The Lion's Roar 38-1

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VOL. 38 ISSue 1

the LION'S

HEAD IN THE CLOUDS PAGE 12 As memories of normal life fade, mental health issues rise among teens

By Ahona Dam and Julian Phillips

Graphic by Julie Wang

inside this issue Vigils for Atlanta Shooting Victims Newton and South communities pay their respects to the eight killed on March 16

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Royal Drama Microagressions and mental health stigma divide the British royal family, bringing light to age-old prejudices

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Newton South HIGH School Newton, MA

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Inequality in Women's Sports

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From collegiate basketball to girls sports at South, there must be change

· Est. 1984 · April 13, 2021

PAGE 2 APRIL 13, 2021

NEWS ISSUU.COM/THELIONSROAR VOLUME 38, ISSUE 1

MCAS scheduled to be held in May & June Bella Ishanyan & Ellie Jolly News Editor, News Reporter

The Massachusetts Department of Elementary and Secondary Education (DESE) has mandated that all school districts in the state must administer the Massachusetts Comprehensive Assessment System (MCAS) this year, despite the COVID-19 pandemic’s disruption of the school year.

Most South courses revised their curriculums to compensate for the delayed start to the school year, the new schedule and anticipated transitions between learning models, resulting in a decrease in content coverage. This year the MCAS will not only fulfill its purpose of analyzing students’ understanding of concepts in core curriculums such as math, English and science, but will also be used to measure the effect of curriculum cuts on students.

Faye Cassell, South’s MCAS Coordinator, said that testing this year is crucial to determine next year’s classroom material.

“It will help us see if there are specific demographics of students who potentially have suffered greater learning loss and how can we support them next year,” she said.

South is moving forward with preparations for the test, which will only be available in person. The English Language Arts (ELA) portion of MCAS is scheduled to take place on May 3, 4, 6 and 7, while the math MCAS is scheduled for May 10, 11, 13 and 14. The ninth-grade Physics MCAS test is projected to take place in early June.

All current sophomores and juniors were to be required to take the 10th grade

English and Math tests as a requirement for graduation, however on April 1, State Education Commissioner Jeffrey Reilly announced that he was recommending waiving the requirement for juniors.

This new shift in the MCAS schedule is expected to be approved by the Board of Elementary and Secondary Education (BESE) later this month.

Freshmen students can opt-out of MCAS. Junior Zach Meurer said that the flexibility towards the MCAS should be extended to upperclassmen. “[The board] should consider people who have conflicts or other testing and make it optional or just have more sympathy for those people and let them reschedule the test,” he said.

To accommodate for the discrepancies in course curriculums compared to prior years, BESE has made adjustments to this year’s tests.

“The MCAS is not going to cover as much material, so it will be changed to reflect the pandemic,” Superintendent David Fleishman said.

Interim Vice Principal Christopher Hardiman said that South will work to accommodate remote learners.

“The school is looking into getting buses to pick up [remote] students midway through the day [after testing] to bring them [home] to complete the rest of the school day,” he said.

After receiving information about exams, Freshman Taban Malihi said that she was confused regarding the decision to implement MCAS testing this year.

“I don't know what spurred them to suddenly reinstate it,” she said. “I was surprised because I know many schools have been hit very hard by COVID, and South has been good at handling it, but when it comes to equity and stuff like that, the standardized testing system is a bit tone-deaf.”

Physics teacher Derek van Beever said that the decision was a surprise for faculty as well.

“I'm still shocked that they're trying to do it. I feel like going into the year that was not the original case,” he said.

English teacher Kelsey Dornbrook said that she was upset with the state’s decision to reinstate the test.

“I was disappointed for quite a lot of reasons. I haven't supported standardized testing in the past,” she said. “Especially in the year of the pandemic, I was really disappointed to see the state was pushing for it.”

Despite his opposition to the test, Meurer said he understood the reasoning behind the decision to continue the MCAS this year.

“It would only make sense for them to do so because they need our testing results for data,” he said.

Malihi said she sympathized with the administration and the work they’ve done to restore the test due to how hectic this year has been for the school.

“Considering it is a COVID year, everyone is already trying to figure out what they’re doing and [Newton South is] doing the best with what they have,” she said.

Van Beever said photo by Maureen Caulfield that despite his initial surprise, he is cer- tain that students will perform well on the test.

“We all at the science faculty do a great job of preparing kids, not directly for the MCAS, but what we teach is always going to be clear enough,” he said.

Cassel said she believes students and faculty will persevere through the continuing challenges despite the struggles this year has brought.

“The state has put every school district in a very challenging situation,” she said. “But I am confident we will get through this.”

Curriculum changes due to COVID-19 Jaesuh Lee & Sarah Wei

to make significant adjustments to their curriculum, affecting students' education both this school year and in future years.

The COVID-19 pandemic has caused Spanish teacher Jennifer Hee said substantial changes to learning models and that most teachers have had to cut about schedules in schools throughout the Newton 30% of their curriculum in response to the Public Schools. As a result, teachers have had pandemic-related changes.

“I definitely had to pare down my curriculum this year, simply because we have less time, not to mention that everything takes longer over Zoom,” she said. “We were told to aim for about 60-75% of our typical curriculum, depending on the class.”

Math teacher Amanda Bastien said that the new schedule, and in particular the sudden change in the frequency and length of classes, has considerably factored into cutting the curriculum. She said that she has considered combining and spending less time on some topics.

Math and physics teacher Ryan Normandin said that he has also prioritized education he considers essential.

“I've covered less content than in previous years. For the most part, this has been graphic by Abby Kutin News Editors

trimming some of the ‘nice to have’ units and focusing on the content most vital for student understanding and success as they move forward,” he said.

English teacher Cara Shorey said that as learning models continued to shift throughout this school year, teachers were left to manage their curriculums without adequate support from administrators.

“It's an ongoing theme that administrators and district leaders often issue directives or desires to teachers and don't acknowledge the amount of work it takes to execute,” she said. “We're never truly given much training or much help.”

Although she expected adjustments to the curriculum, parent Rong Le said that she anticipated the changes to be more subtle going into this school year.

“Online teaching should be as effective as in-person learning. I understand the circumstances for last year, but I was expecting that for this year, there would not be any differences in the curriculum from a regular year,” she said.

The effects of this year’s curriculum changes will go beyond this school year.

Students looking to change class levels will be particularly affected, as they will face additional obstacles, Bastien said.

“There would and should be significantly less changing levels next year by the simple fact that we are in a more ambiguous

place in terms of accurately assessing,” she said. “As a student, you don't know what the expectations really are or what being in class actually feels like and as a teacher, you don't really know what the student is doing at home.”

Hee said that curriculum cuts could redefine the standards of changing levels, as teachers must adjust to assessing students based on a reduced curriculum.

Sophomore Jaden Chin, who plans to take a higher-level English class next year, said that he is concerned about the difference in demand the level change may entail.

“It might be hard because the workload from this year is a lot easier than what it will be next year,” he said. “I talked to my teacher about it, as well, to make sure that I am truly ready, but I don't know if I am,” he said.

Despite concerns from many, Bastien said that students should not worry about their academic futures due to this year’s curriculum changes.

“No, you are not ‘falling behind.’ No, you will not be unprepared for future classes.

No, this one school year will not change your future success,” she said. “Your teachers have done an excellent job of managing the curriculum and planning to make sure that you covered what you needed to, as well as communicating with next year's teachers to make sure that they know what to cover if there are any gaps.”

ISSUU.COM/THELIONSROAR

NEWS PAGE 3

#STOPASIANHATE photo by Becky Dozortsev

Newton's response to the Atlanta shooting

Vigil attendees pay respect to the victims of the March 16 Atlanta shooting.

photo by Ellyssa Jeong

photo by Ellyssa Jeong

Attendees at the March 21 vigil outside City Hall.

Vigil attendees lay down flowers to commemorate the victims of the shooting.

It's easy to think that the problem is beyond Newton. But any kind of racism, even if it is less overt, still exists in every community.

Newton is home to so many Asian Americans. So let's try to make it feel like one.

photo by Maureen Caulfield

photo by Maureen Caulfield

Cat Lu class of 2022

Rebecca Yao NNHS class of 2022

Mayor Fuller speaks at the City Hall vigil.

Anping Shen speaks at the City Hall vigil.

By speaking up and speaking out, I'm giving a second generation of students [a] model.

Here in Newton, an act of racism toward one is an act of hate toward us all.

Anping Shen school committee member

What we do right now has a huge implication for us, our children, the next generation and the future.

Hyeouk Chris Hahm Boston University professor

photo coutesy of @southhrc

Ruthanne Fuller mayor of Newton

From left to right: Cat Lu, Stephanie Tian, Laurel Chang and Kaity Shaugnessy, speakers and organizers of the March 22 South vigil.

When one part of our community is so clearly being targeted and hurt, it is our responsibility to step up and do what is right.

Veer Sawhney NNHS class of 2019

PAGE 4 NEWS

Weighted GPAs removed from transcripts Sarah Wei & Alexa Zou News Editor, News Reporter

Newton Public Schools has removed the weighted grade-point average (GPA) scale from high school transcripts. Moving forward, weighted GPAs will be omitted from every grade at South.

In the spring of 2020, NPS formed the High School GPA Committee to reassess student transcripts, particularly in consideration of changes COVID-19 inflicted on high school education and college admissions. The committee released its decision in a public report on Jan. 16 after months of deliberation and analysis.

Nancy Decoteau, Jillian Hall and Beth Swederskas — GPA committee members and staff of Newton North's counseling department — wrote in a March 30 email that a crucial factor in the decision was a possible education equity imbalance.

“Some students with learning differences, some English language learners and some other groups of students have less options in their course selection processes and fewer opportunities to take more weighted classes,” they said. “This puts them at an unfair disadvantage when being compared to their peers.”

In their public report, the committee wrote that recent changes in grading systems and course recommendations due to the pandemic also heavily contributed to the decision. They wrote that the unconventional school year contributed to less reliable and accurate weighted GPAs. The committee also said that since a majority of freshman classes are Advanced

College Prep (ACP) level, calculating a weighted GPA would be disadvantageous to students.

Committee member, college and guidance counselor Kathleen Sabet said that the effect of weighted GPAs on college applications was another key factor. The committee surveyed 85 colleges nationwide about their preferences towards GPA submissions, both during the pandemic and under normal circumstances.

Sabet said the survey indicated that weighted GPAs do not make a difference in the eyes of college admission officers, as most colleges recalculate weighted GPAs based on their own standards.

“We did extensive research and gained feedback from a wide range of college admissions representatives who overwhelmingly agree that a weighted GPA is not necessary,” she said. “Most colleges recalculate [weighted GPAs].”

Decoteau, Hall and Swederskas said that the committee also considered the detrimental effects that weighted GPAs could impose on student mental health.

“The GPA committee felt as though students were getting overly obsessed with GPAs and potentially pushing themselves too hard just to increase the weight potential in their GPA,” they said. “For many students, it became unhealthy and had a negative impact on their mental health.”

The South community had a mixed reaction to the committee’s decision.

South parent Jia Yonghui said that she believes the removal of weighted GPAs could hurt students' academic motivation.

“The removal of weighted GPA will

likely discourage students from electing honors or AP classes, and the end effect is that they are learning less than they are expected to,” she said.

Sophomore Dan Bahar said that he would rather students have the ability to make their own decision. “Students should be able to choose whatever they want,” he said. “I would prefer if I had the choice to calculate my weighted GPA rather than get rid of it completely.”

Sophomore Audrey Wei said that she understands the committee’s reasoning in removing weighted GPAs, especially in light of the COVID-19 pandemic.

“The pandemic has caused

many challenges in daily life, leading to changes in grading systems and processes in general, which could make an unweighted GPA more

THE LION'S ROAR

reflective of a student’s academics this year,” she said.

Considering all factors and opinions, Sabet said that at the end of the day, the committee’s decision represents students’ best interests.

“All the feedback concluded that there are no cons to dropping a weighted GPA,” she said. “We would never make a recommendation that would disadvantage our students in the college admissions process.”

Fu graphic by Amanda

Oliver and Lucas win Newton special election Isabella Ishanyan News Editor

Special elections to fill late Councilor Allan Ciccone’s Ward One Councilor-AtLarge seat and now-U.S. Representative Jake Auchincloss’s Ward Two Councilor-At-Large seat took place on March 16.

John Oliver, Co-President of Newton North’s Parent Teacher Student Organization (PTSO), and Madeline Ranalli, a student at Harvard University, ran for the Ward One seat.

found it very difficult to stare into the little camera attached to the top of the monitor on my computer and that took me a long time to get used to.”

Along with running during a pandemic, Micley said that balancing campaign work while maintaining his family duties was challenging.

“It's a big-time commitment. With two little kids at home, a two-year-old and a six-month-old, balancing all of that is a never-ending job,” he said. “There's always more to do while trying to ensure that you

I want to thank the voters for voting for me. I will forever be in service to them as long as I am an elected official.

Tarik Lucas Ward Two Councilor-at-Large Bryan Barash, General Counsel for State Senate President Emerita, Tarik Lucas, former Vice President of the Newtonville Area Council, and David Micley, a former member of the Brookline Town Meeting, competed for the Ward Two position.

After votes were counted, Oliver was named the Ward One Councilor-at-Large and Lucas won the Ward Two seat. Oliver received 7,857 votes, while Ranalli received 6,479; Lucas received 7,540 votes, with his challengers Barash and Micley receiving 6,382 and 623 votes respectively.

This year, campaigning was difficult for candidates like Oliver, who had trouble working while adhering to CDC guidelines.

“I am comfortable in front of a group of people when I can see them,” he said. “I

still have balance with your life and making sure that you take care of all those things that need to be taken care of.”

For other candidates like Ranalli, campaigning brought a series of negative reactions regarding her identity.

“We faced challenges from the get-go with people underestimating me and the work we could do because of my age and gender. Down to election day, people had things to say about it,” she said. “There was a lot of implicit sexism and ageism that was pervasive throughout peoples' response to my campaign that definitely hurt at some points.”

To combat these challenges, Ranalli said that she worked collectively with her political campaign staff to form a community

where negativity is rejected.

“We never really let it define us.” she said, “I made sure that when my team met and we talked about what we've been doing, that I made it very clear that we don't let stuff like that stop us.”

Barash said that his team, which was composed of elected officials and fellows who assisted him with his campaign, made running a special experience.

“The best part of campaigning was the people I got to work with,” he said. “Incredible elected officials, the fellows, ... students who were in high school and college put their whole hearts into our campaign.”

Ben Shaer, a freshman at Gann Academy and a fellow for Barash, said that the campaign created a tight-knit community of young people with similar interests.

“It was inspiring to see that they've taken [about] 30 high schoolers from all over Newton and managed to bring us together and create an open safe environment to share, contribute, have fun [and] talk about random stuff, but also to get real campaign work done,” he said.

Peter Vashevko, a freshman at South, said that a young person’s perspective is valuable in local government.

“The younger residents are a big part of the city …” they said. “So it's important for young people to get involved.”

Oliver said that despite the array of challenges he faced, the experience was ultimately rewarding.

“The number one benefit for me was having the opportunity to have so many conversations with people that I now get to look forward to putting a face to the name,” he said. “We have so much more in common

than I had recognized.”

Lucas said that the appreciation and sense of community was mutual and that he was appreciative of his supporters and opponents.

“I just want to thank Bryan Barash, David Micley and Madeline Ranalli for putting their name[s] out there. It is difficult, running for city council and it really is a lot of time,” he said. “I also want to thank the voters for voting for me. I will forever be in service to them as long as I am an elected official.”

graphic by Ellyssa Jeong

ISSUU.COM/THELIONSROAR

NEWS PAGE 5

South Senate passes new legislation Aidan Lieberman Freelance Editor

Earlier this school year, South Senate passed three bills and two resolutions in an effort to improve student wellbeing. The three bills were signed into effect by Interim Principal Mark Aronson on Feb. 26. A fourth bill was recently passed by the Senate and signed by Aronson on April 6.

Bills, which become acts once they are completed, require approval from the principal because they change the current school rules. Resolutions are an expression

[having cameras on] can make students feel uncomfortable,” she said.

The Assisting in Grading Policy Resolution requests that the Senate be given a voice in any future grading policy changes that may occur. The administration is not obligated to consult the Senate before changing the grading policy, but the Senate expressed their desires to be included in the conversation nonetheless.

LeBlanc said that although the resolution itself does not hold much power, it could be helpful in the long run as it provides a student perspective.

They’re all equally important.

It depends how they are each implemented.

Taban Malihi class of 2024 of the Senate’s opinion and do not need approval; however, the principal can choose to sign resolutions to show support.

One of the bills passed, the Break Regulation Act, states that teachers must give students a minimum break of five minutes in each class. The Senate felt that short breaks can help increase productivity. Breaks give remote students the ability to spend time away from their computers and they allow in-person students to socialize with their classmates.

The Guidance Counselor Spreadsheet Bill requires guidance counselors to post their availability on a master spreadsheet, which will be updated at the beginning of every school year. Most guidance counselors chose to link their “youcanbook.me” page, a website to schedule appointments.

The Student Feedback Act strongly encourages teachers to create a suggestion box for students to leave anonymous or semi-anonymous feedback for their teacher.

Sophomore senator Zachary LeBlanc said that the Feedback Act is currently not being used to its fullest potential.

“If it was utilized correctly, which I have not seen a lot of, the Feedback Act could really help improve individual classes and the school as a whole,” he said.

The fourth and newest bill, the Asynchronous Work Posting Act, expects teachers to post Wednesday’s asynchronous work by 11:59 p.m. on Tuesday.

Senate President junior Brendan Weissel said that due to the recent increase in affinity group presentations on Wednesdays and because teachers have been giving out more work, this act gives students the ability to manage their time more effectively.

“The whole point of asynchronous days is to give students some free time and time to get their eyes away from the screen,” he said. “This is another way to help students plan their day, maybe do a fun activity. For example, tomorrow I’m actually going golfing, and I’m going to do my asynchronous work tonight.”

The Distance-Learning Camera Policy Resolution affirms that students cannot be penalized for keeping their cameras off in breakout rooms.

Sophomore senator Wasan Rafat said that the policy could help students feel more at ease during classes.

“When you’re in a breakout room and you’re just talking or doing work together,

“A lot of the way that school is built is based on teacher view and administration view,” he said. “It's important that students have a voice.”

This resolution did not receive Aronson’s signature.

“I did not sign this resolution because it is not my place to speak for the district in these matters,” Aronson wrote in his email to students on Feb. 26.

Weissel said that the Guidance Counselor Spreadsheet Bill was the most imperative.

“Trying to find the guidance counselor information was difficult, and if you need to meet with your guidance counselor in a timely manner, it's rather important,” he said.

Rafat, LeBlanc and sophomore senator Lily Paltrowitz all said that the Camera Policy Resolution was the most important, as many students had concerns regarding having their cameras on in class.

“It’s a relief for a lot of students who were nervous about that before,” Paltrowitz said.

Freshman senator Taban Malihi said that there is no single best piece of legislation.

“They’re all equally important. It depends how they are each implemented,” she said.

Sophomore Jason Wong said that he particularly liked the camera policy.

“I like the fact that they made a rule that you don’t have to keep your camera on for credit,” he said. “It’s pretty nice that you can keep your privacy.”

The Senate has had a productive year; they passed more legislation than in years past. Not every proposed bill was signed. One bill, the Social Spaces for Hyflex Students bill, was rejected.

If passed, it would have created designated areas on school grounds for students to talk to each other without disrupting students

participating in online classes from school.

“Even if we can do this, students will still need to be supervised, masked and seated six feet apart, somewhat limiting what social gains might occur for students,” Aronson wrote.

Weissel said he understands why the bill was rejected, given the current safety protocols implemented at South.

“I understand that it's more of a city health thing,” he said. “We're going to talk about it again when the weather gets nicer.”

Although the Senate was not formally granted a voice in future grading policy changes, senators will continue advocating for a uniform grading policy at South as they believe it to be the most equitable solution to current grading policy concerns, Paltrowitz said.

“We thought that it would be more equitable for departments to have a uniform grading system so that all students can have an equal chance in classes,” she said.

Rafat said that these bills and resolutions reflect the Senate’s commitment to serving the student body.

“We’re always trying to do whatever we can to help them,” she said.

“Any feedback they have is so appreciated.”

South Spots Cohorts Merging Starting April 26, Cohorts A and B will merge, allowing in-person students to attend classes in the building for four days a week. Wednesdays will continue to be fully remote. Remotelearners had to make their decision to switch to in-person learning by April 4.

COVID Pool Testing Newton Public Schools partnered with JCM Analytics to introduce a COVID-19 Pool Testing Program in March. This voluntary program offers students and staff free weekly COVID testing. Once registered, participants collect their samples at home and submit them at school. The samples are then grouped into pools of 16 and sent to labs, where results are made available within 24-48 hours.

Free Lunches ic by

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The United States Department of Agriculture is funding free lunches to all students for the school year.

In-person students can take free lunches from the cafeteria and remote learners can pick up free meals at the school on Mondays, Wednesdays and Fridays.

Parking Spots Prices for a parking spot this year have been reduced from the usual $300 to $75. Currently, parking spots are shared between students from different cohorts, with each student using the spot on their respective in-person learning days. Parking spot assignments will remain the same when cohorts merge, requiring students to find alternative parking spots when it is not one of their two previous in-person days.

PAGE 6 APRIL 13, 2021

EDITORIALS ISSUU.COM/THELIONSROAR VOLUME 38, ISSUE 1

A reflection on the Atlanta shooting On the morning of March 17, we woke up to horror; headlines reading along the lines of “Eight Dead in Atlanta Shooting” flooded the media. More information began to surface in the following hours, and a striking pattern appeared within media coverage — a refusal to label it a hate crime.

Invalidation is not only hurtful to millions of Asian-American Pacific Islanders, but also profoundly disappointing.

The facts: A white man shot and killed eight people, six of whom were Asian women, at three spas in Atlanta, about 30 miles from each other. He told police he had a “sex addiction,” and that the spas were a “temptation … that he wanted to eliminate,” but that his actions weren’t racially motivated.

What followed was an outpouring of support: empathy for victims, fear for loved ones who may be targeted, outrage at yet another racially motivated hate crime and demands for justice. Millions united worldwide in hopes of shedding light to the perpetual challenges that the Black Indigenous People of Color community faces in America.

Unfortunately, a recurring reaction was one lacking surprise; in this year alone, students have lost count of the number of school days spent discussing and debrief-

ing tragedy.

This was not just another shooting, nor a standalone crime. This attack did not come out of the blue; anti-Asian hate has skyrocketed over the past year, aided by our former president’s use of inaccurate and xenophobic terminology when referring to the pandemic as “Kung Flu” or “Chinavirus.”

Over the past year, we have witnessed countless verbal and physical assaults on Asian communities across the nation, and we watched hate spiral into a mass shooting.

Racism against Asian-Americans is deeply rooted in American history. In 1882, Congress passed the Chinese Exclusion Act, which prevented people from China from immigrating to the U.S. This piece of legislation specifically targeted people of Chinese descent.

It is pivotal that we acknowledge our history and keep the conversation going instead of taking action only after the worst has happened.

Our choice as a country to speak up only after an extreme act of hate reflects both the performative nature of activism and the normalization of racism in America; it is disgusting that it takes millions fraught with fear for over a year and eight lives to be lost

10% off anything in the Boutique Code NSHS

for us to come together and protest.

Reports of violence and death in the media should not be a prerequisite to public empathy or progress in America. Before more people die in mass shootings, before more people feel too scared to leave their house alone, before another attack, we must fix our biased legal systems and educate ourselves.

We must be proactive rather than reactive.

We should be actively against anti-Asian hate.

Upon the initial reaction, some wondered how the South and Newton communities would respond. This school year, South has put a noticeable focus on incorporating anti-racism into the curriculum, but it is disappointing that it took this long.

As a school, we must be sure that anti-racist education is mandatory. We cannot place more pressure on our BIPOC community as we address and learn about microaggressions and biases. When we say we will take action, we must follow through.

Ideally, we would have addressed the systemic racism and inequities that pervade our society before lives are lost and people face injustice, as social media support only ever comes after it is too late. Realistically, racism is so ingrained into the systems of power in the United States that it will take a

lot of work to even get back to square one, where everyone is on an equal playing field.

We must utilize the powerful emotions of fear and anger and outrage that we feel at this moment to push for effective change.

As the school newspaper, our priority is to report the unbiased truth, no matter how big or small the narrative. We have a responsibility to report the truth, and there are no nuances when it comes to calling out hate crimes. To not directly name the crime is to imply the absence of one.

The bigger question here is how we describe hate crimes, and we must keep in mind that the way we do reflects on our society’s values and the progress we have or haven’t made.

Emotions are effective in making change. We must streamline our grief and our anger towards creating a better future and a more just society. Instead of simply posting a black square or liking an Instagram post, educate yourself and your friends and have a conversation with people you disagree with.

Awareness is important, but we must actively include and normalize different voices and learning about diverse cultures. We must make sure everyone gets the full, unbiased truth, and that begins with naming injustice.

Volume XXXVIII The Lion’s Roar Newton South High School’s Student Newspaper 140 Brandeis Road Newton, MA 02459 srstaff@thelionsroar.com

Editor-in-Chief Ellyssa Jeong

Managing Editors

1280 Centre Street. Newton Centre 617-928-0811

Siya Patel

Emily Schwartz

Eva Shimkus

Section Editors

Editorial Policy

The Lion’s Roar, founded in 1984, is the student newspaper of Newton South High School, acting as a public forum for student views and attitudes.

The Lion’s Roar’s right to freedom of expression is protected by the Massachusetts Student Free Expression Law (Mass. Gen. Laws Ann. ch. 71, Section 82). All content decisions are made by student editors, and the content of The Lion’s Roar in no way reflects the official policy of Newton South, its faculty, or its administration.

Editorials are the official opinion of The Lion’s Roar, while opinions and letters are the personal viewpoints of the writers and do not necessarily reflect the opinion of The Lion’s Roar. The Lion’s Roar reserves the right to edit all submitted content, to reject advertising copy for resubmission of new copy that is deemed acceptable by student editors, and to make decisions regarding the submission of letters to the editors, which are welcomed.

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Violation of this policy shall constitute theft.

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Bella Ishanyan Jaesuh Lee Sarah Wei Lily Zarr

Centerfold

Ahona Dam Julian Phillips

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EDITORIALS PAGE 7

ISSUU.COM/THELIONSROAR

FROM THE

EDITOR’S DESK Ellyssa Jeong Editor in Chief

If you had told me 13 months ago that I would suddenly have more free time in my day, I would’ve thought that I could be one of those people who started their mornings off with a cup of whipped coffee after a Chloe Ting workout or that I’d discover my hidden talent and go viral overnight. In my head, this year was the perfect time to explore my passions and achieve my goals.

To that end, I made strenuous efforts to do so, starting at least five new hobbies and setting countless ambitious goals for myself in the first two weeks of quarantine. To my surprise, I was faced with the striking irony of being more lost now than ever before.

Within a month, my goals were halfbaked in completion, and I started to cycle through an identical process with new goals.

After months of abandoning activities and passions, I a) finally connected the dots and found a pattern in my tragically selfsabotaging behavior and b) simply ran out of ideas to pursue.

Pre-pandemic, my go-to excuse and mantra in life was always “I don’t have enough time.” It was an easy way to brush off and hide from the fact that I could’ve been at fault for my inability to achieve something.

The reality was that time was not the issue,

Accepting imperfectionism

as I was not progressing my goals in any way.

To my disappointment, when I wasn’t spending my time staring at a medium-sized screen, I distracted myself with a smaller one.

The funny thing is, my distraction, which I thought would temporarily relieve me, only made me feel guilt; during the time I spent scrolling through my phone, the only thing I could think about was how I should be finishing that history assignment due next week or building a spaceship to discover aliens in a galaxy far, far away.

I don’t need to know the situation to tell you that my expectations for myself are fixed and through the roof. It is simply easier for things to exist in a dream state, where procrastination and perfectionism do not exist. When I actually work toward my goals, I’m forced to reconcile the possibility that I might not do as well as I had imagined or hoped.

If I keep myself from pursuing my own interests with all of this time in my hands, how will I ever achieve my goals? What does it take, exactly, to get from here — where I spend my time idly wallowing in self pity — to there?

Though Pinterest posts claim that when one door closes, another opens, open opportunities is the scariest part to me; this seemingly inescapable maze only amplifies my fear of failing at my own standards.

Even as I sat down to write this desk, I

couldn’t bring myself to choose from the five ideas I came up with and begin writing, and when I finally started writing, I wasn’t satisfied and believed that there was an unthought idea that would have better results. No idea seemed good enough for this half page, and I was scared that my ideas wouldn’t translate in the way I expected them to in my head.

In essence, it was yet another possibility to let myself down.

I have now realized that, more than time, it is my mindset that keeps me from my potential. The most important thing is to learn how to let go of the expectations I set for myself and settle for the next best thing.

People often say to “give it time,” as though time is the magical ingredient that mends all problems. Time by itself proves ineffective, though, if we are not in the right mindset, and it certainly isn’t the ladder to all of our hopes and dreams (as cheesy as that may sound). Although I know this intellectually and can advise others to free themselves of unrealistic expectations, I can’t seem to apply this logic to myself. Like all things, it’s easier said than done.

Perfectionism isn’t possible. To accomplish something, the most anyone can do, or so I’m told, is to push through the mental block and measure success by the amount of effort you put into it. I can guarantee you — and myself — it works because that’s exactly how I finished my desk.

JOIN R AR Writing Conduct interviews, report on compelling topics or write about your own opinions.

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PAGE 8 APRIL 13, 2021

OPINIONS ISSUU.COM/THELIONSROAR VOLUME 38, ISSUE 1

ARE TEACHERS FOLLOWING SOUTH SENATE'S NEW CAMERA LEGISLATION?

YES

NO

By Arshia Verma

S

outh Senate recently passed a resolution that allows students to not be required to leave their cameras on during class.

So far, teachers have followed this new legislation and have even become more understanding of the difficulties students face in hybrid and distance learning models because teachers empathize with such problems too.

The harsh reality of online learning is that students are not coping well with the unnecessarily stressful environment it creates.

Due to the Senate’s new camera legislation, teachers have given students longer breaks during class, and some are becoming more accepting of students’ cameras being off.

Through my teachers’ efforts and apparent change in mindset, I feel more comfortable in class, which builds a much more welcoming environment.

lieved students from the stress of having a poor internet connection. Throughout the day, my parents, sister and I use the same WiFi source, which often results in poor internet during my classes. This is not unique to me, and teachers seem to understand their students’ needs to keep their cameras off.

That being said, I believe that students also play a crucial part in the legislation's success by reminding teachers and faculty of their responsibilities. If the student body plays its role, then the resolution will surely be obeyed and followed.

The Senate’s new camera resolution supports others’ and my mental health by stating, “Requiring cameras in breakout rooms leaves introverted students uncomfortable in a place that is supposed to be supportive. This abridgment of safety has

Teachers have given students longer breaks during class, and some are becoming more accepting of students' camera being off.

As a person who has experienced difficulties with my mental health during the pandemic, having to consistently keep my camera on has pushed my limits, and interacting with my classmates through 80-minute Zoom classes has been exhausting.

Academic stressors already take a toll on my personal insecurities that many others face as well, and a transfer to online school has only deepened these concerns. Now, I constantly worry about my appearance or if my room looks presentable in the background.

The option to keep cameras off helps students prioritize emotional well-being over their online presentability, something that my teachers understand. One of my teachers even said, “I don’t know how you guys survive 8 hours on video; it’s tough.”

There are numerous reasons why a student could have their camera off, and it does not always mean they are not present.

It is reassuring that teachers acknowledge the difficult circumstances students may face every day on Zoom.

At times during class, I have had to babysit my little sister while my parents run errands. I keep my camera off because I do not want to distract others with my chaotic home environment. This helps me balance my home and school life because it allows me to handle both tasks. By messaging my teachers beforehand, they now do not automatically assume that I am absent when I turn my camera off. Through the new camera legislation, teachers can better recognize the need for students to turn off their cameras, and they are progressively following it as well.

The Senate’s legislation has also re-

detrimental effects on students’ mental health.” Mental health, personal insecurities, poor internet and home life are a few issues that the Senate fully addressed, and this legislation points out that they understand why students may not feel comfortable with having their cameras on during class.

By Yana Kane

I

n February, South Senate passed new legislation that gives students the right to keep their cameras off during online classes. This bill was written with the goal to help students feel more comfortable in an online environment.

a stronger community, which I know is important, I also believe that this priority of having a sense of community should not prevent teachers from pushing for rigorous academic progress; a school’s focus should be ensuring that all students are effectively

Students should not be forced to disclose their family matters or home life to their class for a grade based on whether they have their cameras on.

Even though Interim Principal Mark Aronson signed the resolution, teachers still chastise students who choose to keep their cameras off. While teachers are right to encourage student engagement and community-building, they should not enforce these rules at the expense of students’ mental health.

I prefer to keep my camera off during certain blocks because I feel drained from the countless Zoom meetings, and I need a break. Staring into a screen for hours is difficult enough, but it only gets worse when I am unable to take a movement break because I have to make sure my camera is on in class.

When I leave my camera on, I feel obligated to participate despite my Zoom exhaustion, and it results in worse contributions to the class.

Although teachers often claim that students’ cameras should be on to create

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learning.

In breakout rooms, I prefer to keep my camera off because when speaking with a smaller group, the conversations are often short. It is difficult to just sit there while everyone stares at each other in silence. I also find that I can more effectively share my work when I am not worried about my appearance on camera, which is a daily struggle for me. I feel conflicted because when teachers check in with each breakout room, they ask students to turn their cameras back on.

Teachers should utilize the chat function or school email to allow students to communicate with methods that are most comfortable to them. Further, students should not be forced to disclose their family matters or home life to their class or in breakout rooms for a grade that is based on whether they have their camera on. Students' grades should reflect their effort and understanding of the subject rather than if they are comfortable showing their face.

Teachers should make an effort to follow the Senate’s new camera legislation because it is essential when fostering a welcoming community. Teachers who currently disregard this resolution contradict the notion that they are supporting us in these hard times.

If teachers acknowledge that some students get anxious while talking on camera, students will feel more comfortable and offer better contributions in class. Forcing students to keep their cameras on violates a student’s privacy and could trigger their anxiety. How can our school environment be supportive if restrictions are constantly set on student privacy?

It is crucial that teachers take the Senate's decision seriously because its purpose is to create a more comfortable and safe environment for South students. Teachers can ask for more engagement in class while still understanding that it is a difficult time for students. South greatly values the wellbeing of its faculty and students, but the school's vow to be more supportive and understanding seems performative when students' privacy and comfort are taken away.

ISSUU.COM/THELIONSROAR

OPINIONS

PAGE 9

A YEAR OF COVID-19 A reflection on the pandemic's anniversary

By Aden Tom graphic by Angus Nichols

T

he excited screams from a group of friends rang out in the field house, the anticipated news of a two-week break hanging heavily in the air. Although my history teacher offhandedly mentioned the spread of COVID-19 and the possibility of a couple of days off from school, I couldn’t fathom the fact that it was actually happening. In the midst of hearing the news though, my confusion and disbelief dissipated into excitement; the thought of a spontaneous break sounded amazing.

Looking back on that moment now, it was naive of me to get excited. What began as a two-week break from school quickly turned into a worldwide shutdown that changed all aspects of our lives. Schools went virtual, jobs were lost and the world went silent. In a matter of days, our lives went from hectic and fast-paced to slow and confined.

The rapid, unexpected changes during the pandemic made it difficult to process everything that was going on. Like many other students, the virus has affected my life in unimaginable ways, both positively and negatively. I quickly found that focusing on the positive aspects makes it easier to cope with the negative impacts.

Merely weeks after the beginning of the pandemic, my mom got exposed to someone with COVID-19. As a result, she was required to self-isolate for 10 days. That

week and a half without her was one of the scariest times of my life, and I could not stop thinking about my mom and what could happen to her. What if she had COVID-19?

What health risks would she have to deal with if she did? Would she be admitted to an intensive care unit?

All these questions and what-ifs only worried me more. On top of my paranoia, exposure of COVID-19 from the media only worsened my mental state. Throughout her

Just as the roaring waves of my personal life died down, I was met with racial turbulence. During the pandemic, the number of anti-Asian hate crimes skyrocketed, driven by racially charged terms like “kung flu” and the “Chinese virus.” I felt helpless and disgusted. These nicknames were insulting and infuriating to say the least; such lies surrounding COVID-19 dramatically harmed the Asian community.

When I heard that Asian people were

In a matter of days, our lives went from hectic and fast paced to slow and confined isolation, my mom sent me a culmination of old pictures, which documented everything from past family events and vacations to nostalgic memories of when I was a toddler.

The stories tied to each picture reminded me of the immense role she plays in my life.

Life can be so unexpected, and the thought of not having my family by my side terrifies me. After the self-isolation and round of testing, she came back with a negative test. In that moment, I felt not only a profound sense of relief but also one of renewed gratitude.

being targeted verbally as well as physically, such as in the attacks in San Francisco and Georgia, I was not shocked. These acts of unreasonable prejudice were unbearable, and the effects of COVID-19 had reached a new level. The normalized hate towards the Asian-American Pacific Islander community was inflamed this year, and recent violence has only affirmed the increase in hate.

Through watching these petrifying acts committed against AAPI communities across the nation, I came to realize that standing as a bystander in the face of hate is

not an option — I, like everyone else, have a responsibility to persistently advocate for issues that benefit the greater good. Being a bystander only perpetuates the problem at hand and regresses any change made.

Some people cannot speak out for themselves, which further underscores our responsibility to stand up for those who cannot. COVID-19 has brought awareness to the racism that persists and has pushed me to explore what is needed to progress as a community. I hope that the increase in awareness and advocacy can motivate people to speak up for themselves and work together to foster an inclusive anti-racist community.

With more students returning to school and moving past quarantine, what is next? I’d like to think of the COVID-19 experience as a learning opportunity. The months of being stuck at home brought on by the pandemic enabled me to reflect on myself and our society. We as a community have raised awareness for racial prejudice happening throughout our country.

Through these moments, I learned a lot about myself, my identity and the world around me. Truth be told, I wouldn’t be the person I am today without the experiences of this past year. Experiencing something as substantial yet devastating as COVID-19 helped put into perspective the unpredictability of life.

THE LION'S ROAR

PAGE 10 OPINIONS

Support for minorities: Is South doing enough?

BY LIBBY CHALAMISH Among the countless emails detailing new COVID-19 protocols and updates about transitioning to the hybrid learning model, a new one reminding students about the upcoming Black Culture webinar caught my eye. I was excited at first, thinking that South was following through on their promise to work towards recognizing diversity and increasing awareness about racism and its effects. To my disappointment, however, I found that this webinar, like many others, was optional and during class time.

Following this summer, when the rise of the Black Lives Matter movement spurred a conversation about the systemic racism in our society, South vowed to increase its support for minority groups and promote equality for all. Although our school has taken many steps in the right direction to establish a more anti-racist curriculum, there is still significant work to be done to provide true support for all students of minority groups.

Numerous departments have advocated for the inclusion of more diverse lessons, resulting in a number of positive changes to the curriculum. The English department in particular has made significant efforts to integrate anti-racist work into classes. This year, the books taught to

ninth graders are written by people of color, with titles including ‘The House on Mango Street’ by Mexican-American author Sandra Cisneros, ‘When The Emperor Was Divine’

by Japanese-American author Julie Otsuka and ‘I Know Why The Caged Bird Sings’ by civil rights activist and author Maya Angelou.

Many English teachers have been open to feedback as well, providing multiple opportunities for students to express their opinions through online forms. Likewise, the history curriculum has seen similar changes, with teachers setting aside time to discuss important current events and teach about historical figures of color. Personally, these efforts have helped educate me, and further changes like these are crucial.

South has also made an effort to increase racial awareness through the South Human Rights Council (SHRC), a body of students, administrators and teachers focused on combating racism and fighting for human rights. The council reaches students through Schoology updates addressing discrimination, as well as virtual lunches, which provide students with a safe space to discuss incidents of overt racism in the community.

These lunches often include discussions about current events such as the Capitol

Riots and the shooting in Atlanta. These attempts have been beneficial to educate and reach out to students, and I hope that South continues to take steps in this direction.

While the effort South made to organize webinars is admirable, their lack of accessibility makes it difficult for students to attend. Throughout the year, the school has advertised educational webinars, including LGBTQIA+, Black Culture, Holocaust Remeberence and Jewish culture and AsianAmerican Pacific Islander Appreciation day webinars.

These webinars contained important information; however, they were held either during class time or flex block and required a teacher’s permission. They are exceedingly helpful for students to diversify their perspective, so it is crucial for South to find ways to ensure students these opportunities to listen.

In order to help educate both students and staff, the school should continue hosting these webinars and schedule them at more convenient times.

Although the English and history departments have seen positive changes to their curriculum, it seems that not all STEM classes have yet incorporated anti-racism into their lessons. While I recognize that it

is harder to integrate such topics in these classes, it is vital that they take this step to ensure that every student feels comfortable discussing these events in every class.

All math and science teachers can and should educate students on several antiracist topics, including racism in STEM, the disadvantages and discrimination faced by Black scientists and mathematicians, and racism in our systems of medicine. It is also important to learn about scientists of color and their positive impact in the field.

There are many STEM teachers who do so, with biology teachers arranging a variety of activities that teach about gender disparities and BIPOC scientists and stats teachers showing the statistics of systemic racism. Every teacher has a responsibility to promote anti-racism, and South must ensure that this is happening.

South has taken numerous steps to increase awareness about the struggles faced by minority groups, but the fight is not over yet. It may feel more comfortable to ignore the world’s injustices and be content in ignorance of one’s position of privilege, but it is vital for people to educate themselves so that greater changes can be made to strive for a society that treats everyone equally.

Royal family drama highlights ignorance

BY ELLA HOU

I never paid much attention to the British royal family. All I knew was that they were adored by the British and Americans alike and that Meghan Markle’s marriage to Prince Harry was a constant subject of controversy.

Through the media’s celebrity-like lens on the family, though, I came to believe that while British people may have a legitimate reason to care for their monarchy, American interest was purely for entertainment.

As an American with little interest in celebrity drama, I did not care much about the British monarchy; that is, until the drama surrounding Prince Harry and Meghan Markle’s appearance on the “Oprah Winfrey Show” emerged.

Perhaps the most striking detail the couple revealed during the interview was that a member of the royal family expressed concerns over how dark their child’s skin color would be, given Markle’s biracial heritage.

Markle also revealed that the media hate had gotten so bad that she started having suicidal thoughts. When she went to “The Firm,” or the institutional part of the monarchy, to seek help, she was denied because she was not considered an employee of the institution.

Markle’s ability to speak on important, yet common issues such as microaggressions and the lack of mental health services gave me a newfound respect for her. As I scoured the internet for more information, however, I realized that many did not share my opinion.

British TV broadcaster Piers Morgan described the couple’s allegations of racism within the monarchy as “destructive selfserving nonsense” that was “an absolutely disgraceful betrayal of the Queen and the Royal Family.” As to Markle’s pleas for help, he said he “wouldn’t believe her if she read [him] a weather report.”

This angered me for two reasons.

Firstly, the denial of racism within the royal family is laughable. Take Prince Phillip’s comment about how people who stayed in China for too long would become “slitty-eyed” or the time Prince Harry himself wore a Nazi uniform, as examples. The royal family, like any other family, should not be exempt from upholding the same standards of racial sensitivity. The comment on the child’s skin color was a colorist and completely uncalled-for microaggression, and it should be addressed as such. Racism is racism, no matter how small it may seem.

Secondly, the invalidation of Markle’s feelings struck me as extremely hurtful.

As a woman who has been harassed to the

point of considering suicide, she most likely would not have given the media yet another story to exploit if it was not true. She spoke out simply because she was tired of being misunderstood, and her willingness to do so is a testament to her bravery.

When British tabloids scrutinize and accuse her of lying, it could only naturally make her feel even more neglected. Can you imagine opening up about such a vulnerable experience, just to be told that no one believes you? It would be very upsetting, and I do not think enough people realize just how much so.

Unfortunately, this experience is not unique to Markle, as minorities, particularly those in the BIPOC community, are

constantly subject to a lack of validation.

“It’s an insult when people are incredulous about the racism people like Meghan Markle experienced because that incredulity speaks volumes about what people refuse to see, what is right in front of their eyes all the time and that some people have to navigate daily,” UCLA Associate Professor of African American Studies Gaye Theresa Johnson said in a March 10 ABC News article.

To see this experience so publicly reflected amongst the British monarchy serves as a painful reminder of just how deeply ingrained the nature of racial prejudice and ignorance is in society. That is why we should care: this is not just a celebrity matter or even a familial one, but it is societal as well.

graphic by Julie Wang

ISSUU.COM/THELIONSROAR

UPGRADE

9 No more dirty snow Spring sports season starting Vaccine eligibility Taylor Swift coming out with a new song every five minutes 7 p.m. sunsets Seniors almost done with school Warm days

WandaVision Review

BY ANNIKA ENGELBRECHT Seven decades and two Avengers culminates in one show: “WandaVision.” After a year without any Marvel Cinematic Universe (MCU) content, fans got a taste in the form of a nineepisode mini-series. Despite a slow start, the show completely blew away my expectations.

From its strong writing to profound acting, “WandaVision” is a phenomenal TV show and a worthwhile watch.

Set in the small town of Westview N.J., the show follows Wanda Maximoff and her husband, the Vision, played by Elizabeth Olsen and Paul Bettany. The first episode depicts the newlyweds settling into their home, and every subsequent episode jumps a decade into the town’s future.

Despite their seemingly conventional lifestyle, the couple faces several strange problems: a beekeeper in the sewers, a friend who knows too much and an odd message in the form of a radio wave. Is there more to Westview than meets the eye?

Like any MCU production, “WandaVision” is exceptionally written. The plot of each episode builds on one another, enhancing its sense of mystery. In addition to the addicting storyline, Olsen made sure every aspect of the show held significance. The series felt complete with few loopholes due to the intricately crafted details from the color scheme to the neighbor’s pet. While each installment answers previous questions, it deepens the vagueness by bringing to attention new mysteries. The series kept me on my toes, and it perfectly combines stereotypical sitcom television with the darker styles of the MCU. The characters are complex, each with a distinct purpose in the storyline. Olsen depicted

9 Increase in antiAsian hate crimes Teachers cramming in work Allergy season Class choices due

Zoom backpains and heaches "Wish you were here" instagram posts

Graphic courtesy of Disney

Wanda's story flawlessly, and it deeply resonated with me, because like Wanda, I have also felt what it’s like to be apart and deprived of time with loved ones.

A highlight of the show was how it portrayed Wanda’s grief, due to the enormous amount of loss she’s endured. The series delved deep into her history and the trauma she lived through, from the deaths of her family to being locked away as a teenager. Wanda’s retelling of her past only gets darker as the show progresses, making it possible to group the episodes into the

NOT OVERTHINKING: for when you are feeling good, or really want to

DOWNGRADE

MCAS

OPINIONS PAGE 11

Graphic by Julie Wang

The Roar's

Spring Playlist

Happy Unhappy The Beths Mansard Roof Vampire Weekend On the Outside Sisyfuss I Dare You The Regrettes Touch the Sky Kanye West

Spring encompasses many things, as does this playlist. Clocking in at right under 3 hours, these heartbreak 50 songs, are sure to get OVERTHINKING: to schoolwork you in the mood. Ranging from extremely sad to cliche ready for anything. Scan mxmtoon the code above to start Same Drugs listening!

Chance the Rapper Lovesong Charlie Burg

five stages of grief.

Unlike so many other shows that use a character’s trauma for humor purposes, “WandaVision” utilizes Wanda’s grief to develop her character. It was refreshing to see a show embrace a character’s struggles and to see them finally accept the loss of their loved ones.

For those who haven’t binged the MCU movies, “WandaVision” is easy to follow as it does not require too much background knowledge of the MCU since it is mainly centered around Wanda’s story.

Aside from the riveting plot and well developed characters, the cast was what helped bring the series to life. As Olsen’s first standalone MCU production, WandaVision truly showcases her acting talents. All of the actors have fantastic chemistry, embody their characters and seem to enjoy playing them, which only made the show more entertaining. The show’s ambitious sevendecade span, took inspiration from a plethora of sitcoms and gave the show a unique and intriguing watching experience. The timeline also forced the actors to adapt to new environments each time they shot, yet another testament to their talents.

Given “WandaVision”’s numerous qualities, it is no shock that it’s been so sensational, having beaten Disney Plus’s “The Mandalorian” and Netflix’s “Cobra Kai” for the biggest in-demand television series back in February. “WandaVision'' surely sets the bar high for the future Marvel and Disney Plus original TV shows coming out this year. The series is a funny, heartbreaking masterpiece, and I hope that Marvel continues this style of entertainment.

CRUISIN': when you are literally, or mentally cruising around

Wait for the Moment Vulfpeck Dark Red Steve Lacy Go Go Round This World!

Fishmans Can I Kick It? A Tribe Called Quest NOSTALGIA: what was going on last spring?

No Going Back Yuno Classic MKTO You and I Ingrid Michaelson 3005 Childish Gambino

n e e t f o e g ta The percen cohol use g al n i t r o p e r s ager after 0 2 0 2 n i d increase cline e d f o s r a e seven y

O n e i n fo u s h o w e d s r t e e n a g e rs igns of ne w or w o rs e n i n g anxiety du ring the pandem ic

One in f reporte our high scho d using o a nicoti l seniors ne vape in the la pen st mont h h 5t e th s Massachusetts ha highest rate of teenage suicide in the nation data from the United Health Foundation, University of Michigan Health, the National Institute of Drug Abuse and Pediatrics

18% more teenage girls showed signs of anxiety during the pandemic than boys

20% of Newton high school students reported having depression in 2018, while 10% sought help

HEAD IN THE CLOUDS As the COVID-19 pandemic persists, students find their mental health degrading and their reliance on substances increasing

By Ahona Dam and Julian Phillips Graphics by Julie Wang

T

rying to clear his mind of negative thoughts, junior Noah Wilson* took a five-hour walk down Route 9 in the middle of the summer. Wilson noticed a change within himself when the pandemic started. He felt unmotivated, unaccomplished and struggled to deal with his developing mental health issues under new circumstances.

“For the entire year, I feel like I’ve not progressed or grown in any way,” he said. “There are things I know are important, but I cannot put in nearly as much energy as I used to make for them.”

The pandemic has created a plethora of traumas, causing many to feel isolated and at a general loss of security and safety. These emotions have varied for different people and have increased mental health issues, contributing to a sudden spike in substance use.

Ari Cohen, the programs manager for Families for Depression Awareness, a mental health service that runs various programs in Newton, said the experiences students felt during the pandemic were deeply concerning.

Even before the pandemic, teenagers have struggled with mental health and healthy coping strategies. Feelings of isolation during this time have further exacerbated mental health concerns, Cohen said.

“With everybody living with this virus, we have everyone experiencing a traumatic event, and trauma makes us more prone to mental health issues,” she said. “We now have this whole group of teens that are traumatized or have lost out on big events.”

PANDEMIC DISPARITIES The onslaught of racially charged events have flooded headlines this year, bringing awareness and opening discussions related to race, identity and inequities in society.

A multitude of traumatic events — especially those racially motivated — and the current political landscape, have affected students and staff both mentally and emotionally.

From the shootings in Boulder, CO and Atlanta, GA, to the capitol insurrection, to the killings of countless Black people at the hands of police, feelings of hopelessness and isolation have increased for many students and families, guidance counselor and Advancing Wellness and Resilience in Education (AWARE) club advisor Sarah Style said.

“Right now we're at a crossroads with regard to acknowledging the trauma that can come with identity-related violence,” she said. “That’s another piece of the puzzle.”

The pandemic has not only fueled rates of substance use, but it has also unveiled the racial and ethnic disparities concerning behavioral health care access, Style said. She said that larger policies and systems in society have created a divide between those who have access to treatment versus those who have been penalized for substance use disorders. In America, the core of these disparities lie in privilege and race.

“People of color, people from low income families — if they are caught using [substances] it often is contextualized

as criminal behavior,” she said. “If people have access to money and white folks, it just doesn't work out the same way. That's because of policy.”

Human Rights Watch, a non-governmental organization, reported that while rates of substance use are comparable between races, the Black population was arrested for use at a rate between 2.8 to 5.5 times higher than whites from 1980 to 2007 nationwide. This disparity in individual states reached up to a factor of 11.3.

LESSONS FROM 1918 History reveals patterns that parallel the detrimental mental health effects observed during the COVID-19 pandemic.

During the 1918 influenza pandemic, similar protocols to those used today, including quarantine, maintenance of good personal hygiene and restricted public gatherings were implemented in attempts to halt the spread of the virus.

These restrictions caused far-reaching mental health problems, including heightened feelings of grief due to the deaths of loved ones, and the constant change seen across the world. Crosscut, an online newspaper based in Seattle, WA, reported a noticeable increase of suicide rates in Seattle during the post-pandemic period after World War I. The American College of Emergency Physicians wrote that by the end of October 1918, “Violence erupted in some areas, with people being shot for not wearing their masks, along with homicides and suicides.”

Though cases of delirium, depression and schizophrenia were reported, a rise in mental disorders did not strictly correlate with the intensity of the pandemic. A report published in the Journal of the American Medical Association tallied 20,000 total suicides in the United States in 1921, a 23% increase compared to 1920.

Connections to present-day teenage mental health issues emerge from the same sense of loss and isolation. The May 2020 National 4-H Council poll surveying over 1,500 teenagers found that 70% of teenagers have struggled with mental health issues during the pandemic, and 64% believe that the pandemic will leave lasting scars on their generation’s mental health.

After a century of reckoning, the 1918 influenza pandemic may serve as a template for how to grapple with present-day pandemic-related mental health issues.

MENTAL HEALTH EDUCATION The National 4-H Council from the Harris Poll reported that 43% of teenagers dealt with depression during the pandemic. This is a dramatic increase from before the pandemic, when only 20% of teenagers reported having depression.

In face of such increases, stigma is a key factor in limiting access to help. The Harris Poll reported that 79% of teenagers wanted a more inclusive and safe environment at school to talk about mental health.

Family Aware has led multiple mental health initiatives, representative of a broader national effort to increase awareness around mental health.

Cohen said that Family Aware’s goal is to educate others on different mental health conditions and open up discussions related to their experience with these conditions. She said that during normal circumstances, their organization would go to community events and schools to lead training and discussions.

“With our teen audience, we have [brought] trained teen speakers, usually aged 14-25, who have experienced depression or bipolar disorder,” she said. “They come to your school and community and talk about what it’s like to identify a mental health issue, get the help they need, what their life looks like now and their hopes for the future.”

These support groups in the community are extensively planned to help teenagers gain different perspectives regarding mental health conditions in the community. Despite plans being canceled due to COVID-19, Cohen said that schools have been responsive to reimplementing these community sessions.

Style said that she hopes AWARE can bring students together to have open discussions about mental health issues and destigmatize mental illnesses. She said that while these conversations are important to have under many different circumstances, the club works best from multiple perspectives.

“That means individuals who have a history of struggling with mental illness, and people whose family members have been significantly affected by mental illness,” she said.

“When things aren't talked about, they can fester and grow, and a lot of misconceptions can take over.”

SUBSTANCE USE STIGMA Despite the efforts of AWARE and Families for Depression Awareness, substance use, an issue intrinsically linked to mental illness, remains heavily stigmatized. According to Livingston et al., 2012, a research paper that aimed to find effective mental health intervention strategies, substance misuse is generally more stigmatized than just mental illness.

Due to the sensitive nature of substance dependency and the emotions associated with it, senior Elianna Kruskal, a student leader for AWARE, said that stigma is a major barrier to getting needed help. He said that conversations around substance use are marred with misunderstanding and that some can come off as judgemental.

“There’s a lot of superiority from people who don’t use substances and look down on people who do,” he said.

“There’s a myriad of reasons why it’s bad to be judgy and to say it’s a bad thing.”

Wilson said that the pandemic has caused him to become partially dependent on alcohol, although only on his worst days when he feels helpless.

“It’s generally a feeling of despair from realizing I’ve done nothing or wasted lots of good time to have fun,” he said. “With doing nothing, I know I’m doing nothing and it gets worse.”

Despite his occasional reliance on alcohol, Wilson said that the new pandemic environment has prevented him from seeing a therapist.

“There is something about the physical security of a therapist’s office that’s very different from the environment at home, or anywhere else,” he said.

With students like Wilson turning to substances directly due to the pandemic, senior and AWARE club member Grace Mirabile said that she could understand a new desire to use substances.

“Now it's everyday getting up and logging onto Zoom or going to school for two hours, and that has been a drop in motivation and a reason why people feel like they can or are turning to substance use as a coping mechanism,” she said.

“A lot more people are doing it more casually and frequently.”

MOVING FORWARD Courtney Gavin, a Program Coordinator at Riverside

Community Care, held a virtual therapy session with a student in the spring of 2020. Despite technology mishaps and the struggle to adjust to a new method of communication, she was able to adapt to a pandemic therapy environment. Gavin said that Riverside’s connection with the schools allowed her to make an almost seamless transition to online sessions.

“There's this long established relationship that we have with the school system at large, and so fortunately I don't think the pandemic hits too hard in terms of our ability to continue serving the school system,” she said.

“There were already channels of communication that we could maintain.”

Freshman Libby Chalamish said that now more than ever, it is important to educate students about substance use issues. She said that South could improve upon its health and wellness curriculums.

“A lot of the time when things change, people don't know what to do, and they fall back to things like [substances],” she said. “A lot of the health curriculum has been ways to prevent addictions, but they never talked about what happens once you do develop an addiction.”

Wellness teacher Patrick Jordan-Quern said that given the circumstances of this year, the department decided to integrate mini-lessons into units and focus on building relationships. Student connections have allowed for helpful feedback and input about the class and curriculum.

“There's a lot of room for students to give their input, let us know what they need, and then it's our job to take that

We now have this whole group of teens that are traumatized or have lost out on big events.

data from the Harris Poll

Anxiety

55

With doing nothing, I know I’m doing nothing and it gets worse.

There is help out there, and there are people who can support you.

Courtney Gavin Riverside counselor

Right now we're at a crossroads with regard to acknowledging the trauma that can come with identity-related violence

Excessive stress

45

Depression

43

Other issues

16

Addiction

10

None

29

Sarah Style school counselor

Feeling connected to people is going to help mitigate or reduce some of the stress and anxiety that we've all been facing, especially this year.

Patrick Jordan-Quern wellness teacher

*Name changed to protect interviewee's identity

Percent (%) of teenagers experiencing the following conditions:

Ari Cohen programs manager for Families for Depression Awareness

Noah Wilson class of 2022

[input], process it and turn it into a learning moment,” he said. “Feeling connected to people is going to help mitigate or reduce some of the stress and anxiety that we've all been facing, especially this year.”

Jishnu Ghosh, a junior at Lincoln-Sudbury, said his school has taken various initiatives in the past to educate students about substances and the consequences related to their use.

“Lincoln-Sudbury has a vape day where the administrators try challenging people who use nicotine to go a day without using it,” he said. “During that day, each class has some sort of education around vaping and how it can be harmful to you.”

Despite alarming increases in mental health issues and substance use, Kruskal said that there is still reason to be hopeful and that the pandemic may have closed some doors, but also opened others.

“There’s been a positive side to it, in a way that conversations around mental health have opened up a little bit,” he said.

Similarly, Gavin is hopeful that students will use their support systems and reach out when times get tough.

“There is help out there, and there are people who can support you,” she said. “Don't be afraid to utilize the supports that are there because your school can help get you connected to people who can be helpful."

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FEATURES PAGE 15

FEEDING WITH

Core Values Alan Reinstein Columnist

RELATIONSHIPS AND RESTORATIVE PRACTICES

Newton Food Pantry opens Newton Community Freedge, making fresh food more accessible to the community

By Ariana Bhargava, Sarah Feinberg & Lyanna Tran

T

he vibrantly colored fridge outside of Central Drapery and Dry Cleaning on Watertown Street might appear strange at first sight, but since its opening on March 14, the Newton Community “Freedge” has offered food to people in need at any hour of the day.

Union Church of Waban team captain Chanel Lobell, who coordinates volunteers from her church to help with the Freedge’s upkeep, said that there is a passionate team behind the Freedge Project that works hard to help feed others.

“It's literally just a fridge in the community that goes off of the principle of ‘take what you need and leave what you can,’” she said. “It's truly a community movement built to help the community’s support system.”

The Newton Food Pantry started the Freedge Project to provide easy access to fresh foods for those in need during the COVID-19 pandemic. Marla Olsberg, a long-time volunteer for the Newton Food Pantry, said that the Freedge has already left a mark on the community.

“All the action and activity around this new project is very heartwarming,” she said.

“It's just something you can see right away, that you've made a difference.”

Volunteer coordinator Sindy Wayne said that witnessing her community face the immense effects of COVID-19 inspired her to take initiative.

“COVID-19 has really stretched the

limits of people's resources. Even people who don't need food on a regular basis from a food pantry are still in a difficult position,” she said. “If it’s the end of the month and they haven’t received their paycheck yet, at least they know that the Freedge is a resource to help supplement whatever they need.”

Lobell said that the Freedge’s unique system provides people with easy access to getting food.

“This fridge movement is so amazing because it offers the community a place where people can get help and the resources they need with such low barriers preventing them from getting it,” she said.

Newton Food Pantry board member Megan Russel said that fresh foods, including fruits, vegetables and dairy products, are crucial to people’s health, so it is important that they are readily available.

“People are taking all the fresh produce, all the healthy refrigerated items, and that makes me super happy,” she said.

As the Freedge enables people to receive food assistance anonymously at any time of the day, Wayne said that the Freedge is particularly valuable in that it can fight to overcome systemic inequities. It does not require any traditional food pantry registrations, which enables anyone to get food assistance at any time regardless of their socioeconomic status.

“It's pushing against the stigma of what food insecurity could mean,” Wayne said. “It

A volunteer restocks the Freedge photo courtesy of Newton Food Pantry

does depend a lot on people being honest and only taking what they really need, but it also fulfills a need that hasn't been met.”

Olsberg said that the pandemic made food accessibility particularly difficult, so it was important to take action.

“When COVID-19 hit, I started to hear about the numbers of families who needed help in the food insecurity situation,” she said. “That’s a problem where I felt like it was going to be very long term, so I wanted to get involved.”

Wayne said that the function of the Freedge, like the food pantry, extends beyond the immediate organizers of the initiative, as it heavily depends on the community and its donations.

“We're trying to really build community awareness that this is a community wide effort and that donations are needed," she said. “We need people in the community to make it part of their daily or weekly lives when they go shopping to pick up some extra items and drop them off in the fridge.”

Olsberg said that students can also participate in the Freedge project to work towards diminishing food insecurities in the community.

“I want to encourage high schoolers and middle schoolers, especially if this might be something you're passionate about, that you should definitely try to find a way to get involved,” she said.

Russel said the efforts of all the project contributors and people who donate have made the Freedge Project possible.

“It’s the classic example of how many hands make light work, and so many hands of people in our community have spread the work. It's not like it's a few people at the top managing,” she said. “This is everyone bringing food and really feeding our community.”

The collaborative efforts have particularly made this project a special experience, Olsberg said.

“The community presence and enthusiasm around this has been the most rewarding part for me,” she said. “It’s amazing. It's a living and breathing community project.”

Lobell said that the element of kindness, especially during a pandemic, was most gratifying for her.

“The most rewarding part for me has been seeing the community members’ generosity and their willingness to just give to the community with so much love and so much support. They give their time, they give their money, they give their resources and they're just so willing to help,” she said.

“With the past year that we've all dealt with, it's really awesome to see that our community really does care and that they want the best for others.”

As part of last month’s AsianAmerican Pacific Islander (AAPI) Speaker Series, education lecturer Dr. Josephine Kim talked to the faculty about how building meaningful personal relationships with students early in the school year helps lay the groundwork for challenging conversations that may come up later.

The worst time, she said, for a teacher to begin a relationship with a student is when there’s a concern or problem. She was specifically addressing how teachers can best reach out to their AAPI students in order to express genuine support during this recent period of increasing anti-Asian sentiment.

I suspect that every teacher at South would say that having positive relationships with their students is of importance to them. This is not solely because it’s good teaching but also because it’s good living. Here is an idea so simple — personal connections and relationships matter — that this hardly seems like news. Yet it’s worth the reflection.

There is a strategy for dealing with conflicts and challenges within schools called restorative practices, which focuses especially on relationships: how to build them up within a school community to form a strong foundation and also how to repair, or restore, them when harm is done. Our school employs this practice, too, and some students have seen its value.

A restorative conference is used for serious incidents when a person who has caused harm listens earnestly to the person or group harmed in order to repair a relationship that has been damaged. For a restorative conference to be effective, both parties must be ready to listen to one another, and then, ready to either apologize or forgive.

Less serious incidents will employ restorative chats, which utilize the same principles of listening and repair. The primacy of personal relationships is the central tenet of restorative practices.

Another practice in the restorative model is an activity called Community Circle. This is a structured small-group activity where all participants are invited to share stories, feelings and worries within a trusting community in order to build and strengthen relationships.

That’s the whole point: developing relationships in a positive setting, with an ultimate hope that these positive relationships will not only lessen the likelihood of challenges or conflicts later on, but that they will also engender goodwill and emotional health.

A school that sees strong relationships as the bedrock of its community’s emotional well-being is one that sprints to support its members who are hurting and yearns to repair the harm that it causes. This is the future that I envision for our school.

PAGE 16 FEATURES

THE LION'S ROAR

Student-directed coming-of-age play premieres Talia Argov & Jessa Verhoef Features Reporters

Accepting her LGBTQ+ identity was a complex journey for senior Valerie Goldstein.

She found inspiration through her struggles and wrote and directed a semiautobiographical play, which she called “Lia’s Love Story.”

“My inspiration was my own life, but also recently seeing more attention on LGBTQ+ stories in books and movies,” Goldstein said. “When I was personally going through the events that happened in the play, I felt very alone … I thought if I tell my story, other people [will] know they aren't alone.”

“Lia’s Love Story,” which was rehearsed and performed by South Stage from December through March, follows Lia, a teenage girl who questions her sexuality. Set in two different points during Lia’s adolescence, the play documents the high and low points that discovering your identity and accepting your sexuality bring.

Goldstein said this was the first play she has ever directed.

“I wanted to try writing and directing on more of a professional level than just goofing around with my friends, and South Stage gave me that opportunity,” she said.

Senior Sarah Erani, who worked behind the scenes on the show, said that obstacles arose when developing a play during COVID-19.

“We had some people that were fully

remote, and we can't have everyone coming in at the same time because of social distancing,” she said. “That was its own challenge.”

Goldstein said that safety protocols like social distancing proved difficult, but she made extra efforts to overcome technological boundaries to bond as a community.

“On opening night I had the cast write compliments for each other, put them on little flower cards online, and then I organized them and had each person read their favorite on closing night so they could just have some positivity before they went on stage,” she said. “It definitely is different from normal South Stage shows when we have cast bonding in-person.”

Freshman Phoebe Anthony, who played Lexa, a classmate and love interest of Lia’s, said that performing during the pandemic was a positive experience like no other.

“It was different, but it worked out well,” she said. “Rehearsals were different than usual because of capacity limits, but we still connected. Even with masks and COVID-19 and social distancing, we spent a lot of time with each other, so we still formed a good bond.”

Erani said that working on “Lia’s Love Story” taught her valuable lessons.

“One major thing is that you don't always have to know everything to be there for your friends. Sometimes it's enough to just be present,” she said.

Anthony said that the play helped her see the world through a different lens.

“Something that I took away is that don't judge someone by just what they show

photo contributed by Valerie Goldstein

you because there's so much more depth to a person than just the outside. That was one of the main themes in the show that I thought was really good,” she said.

Senior Elianna Kruskal, Goldstein’s close friend and co-director of photography for the play, said “Lia’s Love Story” gives the LGBTQ+ community a platform, bringing light to many of the challenges that they may face.

“I've been pretty lucky to personally have a lot of LGBTQ+ representation in my life. There are a lot of people that this story probably really meant something to,” he said. “It was really valuable for Valerie to have created a story that more people can resonate with to show that [being LGBTQ+] is still not perfectly smooth sailing, even in a place like this.”

1 in 2000: Jamie Rinaldi, "driven by principle" Sanjana Deshpande Features Editor

For New Media Communities (NMC) history teacher Jamie Rinaldi, the ability to connect the past and the present in a classroom has always been fascinating. Teaching such extensive and intense topics to young adults has been the highlight of his career as an educator.

“To me, history is the ultimate pursuit to think about all that we as a civilization have done, to come to terms with it, and to

photo illustration by Amanda Fu

try to find some sustainable path forward,” he said. “I love to teach it because anything can be brought to the table in a history classroom, and that level of unpredictability continues to energize and excite me.”

Rinaldi is one of the founders of the NMC program, which is a “linked” course — a two-subject course where English and history lessons are connected. In its creation, goal was to modernize the ordinary history and English curriculums by integrating various forms of resources such as informational videos and podcasts into lessons. Unlike

traditional English and history courses, NMC assesses understanding through media literacy skills and filmmaking projects rather than standard essays and tests. Rinaldi said that his goal is for students to be able to apply what they learn in the program to their everyday lives.

“We're hoping to have students see their academic work is something beyond just the teacher prescribed curriculum, and instead it’s something that they have control over,” he said. “The goal for NMC is to create a learning model that transcends some of the traditional notions of what the classroom is.”

Senior Jada Pierre, who has been a member of NMC for two years, said that the program’s unique organization has given her the freedom to study history on a personal level.

“The class is really interesting because it's relating things to my own life unlike other history classes. It’s very modern, which is something that I've never had a class do,” she said.

Co-founder of NMC and English teacher David Weintraub said that Rinaldi's aspirations greatly shaped the program into what it is today.

“Mr. Rinaldi was always the person in my mind who I knew could create and realize this vision. His contributions are what made the program a reality,” he said. “He came into the collaboration and he made it his own, and it was with his participation that the program became a reality.”

History teacher Jonathan Greiner said that NMC is one of many of Rinaldi’s contributions to South’s history department.

“It's hard to fully appreciate him,” he said. “He steers everyone into calmer waters every time he participates in a conversation

or helps plan curriculum or anything along those lines. He has made everybody who comes into contact with the history department better.”

In addition to his position as one of the history department’s most respected teachers, Rinaldi is also an active member of the Newton Teachers Association (NTA).

He takes pride in the organization’s efforts.

“I was attracted to teaching because it was a unionized profession,” he said. “I knew that there would be a way to pursue activism and social justice and economic justice through educator unionism, and I've enjoyed the opportunity to pursue those passions through the NTA … It's been a privilege to be part of the board.”

Weintraub said that Rinaldi’s lessons are structured around his desire to fix the mistakes that our society has made in the past, which is pivotal for young adults who are on their way to becoming full fledged members of society.

“He has a vision for what students need to learn in school in order to become active, participatory citizens in this current political climate,” he said. “His students absolutely admire him in every way … that’s really all the evidence that you need to show that he is somebody who is driven by principle, and is unbeatable in terms of his practice.”

Senior Anais Mobarak said that Rinaldi’s lessons have helped her to become a more thoughtful individual both in the classroom and in her everyday life as a young adult.

“He's one of the best teachers at Newton South. He clearly cares about all of his students. He’s so supportive, and you can have a conversation with him about anything,” she said. “He's thoughtful, an amazing teacher, and all teachers should strive to be like him.”

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FEATURES PAGE 17

VACCINATION ELATION Recent vaccine distributions reassure teachers and students about the return to in-person school

By Mia Dror, Jocelyn Wu & Emma Zhang

W

ellness teacher Alan Rotatori said that although he was initially wary about the vaccine, he is now relieved to be a part of the school’s plan to return to normalcy. He said that he hopes that with time, others will follow the same path.

“As the days, weeks and months progress, people are going to build the confidence that they need, and more and more people will start getting the shot,” he said.

Rotatori was grateful to be able to fully reconnect with his parents again, all of whom received the vaccine.

“I actually got to hug my mother and father for the first time in over a year,” he said.

Above all, Rotatori said the vaccine has helped him be more appreciative of even the simplest things.

“Sometimes our society is a little selfish and we expect a lot of things, but a lot of the stuff doesn’t really matter that much,” Rotatori said.

Regarding the return to school, Rotatori said he understands that it can feel intimidating, but it will happen eventually.

“At some point, when it’s truly safe to come back, you just have to draw a line,” he said. “We have to get back to school in-person because it is normal for our society to be in school and it’s better for your health.”

E

nglish teacher Jenny Robertson said that the decision to go back to school in-person is unpredictable, so it’s important to be cautious when making decisions.

"Science is constantly evolving. We're learning new things all the time, and parents and kids should make the decision that's right for them right now," she said.

Robertson said that the recent announcement to transition to four days a week in-person is primarily due to recent teacher vaccinations, and it’s a part of the journey to normalcy.

She said that she feels safe at school

H

E

nglish teacher Rachel Becker said that since getting the vaccine, she has felt a positive change in her day-to-day life.

"I went swimming for the first time in over a year yesterday, and I'm just starting to think more about what I'll be able to do,” she said. “My mom's fully vaccinated and she lives in California. I'm so excited to get to see and hug her this summer."

Becker said that although more and more people are getting vaccinated, returning to in-person school is a personal decision that should be carefully considered right now.

"We all have different thresholds of comfort. My kids are in Boston schools, and some of their friends have really good reasons why they are at home,” she said. “I don't think it should be something that parents are pressured into, and I, certainly as a parent, wouldn't want to be pressured into it."

At school, Becker said that students have been adequately following social distancing rules.

“I've seen a lot of general respect for protocols. It’s not perfect, but considering that it's the end of a very tricky year, it's been fine, and I feel very safe here,” she said. “I really hope that with enough information, they're able to make a decision to get the vaccine.”

A

fter months of anticipating getting vaccinated, sophomore Lia Merkowitz recently received the Pfizer vaccine, an opportunity she said she is grateful for.

“I was always planning on getting the vaccine at some point because I believe that it will help with safety if everyone gets it,” she said. “I got the vaccine a little bit earlier because I’m a food service volunteer at FreshTruck, a company that hands out fresh produce to low-income neighborhoods.”

largely as a result of the precautions currently put in place.

"We're rushing to open things, and so it's not just schools opening, but restaurants too,” she said. “It's all part of a puzzle; because we're getting vaccinated, I feel much safer, and I know the social emotional piece is really important."

Robertson said that she expects schools will fully reopen gradually as more people feel comfortable switching to the in-person learning model.

"I don't think it's gonna be a crazy mad rush," Robertson said. "I do absolutely think more people will start coming."

graph

ic by Ju

She said that though there are many jokes mocking the safety of the vaccine circulating social media platforms, they haven't phased her decision to get vaccinated.

“I’ve seen a lot of jokes on social media making fun of the vaccine, but I never really believed them. I know a lot of adults who have already gotten the vaccine and are doing fine,” she said.

From observations made during her time in-person, Merkowitz said that she believes South is making adequate efforts

lie Wa ng

to follow COVID-19 protocols.

“I think Newton South is doing pretty well. I’m no medical expert, but from my perspective as a student, I think that they’re doing the best they can,” she said.

The comfort levels of her teachers after getting the vaccine compared to prior to their vaccinations have differed notably, Merkowitz said.

“I know that a lot of teachers were worried about coming to school, so I’m really glad that most of them have gotten the

istory teacher Jonathan Greiner said spirits are high among teachers in line for the vaccine.

“Every single teacher I talked to was getting the vaccine or was fighting to get it,” he said. “If anyone was hesitant, it was because it was hard to get through the websites. I haven’t talked to a single teacher who is not excited to get it.”

Greiner said that although current circumstances may seem daunting at first, people will eventually begin feeling more comfortable.

Just as he became comfortable from double masking to wearing just one mask, Greiner said that he believes people will feel more confident sending their children to school when more people are vaccinated.

“There was a certain level of every step of reopening where I’ve always felt nervous at first, but then after a few days, I’m like ‘oh, this is fine,’” he said.

With the new vaccine and the school’s plans to collapse the current cohort model into one cohort, Greiner is looking forward to what’s to come.

“I definitely feel safer and more excited than I have ever been to get more and more people in the building, whenever possible,” he said.

vaccine and their worries are eased,” she said.

Although she said she feels safe in the school, Merkowitz said she encourages everyone to continue to follow the precautions currently in place.

“I know that [not everyone has] been vaccinated yet, so even though my family is vaccinated, I still wear a mask and take all the precautions that I can,” she said. “I know that everyone is saying that we’re almost at the end of the pandemic, but we’re not quite there yet.”

PAGE 18 FEATURES

THE LION'S ROAR

Not Your Typical Easter Eggs MICHAEL SUN

THE

Science Team Columnist

The Roar follows three remaining seniors as they navigate the college process and reveals their identities with their decisions

FACTS ON PIGMENTATION Easter is the time of year when eyecatching plastic eggs filled with chocolate or candies invade the shelves of stores.

You might think that humans are the only ones who produce such colorful eggs. But as it turns out, colorful bird eggs are quite common in nature.

The colors of a bird’s eggs are determined by only two pigments. Biliverdin produces a bluish-green tone you might find on a robin's egg, while protoporphyrin creates a ruby red tone best exemplified by the eggs of the Cetti’s warbler. In addition, many eggs have unique patterns of spots and squiggles.

Pigmentation begins in the bird’s oviduct, a long tube connected to the ovary where the egg is formed, like an assembly line. At precise, genetically controlled times, certain cells lining the oviduct fire the pigments onto the developing egg, a bit like a paintball gun. This creates a wide variety of hues and patterns.

There are many different reasons to explain the wide range of egg colors.

Camouflage is one; spotting and other patterns can help eggs blend in against their surroundings. These are found in birds that nest on the ground — cavity-dwelling birds don’t need camouflage; thus, their eggs are plain and white.

Another reason for differing egg colors is to defend against brood parasites, which rely on others to raise their young.

Brood parasitism can be seen in cuckoos, who lay their eggs in other bird’s nests. By laying eggs with a distinct pattern or coloring, a mother bird is best able to recognize and reject any imposters in her nest.

Colors may also serve as an indicator of a bird’s fitness, as female birds that are sick or have a poor diet produce pale colored eggs. This signals to some male birds how much energy they should expend on ensuring the offspring’s survival: if the eggs are healthy, he may invest more time caring for them.

The pigmentation of bird eggs could also act as a natural sunscreen, as it can block harmful ultraviolet rays coming from the sun. Too much pigmentation may cause the egg to overheat, however, so birds have evolved to carefully balance the two extremes, depending on the local environment.

Recently, scientists have found evidence that even some dinosaurs — the ancestors of birds — laid colorful eggs.

Biliverdin and protoporphyrin have been found on fossilized dinosaur eggs dating back 70 million years. More detailed analysis (done by using lasers to analyze chemical contents) shows that some dinosaurs laid eggs in a variety of colors and patterns. Scientists can thus speculate these dinosaurs built open nests, and those whose eggs did not have any pigment buried their eggs.

photo courtesy of FavePNG

COMMON APPLICATION

By Eva Shimkus

photo courtesy of Melissa Shang

graphic by Emily Zhang

K

urt* was accepted to Bennington College, Drexel University, Ithaca College and UMass Amherst. Additionally, he was accepted to Boston University (BU) for the 2022 school year, waitlisted at Emerson College and New York University and rejected from Northeastern University.

In hindsight, Kurt said he wishes he had sent in a more polished Northeastern application.

“I finished my personal essay the night of. I went back and edited it for the other colleges and it’s much stronger now than it was before,” he said. “I didn’t show my best, so I didn't get in.”

Kurt said that he is applying for other scholarships in addition to his merit-based scholarship from Ithaca and the John Dewey Scholarship from Bennington.

“You either have to strategize for going for a lot of little scholarships or figuring out which of the biggest scholarships you should apply to,” he said. “Now I really have to take into account, with this scholarship, this college might be a lot cheaper and easier to reasonably think I could go to.”

Kurt said that as he is nearing the end of his application journey, he is eager to finalize his decisions.

“The decision is between [UMass] Amherst and Bennington. Both are pretty enticing, but I’m leaning towards Amherst. The environment seems more energetic, which is good for a crazy person like me,” he said.

Kurt said that his nonchalant attitude towards college has not faltered even as the end of senior year approaches.

“As much as it’s such an important step in life and such a big decision, I focus more on enjoying the now than worrying about the future, he said. “Of course I have plans, but they’re loosely defined enough that I can still be happy.”

M

elissa Shang, previously known as Amy, committed to Harvard University on April 7.

Though she expects the new academic environment to be rigorous, Melissa said she also wants to make room for fun in this new chapter of her life.

“I'm excited to explore new cultures and experience college things, like going to my first party and living in a dorm,” she said.

She is also glad to be staying close to home, where she said she feels most comfortable.

“It allows me to live in a place where I don't have to adjust to everything while balancing schoolwork,” she said. “It gives me more time to actually enjoy going to college.”

Melissa said that while being rejected from Stanford University was not easy, she is ultimately happy with where the college process has taken her.

“At the end of the day, it's still a rejection, and I feel like if you get rejected from anything, you need to give yourself time to feel all of these emotions; you need to have time to be upset,” she said. “I'm going to be just as happy at Harvard, and at the end of the day, it also doesn't define [me] or my worth.”

At Harvard, Melissa said she is planning on majoring in Government.

“As a disability activist, or just as someone with a disability in general, it's hard for me to be seen as legitimate. It's really hard for my voice to be broadcasted because society is so generally unaccepting and disability is so stigmatized,” she said. “Going somewhere like Harvard that has such a big platform and gives me so many opportunities is really going to help me get my voice across and help me accomplish what I want to accomplish in the world, which is equality for every disabled person.”

N

atalie* got into Boston University, Rutgers University and the State University of New York at Purchase (SUNY Purchase). She was waitlisted from Smith College and rejected from New York University.

Natalie said that in retrospect, she believes it was important for her to only apply to schools she could envision herself attending.

“South has this mentality of, ‘you're not going to get to any schools, so you’ve got to apply to as many as possible.’ I was told to apply to 12 schools by my guidance counselor,” she said. “The more I look back at it, that was way too many. I feel like 12 schools is a lot, but 12 is supposed to be the average for Newton South.”

Though SUNY Purchase was one of her early favorites, she said that researching it further changed her mind.

“They accepted me and I immediately declined their offer because I knew I didn't want to go there,” she said.

Northeastern, another school she was initially interested in, lost its appeal after she was accepted to other colleges, Natalie said.

“The more I learned about different programs, the more I'm exposed to what those programs are like with tours,” she said.“[I’ve] started caring about more specific schools,” she said.

Instead, Natalie said her attention has turned toward Rutgers, which offers a three and a half year program and prioritizes reallife experience over classes.

“With Rutgers, I can start building things right away,” she said. “I have my mind set on it. I've been so concentrated on it, and I can't imagine going anywhere else.” *Names changed to protect students' identities

ISSUU.COM/THELIONSROAR

FUN

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Follow @NshsLionsRoar on Instagram to see the answers!

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Today's Roaroscope Look to the stars!

k l a b

Aquarius (Jan. 20-Feb. 18): FYI, your computer screen reflects in your blue light lenses. We all know you were streaming March Madness during class.

Pisces (Feb. 19-March 20): Thank you for testing our patience by walking as slow as possible in the hallways.

Aries (March 21-April 19): Treat yourself to a couple hours staring at a small screen after a long day of staring at a medium-sized screen.

Taurus (April 20-May 20): You're locked out of the Wheeler entrance.

Have fun awkwardly waiting for a teacher to let you in.

Going in Circles comic by Julie Wang

c d e j

Gemini (May 21- June 20): Your outfit popped off today, and you know it.

You've been staring at your own reflection on Zoom for the past 20 minutes.

Cancer (June 21- July 22): Take a break from your busy day and admire the contemporary art found in the 6000s bathrooms.

Libra (Sept. 23- Oct. 22): The pungent school hand sanitizer also doubles as a cologne.

g f i h

Scorpio (Oct. 23- Nov. 21): Follow your dreams! If they don't come true, you can always complain to your guidance counselor.

Leo (July 23- Aug. 22): You ran out of good masks, but don't worry! There is no shame in wearing an old one your mom made from a sock last year.

Sagittarius (Nov. 22- Dec. 21): You lost your cohort card – have fun explaining that to the teachers at the entrance.

Virgo (Aug. 23- Sept. 22): Somehow you've already been bitten from head to toe by mosquitos... in April. It'll only get worse from here.

Capricorn (Dec. 22- Jan. 19): You're that one kid in class who always has their camera on.

PAGE 20

APRIL 13, 2021

SPORTS ISSUU.COM/THELIONSROAR

VOLUME 38, ISSUE 1

Where Are They Now: Audrey Lavey Jenny He

Sports Reporter ‘19 graduate Audrey Lavey is unstoppable on the soccer field. A 2019 recipient of the Mendelson Award, the star athlete leads an outstanding soccer career. Over her high school career, she was a three-time Eastern Massachusetts All-Star, and she was the Dual County League (DCL) Player of the Year as a sophomore. She holds South’s all-time record of 82 total goals over the course of her high school career and was a two-time Boston Globe and Boston Herald All-Scholastic.

Lavey's journey to Wesleyan University started during her freshman year of high school when she began attending recruitment events to advertise her skills to college

important to Lavey, and she was dedicated to putting in the work. Through making direct efforts to gain the interest of Wesleyan coaches, Lavey was able to secure a spot on the soccer team.

“I went to a couple of individual camps,” she said. “The only reason I was there would be for Wesleyan to see me.”

While the coaches drew her to Wesleyan, she also made sure to consider other factors besides athletics before making her decision.

“One of the things that factored in a lot for me was if I got hurt and wasn't able to play soccer, would I want to be there?

What would I want to learn there? Because you can't revolve your whole life around the sport,” she said.

Lavey verbally committed to Wesleyan

If I got hurt and wasn't able to play soccer, would I want to be there and what would I want to learn there?

Audrey Lavey class of 2019 coaches.

“I started going to a clinic, where they had five to 10 coaches at different colleges and universities. There were hundreds of girls and [coaches] would watch us all play, and Wesleyan was at a couple of them,” she said.

“I talked to the [Wesleyan] coaches, and I was pretty interested.”

The combination of good academics and outstanding athletics at Wesleyan was

a few months into her junior year after the university offered her a spot on the team that summer. Lavey’s position wasn’t made official until later that year.

Lavey said that college has reinvigorated her love for her sport. Before last year’s season was cut short by the pandemic, thenfreshman Lavey started nearly every match.

However, with an augmented level of commitment and more competition from

passionate athletes, the intensity of college sports requires trade offs.

“In college, you have a lot less time in the classroom but more schoolwork to do outside of the classroom,” Lavey said. “We had a few weekday games that you'd have to miss class and email professors, [of] which they are all really understanding.”

Even so, Wesleyan offers plenty of opportunities for students in unique situations. For example, the availability of morning classes allows Lavey to finish school in time for soccer practice.

College sports may call for the challenge of juggling commitments, but they also create an environment for student-athletes to form even closer bonds with their teammates, Lavey said.

“The team is a huge part of your social circle because you're spending so much time together, traveling to games that practice every single day,” she said.

Because of the pandemic, Wesleyan’s competitive soccer season was cancelled this year; nevertheless, the team still met regularly, both virtually and physically, to stay in top form.

“We did team Zoom workouts,” Lavey said. “Luckily, we were able to practice. We practice socially distantly. We did pods of 10 people, and you were only allowed to interact with those people,” Lavey said.

Even though many aspects of soccer

contributed by Audrey Lavey

were made more complicated due to COVID-19 restrictions, Lavey said that there were some unexpected benefits of spending a season off the field.

“It's definitely frustrating because all of us just wanted to be playing,” she said. “It helped me grow as a player in ways that I probably wouldn't have. I had to get better foot skills, and I had to be in better shape.”

Looking back at her times at South, Lavey encourages students at South to cherish their high school experience.

“Enjoy those moments because you're not going to get similar ones again. College is a completely different ballgame,” she said.

Female athletes face adversity, even at South Grace Grabowski & Clare Tourtelotte

finally addressed the issue.

The issue lies in the engrained systemic sexism in sports leagues. It is not that women Sports Reporter & Sports Editor want better equipment for luxury; female athletes solely want the same resources The week of March 14 kicked off the and treatment as their male counterparts, National Collegiate Athletic Association whether that be weights, swag or most im(NCAA) March Madness tournaments for portantly, respect. both mens and womens basketball. To abide Yet, the NCAA and other major sports

by COVID-19 protocols, tournaments took organizations consistently refuse to treat place within “bubbles” with separate training male and female athletes equally. facilities and living spaces.

The disparity in treatment revealed However, the resources available for through the NCAA basketball tournaments athletes in bubbles revealed clear gender dis- is not unique to college basketball. The concrepancies: weight rooms at the men's tour- tinuation of sexism towards female athletes nament were stocked with crosses the bounds of all rows of training equipment, sports, including those while women were given offered at South. one rack of weights.

Sophomore Photos of the swag Hadley C onroy, bags given to the member of the players also exg i r l s h o c ke y posed that male team, said that athletes received her team has three times as experienced a many items as feconsistent lack male athletes. of support as boys It was only after hockey games are a video was released usually better attended graphic by Amanda Fu exposing these inequalities and more recognized at that subsequent social media school. outrage ensued, and the NCAA “There's not much sup-

port surrounding the girls team [in comparison to] what the boys team gets,” she said.

On February 12, the Newton South Athletics Instagram page congratulated the boys hockey team on their senior night, while failing to recognize the girls hockey team’s senior night, which took place on the same day.

“One of the girls on my team commented pointing out that we had a game as well. Somebody responded saying that nobody cared, which obviously we were hurt by,” Conroy said.

After Conroy’s teammate commented on the post, now-removed responses by members of the boys team highlighted the underlying misogyny present at South.

“Guys vs. girls but there’s a twist: the guys don’t have any arms or legs,” one boy’s comment read. The comment blatantly perpetuated the sexist idea that girls are not as athletic as boys. This boy alleged that his hockey team could beat the girls even without their limbs.

To the previous comment, a girls hockey player replied, “there are SO many things wrong with this comment it’s just sad,” leading to the boy’s response, “I ain’t see none.”

The thread continued on with additional sexist comments, all of which revealed the alarming issue of normalized ignorance.

The culture of perceived male superiority in sports exists, even at South, and it is overlooked. This ignorance is completely unacceptable and hurtful to female athletes — it invalidates female success, making it seem lesser because it was exhibited by a girl.

Aside from Athletic Director Patricia Gonzalez turning off the post’s comments and apologizing to the girls, the incident remained largely unaddressed. Conroy said that as far as she knows, the boys involved received no punishment.

Evidently, the belief that female athletes deserve less recognition than male athletes is one that is held by many sports fans and members of the South community.

Coaches in charge at both the NCAA and Newton South need to prioritize giving all athletes, regardless of their gender, the respect they deserve on and off the pitch by properly addressing issues when they arise.

Megan Rapinoe, female U.S. soccer player, 2020 FIFA Women’s World Cup Winner and advocate for women in sports, spoke in front of Congress this March calling for equality after the NCAA incident.

“We don’t know the real potential of womens sports. What we know is how successful women’s sports have been in the face of discrimination,” she said. “In the face of a lack of investment in every level in comparison to men.”

SPORTS PAGE 21

ISSUU.COM/THELIONSROAR

THE PRICE OF SPORTS In the effort to accommodate and support the many programs and athletes at Newton South, the steep cost to play is a necessity

By Marisa MacDonald

E

very year, families are taken aback at the cost of registering for a school sport. According to the athletic department, the fees are still not enough to finance South’s bigger goals for the athletics program to allow South to grow to its highest potential.

To participate in South’s most expensive sports, including football, alpine skiing and lacrosse, the registration fee is $425, a $100 increase from every other sport. While this fee includes access to practice spaces and covers transportation, it does not compensate for everything; families must also pay out of their own pockets for add-ons such as equipment and personalized sweatshirts.

Athletic Director Patricia Gonzalez said that when the Newton School Committee was deciding on the registration costs, they weighed each program’s different expenses, which largely remain fixed.

“In this school, we don't have the ability to raise or lower fees on a whim because this is something that comes from the district,” she said.

Gonzalez said that it is rare for schools to cover the costs of sports teams by relying solely on the cityprovided budget.

“Very few districts don’t have a fee for athletes because it’s a big financial burden for many districts’ budgets,” Gonzalez said. “The amount of student involvement is expensive.”

The combined funding covers transportation, referees’ and coaches’ salaries, rental spaces, new uniforms and safety equipment. On top of the basic necessities, some sports require unique resources, which further increases the need for funding. Nordic ski coach Jeff Riklin said that one of the team’s biggest expenses has been wax for their skis.

“This was an easy year … We spent about $300 on wax, which is a very inexpensive year,” Riklin said. “We don't have any judges or referees, so we’re very fortunate with nordic. We’ve not been without money.”

Football coach Ted Dalicandro said that the fee for football is higher due to added COVID-19 related costs covering

for extra equipment and a padded roster.

“We have to get our equipment reconditioned every year because of the law so that the protective equipment is safe by Occupational Safety and Health Administration standards and Massachusetts Interscholastic Athletic Association standards,” he said.

“Usually football rosters are a lot bigger, so you also have more buses.”

Dalicandro said that underfunding

Very few districts don’t have a fee for athletes because it's a big financial burden for many districts' budgets.

Patricia Gonzalez athletic director prevents sports from providing better support for athletes, despite student-paid fees.

"Every sport at every level could always use another coach,” he said. “You have a lot more people participating in sports, so you need more adult supervision, more coaches and safety things.”

Riklin said that many coaches are also unfortunately underpaid.

“I work for pretty cheap money as a coach in soccer,” he said. “I do it because I love it.”

To circumvent the tight budget, teams have been successfully relying on fundraising, which also varies with each team’s willingness to put in the extra effort, Gonzalez said. Although not required, teams are encouraged to donate a portion of their raised funds to charity; Gonzalez said that teams have embraced the opportunity to support those in need.

“We always ask the students and the coaches to think beyond the structure … which ways the team can give back to the community as part of the fundraising effort,” she said. “It is not necessarily money — it’s the gift of time.

That was something that, when I came to South, I really supported. The community outreach and the connection with the whole community is special.”

By using the digital fundraising platform Snap! Raise, the boys soccer team raised $11,000, part of which went towards an end-of-season team banquet and to the Dana Farber Fund, the soccer team’s charity of choice.

South has established an easily accessible financial assistance process for families to utilize. Gonzalez said that the financial situation of a student has never barred them from participating in athletics. She said that through the financial assistance process, families can receive aid directly from South.

“Newton has this rule that students will not be denied an activity because they cannot afford the fees,” she said. “We always welcome them.”

Riklin said that the lessons students take away from participating in sports are invaluable.

“The most important thing for me is not the game.

It's about helping kids develop as people,” he said. “To watch kids over four years, in most cases, develop from these young kids into more selfconfident, more mature people who have a better sense of selfawareness who learned how to become teammates and how to deal with people, sometimes coming out of their shells … it’s extremely gratifying to me.”

graphic by Julie Wang

College Commits Sports editor Joyce Lee spoke with three athletes who have committed to colleges

Anat Katz

Tufts

FENCING Being able to fence in college has always been my dream … I always wanted to fence at a good college, and I was just happy that everything I worked for, academically too, just added up. To any high school athletes that want to be recruited to college, you guys can do it, and start the process early.

Zach Greenberg

Colgate

DIVING You want to make connections with these coaches because a big part of it is, ‘do you stand out in your sport?’ and, ‘are you good enough to compete at the collegiate level?’ Also, they are looking for all-around really good people, so you have to have [strong] academics. You have to have the leadership and maturity to be on these teams.

Toma Kobozeva UNC Chapel Hill

FENCING

When I reached out to the coaches and they were receptive about wanting me on the team, it was really surreal because it’s a huge school, and people know it for sports … having that kind of confidence in knowing where you’re going to go is something that I feel really lucky for.

PAGE 22 SPORTS

FALL(ING) TWICE

THE LION'S ROAR

The Fall II season was implemented to allow high COVID-19 risk sports that usually play in the fall or winter to play later in the year. The Fall II season started on Feb. 22 and will end on April 25.

By Rebecca Stotsky

A

delayed season in conjunction with COVID-19 restrictions brought difficulties to the football team as they were unable to hold some of their usual pre-season workouts and seminars, football coach Ted Dalicandro said.

“We’re behind the eight ball a little bit, but we are going to make the most of it,” he said. “‘No excuses’ is my philosophy.”

To make up for lost time, the team has been working hard, practicing from 4:30 to 6:30 p.m. Monday through Friday, sophomore John Toyias said.

After many months apart, getting back on the field brings excitement to all members of the team.

“I love being a coach,” Dalicandro said.

FOOTBALL

“I feel alive again, being out there coaching with the kids. I feel like we are getting somewhat back to normal.”

Toyias said that the team’s connection has remained strong throughout the pandemic.

“Last year, we bonded together so much that when we came back we could come right back into rhythm,” Toyias said.

Dalicandro said that though the team always wants to win, the social benefits of simply playing are just as important.

“Just being out there and playing, we're together and the camaraderie is coming together, so I feel like that's just as important as everything else we're going over,” Dalicandro said.

GIRLS VOLLEYBALL

photo by Maureen Caulfield

G

irls volleyball, which was delayed from being held during the normal fall season, remains largely the same, aside from minor COVID-19 restrictions.

“Certain substitution rules changed, where you have to sanitize your hands before you go on the court and there are certain new places you have to substitute in from,” sophomore Sydney Sharp said.

Sharp said that additional precautions limit close contact amongst teammates, meaning no more close team huddles, which many regard as special moments of team connection.

Even with the reduced number of

spectators at games and limited contact within the team, the team has found ways to generate their own energy and excitement at games, Captain senior Hannah Balcanoff said.

“We call it a bench-mob. We try to be really loud on the bench and on the court to make up for it,” she said.

Balcanoff said that though the season was delayed, she is grateful to play volleyball, which offers her an escape from stress.

“It is really a blessing to even have indoor sports in general,” she said “It's a break from all the chaos going on and you just to get to play and have fun," she said.

contributed by Michael Antonellis

J

unior Brendan Weissel said that the team’s first meet, which took place virtually on March 29, felt different, as athletes usually draw motivation and energy from fellow competitors.

“There is more competition when everybody is on the track cheering for your specific team versus the other team,” Weissel said.

Though virtual meets pose the difficulty of not getting to race against other schools, the track team is still competing strongly.

“People still ran a lot of really great times, and people still challenged themselves

BOYS INDOOR TRACK and challenged each other,” Weissel said.

Although the team splits up based on thier events for the majority of their practices, they still find moments to come together as one, Captain senior Daniel Glickman said.

“We meet up at the end, and it is a nice reminder that everybody is doing a different event, … but at the end of the day, we are all one big family,” Glickman said.

With over a year passing since the last indoor track season, Glickman said he is happy to compete again.

“We are embracing the Fall II mentality,” he said. “We are all excited to start back up.”

contributed by Amanda Hart

SPORTS

ISSUU.COM/THELIONSROAR

GIRLS INDOOR TRACK

T

he girls indoor track team bonded over their shared experiences and struggles during the pandemic, Captain senior Kaity Shaughnessy said.

“We are all going through the same thing, so everyone is there to support each other,” Shaughnessy said.

With no scheduled meets at the beginning of the season, captains have shifted their focus to team bonding.

“In the past, we would usually hold some captain's practices to get in shape before the season started,” Shaughnessy said. “We still had those but they were more focused on team building, which was beneficial.”

contributed by Amanda Hart

T

he Unified Basketball team, whose season was postponed from the fall, is undaunted by this year’s obstacles.

However, the team’s schedule has been shortened and the size of the team has also been significantly reduced from 40 players to 24, said Unified basketball coach Alex Strongin.

While certain aspects of practices are the same, other parts of practices are different this year, junior Sarah Laughlin said.

“Before we would only do a scrimmage once a week, but now we are doing them

The indoor season, which was postponed from the winter to Fall II season, has also allowed for new people to join the team.

“It opened up opportunities for people who maybe did other sports during the winter season in a normal year to come do track,” Shaughnessy said.

Shaughnessy said that track allows her to step away from the stress of online learning and enjoy the outdoors.

“I'm grateful that we have been able to have this indoor season because honestly, doing anything outside of just sitting at home on the Zoom screen all day is such a relief of stress,” Shaughnessy said.

UNIFIED BASKETBALL

pretty much every practice,” Laughlin said.

The team has also had to adapt to wearing masks while playing as it is a sport that involves a lot of physical activity.

“When I run a lot, it feels strange to wear a mask,” junior Peter Shea said.

Laughlin said that despite such changes, being able to play basketball and see other teammates is worth it.

“We've definitely built a really strong team and every time I leave practice I am in a better mood,” Laughlin said.

DANCE TEAM

PAGE 23

contributed by Alex Strongin

T

he dance team’s performances this season have been adjusted to follow COVID-19 protocols, which have called for choreography that are not as technical as they usually tend to be.

“This year, we have to do cohorts [and] stick to line based dances, and everyone does the same choreography and very monotone dances,” sophomore Lousie Shiner said.

Despite the presented challenges, the dance team’s tradition of performing at football games continues, though with some altered details.

“We have to be separated. Usually, we all sit on the sidelines together, but we have

to be on opposite ends of the field in our cohorts,” Shiner said. “When we perform we are all together as one.”

Much still remains unknown about the dance team’s competitions this season.

In previous years, the team competed consistently throughout their season; this year, they may end up only dancing at football games, Shiner said.

Shiner said that though this season presented a set of unique challenges, she is happy to be dancing with the team again.

“It is good to see everyone and watch football and be together and just try to work through the experience, ” Shiner said.

photo by Rebecca Dozortsev

T

he cheer team, whose season has been postponed from the normal fall season, has had to adapt to several changes to the sport, including not being able to perform certain stunts and having to practice in the lobby of the field house.

“It is hard because now we are in the middle of everything and we can't really have our spot, so it is difficult to focus,” Captain sophomore Sade Arguello said.

Throughout the season, senior captain Kelly Barbosa said the team’s inseverable bond has helped teammates maintain their spirits through difficulties, leading to

effective progress as a team.

However, due to COVID-19, the team has also not been able to do certain events that members of the team typically look forward to.

“All the stuff that we used to do like banquets, we can’t do it this year,” Barbosa said.

Captain sophomore Gianna Croce said she is happy with the team’s functioning this season despite the unexpected complications they faced.

“There are a lot of restrictions, but we're trying to make the most of it. It's definitely a lot of fun,” she said.

CHEER TEAM

contributed by Martha Hayward

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INtroductory Pass Special $39 for 30 days unlimited yoga

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