school, social life and social media, compounded by societal stressors such as the pandemic, students and adults alike are essentially “living in a room filled with distractions all the time,” according to Time Magazine.

“I feel like we have lost some of the curiosity that students have had in the past,” Snodgrass said.

COVER 25

The Response A

s the environment of school has shifted from an immersive pre-Covid atmosphere to an isolated, reformed post-Covid space, expectations for scholars have significantly shifted. With attendance worsening according to CHS Principle, Dr. Dan Gutchewsky, and repercussions gaining severity, students and teachers alike have taken note of new responses to changed behavior.

Administrators have had to deal with a rising problem of wanting to trust students and grant them freedoms such as open campus, using devices in class, showing up to detentions, and arriving on time to class, yet are consistently faced with abuse of those responsibilities.

Consequences have thus come naturally for those who fail to arrive to class on time after a 75-minute lunch or who avoid serving a detention for months on end.

“I mean, it’s a whole balance of freedom versus security,” Gutchewsky said. “So you have these great freedoms, but at the same time, there’s a cost because you expect people to use that freedom wisely.”

“

With the shift from a time of Google Classroom assignments replacing 80-minute classes to normal full-length school days, students had a naturally hard time readjusting to the rigorous schooling system previously known.

Gutchewsky noted that while most of the time, 98 percent of students have little to no detentions from attendance problems, “We try to focus our efforts on that 2 percent that are not using their freedom correctly.”

All of these changes in behaviors, more so in the student environment, had resulted in a lack of trust from teachers and administrators.

Clayton is unique in comparison to other schools, because students hold key cards to the building. Students can unlock the front door, Stuber entrance door, and the CTE hallway door with their cards during school hours and may leave and reenter the school whenever they please throughout the day.

“I think giving students all those things, like the key to the building off campus,

has shown that we have given students the benefit of the doubt,” Moore said. “But it’s when students don’t hold up their end of the bargain. It’s not us saying we’re giving you consequences; there are just natural consequences that are in place.”

CHS faculty face issues when students are not accountable for their tardiness and misuse class time.

“I think it’s more than accountability,” Moore said. “Teachers have expressed concern that students aren’t getting to class on time, or they’re leaving for an excessive amount of time without permission, or just not showing up.”

A lack of trust within the school environment has resulted in increased disciplinary responses and different practices for dealing with students’ mistreatment of responsibility, according to campus supervisors.

“Now there are some more rules that are being implemented, like detentions,” Moore said. “People used to go to detentions without having to be told to do so, while now detentions can go three,

I mean it’s a whole balance of freedom versus security”

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-Dr. Dan Gutchewsky, Principal

“ four, five months, and people won’t serve their detention. You may have seen campus supervisors pulling kids out of class to serve their detentions just to hold people accountable to the policies and procedures that we have here.”

Gutchewsky explained how while detentions from 15 years ago used to be all after school, now CHS is going to find a balance between lunch detentions and after-school detentions. However, weekend detentions are not up for discussion.

“I know somebody floated the possibility of Saturday detentions, but nobody wants to supervise or serve that,” Gutchewwsky said.

Responses to student behavior and a lack of faith from teachers has led to discussion of reforming these problems in

Sophomores Noni Murphy and Lucia Suarez enjoy their lunch underneath the Globe statue in Shaw Park, outside the front entrance of CHS. Despite their proximity to the school, the statue and field behind it are considered offcampus.

Photo by JiaLi Deck

the long term.

“My personal philosophy on discipline is there has to be consequences, but ultimately, what we want is to change the behavior,” Gutchewsky said. “The minimum consequence that could change the behavior is ultimately what we’re looking for.”

According to Moore, Student safety is the end goal for administrators.

“We’re just always crossing our T’s and dotting our I’s, and making sure that we’re doing everything we can to be the safest.

There’s always going to be a loophole somewhere, but we’re trying to close some of those loopholes,” Moore said.

Teachers have expressed concern that students aren’t getting to class on time, or they’re leaving for an excessive amount of time without permission, or just not showing up”

- Dr. Regina Moore, Assistant Principal

COVER 27

The Campus Question C

layton High School is one of the only schools in the state of Missouri, definitely in St. Louis, that has an open campus policy for lunch,” Moore said.

At CHS, students are permitted to leave campus during their lunch periods, and free periods.

“If you don’t have class, you can go wherever you want. You can go to Straubs or go home or go to the park or go wherever. And that’s not typical, and sometimes people take that for granted,”

Students return to school after going out to lunch. On A and B days, students have an hour and 15 minutes between their second and third block classes, where they can leave campus. On C days, students have 45 minutes.

Photo by JiaLi Deck

28 COVER

Gutchewsky, said.

According to NIH data, 37% of high schools nationwide have some sort of open campus policy.

“We enjoy being able to treat students like young adults. We understand that many students who transition from Clayton will go to college, so we try to create this college type of atmosphere by holding students accountable to be where they need to be,” Moore said.

Many schools have modified open campus policies, where students must

maintain a certain GPA and standardized test scores or obtain parent permission “In most places, you earn privileges, whereas we kind of just start by giving them to you and then assume that you’re going to use them correctly,” Gutchewsky said.

Yet increased absenteeism, school shootings, substance abuse and general misbehavior have led parents and administrators to question whether open campus remains the best policy.

“Having an open campus is a privilege, not a right,” Christina Blankenship, CHS parent, PAC-ED president and Wellness Committee member, said.

Students use this privilege frequently, with many leaving campus during the day to purchase food, spend time at home or run errands.

“Open campus allows me to take breaks when school gets overwhelming, like taking a walk or going to get a coffee,” sophomore Samantha Cohen said.

“We have added Greyhound Time as a benefit for kids to get help, but lunch is technically only 30 minutes. Most kids see Greyhound time and lunch put together and think it’s an hour and 15 minutes of lunch, and then they still come back late to school. There’s a problem,” Moore said.

Parents may also worry about the safety and location of their students during the school day.

“I don’t think anybody can tell me honestly that when students leave campus that all they’re doing is just going and having lunch,” Blankenship said.

According to data obtained by the school district’s Wellness Committee, CHS rates of alcohol and marijuana use are higher than state averages. Substance abuse peaks in 10th and 11th grades.

“Maybe we should consider getting rid of Open Campus, if not entirely, but for freshmen and sophomores,” Blankenship said.

According to NIH data, open campus policies lead to lower rates of participation in the national school lunch program and increased consumption of sugary drinks and fast food. They also lead to higher rates of motor vehicle accidents.

“Freshman year is a very formative year because there is a huge difference between high school and middle school,” Blankenship said.

She worries about peer pressure encouraging younger students to engage in risky behaviors during the school day, in addition to the pressure they already face outside of school.

With the rise of school shootings, saftey is of the utmost importance for the district.

Saftey precautions exist, but many fear open campus is a risk not worth taking.

Photo by Charlie Meyers

“

Having an open campus is a privilege, not a right.”

- Christina Blankenship, parent, PAC-ED president & Wellness Committee member

COVER 29

The Public Health Advocacy Insititute lists fights, afternoon tardies, sexual assault, mugging, car accidents, arrest, truancy and substance abuse as risks of open campus policies.

“I think with all that we offer at Clayton, there’s not a need for students to go off campus,” Blankenship said.

Due to the leniency of open campus, Clayton has the following absence policy: detentions are assigned after the accumulation of three tardies, and teachers may refuse to accept work from students with unexcused absences.

“If we have open campus, we have to be a little more hardline on absences because it’s so much easier to be out of class and not be accountable for where an individual is,” Joshua Hirschfeld, Campus Supervisor said.

A large part of Hirschfeld’s role involves notifying students of their detentions and supervising detention and in-school suspensions, along with monitoring hallways and supporting school safety.

“We increased [our] focus on making sure the students serve their detentions and facing the consequences for missing class,” Gutchewsky said.

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An open campus potentially increases the opportunity for unauthorized individuals to enter the school due to the continuous flow of students entering and exiting.

“I think safety is one of the most important things on campus, and I believe things are changing. Not necessarily because students are bad or students aren’t being held accountable, but with the rise of shootings, we need to know where people’s kids are,” Moore said.

Prior to 2018, all exterior doors to the school were unlocked. After the Parkland school shooting, student IDs were implemented, and students are expected to scan their IDs to unlock exterior doors before entering the building.

“The first thing [the most recent security audit] said was the recommendation to close down the campus,” Gutchewsky said. “But [the security person] said to me, ‘I don’t imagine that in your plans,’ and I said, ‘We have to find a happy medium.’”

Gutchewsky sees these fears and pushback as part of a larger societal focus on safety, especially with regard to children.

“Let’s be honest, it’s not just the high school, it’s society. With air traffic cameras, cameras in public places and facial recognition software and all that kind of stuff in society, it’s that constant balance of freedom versus security,” Gutchewsky said.

Gutchewsky envisions an RFID card system in the near future, where sensors detect which student IDs are entering and exiting the building.

“Throughout my 23 years, there’s been consistent support for maintaining the open campus. I believe that if we talk about how we transition kids to the next stage of life, the vast majority of our students are going to go on to college, and when they go on to college, it’s not such a culture shock,” Gutchewsky said.

Despite its challenges, Gutchewsky envisions that the open campus policy is here to stay.

“No matter what happens, I think that the power of relationships and trust is always going to be central to education,” Gutchewsky said.

Once students get their lisences, leaving campus to go out to lunch or simply back home beomes easier.

Photo by JiaLi Deck

“ According to the National Institute of Health, only 37.1 percent of high schools in America have open campus policies. In St. Louis, it’s even less.

We enjoy being able to treat students like young adults. We understand that many students who transition from Clayton will go to college, so we try to create this college type of atmosphere by holding students accountable to be where they need to be.”

-Regina Moore, Assistant Principal

Photo to the left by Charlie Meyers

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The Fall of Handwriting Caleb Park notices the price students pay for reduced emphasis on penmanship Caleb Park| NEWS SECTION EDITOR

M

odern civilization demands writing, like the ability to speak or even breathe. Being able to write by hand is a skill that most Americans already possess, and for the most part, it’s a skill they practice the most while doing the usual: attaining their standard K-12 education.

It makes sense that penmanship was an integral part of every school’s curriculum since, after all, if you are going to write, you are going to write well. The most significant opportunity for public education to let students hone in on their handwriting is cursive instruction in elementary school, which was the standard for decades. In 2010, however, the U.S. Department of Education moved to drop it from the Common Core Standards curriculum that it established as a basic requirement for schools. The School District of Clayton later followed suit to diminish cursive instruction from their elementary schools.

Technological advancements accelerated what began as a stylistic preference for writing in print. Anything to focus on penmanship has declined in favor of typing.

Students who have disabilities or need professional assistance in writing deserve these advancements. It’s true that, more often than not, they enhance the learning experience for classes. However, others in the student body in any school who can easily improve their handwriting (including me) choose not to and immediately jump on board with technology for more accessible work.

What students stand to lose from a system without focusing on penmanship is tremendous. In the peer-reviewed journal Psychological Science, research was published on the subject on June 29, 2021, by two researchers from John Hopkins University, Robert Wiley and Brenda Rapp.

Their findings concluded that handwriting practice refines motor skills, expanding their opportunity to learn

Hovering his mechanical pencil over the paper, junior Caleb Park reviews the written essay he wrote for AP World History.

Many students embrace a form of pseudo-cursive away from print letters.

Photo by Caleb Park

anything literacy-related. In other words, most of the work presented in school is easier to understand by students if given the time to practice their handwriting.

Additionally, cursive handwriting is necessary for people with reading and writing disabilities, including dyslexia, to write words by hand. An article published

by PBS in 2014 showed that by instructing dyslexic students to use cursive penmanship as a part of their therapy, they become more effective at comprehending their letters as they write. “[...] students with dyslexia have difficulty learning to read because their brains associate sounds and letter combinations inefficiently,” the article said. “But cursive can help them with the decoding process because it integrates handeye coordination, fine motor skills and other brain and memory functions.”

According to English teacher Sean Rochester there are philosophical consequences of poor handwriting.

“As with other areas of culture and society, increased speed and efficiency of a system, its production, in this case written expression, can discourage substance or quality,” Rochester said. “Such ease and

convenience, in my opinion, condition individuals to practice more rapidly than reflective communication.”

In the end, a person’s handwriting is, in itself, another form of communication where one’s authentic character and identity shine through.

“Handwriting reflects personality, so the more digital we go, the less we see part of what makes us individuals. Handwriting communicates emotion, humor, mental patterns, etcetera,” Rochester said. “There’s a reason why most of us value a handwritten note over a typed one; we feel more of the person embedded in the latter. Digital font, on the other hand, feels sterile, detached.”

OPINION 33

The Pressure is

Inside the realities of college admission demands

L

ast April, I searched far and wide for my prom dress. I shuffled through websites and department stores, hoping to find one that spoke to me—and then, one day, I did. I was uncertain at first and hesitant to make the large purchase. I can be indecisive.

However, a week later, I heard word that two of my classmates planned on wearing the same dress to prom, so I lost interest.

Their decision on what to wear for prom completely dictated what I chose to wear to prom.

Sadly, choosing a prom dress is too similar to choosing where to apply to college.

I have undergone a unique experience of navigating the college application process. I exist in an echo chamber of teenage minds enthusiastically determined to make it into top colleges. Countless individuals aspire to exchange their high school toil and determination for the golden key to prestige.

And for most of my classmates, the desire to attend such elite institutions is selfsourced. It does not feel like students tend to compete against one another to stay on top—which perhaps explains why there are no longer valedictorians at CHS.

34 OPINION

Class of 2023 in Chaifetz Arena at graduation

Sidra Major | CHIEF DIGITAL EDITOR

However, upon entering my senior year, I noticed, for the first time, that a sense of competition has indeed sprouted between peers: the rivalry of Early Decision.

The Early Decision (ED) admissions strategy, used almost exclusively by private institutions, allows students to apply early to one school in a binding way: if you get accepted, you must attend. Acceptance rates for ED application pools tend to be higher as a smaller pool of qualified applicants tends to apply, which makes applying ED that much more appealing. Nevertheless, a student is only allowed to ED at one school per round, which makes choosing your one school a big deal.

For me, applying ED sounded like a dream come true. I hear back sooner—in early winter instead of late spring—and my chances of acceptance are statistically heightened. But what I didn’t realize is that for many around me, the ED process becomes a breeding ground for competition.

I was once told by a faculty member that while applying for college, I am competing against kids from Clayton, not kids from Ladue—which is undoubtedly the case.

Colleges desire geographic diversity.

There is a reason college pamphlets brag

about housing students from all 50 states. In turn, Columbia University, for example, isn’t going to admit 20 Clayton students through early decision if they only admitted nearly 630 applicants from its early decision pool, according to records from 2022. Even if such 20 students were equally qualified for an Ivy League school, Columbia will pull from across the entire city, state and region of the Midwest—not so condensed to Clayton High School.

Students know this. So, a “wise” senior doesn’t want 15 of their friends applying to the same ED as them because their application could likely be compared sideby-side to their peers’, thus hurting their chances of claiming a spot.

All this said, this mentality is stupid. I understand the logic model to a degree, but I don’t think calling dibs on a school upholds the principles of what applying to college should be about.

Just the other day, as I sat with some classmates between classes, my friend suggested taking an ED route to Brown.

Soon after, another classmate chimes in with the: “don’t do that, my friend is really trying to go there.” A couple weeks later, I toyed with the idea of applying early to WashU,

another amazing university just down the street from our school. My friend responds with: “I would think about that, Sidra. I know a bunch of people from Clayton alone applying ED, and the more that apply, the harder it is for everyone.”

Since when can we call dibs on entire colleges? Since when are our decisions concerning where we will spend the next four years of our lives based on the desires of our peers?

In 10 years, we won’t remember the names of most of our high school classmates; at least I won’t. Why should their voices hold so much weight?

Your decision to apply to a particular college should not affect my decision to apply to a particular college. Choosing your school, or ED, ought to be a conversation that stays within the borders of your mind only, and the social politics of high school are negligible in that decision.

Considering the argument that too many CHS students applying to the same school lowers everyone’s chances, I don’t think this is simply the case.

I hope that college admissions officers see me as more than a CHS student. I hope they dig deeper, beyond my GPA and ACT score, to find my voice. And with that, how could officers quantitatively compare two complex human identities side-by-side?

They cannot.

So yes, the more students that apply, the more applications they read, but that doesn’t mean they objectively compare CHS candidates; it just means they consider more of them and hear more voices.

As for the prom dress, I regret not getting it. I regret letting my peers shape my decision on what to wear because I feared upsetting them. However, I won’t make the same mistake with college. My choices on what to wear or where to apply are independent of others.

The best I can do is go toward happiness and hope my peers can find the same.

Sidra’s computer screen congratulating her for submitting her early application to the University of Chicago.

Photo by Sidra Major

“

A lot of people do end up comparing themselves to their peers during the application process. I think people forget that we are all just human and at the end of the day they will be fine.”

-Aanya Singh, CHS senior

OPINION 35

Should standardized tests be digital?

PRO

Lavanya Mani | FEATURE SECTION EDITOR

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or many people, seeing a Scantron form evokes memories of stressful standardized testing. But the sun is (thankfully!) setting on paper and pencil assessments, and a new era is upon us. As technology advances, it’s becoming clear that digital testing is the future, as shown by the transition of the PSAT and SAT to digital formats.

One of the most notable changes to the SAT and the PSAT is the introduction of modules. While the English and Math sections still have two parts, there are now two options for the second part. Based on a student’s performance on the first module of the section, they will be assigned either the easier or more challenging version of the second module.

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This change is only possible with the new digital format, which means the test is shorter and more efficient. Test-takers must cover less material because the assessment adjusts to their ability, saving valuable time.

Furthermore, the move to digital testing also signifies a significant shift toward a paperless approach. In contrast to the analog SAT, which involves paper answer sheets and question booklets consuming over a dozen sheets per copy, the transition to digital formats carries substantial environmental benefits. The College Board reported that 1.9 million students in the class of 2023 took the SAT. That number doesn’t include those who took the PSAT or its modified versions for eighth, ninth and tenth graders. In a given year, switching to digital would mean a huge dent in how much paper we use.

The Class of 2025 was the first at CHS to take the digital PSAT on Oct. 18. “I prefer digital,” junior Jynx Falk said. “The countdown helps me manage my time effectively, and I appreciate that it cuts down on the spiel.”

By “spiel,” Falk refers to the time announcements that any paper and pencil test takers can expect. Usually, proctors announce the halfway mark and when testers have five minutes remaining. The digital PSAT has a timer on the interface, which

can be hidden until the five-minute mark.

Another important feature of the digital test is the inclusion of a graphing calculator in the math section. For the analog assessment, students must work with whatever calculator they have. The TI-Nspire CX II, which is the calculator CHS students are expected to use, costs around $100. Meanwhile, the CollegeBoard explicitly states that cheaper, four-function calculators are not recommended in its guidelines.

While CHS might be able to provide students with calculators if necessary, many districts can’t. So, students in less affluent districts who don’t have over a hundred dollars to spend on a calculator are at a marked disadvantage.

That is, they were. Now, all students can access the same capabilities with a graphing calculator embedded into the software.

While some might still prefer to use their calculators, they at least have a choice. This inclusion levels the playing field and is only possible with the digital format.

From efficiency to environmental friendliness to equity, it’s clear that digitized standardized testing has numerous benefits.

So the question isn’t “Why should we use digital standardized tests?” It’s “Why on Earth did it take us so long?”

Illustrations by JiaLi Deck

Anais Oge | PAGE EDITOR

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hile many are quick to put down the pencil and paper for a laptop, the switch is still being met with apprehension.

A majority of students walk into the room having tried out different testing strategies to manage their time and navigate how to approach questions and lengthy passages as a whole. Most involve circling, underlining and writing on the physical copy, especially reading portions. While the online test does have some resources to cross out answers and highlight text, it isn’t going to be as quick or as natural as a paper test.

Students are also losing the ability to write on the test directly simply to jot down notes so that they don’t have to remember everything; otherwise, giving students’ brains a bit of a break.

Though the content and concepts haven’t changed, Desmos is used daily by CHS students, accordingly creating an advantage over those without access to these resources.

“There are certain concepts that are completely bypassed by Desmos,” junior Kian Eghtesady said. “It’s not testing a person’s ability to work through a math problem.”

A timer counts down as you work through each question, flashing in red with five minutes to go. This can induce additional stress and anxiety and lead students

CON to watch the time tick away rather than focus on the test. A study published in the Journal of Education, Humanities and Social Sciences in August of 2023 details the numerous factors contributing to test stress. Test anxiety is a real issue, as external factors like environmental conditions and the pressure of timed consequences contribute to this stress. Your thoughts race alongside the timer, each tick amplifying the pressure. Glancing at the number of unanswered questions, doubt creeps in.

Can you finish in time? The timer offers no solace, no comfort. It’s a reminder of the stakes, the competition and the expectations before you.

Another major concern lies in security measures and technical difficulties. Digital test-taking increases the margin for error if the internet connection is insufficient or crashes with the uptick of students on the network. The test may glitch or stop functioning completely. Setting students behind everyone and piling additional unease onto an already stressful experience. This issue is compounded by the fact that the SAT is a timed test.

There is a disparity in other districts around Saint Louis in the number of technologically proficient students. Findings in the Saint Louis Digital Divide report

of 2022 by the Center for Civic Research and Innovation found that nearly 55% of the population live in areas affected by two or more digital divide pillars.

Specifically, school districts in north Saint Louis and the Saint Louis Public Schools face the largest implications of this divide, with almost 15% of households not having access to a computer. The transition to digital standardized testing exacerbates the existing disadvantage faced by low-income families who may need more familiarity with this ever-evolving technology compared to traditional pen-and-paper tests.

As we navigate this new digital frontier, it’s essential to address possible perils in security, technological glitches and ensure that every student has a fair and equitable testing experience.

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Hilary Hahn, world-renowned violinist, performs with the SLSO in the Stifel Theater in downtown St. Louis. Photo by Iskander V. Akhmadullin

A Resonant Reverie Violinist Hilary Hahn returns to St. Louis

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wenty-one years of waiting. Hilary Hahn. Mendelssohn.

On Sept. 23 and 24, worldrenowned violinist Hilary Hahn graced the Stifel Theater after an absence of over two decades. Accompanied by the St. Louis Symphony Orchestra, under the baton of conductor Stéphane Denève, Hahn’s performance was nothing short of magical, with the audience in awe and sparking standing ovations.

The program featured extravagant repertoire. The night began with Richard Strauss’ “Don Juan,” a piece known for its iconic opening (an infamous orchestral audition excerpt) and intricate orchestration.

Next was Hahn’s enthralling and emotional interpretation of the violin concerto in E minor, op. 64, by Felix Mendelssohn. The three-time Grammy award-winning violinist and alumna of Curtis Institute of Music, the most selective music conservatory in the world, displayed exceptional virtuosity and precision throughout her performance.

From the first note, she captivated the entire audience. Her light, rhythmic feet drew out the contour of her playing, bridging the orchestra into one spectacular

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Yehia Said | PAGE EDITOR Bethany Lai | PAGE EDITOR

entity. As she started her sizzling cadenza, a silence spread across the hall. Her sound resonated unlike any other. Exceptionally clean, she played each double stop with caring attention, treating her violin like a canvas.

After her incredible concerto, Hahn did not disappoint with her encores. On Saturday night, she played “Through My Mother’s Eyes” by Steven Banks, an emotional piece commissioned for her by the Chicago Symphony Orchestra. Sunday’s concert was equally spectacular, as she offered not one but two movements of solo Bach.

Following a short intermission, the concert’s extravagance continued with W. A. Mozart’s “The Magic Flute Overture” and Paul Dukas’ “The Sorcerer’s Apprentice.”

The orchestra’s precision and conductor Stéphane Denève’s interpretation brought each piece to life. The evening concluded with Richard Strauss’ whimsical “Till Eulenspiegel’s Merry

Pranks.”

The concert’s atmosphere was electrifying, with the audience engaged from start to finish.

On Saturday night, members of the St. Louis Symphony Youth Orchestra met Hahn personally for a unique photo opportunity.

She also stood in line twice for autographs and the chance to converse with her, both during the intermission and after the concert.

Hahn’s long-awaited return to St. Louis was a musical celebration for all. It was a must-see event.

St. Louis students with Hilary Hahn backstage Photo by Asher Koh

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SOS at

Enterprise

SZA shows out at St. Louis concert for her S.O.S tour

Tessa Palermo | REPORTER

SZA performs at the United Center in Chicago on Feb. 22, 2023.

Photo by Armando L. Sanchez/Chicago Tribune/TNS

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4vd, an 18-year-old from Houston, Texas, made famous by his TikTok hit “Romantic Homicide,” opened the show with incredible vocals and a punk rock sound. D4vd began touring with SZA after he attended a shows and was brought backstage. After his success on TikTok, he released the single “Here With Me” and then his first album “Petals to Thorns,” with his second album “The Lost Petals,” in September.

At 9 p.m. the lights lowered, and the screen rose to reveal SZA sitting on a platform over a projected ocean, imitating the SOS album cover. After singing “PSA,” the screen lowered and an animated SZA lept into the water below her to begin the show. The screen rose again to reveal SZA with her dancers as she launched into “Seek and Destroy.”

She danced atop a boat, traveling across the ocean, as the concert continued. She sailed across the ocean and then descended to the sea floor with an anchor marking the journey. After reaching the ocean floor, she performed three songs with Sexyy Red: “Pound Town,” “SkeeYee,” and their

collaboration “Rich Baby Daddy” from the new Drake album, “For all the Dogs.”

SZA boarded a lifeboat and rose over the crowd to serenade and throw petals as she sang “Supermodel.” Standing up in the boat and closer to the crowd, it felt personal and yet, at the same time, such a communal experience. I watched the girls in front of me hold on to each other and sing “Don’t need no ex don’t need no text I choose not to respond” to each other, an anthem for their independence as SZA sailed past singing and waving to the fans below her.

As she ended “The Weekend” and the screen lowered to black, the crowd continued cheering, awaiting what would happen next. The screen lit up to a rosy sunset over the same ocean she began the show with. As the screen rose to reveal her once again sitting on the platform, now in a white dress, as the pre-chorus began, the sunset behind her rose into a spiraling sun, then revealed Earth, with a backdrop of stars, splashed with color, the moon orbited around, as the song ended the screen lowered for the final time as the orbiting moon faded into a starry sky spelling out “The End.”

As the lights came back on after “Good Days,” I grabbed my sweater and told my friend to text our ride, when we were interrupted by SZA on the microphone saying, “I don’t do this at every show.”

I immediately threw down my sweater and reached for my phone, knowing I would not be disappointed. With the lights still up, SZA returned to the stage wearing a bathrobe, and she began to sing “20 Something” as a tribute to her late grandmother.

The show was emotional for SZA herself, saying that Saint Louis didn’t have the greatest memories for her, but with this show began new, happier ones. As she sang “20 Something,” the crowd overwhelmed her with love, singing the lyrics for her.

When she finished the song, she thanked the crowd and picked fans whom she watched throughout the show to come backstage to meet her after the show.

Leaving the show felt exhilarating, and walking out among the crowd of people who had experienced the show created a bond.

We smiled at one another, laughing and exclaiming our surprise at Sexyy Red and the show overall.

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Wholesome Bowls, Heartfelt Goals

Berry Box’s storefront on Forsyth Blvd in down town Clayton Photo by Sam Sun

Berry Box puts community needs first

Sam Sun | PAGE EDITOR

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n Clayton, MO, where the restaurant scene is ever-evolving, a new spot has already made a considerable impact just months after its opening: BerryBox. The brainchild of an owner with a rich background in agriculture and a history of entrepreneurship, BerryBox is a testimony to how passion can turn into a thriving business.

Dustin Cole’s journey to BerryBox was far from linear. Having grown up on a farm in central Illinois, a move to the cosmopolitan environment of Clayton might seem like a leap. However, a connection to St. Louis since childhood and an adventurous agricultural career laid the groundwork for this ambitious venture.

What began as a simple family enjoyment of açaí bowls during the COVID-19 pandemic soon blossomed into a business idea. The concept was fully realized after connecting with Joe Goldberg, owner of TruFusion, culminating in the opening of BerryBox in Clayton in April 2023.

What sets BerryBox apart is the flexibility in its menu options. Here, the base price remains the same for each size, regardless of the number of toppings you choose.

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Unlike many smoothie bowl places notorious for their slow service, BerryBox stands out for its efficiency. Customers can expect to get their orders relatively quickly without sacrificing quality or taste.

Their unique “grab-n-go” feature can also contribute to this, with additional flavors coming soon.

“It’s pretty cool to be a part of something so new with so much potential. But at the same time, we are still figuring out how to make things work the best within the company so it’s fun to be able to help with those aspects as well,” senior Stella Whitney said.

“Keeping a positive mindset is so important with anything in life,” Cole said. “When you can take an obstacle and look at [it] from a positive perspective, it allows you to continue to move forward and work towards the goal, regardless of what stands in the way or any delay.

Many times the delays and obstacles have allowed us to improve other areas of “The Arctic Bowl,” Coconut and Blue Majik base with granola, strawberries, pineapple, red grapes and coconut flakes. Photo by Sam Sun

our business.”

The journey continues. Exciting new additions to the menu and even more locations are under consideration. With an owner so deeply invested in the community and the quality of the products, BerryBox promises to be a staple in Clayton’s culinary scene for years to come.

Get 10% off your order by mentioning you are a Globe reader!

Freshman Game Changer

Meet the teen who’s tackling and catching her way to victory

Meet the teen who’s tackling and catching her way to victory Charlie Balestra | PAGE EDITOR

Freshman Millie Erikson takes the field to play outside linebacker and wide receiver. Her older siblings inspired Erikson to play football. Photo by Wagner Portrait

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ith 2.5% of American females playing high school football, freshman Millie Erikson makes sports history on the field.

According to American Football International, Erikson is one of 4,000 young women involved in football. She is the first female player since alumna Anat Gross, who played between 2007 and 2011.

She played outside linebacker and a wide receiver. However, her passion lies in the outside linebacker position, where she enjoys the defensive aspect.

Erikson’s exposure to football began early when her father, who now coaches the middle school team, took her to football games.

“I watched my brother play and always liked being included with the team helping out on the sidelines,” Erikson said.

In her first season with an official team, Erikson’s background in recreational flag football became apparent. She had previously engaged in casual play alongside her brother’s team.

“Millie did a great job from the beginning of our first summer camp and was getting plenty of playing time in the first

few JV games as a linebacker,” head coach Doug Verby said.

Although Erikson currently has no aspirations of pursuing football at the collegiate level, she remains committed to taking her football journey one year at a time.

“It’s a male-dominated sport, and I’m a girl on the team. I understand that I’m the only girl, but the team has been good and included me as one of them,” Erikson said.

An unexpected injury occurred while Erikson was participating in special teams, a position she infrequently assumes. During the play, her knee gave out, resulting in an injury that ended her season.

“It sucks being injured. I’m doing physical therapy. Hopefully, it’ll be fully healed by December, but I’ll be out for the rest of the football season,” Erikson said.

Verby holds a positive outlook on Erikson’s potential return to the team in the following year.

“Our hope is that she is able to get back healthy in December to play basketball and can continue to train as a wide receiver and linebacker for next year,” Verby said.

“

It’s mostly a male-dominated sport, and I’m a girl on the team. I understand that I’m the only girl on the team, but the team has been good and included me as one of them.”

-Millie Erikson, 28’

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From Pool to Podium CHS’ Boy’s Swim team season makes a splash Alyssa Blanke | SPORTS SECTION EDITOR Analee Miller | PAGE EDITOR

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he boy’s swim team continued their 9-2-1 season with a second place at conference, with Wenxu Yin winning the 100 butterfly and Hunter Wilson the 50 freestyle. The team looks to the upcoming state tournament to cap off this season. Yet, the real impact is made out of the pool.

“The coaching staff we have at Clayton has been instrumental to the time drops I have been achieving during my high school career, and I would love to shout out Coach Laux, Coach Tony and Coach D for helping me make things happen through my high school career,” Hunter Wilson, senior, said.

“They are all a good group of people that are hard workers. They made practices more

Sophomore Tommy Griffey dives in a meet against Westminster. Photo by Owen Wohl

bearable for me and I really appreciate all of the work my teammates have put into swimming this season,” Captain Casey Chu said.

With the goal of improving times, Chu helped the team bond through team dinners. Maintaining a fun environment improves work ethic.

“Of course some of the most memorable moments on the team were Chipotle Tuesdays, where the team would come together and go out to eat, talk, and have fun,” Art Chen-Wei said.

For those in leadership positions, seeing others succeed is very motivating. In each event, time drops— or faster swims, are huge, according to Chu. Yet, faster swims are not everything. Watching new swimmers Junior Casey Chu swims breaststroke in a meet against Webster. Photo by Tyler He

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achieve goals and work at difficult races is very inspiring.

“I would really like to acknowledge the new swimmers on the team, specifically Amir [Hasaninejad] and Seamus [McDowell]. They are both new hard-working swimmers this season, and they have competed in some of the hardest events high school swimming offers.” Chu said.

Hasaninejad swam the 100 Freestyle, and Seamus swam the 100 fly. According to Chu, these races were the most difficult because they mixed sprinting and strategy.

“Considering that both Amir and Seamus started competitive swimming this year, I’m constantly blown away by their determination and energy that they put into practice. I found that throughout the season they were some of the individuals that were the most hardworking. I hope that they continue to be the amazing people that I have met, both in the pool and out of the pool.” Chu said.

As of October 31st, six swimmers have state consideration time and four are guaranteed to swim. State consideration times do not ensure a spot at state, as only the top 32 swimmers in an event swim at state. However, if one swimmer in the top 32 decides to swim in another event, the next fastest swimmer with a state consideration time is substituted into the event.

Therefore being eligible for multiple events is a privilege. There are four such swimmers on the Clayton Boys swim team that could participate in individual events. Clayton sends relays to state, which is determined by conference success.

Making a Racket

at State JiaLi Deck | EDITOR-IN-CHIEF

The Girls Tennis team wins the state championship for the first time in 38 years Senior Simone Sah serves the ball in a match against Ladue. Photo by Tyler He

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wish. Hit. Swish. Hit. Swish. Hit. The methodical rhythm of a typical tennis match is what fills the air on a tense afternoon in Springfield, Mo. On the court, sophomore Katherine Nguyen battles against a student from St. Michael the Archangels.

This is just not a regular tennis match, this match will determine the girls tennis state championship. The tennis team practiced daily after school since August with the hopes of making it to the finals.

“It’s very time consuming for everyone.

It’s kinda hard to keep up with homework,” senior Simone Sah said.

Holding a second place title from the previous year, the team was motivated for a second chance at the gold.

“Everyone was pretty nervous because we got second place last year and we really wanted to get first place. Especially for me as a senior, I really wanted to end my year strong,” Sah said.

After arriving in Springfield, the challenge began. Playing consecutive matches, the team was left with no room for error.

“I think the road to finals was more of an

emotional challenge than a physical challenge,” Nguyen said.

In the semifinal round, the team played doubles matches against Ursuline Academy. The three Clayton teams defeated their rivals and moved on to singles. Needing to win two more to qualify to the next round the girls secured their spot in the finals.

“Our coach told us to, ‘live in the moment,’” Sah said.

Inspired by his words and fueled by their closeness to victory, the team won all three of their doubles matches. After a victory in singles from Sah, the fate of the team rested on Nguyen’s match.

Swish. Hit. Swish. Hit. Swish. Hit. After a long rally, the rhythm was broken. Nguyen’s opponent made a mistake.

“I felt so confused, but soon realized what just happened,” Nguyen said.

The Clayton High School girls tennis team had just won state for the first time in 38 years.

Sah and junior Riley Zimmerman, who were watching the match, rushed the court to congratulate their teammate. The three embraced and cheered for their new title:

State Champions.

“I’m still smiling from the fact that we won, it was just a rush of excitement and joy,” Sah said.

Since joining the team her freshman year, Sah has been grateful to be a part of the team’s growth. Although they began not “really known for being the best tennis team ever,” winning the state title was a moment of pride.

“Every moment spent with the team was so special,” Nguyen said. “Eating meals with teammates, talking to coaches or being persuaded into taking what seemed like a million photos by parents strengthened the bond throughout the team.”

The connections built resulted in a bittersweet feeling for seniors as they approached the end of their time on the team.

“I feel sad about leaving. Tennis has always been a part of me, something I can look forward to,” Sah said.

Just as the rhythm of a tennis match must be interrupted by an eventual victor, so must the rhythm of life. Although this match may be over, another awaits.

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