Braving the Gray Zone: Where Discourse Begins
Navigating the complexities of civil discourse, community members debate challenges of student activism, political polarization, and
Two years ago, Design Thinking teacher and 12th Grade Dean Morgan Snyder taught a course on service learning in the I-Lab. The class was small, and at the start of the year, students set agreements for group discussion. Snyder’s students spent months debating divisive topics, including the Bay Area housing crisis and homelessness.
Midway through the course, Snyder had her students discuss whether they would let an unhoused person stay in their home if it was vacant or had a spare room available.
She then posed another question to her students: “How do your answers support or contradict your political beliefs?”
the value of civic
“We had built enough of a rapport that there were shared values and trust,” Snyder said. “I felt comfortable posing the question about students’ political views, knowing that no one would be ostracized for their answer.”
She was unsure whether or not she would have felt comfortable posing the question to students in a different course. She said her class’s unique environment made respectful discourse possible.
“It took so much scaffolding to get to where I could have that kind of conversation with my class,” Snyder said. “It could only have happened in a place where trust was established and in person.”
Not every course can provide the same
engagement
level of intimacy and mutual trust as Snyder’s. However, in light of recent student activism and an upcoming presidential election (that has already shaped up to be contentious), Upper School teachers and administrators have identified a need for spaces that foster open, respectful discourse.
In response to this need, faculty, administrators, and other community members have begun to discuss new policies that, like Snyder’s course, will strive to help students bravely express their opinions more broadly throughout the Nueva community.
These new guidelines are intended to foster a climate that encourages students’
participation in partisan discussions without fear of offending or alienating their teacher. In discussions about the new policy, Nueva administrators have focused on differentiating between partisan activity and civic engagement.
“The school is a place where we can encourage civic engagement and civil discourse, but not necessarily partisan activity,” said Upper School Division Head Liza Raynal. “It’s not because we believe partisan activity is bad. If we, as a school, say we are for this candidate, we lose our 501(c) status as a non-profit.”
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02 News.
Stricter guidelines and enhanced tracking aim to improve student engagement and support Updated Attendance Policy Introduced
By Jordan F. Staff Writer
The Upper School Leadership team worked to update and clarify the existing attendance policy and make it more well-known—in addition to adding a few changes.
The updated policy is based on a rule of thirds:
“We calculate that there are about 36 classes a semester, so if you miss a third of those classes, that's a problem as a student,” said Kevin Dineen, the Upper School Master Scheduling and Academic Data Coordinator. “The policy that we have is just to help students so that we as a school, and so that the student and the family are aware. We're setting up safeguards so that students don't fall through the cracks.”
By the Numbers
By Ellie L. Culture Editor
200+ balloons inflated at the Back-to-School Dance on Sept. 6
44 new clubs debuted at Clubs Fair on Sept. 11
67 donuts consumed at Senior Sunrise on the first day of school, Aug. 23
16 candidates ran for the two freshmen rep positions
1,035 letters written
The latest system is what Dineen refers to as a 6-8-10 layer system. After six absences, there is a supportive warning through email; eight absences result in a stronger email warning, and after 10 absences, a conversation is initiated and there is a risk of failing the class.
A tardy is being 10–15 minutes late to a class; a tardy 25 minutes late or more is considered an absence. Additionally, three tardies equals one absence. The new system ensures students receive email warnings about their attendance before they reach 10 absences.
Another difference for the new policy was ensuring that tracking attendance through Blackbaud—also called the
Nueva Nexus—is easier and would emphasize the importance of taking attendance for teachers.
Dineen stated that the plan for updating the attendance policy began last year by helping teachers “develop their muscle memory of taking attendance in class.”
“We were realizing through different wellness meetings that kids weren't attending class, and we weren't able
Structure, Support, and Spirit Assemblies
Led by deans and admin, advisory changes targeted towards creating purpose
By Alvin Y. News Editor
After three years of planning, Dean of Students Jackee Bruno and grade deans are leading a change to advisory time. These changes include fewer advisories and smaller spirit assemblies, with the goal of understanding the purpose of advisory.
Bruno began drafting ideas after his first year as Dean of Students and began more formal planning in January 2024 to fully integrate the new system into the school during March 2024, after the return of Liza, the Upper School Division Head, from her maternity leave. During his first year as an advisor, Bruno gained insight into how advisory worked and used his prior experience to help shape a vision for advisory.
“I think my [advisees] enjoyed me, but I was just winging it, so one of the focuses of my plan was to have some structure,” Bruno said. “There were also consecutive weeks where I didn't see my advisees because there was college counseling or peer consulting, and
so I'm also going into this year hoping to protect advisory as a space, too.”
More specifically, additions such as the spirit assemblies, advisories with multiple advisors, and advisory preference forms sent out to juniors allow students to become more comfortable with advisors, creating a stronger structure for support.
“If you say, ‘I'm having mental health troubles’, I would love to believe that you might talk to your advisors who would get you to the counselor to take care of you,” Bruno said. “If you say ‘I have ambitions of being an architect,’ I would believe that you would talk to your advisor or they tell you where you need to go.”
Having been already instituted into the curriculum, Bruno hopes for students to be able to answer one question at the end of the year: What is advisory for?
to track it accurately because of the mismatching attendance,” Dineen said.
“This policy was fully based on supporting the kids, teachers, and supporting academics,” said Dean of Students Jackee Bruno, emphasizing the values of the new policy. “We want the learning to happen and we want being here to be important.”
Nueva Celebrates Hispanic Heritage Month
The Latine Affinity Group will foster learning through vibrant festivities
By Natalia R. Staff Writer
This Hispanic Heritage Month, the Latine affinity group will host the celebrations. In October, the group will have a bake sale with a wide variety of traditional Latin American desserts like conchas and churros.
The funds raised from the bake sale will go to the Alliance for Good Health, a non-profit that gives rural areas in Beni, Bolivia access to health care.
Lila P. ’26, a member of the affinity group, worked with the organization this summer.
“I’m not only passionate about supporting them to help address basic health needs, but also because I really care about these amazing kids and adults I’ve gotten to know,” said Lila.
With the money from the bake sale, the Alliance can return to Bolivia in October.
The group wants to use this month to celebrate their culture and raise awareness about issues they face as Latinos.
“A lot of [members]
talked about there being some stereotypes when we talk about Latine heritage,” Erika Rojas, an advisor of the group, said. “It tends to be about music and dancing and food.” Instead, the group wants to emphasize other parts of the culture, like art, poetry, and academics.
In the Writing and Research Center, the group will display books representing the Latin American experience. The group is also planning a workshop where students can learn about and create crafts that originate in Latin America.
“We really want our activities to attract a wide range of people to expose them to our group,” member Isabel Q. ’26 said.
A big issue the group wants to raise awareness about is the small Hispanic community at Nueva.
“Culturally, we haven’t been very good at being a place where Latine students can see themselves and I think we’re working on that,” Rojas said.
Student Council Inaugurated in Fall Elections
Representatives aim to build upon and solidify last year’s changes
By Alexis C. and Lexi S. Staff Writer
LLast year, Student Council (also called StuCo) underwent significant changes to the student leadership structure. After discussing the developments with Jackee Bruno, Dean of Students, as well as Kayte C. ’25 and Dylan P. ’25, current co-leads of Student Council, the student council is focused on solidifying roles and building lasting traditions.
“There’s a lot of freedom for us to just like, throw as many things out there because we're so new and allow them to stick or not stick,” Kayte said. “TLDR, StuCo plans them, but the students make it a tradition.”
Some traditions Kayte and Dylan are hopeful will last are the grade-wide lip sync battle, table surfing, hamster ball activities, and the senior sunrise.
Regarding changes to student leadership positions, there are now two
twelfth-grade reps and two spirit reps. As the seniors begin college applications, expanding the twelfth-grade Representative (rep) position seemed obvious to provide further support during a busy time.
Current Spirit Rep Justin C-B. ’26, talked about how last year, the individual Spirit Rep position had been overwhelming at times. Not only is the brunt of the work being lifted by two, Justin is excited by the reach that two Reps have.
“It’s really fun to work alongside Maya, and I think it’s really effective to start with two different opinions,” Spirit Rep Justin C-B. ’26 said. “In terms of [being] cross grades, I would say that we’re able to reach a lot more people… It’s easier for us to engage the community and encourage different groups of people to show up to dances and show [their] spirit.”
Additionally, the Student Council Retreat, which was implemented this
year, provided an opportunity for the new Reps to develop as leaders. “There [were] conversations and education around what leadership is and where they need to grow in those aspects. And then throughout the year, we'll keep reevaluating whatever it is we committed to,” Jackee Bruno, Dean of Students and faculty head of Student Council, said.
Another large change they’ve implemented is how cabinets work. Cabinets for each Rep were new last year. This year, the only Reps with cabinets are Arts, Academic, DEI, and Spirit.
These iterations are part of the process of solidifying last year’s changes; creating the new student, community engagement,
academic positions now represent fresh voices, cross-campus community, and administrative connection, respectively.
One thing that is special about Nueva, say Dylan and Kayte, is the willingness to try and to fail. They encourage students to run, even if those students aren’t necessarily the loudest in the room.
“[Student Council] has opened up to more than a popularity contest. [It’s] less about who had the most friends or the best posters, and more about who really wanted to do something… I'm trying to make it where people with less voice can have a voice,” Bruno said.
Election is a Dead Heat as Harris and Trump Enter Final Stretch
Where the race stands with 40 days left to go
By Jackson H. Staff Writer
W
ell that happened.
Over the summer, pressure on President Biden to drop out of the 2024 presidential race only intensified following his June debate with Donald Trump. After a month of pressure from within the party, during which Trump was shot in a failed assassination attempt, Biden eventually decided to drop out, endorsing Vice President Kamala Harris as his successor.
Consequently, Harris became the Democratic candidate for President, and the race was fundamentally transformed. Biden had been polling behind Trump nationally and in almost all battleground states since November 2023—he was facing very little enthusiasm from the young voters and people of color who make up the core of Democrats’ traditional base.
Harris’ entry into the race upended the state of the race. She now polls roughly two points ahead of Trump in nationwide polling aggregates and has narrow leads in enough battleground states to win if the
election was held today.
However, Trump has historically been underestimated by pollsters, and the battlegrounds are within the margin of error. For most election forecasters and betting markets, the race remains about fifty-fifty.
The election will likely come down to around seven battleground states: Arizona, Georgia, Michigan, Nevada, North Carolina, Pennsylvania, and Wisconsin.
Of those states, the most pivotal is likely Pennsylvania, with 19 electoral votes. Polling in Pennsylvania is neck-and-neck, and according to veteran forecaster Nate Silver’s model, the winner in Pennsylvania has a 91 percent chance of winning the election.
On Sept. 10, Harris and Trump met for the first time in a presidential debate hosted by ABC. Harris, by general consensus, won the debate and received a bump in the polls afterwards. The strong performance was in large part credited to rambling digressions from Trump provoked by the Vice President—such as a notable one on false rumors of dogs and cats being eaten in Ohio.
Closer to home, the solidly blue Bay Area has a set of contentious local races.
San Francisco Mayor London Breed is in a tight race for a second term, due to frequent criticism of her record on crime and homelessness. Her main challengers, nonprofit founder Daniel Lurie and former Supervisor Mark Farrell, have both run on moderate, tough-on-crime platforms.
Further south, there is an open race in California’s 16th congressional district, which includes most of suburban Santa Clara County and parts of San Mateo County. The election to replace retiring Rep.
Anna Eshoo is between former San Jose mayor Sam Liccardo and State Assemblyman Evan Low, both Democrats. Liccardo is running on a platform focused primarily on housing and the cost of living, while Low focuses on a broader array of Democratic priorities including reproductive rights and anti-hate crime legislation.
While Liccardo placed first in the primary election, what little polling exists indicates the race is neck-and-neck: one poll found Liccardo and Low each at 40% of the vote, with 20% undecided.
By Josie B. Editor in Chief
Waymo self-driving cars rolled into San Mateo County for the first time this August as part of the company’s plans to expand its pickup zone to the entire peninsula. San Mateo residents can now call a Waymo if they are in Daly City, Broadmoor, or Colma.
Waymo LLC, a self-driving car company formerly known as the Google Self-Driving Car Project, has been operating in San Francisco since 2022.
On X, the company announced that Waymo cars are now autonomously driving through the entirety of San Mateo County to gain road experience before they begin to pick up riders in the lower peninsula.
One such lower peninsula resident,
Maya S. ‘25, rode in a Waymo for the first time in September 2023 when her mother took her up to San Francisco to test out the technology for fun.
When the pair first ordered the Waymo, she remembered being confused when the Waymo struggled to pick them up because they were standing in a location where it could not park.
“When I first took one, I was more in wonder than I was scared, but it did feel strange,” Maya said. “I felt less scared than I was when friends would drive me in junior year.”
For 9th Grade Dean and Chemistry Teacher Paul Hicks, Waymo is less of a fun attraction and more of a fixture of daily life.
Hicks lives in Brisbane, about two blocks away from a pickup zone, and has frequently
used Waymos to get around San Francisco. In his experience, Waymo offers a cheaper price than Uber and more privacy.
“I’m a big fan for a bunch of reasons,” Hick said. “It’s very comfortable, super easy, and really futuristic. I have been in Ubers where the person is falling asleep and I feel like human error is more likely to cause an incident than the software.”
Hicks said he doesn’t necessarily trust the good of Waymo as a corporation but trusts their need to maintain public confidence in their technology.
“The bottom line is they want people to trust them so they will ride their cars,” Hicks said. “I also think it has the potential to affect traffic patterns in a really positive way, where instead of people driving bananas, you can really get around all that.”
Students Adapt to New Caltrain and Schedule Changes
Caltrain is electrified, but its new schedule is giving some Nueva commuters a shock
By Jackson H. Staff Writer
On Sept. 21, Caltrain completed the rollout of its modernization project with a new schedule and a fully electrified main line.
The new schedule has shorter rides and significantly increased frequency of service, especially on weekends and at smaller stations.
Even relatively minor changes in train times have caused some big disruptions. Most notably, the northbound morning Baby Bullet service now arrives at Hillsdale Station at 8:55 a.m., pushing Nueva riders onto earlier local trains.
But Nueva’s student body was not without a voice in the crafting of a new schedule.
Marc C. ’27, a member of the San Francisco Municipal Transit Authority’s (SFMTA) Youth Advisory Board, worked with Caltrain over the summer to help develop the post-electrification itinerary.
“I used the Nexus home data to calculate what stations would have the biggest population of people at what times,” Marc said. “That informed my
When to wake up?
How to get to school on time from seven major Caltrain stations.
PHOTOS FROM WIKIMEDIA
Mountain View
7:47 > 8:12
8:02 > 8:25
8:17 > 8:43
recommendations to Caltrain for when a train should get in or whether a train should be local or express.”
Though the schedules are now set, trains aren’t always keeping up with them. On Sept. 23, a power outage in San Mateo caused hour-long delays throughout the system. Other smaller delays have also been more frequent now that the roll-out is complete.
Electrified trains are powered by an overhead wire and run on clean energy, similar to San Francisco Muni trolleybuses. The trains’ operating costs are increased from the previous dieselpowered fleet.
The push for electrification was largely driven by its climate effects. According to Marc, public transit makes up 2% of Bay Area emissions—of that small slice, 64% is from Caltrain, while only 2% is from BART.
The electrification project was first approved in 2016. Since then, it has cost $2.7 billion and often required temporary route alterations for construction.
Marc, however, believes that the project’s could have been achieved later
California Ave.
7:53 > 8:12
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Palo Alto
7:56 > 8:12
8:08 > 8:25 8:26 > 8:43
on at a lower cost.
“We could have taken that and doubled service for 20 years, and in 20 years electrification would have become cheaper through working with California High Speed Rail,” Marc said. “If we had just let them build first, we might be able to use their contractors and spend a quarter of what we did this time.”
Public transit in the Bay Area has struggled post-Covid. Ridership plummeted, especially on Caltrain, which primarily serves commuters. Caltrain ridership in May 2024 is one-third of what it was in May 2019.
For many public transit advocates at Nueva, the modern, sleeker, “European” look of the new trains offers a way to rebuild enthusiasm in the Bay Area for
Public Forum Team Shines at UKSO
Early season triumphs highlight team’s dedication and growth
By Anwen C Staff Writer
T
he Public Forum debate team racked up early successes at the University of Kentucky Season Opener (UKSO) early in September. Debate partners Jackson H. ’26 and Oliver A. ’26 won the tournament, earning bids along with Anika G. ’26 and Kayte C. ’25, putting them on track to qualify for the annual Tournament of Champions (TOC) in April.
UKSO brought together Public Forum debaters from around the country to face off in an intense threeday tournament. Members of the team credited their success to a combination of increased coaching resources, hard work, strong team collaboration, and a dash of luck.
In past years, however, it hasn’t been all smooth sailing; the pandemic had left the PF program with a shortage of upperclassmen and a sharp decline in national competitiveness.
“Back in 2022 and 2023, we weren't
“[The team is] definitely in a period of comeback and resurgence.”
really on the map at all,” Oliver said.
“We're definitely in a period of comeback and resurgence.”
Practice ramped up in the weeks leading up to UKSO, with some team members putting in five consecutive days of attendance. The bulk of the time was spent doing practice rounds between members or “cutting cards,” debate jargon for finding and formatting evidence for a round.
Even on the eight-hour journey from California to Kentucky—layovers and
Redwood City
8:03 > 8:12
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Millbrae
8:07 > 8:15
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8:37 > 8:45 (E)
using transit.
“If investment was turned towards a cleaner, more efficient, and more convenient form of transit, I think that could change a lot,” said Zach Moss ’26, co-lead of the Transit Club. “A lot of that depends on the perception of transit, which I think the new trains will help a lot with.”
That enthusiasm has been reflected in parts of the student body. On Sept. 20, many transit enthusiasts, including Nueva students, took a celebratory ride on the last diesel train from San Francisco to San Jose. The atmosphere was electric.
“It was actually terrifying,” Grace Bishara ’26 said. “People were taking the train apart as it went south.”
22nd Street
7:53 > 8:15
8:00 > 8:27
8:23 > 8:45 (E)
4th & King
7:48 > 8:15 7:55 > 8:27 8:19 > 8:45 (E)
all—preparation didn’t stop.
“On the plane, the people around us were not happy because we were talking so much about debate and cutting cards… we were passing computers around,” recalls Emma F. ’27, who began debating in freshman year.
Despite the hard work, the team reported forging stronger team cohesion through their UKSO experience.
“We all hang out together. We have specific sets of friends on the [national competitive] circuit,” Oliver said. “All of these things have created a new kind of identity.”
After the tournament, @nuevapublicforum, the student-run Instagram account for the team, shared a group photo in the wake of their victory. The caption? “We are SO back.”
Did You Ever Hear The Tragedy of Disney's Star Wars?
The Acolyte, recently canceled, highlights an issue familiar to Disney’s Star Wars productions
By Ethan H. Sports Editor
ver since I first watched Star Wars:
EA New Hope as a little kid, I fell in love with the movie series. I loved the characters, the galactic world, and the lightsabers especially—so much that I have six replicas scattered around my closet. I bought and played video games like “Star Wars: Battlefront” and “Star Wars Jedi: Fallen Order.” I borrowed and read books from the local library about the history and lore, also known as the Expanded Universe (EU). So when Disney announced that Star Wars’ next show would take place before the prequel movies, my favorite time period, I couldn’t wait.
Fast forward to June 4: I was quickly disappointed by the first two episodes. I gave it another chance a week later. Still disappointed. With lackluster storytelling and a mediocre cast of actors (besides Lee Jung-jae and Manny Jacinto; they were fantastic), I just didn’t find it compelling, and thousands of other fans concurred online.
Ultimately, The Acolyte was canceled, leaving it as a botched six-episode series. But why did it flop so hard? Beyond the previously mentioned issues lies another problem that appears to plague a majority of Disney’s Star Wars productions: trying to make the universe bigger when it isn’t necessary.
It’s no secret that Star Wars’ original trilogy was massively successful. Most importantly, its final product, Return of the Jedi, cleanly wrapped up the story and
left very few loose ends.
There was no need for Disney to produce a sequel trilogy with nearly the exact same story. Take The Force Awakens for example. Another character from a desert planet that becomes a galaxy-saving Jedi? Check. Another planet-sized military base that blows up other planets? Check. This addition to the already existing universe provided nothing new at all.
Disney’s approach to the sequel trilogy made the Star Wars universe feel smaller and less interesting. Everything they built up seemed pointless since viewers knew it would all get destroyed in the end.
The failure of The Acolyte follows a similar case of unnecessary forced expansion with dull characters and a lack of captivating or attention-grabbing wow moments. On top of that, the show did a disastrous job trying to do something novel, introducing a coven of hokey witches who not only call the Force “the Thread,” but also believe it can’t be used or wielded. Trying to change and write in a twist about the Force—the literal foundation of the entire series—probably wasn’t the best move to make.
However, Disney has done a lot of other shows and movies quite well, and frankly, they should try to maintain this method for producing them. Rogue One, Obi-Wan Kenobi, and The Mandalorian
were fantastic because they were grounded within what existed. They all take place around the time period of the original trilogy and follow well-known characters or groups. In The Mandalorian for example, the introduction of Baby Yoda is the perfect example of blending old and new.
This reason was precisely why the prequel trilogy and Star Wars: The Clone Wars were successful as well. Both productions took known characters and stories, and then subsequently built upon them, diving deeply into the intricacies of their stories, all taking place during known periods.
The Acolyte has already been a lesson to Disney, which will reduce the number of Star Wars shows released to one a year. Hopefully, this is a good sign of things to come, because despite my opinions on The Acolyte, I’ll still give anything Star Wars a shot every time.
Sabrina Carpenter’s New Album is Too Short But Still So Sweet
Carpenter’s builds onto her torrential success with Short and Sweet
By Alvin Y. News Editor
Coming off of two chart-topping singles, the expectations for Sabrina Carpenter were high. Carpenter delivered throughout the majority of her sixth album, further bettering her reputation as a rising superstar. In 12 tracks, Carpenter highlights her past relationship phases through 36 minutes and 15 seconds of clever lyrics and catchy songs in an unserious tone.
The album begins with “Taste,” an incredible track that sets the tone for the other songs. Carpenter emphasizes her previous experiences with relationships, providing insight into the rest of the album while incorporating a country feeling with the guitar and drum beat. When she sings, “You can have him if you like / I've been there, done that once or twice / And singin' it doesn't mean I care / Yeah, I know I've been known to share,” the slow increment in the beat and the speed of her lyrics, along with the buildup of emotions all bring out the best of her vocals.
Carpenter continues her hot streak with chart-topping single “Please Please Please”. Although the song was enjoyable when it first came
out, the chorus and beat are sporadically repetitive, even sometimes annoying. Still, Please Please Please adds to the country-type beats which were shown in Taste, along with excellent lyricism and vocals. As she sings, “Heartbreak is one thing / My ego’s another / I beg you don't embarrass me, / motherf*cker ahhh”, her impressive vocals are demonstrated as she quickly transitions between the highest note in the song to the lowest within five lines.
However, Carpenter makes what is one of her best tracks on this album in “Good Graces.” It’s a return to a more pop-centric sound, underscored by her impressive vocals and a buttery-smooth melody. Carpenter warns whoever her partner is to stay in her “good graces,” otherwise she can quickly turn against her partner if they hurt her. The chorus of the song is what makes it stand out, bringing together and highlighting all the aspects of the album: the storytelling, the catchiness of each line, and the silky fluid vocals are beautifully executed to perfection.
Pop Culture Report Card
By Neel G. Staff Writer
“You shut the f*** up. Not me, b****,” pop sensation Chappell Roan fired back after a cameraman told her to shut up at the VMAs red carpet. The next day, half the Internet criticized her “lack of media training,” as evident in various other instances—like provocative commentary at the Tonight Show with Jimmy Fallon and snappy remarks at her concerts. But I commend Roan for standing up for herself. Hopefully she can become an example for celebrities to speak their minds, and serve as a warning for fans to behave appropriately in the future.
As soon as I found out rap god Kenrick Lamar will headline the upcoming superbowl, I felt utter relief. After a series of lackluster halftime performances, Lamar is a solid pick to revive the legacy of the Super Bowl performance. With recent smash hits like “Not Like Us” and “N95” along with hip hop classics like “Humble” and “Alright,” I expect the crowd and viewers alike to go ballistic for his widely-anticipated show, especially as we’ve already had a taste of his potential in his stel lar feature at the 2022 halftime. With exciting possible guest appearances from Beyoncé, SZA, and Baby Keem, his headline will surely be one for the books. A- because he’s Cana an, not American.
Finally, Carpenter leaves listeners with another exceptional song in “Juno.” Building onto “Good Graces” and its pop melody, Carpenter demonstrates her ability to create another catchy song with creative lyricism and wordplay: “If you love me right then who knows / I might let you make me Juno,” likely implying how she would let her partner marry her. With consistent mentions of sexual innuendos disguised in the beat, melody, and vocals, the song remains at the top of the album as it demonstrates all of Carpenter’s strengths.
However, the album is not without issues. Some songs did not deliver and match the success that was emulated by the previous songs, such as “Bed Chem.” Although Carpenter again captures the key parts of her music (witty songwriting and memorable melodies), the melody of the song seemed off, especially the pause between “bed” and “chem”, which was a sharp contrast from the rest of the album.
Overall, this album doesn’t disappoint. At her highs, Carpenter produced songs that should be on all playlists across all platforms. At other times, Carpenter creates some songs that need slight improvements to recreate the emotions you get with her best songs. Overall, this album brought out her best traits: effortless vocals, skilled lyricism, and passionate storytelling, while leaving room for improvement, providing listeners a taste of her potential.
When I think of Jennifer Lopez, I think of mediocre radio hits from the early 2000s and depressing attempts at glamor and stardom. However, JLo and I don’t seem to be on the same page; despite a series of online criticisms regarding her music and memes about her dry attitude towards fans, she only makes more of a fool of herself by booking stadiums too large for her fanbase (even though that doesn’t say much) and releasing documentaries about her love life that no one watches. For the past few months, the only entertaining thing about JLo has been her steady downfall.
Nikocado Avocado is 2 steps ahead F
Popular YouTube mukbanger Nikocado Avocado recently went viral for releasing a video showing his significant weight loss and shocking viewers, racking up 42 million views. Avocado revealed he has been uploading old videos of him binge-eating, while simultaneously working on his weightloss journey. Ordinarily I wouldn’t have a problem with this, but his video was rather… odd. Wearing a panda mask, he creepily explained how he was always “2 steps ahead,” and this was “the greatest social experiment” of his life where he played with and controlled netizens “like ants.” In the video, his self-superi ority complex and eerie transformation should act as a warning that the internet is weirder and more manipulative than it may initially seem.
Just Dance
Nueva’s new dance class uplifts students with a focus on joy and movement
By Ellie Lin Culture Editor
Pull on the tap shoes, pull the laces tight. Sit for a moment, enjoy the steady thrum of excitement. Take a deep breath, then it’s time to stand up and start moving to Charli XCX!
Welcome to dance class. Dance class is a world outside of the chaos of school, a breath of serenity at the start of the day. Here, dancers enjoy a new ballet barre in tap shoes. Here, someone who’s never danced before can learn a pirouette in two weeks. Here, joy is paramount.
In fact, joy is a cornerstone of teacher Zoe Swenson-Graham’s lessons. She always injects energy into every count and instruction, peppering every student with encouragement and cheers.
“Dance class is about the joy of movement and excitement of learning how we can move our bodies,” Swenson-Graham said. “We can sweat. We can get those endorphins rushing. We can have fun. We can make mistakes and we can grow as artists, people, and dancers.”
At first, dance was just an after-school PE option. But Swenson-Graham always saw the potential for it to become a full elective. So when logistics began to fall into place last year, she jumped at the opportunity to create the class.
There are three units in the dance class: jazz, ballet, and one of the students’
choosing. Swenson-Graham likes to share the historical background of the dance style, before jumping straight into the movement. Students come from a variety of dance backgrounds, a fact that Swenson-Graham embraces.
“This class is for everybody,” Swenson-Graham said. “It doesn't matter how you walk in the door, it's how you commit to something and what you walk away with.”
Grace C. ’25 had not danced for a while before he joined the class. Throughout elementary and middle school, Grace loved performing and dancing in musicals. But by high school, his musical involvement tapered out, and a dance studio wasn’t appealing. The dance class became the perfect “middle ground.”
“It’s a nice physical outlet,” Grace said. “Especially with college stress looming.”
In comparison, Avery C. ’28, as a figure skater with some ballet and lyrical experience, was intimidated by the prospect of older, more advanced students. But by the end of the first week, her nerves had faded, and she eased into the class.
“It’s such a welcoming environment,” Avery said. “And when school work starts to ramp up, it’s a little place of peace.”
Swenson-Graham always attempts to create a low pressure and collaborative
Culture Corner
environment that emphasizes fun and movement.
“We want to get up on our feet, put our computers down, put our phones down and just move,” Swenson Graham said.
Every class starts with stretching and occasional core exercises, giggles in beat with the synth of Chappell Roan. Students attempt combinations of kicks and plies across the wooden floor, before they run through jazz choreography to Physical, by Dua Lipa. Though they can now run through it naturally, Mari M. ’25 fondly remembers the struggles of learning each fast move.
“We were all laughing, trying to figure it out,” Mari said. “I love how open
everyone is to trying new things. If you mess up, that’s fine. You try again and again until you get it.”
Paired with the diversity of dance experience, this culture of exploration makes for a “safe space to mess up,” as Grace described it.
“Out on the floor, we’re all really pushing ourselves to learn for the joy of learning,” Grace said. “Knowing that, the jump into the unknown is really exciting.”
Mari echoed these sentiments, highlighting her own personal journey with dance.
“I know I tend to stay within my own lane, and taking this class was a risk,” Mari said. “It’s definitely paid off.”
We’ve rounded up the best of culture to watch, listen, read, and do right now
By Lexi Stewart Staff Writer
Watch: EmilyinParis
Emily in Paris is a romantic comedy-drama on Netflix about an American girl who gets hired for her dream job in Paris. The fourth season of this popular show came out in two parts on Aug. 15 and Sept. 12, and came with drama, twists, and complex relationships. Filled with excitement and laughs, this show will draw you in, captivate you, and leave you wanting for more.
Listen: "Die with a Smile"
Put this in your Spotify queue: Bruno Mars and Lady Gaga’s love song “Die With a Smile.” Released Aug. 16, it became an instant hit. Both artists have powerful voices, giving the song a strong amount of emotional resonance. The catchy tune and yearning mood of the song is the perfect combination to put on repeat.
Do: SF Farmers Market
San Francisco has a wide variety of farmers markets. Located all around the city, these farmers markets are filled with different produce, baked goods, hand-crafted trinkets, and muchmore. Visiting one is an easy way to spend an afternoon with a relaxing activity. Visit the Ferry Plaza Farmers Market, Alemany Farmers Market, and Fort Mason Center Farmers Market for loads of delicious foods and homegrown produce.
Read: Holly Jackson
Written by best selling author Holly Jackson, “The Reappearance of Rachel Price” will have you on the edge of your seat. Published on April 2., this mystery thriller is about a girl whose mother reappears after mysteriously vanishing 16 years ago. The gripping plot will enthrall you and keep you on your toes, anticipating what will happen next.
Returning, Reminiscing, and Renewing Home
Summer Community Service Learning trip brings Pearl Bauer home
By Kayla L. Opinion Editor
E
ww!” English teacher Pearl Bauer yelped as her students slurped up their first tastes of balut, a fertilized duck egg and Filipino street food.
She recalled, as a young girl, stopping at a stall for balut with her family on the four-hour drive from their home in Manila to their cabin in Baguio, a mountain on the Philippines’ Luzon island where it “smells like twilight.”
“My mom would force us all to eat balut,” she said. “I would see the furry stuff and the toenails. I couldn't stomach seeing the little chicks. And so I would [eat] it in the dark.”
This summer, Bauer traveled to the Philippines for the first time in 29 years with a group of 18 Upper School students. The 14-day trip was a community service learning (CSL) trip Bauer co-developed and led with Director of Environmental Citizenship Sarah Koning.
The group visited four cities in the Philippines—Tagatay, Batangas, Puerto Galera, and Manila—over the course of two weeks. They experienced traditional and modern Filipino culture, learned about the history and lasting impacts of colonialism, engaged in environmental service projects, and savored rich cuisine. The group also met with three Indigenous Filipino communities to continue a partnership with a local nonprofit, Kabisig ng Kalahi, established by trip member and Filipino Affinity Group co-lead Ava C. ’25. The group also volunteered and spent a week learning at the Stairway Foundation, a therapy and education program for former Manila “street children.” In addition to leading the students and coordinating trip logistics, Bauer played a key role on the trip by translating the local Tagalog language to her English-speaking students.
For Bauer, this trip wasn’t just for work—it was a long overdue return to her homeland.
Before immigrating to New Jersey at 9, Bauer lived in Manila with her parents and three siblings.
Her father, who Bauer calls her “first hero,” also grew up in the city as a “street
kid.” After his own father passed away when he was 6, Bauer’s father fell into a life of selling goods on the streets to support his family and became involved with dangerous gangs.
That all changed when, at an umbrella manufacturing company, the business owner mentored her father in his entry-level position as a janitor.
There, he gained a more stable income and, as a voracious learner, became a mentee of the company head and quickly worked his way up the ranks. He eventually left the company and began several extremely successful and profitable enterprises, including his own umbrella company.
While Bauer was a young girl, political unrest in the Philippines culminated in the People Power Revolution. Little conflict ended up occuring, but their family had already moved to the United States to avoid any possibility of instability.
They moved to New Jersey—where it rains often and Bauer’s father could market his umbrellas—and into a house made possible by his professional success. They endured hardships with assimilation and adapting to life in a new country, but it wasn’t until years later that the worst would come.
During Bauer’s final year of college in the U.S., her father was essentially “blacklisted” from the Philippines, which partially accounts for her not returning home for three decades.
He had hired accountants to manage his business finances, only to discover they had stolen millions from him. To protect his family and pay for his children's college tuition, he turned to taking loans from friends and loan sharks in the Philippines.
“We were immigrants,” Bauer explained. “We didn't know that it was normal to apply for financial aid. It was all about saving face.”
But Bauer’s parents incurred so much debt that many of their once-friends turned their backs on them, upset that her father had lost so much money. He was unable to return home because of the social tensions.
“There was just a lot of shame. He just felt so depressed,” she recalled.
Meet Your Faculty
By Alexis C., Anwen C. & Senna H. Staff Writers
Julie Lugar
Substitute English Teacher
Julie Lugar, a new substitute English teacher at the Upper School, brings a diverse background in international affairs, law, and education. After earning her master’s in education and serving as a substitute teacher for different private schools in San Francisco, Lugar stepped in at the last minute to teach for the Upper School. Julie admires the welcoming atmosphere at Nueva and the genuine engagement of the students and teachers. She aims to take the pressures of high school down a notch for her students, and looks forward to contributing to the community.
While Bauer and her siblings had to work hard and help repay the family debt, they were never resentful; if anything, Bauer is grateful that her father was home more often to spend time together.
“Parents take care of you and then you take care of [your] parents,” she said in reference to Asian family norms. “Anytime I tell the story, I don't have any frustrations. It's just what we did.”
Years later and before his passing, her father eventually patched things up with his family, whom Bauer was able to visit and reunite with during the group’s stop in Manila.
Bauer explained that other interactions on the trip made her think of her father.
She was especially cognizant of her family history while staying at the Stairway Foundation, the youth children’s rights organization
that houses, educates, and provides therapy for at-risk or previously incarcerated Filipino street children.
Bauer compared the services offered by the foundation to the opportunities that the business owner provided for her father.
“If the [business owner] didn't take him under his wing, I wouldn't be here right now,” Bauer said. “It changed the course of my dad's life.”
Another experience during the CSL trip that reminded Bauer of her childhood was being surrounded by Tagalog speakers.
The sound of her native language brought back memories of her older sister Candice—the two of them are the only siblings among the four who still speak fluent Tagalog.
Growing up, Bauer was primarily raised by Candice due to the absence of strong parental figures at home. She recalled Candice being the one to care for her three younger siblings, paying bills, and buying groceries.
While she still practices Tagalog with her older sister and mom, Bauer describes feeling “so much pride” when she began hearing Tagalog 24/7. She started thinking in the language about a week into the trip.
“It was like my heart was warming and like it was fluttering every time,” Bauer said. “It just felt like home, and I didn't realize how much I missed it.”
She continued to rediscover elements of her home country, such as the “smell of Manila,” which she described as “balmy, mixed with pollution.” Or, TV advertisements on the tour bus’ small TV screen in rapidfire Tagalog, which she used to watch as a kid.
As Bauer prepared to leave her home city of Manila and return home to California— she was heartened by the many initiatives for social good she had learned about, the openness in which her students embraced Filipino culture, and the continued local connections Nueva will maintain in the coming years.
Until she returns to the Philippines again, she savors a childhood memory here in California. “When it's a little cool here in Half Moon Bay or in San Francisco, I say to [my husband], ‘it smells like Baguio!’” she said.
Get to know the three new Upper School teachers
John Carter Math Teacher
John Carter, a new Upper School Math teacher, grew up in central Illinois and attended the University of Illinois, Urbana Champaign. He has a doctorate in Mathematics Education, and before coming to Nueva, he taught math in Illinois and Hawaii and served as a high school principal in Texas. Carter enjoys hiking, spending time with his dog, and watching comedies like “The Big Bang Theory,” “Young Sheldon,” and “Schitt’s Creek.”
Paloma Fernandez-Mira Spanish
Teacher
Paloma Fernandez-Mira was born in northern Spain, although she lived in various parts of the country as she grew up. She studied Translation and Interpretation in Madrid, and discovered her love for teaching during an exchange year at Tufts University where she took classes as a student and taught Spanish to other undergraduates. She received her master’s degree in teaching Spanish as a foreign language and her doctorate in Spanish Linguistics. She is excited to continue learning about her students.
New Director of Equity and Inclusion Shawn Taylor shares his role and background “I Live My Life Through a Lens of Joy”
By Emily F. Staff Writer
S
hawn Taylor, Nueva’s new Director of Equity and Inclusion, is probably one of the most approachable people on campus. He’s eager to meet people he doesn’t know, and always wondering, what are they about?
“People get me excited. I just like to listen and hear what people say,” Taylor said. “I’m not nearly as serious as my job would make me out to be.”
Despite growing up with immigrant parents in an under-resourced community in Fort Greene, Brooklyn, New York, Taylor was able to attend a better school on a scholarship. That experience made him passionate about bringing equity and inclusion to schools.
“I realized that everybody who goes to a school should have all barriers removed because schools should be the one place you can be 100% yourself,” Taylor said.
This outlook was reinforced by his 8th grade English teacher, Mikhaell Ritter, who paid for Taylor to attend a writing retreat despite his struggles with dyslexia.
“It was one of the most amazing, selfless acts that an educator could ever do,” Taylor said. "It was transformative."
It was also one of the defining and memorable moments that pushed him in the direction of work that he does today.
Since joining Nueva in May at the end
of the previous school year, Taylor has already begun planning new initiatives.
This includes a school-wide equity audit, which would act as a way to do a deep dive into what we are already doing well, and to ensure that all levels of the school are made aware. And if there are any areas where the school needs to course correct, the audit would provide the data needed to move thoughtfully and compassionately. The audit could also create spaces for discussions around topics like managing biases, transculturalism, and engaging in courageous conversations.
Taylor has developed professional development training to assist faculty with identifying their biases and how they can show up in their work, and what actions to take if this does happen. This was in addition to coordinating the Upper School Beloved Community Day in partnership with Steven Mathis, the Upper School Equity and Inclusion Coordinator.
Taylor is also keen to use the Upper School’s robust monetary resources to support students.
“For most of my life working with young people, I have been working in under-resourced environments, so I had to make a dime look like a dollar,” he said. “Working here, a dollar is actually a
“I don’t think that anyone should dim their light for anyone else; it is the other people’s job to become brighter.”
The Next Stage in SEL's Evolution
dollar.”
Most of all, Taylor wants everyone to feel like they belong.
“You are here for a reason, so you should never be doubting yourself,” he said. “I don’t think that anyone should dim their light for anyone else; it is the other people’s job to become brighter.”
On top of his enthusiasm for his work, Taylor is a fan of “cool shoes”, enjoys reading science fiction and horror fantasy, and is a firm believer in maintaining a positive outlook on life.
“I live my life through a lens of joy,” Taylor said. “ That’s who I am as a person.”
Revamped SEL program plans for continuity between grades and a blend of practice and theory
By Jackson H. Staff Writer
T
he Upper School’s SEL program has spent years in a state of flux, with different grades’ curriculums shifting independently of one another. But starting in fall of 2024, the SEL curriculum across the Upper School is following a new, comprehensive plan.
“For the first time, we really have a 9-12 curriculum that builds upon itself.” said Lee Holtzman, who now teaches 10 different SEL blocks. “It's now not as much a place to give content or to just sit and talk loosely about feelings, but is attempting to be a skill-based curriculum.”
The process of building that new curriculum began with the 2022 strategic framework, which included creating a new approach to Upper School SEL. While SEL at the Lower and Middle Schools has been established for decades, this curriculum has been a work in progress in part due to the lack of models for these programs.
“There really aren't high school SEL programs out there. They don't really exist,” Holtzman said. “There is very little comparison to what we do, which is extremely exciting in many ways, but it really requires creation.”
After the framework’s release, a committee was formed including Holtzman and the other SEL teachers, as well as many members of administration and the counseling staff.
“It was lovely and extremely
collaborative, and one of my most joyful experiences was when it really came together,” Holtzman said. “I’m very happy with the consensus that arose out of it. Now it requires putting into action.”
The overarching focuses of each grade are distinct: freshmen will focus on questions of self-understanding, relationship skills, and adjusting to “the Nueva experience;” sophomore year revolves around emotional regulation and civil discourse; juniors focus on decision-making. Throughout, classes seek to apply both a philosophical and practical lens.
For seniors, the first half of their spring semester will consist of a Senior Seminar. Seniors will choose from a
“It's now not as much a place to give content or to talk loosely about feelings, but is attempting to be a skill-based curriculum.”
variety of elective SEL options—ranging from ethics to yoga—for a capstone project.
The 11th grade curriculum on decision-making first began with a pilot course run last spring semester . Holtzman felt that the success of the course pointed to student interest in SEL topics.
“It reminded us that Nueva students like to think about decision making in a multifaceted, interdisciplinary way,” Holtzman said. “We realized how much more we needed to bring theory into specific scenarios of practice.”
Another change is the name of the courses; terms like SOM (Science of Mind) and 10th grade’s SOUL (Students Operating Under Love and Liberation) have been retired.
SOUL, which was previously called Engaged Citizenship, brought a social justice focus to the SOM syllabus. While no longer taught under that name, SOUL content is now dispersed across the different grades.
Other SEL staples such as Open Session will remain, but the new skillbased approach seeks to reorient sessions such that each has a specific focus.
Even though the new comprehensive plan has fallen into place, Holtzman emphasizes that it is not yet complete.
“We’re really in the first iteration, and I think there’s a lot of space for student voice,” Holtzman said. “We’re seeking a lot of student feedback as we go. We are still at a midpoint where you can see the outline but it's not quite filled in yet.”
The Common Yet “Generally Not Necessary” Use of External College Counseling
Examining the college counseling office’s stance and the reasons behind seniors’ choices
By Gabriel B. Features Editor
F
amily, friends, teachers, and school counselors can all get a word in throughout a senior’s college application process. An outside consultant adds one more voice to the mix, but plenty of seniors have their ears open.
For the Nueva Class of 2025, 108 students are distributed among three counselors. The 36:1 ratio decidedly clears the American School Counselor Association’s recommendation of no more than 250:1. Based on a 2021 study from the Association of College Counselors in Independent Schools, it also falls within the typical range for students per counselor at independent schools across the country—about 30 to 40 for classes of roughly 80 to 125 seniors. By comparison, the National Association for College Admission Counseling (NACAC) reported a college counselor for every 509 students at California public schools in the 2021–2022 academic year.
On top of in-house college counseling here, a survey of the grade found that out of 44 senior respondents, 63.6 percent draw on the services of outside college counselors, also formally referred to as independent educational consultants (IECs).
The Nueva Perspective
While the school does not track IEC hiring, the college counseling department is aware of the pattern and has laid out its official position in a “Statement on Independent Educational Consultants” available on the Nexus.
It opens: “It is Nueva School’s College Counseling position that it is generally not necessary to hire an additional counselor for support.”
To Director of College Counseling Gavin Bradley, his team’s professional expertise in the college process, especially at Nueva, helps to justify the statement.
“You’ve been provided with a school that has set you up with an incredibly well-resourced college counseling office,” Bradley said.
Between Bradley, Associate Directors of College of Counseling Phil Moreno and Paul Gallagher, and College Counseling Operations Manager Erika Rojas, the team owns more than 70 combined years of experience. This month, Moreno was named the board chair of NACAC, the national governing body for over 20,000 college counselors and admissions officers.
Moreover, the four are well-versed in the ins-and-outs of the curriculum and philosophy here, and tailor their support for each senior. They all engage in the life of the school, whether as advisors, trip chaperones, club sponsors or coaches.
Bradley loves the opportunity to see students in so many different capacities, and knows that the variety of academic pathways students take is a Nueva hallmark that he is
“Do we create stress when our very Nueva-specific lens says one thing and this outside person's general lens says another thing?”
uniquely situated to appreciate and uplift.
“There’s this disconnect between the general college application process and the very specific Nueva experience that [IECs] just can’t be informed about,” he said. “We see you in all these other dimensional ways that those people just can’t.”
The WRC staff members, another asset for seniors, likewise possess long-standing familiarity with the school ethos.
“When it comes to brainstorming and revising personal statements for applications, our WRC coaches can be tremendously helpful,” said Director of WRC Jen Paull. “Since we’re steeped in the Nueva ways of self-reflection, and get to know students over the years, we can also tailor our prompt questions for each individual.”
All of the college counseling team’s evident strengths make “not necessary” the bottom-line message on consulting with an external college counselor, but that is by no means intended as a hardline stance.
“We support students with all aspects of the process. We as an office reflect the use of the ethos of Nueva though, which is student voice, student choice, empowering you all to take charge of your processes,” Bradley said.
How Students Choose
As the survey results indicate, seniors have frequently chosen to engage with outside support.
Advice geared toward a general pool of applicants, rather than Nueva students in particular, is precisely the appeal for Ethan C. ’25. He has found it helpful to hear an additional opinion on what major institutions are looking for, while also observing “strange” aspects to their approach.
“I feel like they try and put you, in some ways, into a mold that’s not exactly 100 percent reflective of who I am as a student,” Ethan said. “But I understand there can be strategic benefits to a positioning like that, because they know which kinds of applicants get into which kinds of colleges.”
Relative to the Nueva office’s stance, Ethan’s IEC places more weight on standardized test scores. He appreciates their guidance for a broader audience, and also recognizes their unfamiliarity with Nueva’s belief in exploration over specialized academic tracks. Accordingly, splits his time evenly between his school counselor and external counselor, whom he communicates with online.
Lale E. ’25 wanted to dive into planning sooner than she perceived the Nueva college counselors were ready to shift their attention to the class of 2025.
“They don’t get to us until this year, which I find a little bit too late. That’s just my preference,” she said. “I’d rather be a little more clear going into the summer, so I got an outside college counselor to get that kick-started.”
Students are assigned to a counselor at the start of the spring semester in junior year and advised to schedule an initial meeting within the first couple months. Erbay, however, has found her outside college counselor more accessible, including at that earlier stage, and she began appointments on a regular basis during the spring.
To the Nueva college counseling office, starting the process in junior spring is within reason. However, underclassmen hiring
outside help “baffles” Bradley. He worries they might be guided toward a checkbox mentality in their commitments and kept from enjoying a wide-ranging student life experience.
“I truly have no idea what I would say to a ninth grader at Nueva who has no grades and no test scores,” Bradley said. “You shouldn’t know what you want to do at that age.”
For seniors, the main area Bradley can see an IEC being helpful is executive functioning. Charlotte S. ’25 can attest to how her private college counselor has supported her in that area.
“It’s helped me because I’m a big procrastinator and know that if I only had the Nueva college counselor, I would basically just ghost Phil until like October 15, and then I would be like: Wait, I have to write this,” Charlotte said.
An outside counselor promotes accountability for Ethan L. ’25 as well. He checks in with his IEC once a week, spending double or triple the time with them compared to his Nueva counselor.
From a sample of 44 seniors, 28 consult with an outside college counselor
From Bradley’s viewpoint, heavy time commitments to an IEC risk further straining seniors’ bandwidth and can occasionally detract from his ability to grow relationships with seniors, which is among the parts of his job he values and enjoys the most.
“This is a broad experiential engagement, and building trust and approachability is something we’re really invested in,” he said.
“When there’s another cook in the kitchen, it gets distracting, and it’s hard to develop that rapport.”
Still, most students who work with an IEC value the extra source of input.
“Hopefully with two opinions, you can be more educated with your decisions,” Ethan said.
On the other hand, one of Bradley’s most significant concerns on students’ behalf is unintentionally contradicting an IEC’s advice and causing confusion.
“I do worry about what happens when the outside person is trusted and gives one
advice, and I’m trusted and I give contrary advice,” Bradley said. “Do we create stress when our very Nueva-specific lens says one thing and this outside person's general lens says another thing?”
Some students opt to stick to one counselor because they prefer fewer voices.
Natalie C. ’25 has her Nueva counselors and parents to ask questions about college, and finds that more than enough.
“I feel like there’s already too many voices. Like, the last thing I want right now is more,” she said.
Given their parents’ involvement, Vinca L. ’25 does not consider an external counselor necessary either.
“My mom is basically functioning as my outside college counselor,” Vinca said.
Natalie also considered financial cost in her assessment of hiring an IEC.
“External college counselors are really expensive, and we pay a lot to go to a school that has college counselors, so why not use the resources?” Natalie said.
The Independent Educational Consultants Association reported that comprehensive fees for IECs in 2022 ranged from $4,000 to $7,500 nationally, with a $5,335 mean in the West Coast region.
Community Atmosphere
Ethan’s sense of the environment surrounding external college counseling echoes a number of Bradley’s concerns, but at the same time he is content with his personal choice.
“I think there is pressure for people to get an outside counselor. A lot of people have them…I don’t think it’s necessary,” he said. “I think Nueva has a really good program, but I find it beneficial to have an outside one, just to have someone that I can set up a meeting regularly with.”
The last thing Bradley wants is pressure about consulting IECs to make a process already fraught with built-in anxiety worse. He wants to make sure nobody feels pushed into hiring one, whether it is students or their parents.
“This is not something that everyone’s doing, and this is not something that adds value every time for every kid,” he said.
At the end of the day, however, Bradley will not get in the way of students like Ethan L., Ethan C., Lale, and Charlotte, as long as they feel happy with the college counseling setup they have created.
“If somebody’s getting what they need from a place that’s not here and it’s positive and helpful for them, then I would never say don’t do that,” he said.
An IEC is not a must-have, but when it ultimately comes down to seniors’ choice, time management needs, cost, and desired perspectives shape their decision on whether to hire or pass on external college counseling.
Braving the Where Discourse
Navigating the complexities of student activism, political
The Internal Revenue Code prohibits all 501(c)(3) organizations from directly or indirectly supporting any political campaign on behalf of any candidate for elective public office.
One part of the new guidelines, which have been drafted but not yet finalized, requires Nueva teachers not to discuss who they are voting for or what causes they support while on campus. Teachers have also been asked to refrain from wearing or distributing clothing or accessories (stickers, pins) that support particular candidates.
“On a teacher level, I don’t think a teacher should come in and say I’m going to vote for this person, and let’s debate,” Raynal said. “Rather, they should focus on providing all of the facts.”
I. Redefining civil discourse
Nueva is known as a place where spirited discussion and conversation thrive. At student-led clubs like Roundtable, PEPC, and EPIC, students engage in discussions around current issues including politics and bring guest speakers to further those conversations.
But at the end of last year, administrators noticed a need for more formal guidance and opportunities for civil discourse.
“We had some, what I’ll call, catalytic moments,” Fertig said. “The significant geopolitical conflict in the Middle East showed up on college campuses and then at Nueva at the end of the year.”
In late 2023, as university campuses erupted in student-led protests over the conflict in Israel and Palestine, the Nueva campus remained largely quiet. By the spring, however, that bubble of silence began showing signs of strain.
Students and faculty and staff met with administrators to discuss activism around the conflict.
The Muslim Student Association and Jewish Affinity Group both held separate meetings to discuss the conflict, but the two groups never convened together for discussion. A digital “solidarity statement” was
community, even making its way to alumni, and was ultimately taken down.
“The events of last year were a catalyst to accelerate our work to create a civic engagement protocol,” Fertig said. “We needed to create civil discourse guidelines that would help students have these difficult conversations.”
Nueva maintained that, as a school, it could not and would not take a political stance on the conflict. But could students and faculty? And if so, in what way? With what feels like a momentous presidential election looming, these questions became particularly urgent.
“Last year we learned in some harder ways that we needed a better shared understanding of guidelines and a set of stronger shared skills so we could engage around the truly difficult topics,” Raynal said.
Before establishing guidelines around civil discourse, the first thing administrators and faculty needed to figure out was how to define the practice.
“We had this debate in our leadership team about whether we are talking about civic or civil discourse,” Raynal said. “We don’t want civil, as in polite. We want civil, as in for the good of the people, which is not just polite but also brave so students can figure out how to disagree respectively.”
Nueva has based much of their discussion around a document by the Edward E. Ford Foundation called “Thriving in a World of Pluralistic Contention: A Framework for Schools.”
John Austin, the head of Deerfield Academy in Massachusetts, spearheaded a group of heads of schools to create the framework, and they published the document in January to help educational institutions deal with growing polarization and conflict on their campuses.
“Tolerance of upsetting and offensive speech is a time-proven way to peacefully manage conflict, promote dialogue, and foster understanding,” reads a section in the document on toleration of expression.
Through paragraphs of research, the document argues that conflict, far from being detrimental, can serve as a catalyst for deeper understanding if approached with authenticity. Yet, a gray area still exists in this pursuit of conflict. Should all ideas truly be listened to, even if they are considered dangerous?
The framework seems to argue yes. It quotes the American Library Association’s statement on the Freedom to Read, which encourages librarians to “make
available the widest diversity of views and expressions, including those that are unorthodox, unpopular, or considered dangerous by the majority.”
The framework also acknowledges the complexities surrounding partisan speech in educational settings. While it advocates for expressive freedom, one notable section warns that “teachers cannot reasonably expect privacy when speaking in their private capacity as citizens, especially on social media.”
These many complexities and “gray areas” in civil discourse at independent schools contribute to the difficulty of making the transition from principle to practice.
During discussions about implementing the framework, Raynal said that administrators struggled to find a way to translate the framework's sentiments on embracing political polarization and “brave” discourse into actual policy.
“The document says to have autonomy for students and self-determination, you need to have civil discourse,” Raynal said.
“I joked that I wanted the next page of the framework because it tells us the best practices, but it doesn’t say anything about how to implement them.”
II. Setting the tone for discourse
When thinking about implementing the Edward E. Ford Foundation framework, one approach that members
“The events of last year were a catalyst to accelerate our work to create a civic engagement protocol,” Fertig said. “We needed to create civil discourse guidelines that would help students have these difficult conversations.”
of a “civil discourse subcommittee” the Upper School came up with was increasing civic engagement.
“A lot is going on in the world right now,” Raynal said. “We want students to engage in it, and at the school that’s going to look like civic engagement opposed to partisan action.”
History teacher Chelsea Denlow heavily involved in the Upper School civil discourse subcommittee and discussion around shaping civil discourse at Nueva. In her 11th-grade American history classes, Denlow has led full-class discussions about the presidential debate.
“In these classes, the point is to understand and not persuade,” Denlow said. “I don’t care what my student’s views are on Harris or Trump, but I them to understand why people would feel a certain way or vote a certain way.”
In her classes, especially when discussing current events, Denlow is conscious of popular assumptions about the homogeneity of students’ beliefs Nueva.
“I think the assumption is that the majority of this community is liberal and would vote for Harris, so what can we do to make someone who is Trump supporter feel comfortable in conversation? That’s what I have at back of my head,” Denlow said.
This school year, all students will participate in two civic education related WOWs offered by students and teachers. Denlow, who will lead workshops on those two WOW days, said she thinks about civil discourse in three buckets: talking across differences, media literacy, and civic education.
In an email to the student body asking for student volunteers to lead their own civic WOWs, Scheduling Coordinator Kevin Dineen said, “The goal is to help students gain the skills and knowledge to become engaged citizens.”
“We’re thinking critically about how to be better, both as individuals and collectively, and so it’s pretty cool to to a point where we’re openly examining new protocols that we can use to have these conversations,” Snyder added.
III. Student voices and the election
While Fertig is adamant about the new civil discourse policy stretching beyond Election Day, he acknowledged the presidential election’s impact on adding urgency to civil discourse-related conversations.
In her classes, Denlow has opted face student concerns about the election head-on through a running Canvas assignment where students can submit questions they have about the election.
the Gray Zone: Discourse Begins
complexities of civil discourse, community members confront challenges political polarization, and the value of civic engagement
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for right students that’s as was School discourse American full-class debate. Denlow student’s want would way.” about at the a in a the related teachers. on thinks buckets: how to get examining have the far acknowledged discourse-related to election submit election.
“We’re in this moment where we need to focus on education and understanding around the election,” Denlow said.
11th-grade history teachers are currently developing a new unit on constitutional issues and tracing them to the present day.
One student taking American history, Anika G. ’26, sees civil discourse as a valuable skill that she will take with her even beyond Nueva.
“Those skills are impactful, no matter where you go, to be able to have conversations with people you disagree with,” said Anika. “In election years, having learned that in school will make students feel more comfortable and more validated when they have those conversations with family, which can often be more contentious.”
However, Anika maintains that the rollout of civil discourse-related education and activities must continue beyond the election.
“If we only have discourse around the election, then we perpetuate a mindset that civil discourse and politics are only relevant in election years, which just isn’t true,” Anika said. “Politics is always present and there needs to be more of an effort to teach that.”
Ayaan M. ’26 has seen firsthand the importance of increased civil discourse practices and education, especially at Nueva.
“Having more experience here
ever important to implement in Nueva.
“Our culture can isolate certain political viewpoints. I think that is why civil discourse is not successful at Nueva and unique viewpoints aren’t often shared,” Ayaan said.
Kevin C. ’26 highlighted other practices of political discussion spaces and examined misinformation as important to disrupting school culture reminiscent of “a hall of mirrors,” as he described it.
“A moderated zone where students can discuss any current event or political issue with teacher guidance would be helpful and popular,” Kevin said. “But it shouldn’t change student and teacher relationships, or classroom dynamics.”
Kevin agrees with the new policy and frames teachers sharing their politics as a hindrance to students comfortably engaging in politics at school.
“In the classroom, it should be factbased,” Kevin said. “Students should get the opportunity to think on their own.”
Conversely, Ayaan highlighted the role honesty plays in the classroom and student-teacher relationships.
“I think [teacher] opinions should be out there since that allows more honest conversations in class,” Ayaan said. “There is a natural stigma for talking about politics. If you put any kind of barrier around politics, it can make it that much harder for
students to engage.”
Anika emphasized the nuance of the issue, describing the different circumstances when a teacher sharing their views might be implicitly helpful.
“In a math class, for example, it's not necessary for me to know my teacher's views. And my teacher shouldn't bring it up randomly,” Anika said. “But in a [humanities] class, teachers might end up implicitly sharing their views when they join the discussion, or when they explain their values.”
Still, Anika noted the significance of students knowing that teachers do have political beliefs too.
“It’s important that [students] understand where their teachers are coming from and that their teachers are not non-
partisan neutral beings,” Anika said.
Snyder said she would encourage community members to think of civil debate as an active battle, something to both facilitate and encourage, rather than taking Nueva’s ideological uniformity for granted.
“We believe we are in such a progressive setting; sometimes we assume we are not silencing people’s views or causing them to be afraid,” Snyder said. but sometimes we take not othering people for granted when, in fact, that’s what lets us get kind of lazy on examining if we are silencing people’s views or causing them to be afraid,” Snyder said.
makes it easier to have open, honest conversations [about politics] in the real world,” Ayaan said.
Ayaan pointed to what he sees as a current school culture that prioritizes majority-held opinions as to why civil discourse is
Building the Blueprint for AI Use
Nueva is grappling with how to integrate generative AI into the classroom.
By Senya S. Staff Writer
Developing AI use guidelines
In the last two years, chatbot artificial intelligence (AI), or computer programs that simulate conversation with human users, has become a hot-button topic in education. While many schools have chosen to outright ban the technology, Nueva allows AI use in the classroom with restriction.
Before this year, there were no standardized guidelines surrounding AI use at Nueva. Instead, teachers had to improvise their own policies. Generally, they framed student AI use under the lens of academic integrity.
“When ChatGPT came out a few years ago, I immediately had a conversation with my students about how we use it ethically,” said English teacher Pearl Bauer. “I really tried to make it a collaborative thing in all my classes—a co-creation of knowledge.”
In fall 2023, Nueva formed its first AI committee, which consisted of six teachers—two each from the English, history, and science departments.
Its goal was to create a comprehensive framework for AI use at Nueva.
“The idea [was] to, on the one hand, maximize the freedom for teachers to make decisions on an assessmentby-assessment basis, while also having it so that when students hear the expectations, they know what it means and what it looks like between different classes,” said AI committee member and history teacher Simon Brown.
Such objectives sought to balance concerns of academic dishonesty and disruption of student learning while still allowing appropriate AI innovation.
Nueva’s six-person committee studied existing AI policies at both the high school and university level, and eventually came to the Red Yellow Green (RYG) framework. The RYG framework trifurcates AI use depending on the goal of the class or assignment. Each level has an increasing lenience in AI use, red being the most restrictive and green the least.
While other disciplines have
yet to create formal policies around generative AI, the English department has adopted their own version of the RYG framework. This fits with the intended goal of RYG, since it was never meant to be a strict policy, just a guideline.
“I don't think the expectation is that [the framework] is a common language that every single teacher uses,” Brown said.
“It's more like a resource, or a helpful way for teachers to think about [AI use] and to talk about it with their students.”
As new issues arise, this adaptable AI guidance will be invaluable.
Considerations around AI art
One form of curbing academic dishonesty that Nueva may be able to address is around the use of AI art. Art teacher Rachel Dawson feels saddened that AI art is often trained on artists’ work without compensation or credit.
“I feel really sorry for the artists whose work, without their permission, was put into this system,” said Dawson.
“That's an ethical issue that
San Francisco's Retail Dilemma Unraveled
bugs me as an emerging artist myself.”
Multiple lawsuits have brought to light that several leading AI image generation models have trained on repositories of artist’s work without their permission.
“Many of these artists have spent years and years honing a style, and then their work has been taken and appropriated somewhere else, where some of
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[them] are being rejected because their work is no longer looking original,” Dawson said.
Nevertheless, similar to Nueva’s approach with generative text, Dawson takes a forwardlooking approach to AI image generation: “It's a tool that is not going to go away, and I do think that [it could have an] interesting place in the process of making.”
From locked shelves to heightened security, the city's retailers are answering a surge in shoplifting
By Callum S. Staff Writer
Nate B. ’26 is no stranger to helping out unhoused people he sees while shopping at the 4th Street Walgreens—he has bought them trail mix, water, and small necessities.
But what about a $200 blood pressure machine set?
Before he can finish politely declining, it is snatched off the shelf and walked out of the front door, all while the security guard watches on.
Brazen acts of theft like this have become increasingly common in San Francisco.
Reporting from The San Francisco Standard showed that some Walgreens stores had to resort to even locking mundane items like gum behind glass casings and employing thirdparty security guards with fewer corporate restrictions.
For many San Francisco residents, shopping for essentials has become a hassle, with products once readily available now locked behind glass.
“If you want to get a razor, you need to call a customer service agent, and it’s really inconvenient,” said Justin C-B. ’26, who lives in Potrero Hill. “I mean, that could turn a two-minute trip into a five to 10-minute trip.”
Employing these strict security measures is often seen as a necessary strategy for retailers dealing with high rates of theft.
The store on Market and 9th Street is dubbed “San Francisco’s worst Walgreens” by SFist, with countless instances of violence and grand theft.
The security guard, who spoke on the condition of anonymity because of corporate policy, is familiar with the most commonly stolen items.
“People target laundry detergent, deodorant, medicine, ice cream, really anything with street value that they can get a quick buck for,” he said in an exclusive interview. “Usually, the people who steal from this location will go a few blocks down to a hub of boosters and crackheads to exchange the stuff they steal.”
As stated by the security guard, most stolen items from Walgreens are “boosted,” meaning they are subsequently resold for a profit on the streets. This is further supported by San Francisco Supervisor and mayoral candidate Ahsha Safaí, who noted that stolen goods are often resold in open-air markets in areas such as United Nations Plaza—a location close to the store.
These extensive markets for stolen goods play a major role in driving up San Francisco’s theft rates.
The security guard also expressed frustration with the company’s policies, which prevent employees from taking more assertive action unless physically provoked.
Typically, he starts by blocking
their exit and requesting that they drop the stolen items.
“Sometimes they will scream at or threaten me, but most people leave the stuff behind,” he said. “But when they refuse to give me the item, I can’t really do much and they leave the store.”
The guard explained that according to company policy, he is only allowed to use physical force on the shoplifter if they touch him.
San Francisco resident Marc C. ‘27 believed that petty crime has become associated with the image of San Francisco.
“While we aren’t happy about it when we see it, I think a lot of us have come to accept it as normal,” Marc said.
Marc further pointed out a growing shift in disdain over the frequency of shoplifting incidents: “A lot of people are fed up with it. We’re starting to value it more in our elected officials, and we’re willing to take more action,” he said.
When asked for solutions, many citizens and politicians target California’s $950 threshold for theft to be considered a felony. On the other hand, Marc believes the issue lies deeper than adjusting that number.
He notes that California's $950 threshold for felony theft is among the lowest in the country.
“Sometimes [shoplifters] will scream at or threaten me...When they refuse to give me the item, I can’t really do much.”
In contrast, Texas sets the threshold at $2,500.
However, the penalties for misdemeanor theft are significantly harsher. In Texas, offenders can face up to five years in jail, whereas in California, the penalty is typically a $1,000 fine and 24 hours of community service.
“That's what we get wrong when we talk about crime in San Francisco,” Marc said. “I think we need to increase the punishments for a lot of these crimes.”
As the mayoral debate intensifies with the November 5 election date approaching, curbing petty theft has been a key issue of political discourse— signaling a potential shift toward updated policies.
The Nueva Current Volume 8
Masthead
Josie B. ’25
Editor-in-Chief
Natalie L. ’25
Managing Editor
Alvin Y. ’26
News Editor
Gabriel B. ’25
Features Editor
Ellie L. ’26
Culture Editor
Kayla L. ’26
Opinion Editor
Ethan H. ’25
Sports Editor
LiAnn Yim
Faculty Advisor
Staff
Anwen C. ’26
Alexis C. ’27
Emily F. ’27
Jordan F. ’27
Neel G. ’27
Jackson H. ’26
Senna H. ’26
Niam K. ’26
Anvi M. ’28
Natalia R. ’28
Senya S. ’26
Callum S. ’27
Alexandra S. ’28
The Nueva Current strives to provide informative and impactful articles for our community. Our issues cover stories related to our school, the Bay Area, California, and other relevant spheres. We are dedicated to helping readers understand the ways in which we can all make a difference in the world around us.
The opinions expressed in The Nueva Current belong solely to the writers and are not a reflection or representation of the opinions of the school or administrators.
The Nueva Current is distributed to current and alumni members of The Nueva School community. Press run is 600 copies, printed by FolgerGraphics. Fonts used in Volume 8: Very Vogue, Seriously Nostalgic, Awesome Font, Glamour Absolute, and ITC Galliard Std.
The Nueva Current is a member of the NSPA and CSPA. NSPA Pacemaker Finalist 2020, 2022, 2023. Pacemaker Winner 2022. Gold Crown winner 2023.
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Stop Trumping on Kamala Harris' Laugh
For Donald Trump's campaign, Harris’ laugh is just a punching bag of mockery. But for me, it's a representation of my culture
By Neel G. Staff Writer
Last month, as I watched clips of former president Donald Trump’s rally speech in Pennsylvania, I was taken aback by a distasteful stab he made towards Harris’s laugh.
“That’s the laugh of a crazy person,” Trump sneered. While he was expected to discuss economic policies, he instead digressed into personal insults aimed at Harris. “It’s the laugh of a lunatic,” he continued.
It’s not just Trump. Countless others, often on X (Twitter) posts and on Fox News, criticize Harris’ boisterous laugh as being unprofessional and unnecessary—but why?
Yes, it’s true: her laugh is more authentic than the men that have succeeded her. She cackles loudly, with pure joy and authenticity wrapping around her powerful words or sly jokes. But why is that a bad thing?
Historically, the common trope of a successful, effective politician is a white man, considered as “All-American” because of his race and gender and the contained way he carries himself.
On the other hand, Harris is a black and Indian woman whose laugh is widely and discriminatorily considered “uncontained,” or “unprofessional.”
I believe the reason she receives hate for this is simple: her pride in breaking the status quo image of a successful politician makes people with racist mentalities uncomfortable. What Trump and his supporters overlook is that laughter is a statement of joy and resilience for people of color.
Harris’ laugh resonates with me not just as being authentic and spirited, but as an expression of culture and as an act of defiance against white standards. I see it as a representation of the struggle that people of
“Apparently some people love to talk about the way I laugh. Well, I have my mother’s laugh, and I grew up around a bunch of women who laughed from the belly. "
color face around the nation.
Like vice president Harris, I grew up around belly-filled laughs from my family. In Indian culture, we passionately express our emotions, even if strangers are present. I grew up with loud exclamations of happiness and stern scoldings, whether or not we were in a public space.
As a result, I also constantly observed irritation from white strangers towards my family, whether through dirty looks or requests for us to lower our volume. When you add on stereotypes perpetuated by jokes in the media and political commentary on similar cultural joy, I often feel misplaced in white environments because of my culture and family.
And, it’s not an independent experience. People of color face backlash regarding taking up too much space in public, creating a stigma around BIPOC and their “loud” behavior. It’s not that we are louder, but rather criticized for expressing ourselves in an environment where white joy is the only normalized form of expression.
You’ll often find these criticisms being emphasized in the media, with a screeching brown or black character
Attending to My Success
with a heavy accent in a TV show or movie.
That’s why when I first heard Harris’ booming laugh, it felt like home. For the first time in a political scene, instead of seeing someone with stereotypical all-American ways, I was represented by someone who shared the laughter of the women from my culture and challenged the ongoing criticism against ethnic joy.
So, while Harris’s unapologetic facial gestures may inflame some voters and politicians, I hope they can unlearn that stigma around Harris. When they attack her laugh, they also condemn how people of color act and further ostracize them from the political world.
Harris isn’t a “lunatic.” She’s a person of color who laughs, unapologetically.
How Nueva’s new attendance policy speaks to our lack of discipline at large
It was becoming a joke. My attendance record last year was funny at best and a source of deep embarrassment at worst. In sophomore year I racked up a horrifying 51 unexcused tardies. It was normal for me to rush into classes a few minutes late, an irremediable habit.
Then, this year, English teacher Sarah Muszynski entered with her class syllabus, informing me of the school’s new attendance policy. Four weeks into the school year, I still somehow have a clean record: zero tardies.
The policy, in my experience, is proof that discipline is an important element in making students the best they can be.
The Upper School is uniquely forgiving when we students make mistakes; other comparable schools in our area are stricter and far less flexible.
For example, at Lick-Wilmerding in San Francisco, they have a attendance policy where four tardies result in a 1/6 grade drop; a clear course of action if student bullying or hazing occurs; and a grade-wide training at the beginning of each school year to discuss their student handbook.
While I value our school’s grace and leniency, I think that clear and firm consequences—or, at least, the threat of them—could deter many of us from making errors in the first place. Ultimately, I believe our school needs more discipline to shape us into better students and better people.
The new attendance policy requires checkpoints at six, eight, and 10 class absences, where families and administration get increasingly involved in conversations with the students.
Consequences may result in students not receiving course credit, losing privileges like open-campus access, and taking a leave of absence. A tardiness or mid-class break longer than 25 minutes, or three tardies, also yields an absence.
I first learned about the attendance policy while interviewing US Master Scheduling & Academic Data
Coordinator Kevin Dineen and Dean of Students Jackee Bruno and reporting on the new attendance tracking in Nexus last fall. I remember grimacing as they mentioned the potential of a discipline policy— What? Discipline at Nueva?—because getting anywhere on time is one of my biggest shortcomings. So, when the rules finally rolled out this fall, I was relieved by their relative leniency. I would need at least 18 tardies (which become six tardies) to get a call to my parents! I knew that I would never reach this number—but, still, the possibility of getting in trouble flipped a switch for me.
This year, I have changed my morning schedule, started communicating with my sister about leaving for school earlier, and have breakfast on the go if I am running late.
Now, these are not significant sacrifices or struggles I am enduring to avoid discipline. I think, at Nueva, we often have this fear of implementing too much punishment because it could adversely affect students emotionally or mentally.
At the risk of facing negative consequences—
By Kayla L. Opinion Editor
true consequences—I am a better student because of the administration’s stronger stance. In many classes, being a few minutes late is the difference between knowing or not knowing the class agenda; getting or not getting the chance to review tricky problems on homework; and even, chatting or not chatting with classmates five minutes before class begins, which we all know are the most magical moments of this school.
I believe that discipline at Nueva can extend beyond the new attendance policy.
Again, I know our school's patience for its students is what makes it unique and a wonderful place to be. I truly admire how we hear everyone out before dealing punishments, understand that one-size-fits-all solutions do not always work, and realize that nothing we do can be black or white.
But sometimes I wonder, if leaving plates around campus resulted in detention, would our sofas still be littered with half-eaten lunches? If we knew the exact repercussions of misbehaving on school trips, would we find ourselves in restorative circles after the fact? If using slurs resulted in immediate suspension, would we have students using poisonous language so often?
I acknowledge that punishment and discipline can be done poorly, that it does not work for everyone, and second chances are important.
From informal conversations with my peers and classmates, though, many of us are not opposed to stricter guidelines at Nueva. Some even welcome it, citing that it would force us to break free of the ‘Nueva bubble’ by just a bit.
While you may still find me sprinting to class in the mornings, I am not arriving late so often anymore. I know it is a small success, but I am proud because I am better prepared to be a professional and an active participant in my future.
14 Opinion.
Student Standoff
Should teachers voice their political opinions at school?
Your Politics? Not on the Syllabus!
How can teachers best prepare the next generation for political engagement?
By Davis D. Guest Writer
Our upbringing, for better or worse, often indoctrinates us into a variety of beliefs: religious, moral, and political. However, particularly in high school, students begin to develop their own beliefs, often departing from and reconsidering the ones passed down by parents.
I was raised by liberal Catholic and libertarian atheist parents. However, I’ve reconsidered and let go of many of their teachings. I now practice Eastern Orthodox and have developed a more moderate political perspective.
steps to maintain this environment. Bias in our curriculums would hinder having a complete academic understanding of the topic or its history. Even small moments when political bias might be visible coming from the teacher can have large effects on classroom dynamics.
Modeling Dialogue
Teachers should set the tone for a classroom culture of embracing discussions with diverse perspectives
By Lara M. Guest Writer
AsI’m reflecting on my high school journey, I cannot help but note the importance that difficult conversations had on my growth in both academic and extracurricular contexts, a priority which I aim to embody for the Model United Nations (MUN) team.
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A major component of this has been that my teachers presented various perspectives in an objective way, allowing me to develop my own beliefs. It is my belief and experience that teachers should support high school students in understanding their own values by providing space for students to freely think through and discuss political ideas. And a component of facilitating this is for teachers to not express their own political opinions.
In moments where I’ve felt that a teacher was pushing a certain narrative— although most of our teachers do a great job not doing this—I’m uncomfortable sharing a differing perspective. In turn, this has made it difficult for me to consider the doctrine put forth.
I appreciate how objective and impersonal my teachers have been over the years on political subjects and beliefs because it has helped me to be more open-minded to those which are contrary to the ones I’ve been raised on.
A recent example of this has been Simon Brown’s Ideas in Political Economy class this year, where I’ve been considering socialist arguments clashing with my pro-capitalist upbringing. In all of my History classes—from my conversations with Chelsea Denlow about modern American politics, my lessons from Tom Dorrance about controversy in the Industrial Revolution, and my discussions with Barry Tressler on global geopolitical issues—their focus on helping students develop their perspectives rather than expressing their own has greatly assisted my learning.
I appreciate that our institution takes
This raises concerns. Teacher biases can affect students’ receptiveness to new ideas, particularly in subjects like history, economics, or politics.
A student from a conservative background might resist liberal arguments from a teacher they view as biased, while a student from a liberal household might accept those same arguments without critically considering their merits or drawbacks.
Let’s examine the situation of a hypothetical student who was raised in a racist household, with extremist ideas engraved into their mind.
If they came to Nueva, it would be very difficult for them to be receptive or even just listen to arguments against racism. These learners need to be treated with respect and conscientiousness, regardless of their inherited beliefs, and presented with alternatives in an unbiased manner.
This might be difficult to understand for some Nueva students. Many of them come from liberal households, and the school’s culture tends to reinforce those ideologies. However, just as it’s important for them to share their progressive ideals, it’s equally essential to create an environment that allows students to navigate their ideological transitions.
Let us continue promoting Nueva as an environment where free-thinking is encouraged—where educators present arguments from across political and religious spectrums and students openly and confidently discuss.
Fundamental to model diplomacy is understanding differing perspectives and tackling the political (and often personal) challenges of countries or representatives whose stances you disagree with, from human rights abuses to repressive attitudes towards gender equality. In other environments, we’re often encouraged not to risk difficult or offensive conversations, but the nature of MUN encourages this strife and provides the opportunity for greater understanding of backgrounds through exposure to new viewpoints.
This is integral to extend to the classroom: in this vulnerability and friction comes the opportunity to learn, connect, and be exposed to someone’s worldview likely shaped by their unique experience. In the way MUN exposed me to a diversity of opinions and beliefs, every student deserves this exposure in their educational settings.
Teachers sharing their opinions about politics, their interpretations of history, and the way their background has helped shape their opinion shouldn’t be a barrier to a comfortable classroom. In fact, the very nature of Nueva’s emotionally-aware philosophy is built on this foundation of constructive dialogue and opinionated debate, relying on our teachers for their input and expertise.
We should normalize respectful disagreement in our classrooms, and teachers should have the choice to model the process for their students. By interpreting facts through their educated perspectives, they embody vulnerability and critical thought, which encourages more fruitful conversation.
In other environments, we’re often encouraged not to risk difficult or offensive conversations, but the nature of MUN encourages this strife and provides the opportunity for greater understanding of backgrounds through exposure to new viewpoints.
Students gain more from opinions in the classroom than just the objectivity of a textbook—hence the benefit of our teachers with so much expertise which will only serve us well in the future.
We know that textbooks and even the most “factual” accounts of history or current events are nonresistant to bias. Integral to a critical interpretation of world events are diverse opinions, and the acknowledgement that there is no such thing as an unbiased interpretation of the facts or an objective record. We’re all familiar with the phrase, “history is written by the victors,” which is explicitly relevant here. What is recorded and reported by the news is generally controlled by people in power, so context and subjective interpretations expose us to the nuance of the past and present, giving us the opportunity to develop our own interpretations.
We can’t wholly understand the happenings of our world without unpacking the biases of its authors, which makes critical and well-reasoned interpretations by our teachers with a lifetime of real-world education under their belts all the more necessary.
How opera helped me grieve, act by act Soprano and Solace
By Ellie L. Culture Editor
Act I. Denial
The call comes in the middle of the night. Death waits for nobody. Especially not me, several hours away, hoping death might be staved off for another year. My grandpa has cheated death before, I reason. And so he does, it seems, for at least a few more days.
My mother tells me to enjoy Vicenza and the International Lyric Academy, the opera program keeping me in Italy. I can hear the caution in her voice, even if I pretend not to.
I begin to lose myself in my luck. There’s cheesy pasta to devour. There’s a hundred Italian words to butcher. And of course, there’s the opera.
Die Zauberflöte, or “The Magic Flute,” is a fantastical opera, stuffed with healthy doses of vaguely magical royalty, bird people, and murderous drama. Our production teems with opera professionals. It’s intimidating and somehow gratifying at the same time.
I learn how to hold myself on the stage of Teatro Comunale di Vicenza. How to make friends with people at least five years older than me. How to sing clearly when sitting down. Each little lesson captures my wandering mind and returns it to the opera and my role.
I play Spirit #1, a glorified angel masquerading as a little boy. I hold many harmonies in German I can’t pronounce, and have a few solo lines in the Act II finale. I still can’t imagine missing opening night. I also can’t stop thinking about home.
When I start thinking of home, I know it’s time for me to sing: three C’s in sharp succession, connected to a repetitive melody I can sing in my sleep; a sixth interval jump up to A6, the kind that tears my voice into a whimper I cannot choke back before my mind veers to thousands of miles away.
The next morning, my mother says that it’s time to go back home.
Act II. Bargaining
I listen to the soundtrack of Die Zauberflöte on the long way back. There are two flights to get home, and the Newark layover gives me even more time to listen to both acts over and over.
I listen to love songs like “Dies Bildnis.” Songs with religious overtones like “Zum Ziele.” Triumphant songs like “Die Strahlen.”
Two weeks ago, on a similar plane ride, I had played the same songs over and over, so I could commit the German to memory. I had thrummed with excitement, my fingers tapping out the rhythm of each melody.
I do the same now. I am not excited—I already miss the vividity I spun for myself in Vicenza—but a certain anticipation grips me. Its name is hope.
I’m not naive enough to think my grandparents will live forever. I know the clean stench of the ER. I know health scares all too well. I know life expectancy rates.
But no matter how much you think you know something, your hope can still win out. That’s what makes hope so dangerous.
After I run out of movies on the plane, I start dreaming. I imagine my grandpa at my high school graduation. I imagine the pride on his face, his smile.
He made me believe in the power of dreams. After all, his American dream brought him here from Korea, let him carve out a life in this unflinching world.
As I dream, I throw a few bargains into the universe. If my grandpa makes it to my graduation, I’ll be a much kinder person than I have been. If I get just one more smile from him, I’ll be the best granddaughter. Before we land, I listen to “Hm Hm Hm,” an ironic song with Papageno, a bird creature. It’s not the first time that he
attempts to bargain with the Three Ladies, attendants to an evil queen, and it’s not the last. But it bothers me, just how hopeful he is. They’ve taken his voice, so he can only hum his hope.
Papageno knows it’s futile. He still hopes.
I still dream.
In fact, I am dreaming in bed when he passes on, shortly after we arrive in California. My eyes are still shut when I hear the news.
When I finally open my eyes, it’s not just a new day. It’s a new world. My grandpa is gone.
Act IV. Sadness
I like to think that I cherished my time with my grandpa. Then I remember missing visits when I had too much work, and regret churns inside me.
I like to think I was a good granddaughter. But I was not. Am not. I still have three grandparents I sometimes forget about, after all.
Act III. Anger
The angriest song of Die Zauberflöte is its most famous. “Der Hölle Rache” is a furious aria sung by the otherworldly Queen of the Night, who urges her daughter Pamina to kill her mortal enemy Sarastro. It was made for a soprano who specializes in extremely high runs and leaps.
It’s the kind of aria that I can only dream of singing one day. It’s also the only aria I can bear to listen to.
At home, there is no use in listening to the Die Zauberflöte soundtrack. I know I will think of the plane ride home, the dreams I entertained, and the way my hopes have died around me. I listen only to “Der Hölle Rache,” which makes everything else fall away. It’s nice to escape the anger in my mind for a moment.
I enjoy pretending I have more patience than I do. I tell myself I don’t get angry easily, because my rage is often destructive.
Sometimes, my anger bubbles over into seething tears and yells and slamming my door. Once it’s out, it’s a vengeful blaze of destruction that spares no one. But this upset fades quickly, and it’s not long before my apologies douse the remaining embers.
Other times, my anger is forced to be cold resentment that simmers, bleeding into snide barbs and antipathy. This fury doesn’t decline quickly; it seethes bitterly.
Grief is a little bit like the sea. I cannot see the waves coming, nor can I run from it.
This time, I relish choosing ice. The numbness is comforting to me, because I don’t have enough life in me to rage against the world. The vivacity I had before died with him. I miss it. And so I listen to “Der Hölle Rache,” just to try and feel something.
“Der Hölle Rache” starts out strong and never stalls. A massive swell of strings precede a trifecta of As that quickly lead into a clear high G. Not long after, the melody launches into its famous staccato phrases. Each phrase grows harder and harder to sing, leaping on top of each other. Finally, the Queen of the Night launches into lengthy high notes that seem to never finish, icily precise and beautiful.
But even the highest notes must falter. They can gracefully fall from a powerful F6 to a simple C. Or they can crumple in my grief-stuck throat, rasp into sobs.
Tears always follow.
Sometimes, the guilt hurts more than the grief. There’s the little things. When I forget about my other grandparents. When I forget that my grandpa isn’t here anymore. When I forget how to live and sink onto the floor of my bedroom, not crying, not crying, not crying.
But I think I’d rather forget these little things than the warmth of my grandpa’s hugs or the haphazard, gleaming lines of his sketches or his smile. Someday I won’t have these memories. That terrifies me.
So I pour my memories onto the page in sloppy writing, and work into the night on his obituary. I don my hanbok and blink away my tears. The funeral comes and goes. I wait for acceptance to kick in. I wait for peace to come over me. I wait to move on. That’s what’s supposed to happen next, right? But I can’t stop mourning.
I’ve lost family relatives before. I’ve grieved to the fullest, too. So why am I drowning in this grief?
I certainly didn’t love them any less. (And here it comes, another flash of guilt before the fall.)
But my grandpa has always given my life a calming constant. Now that he is gone, my life somehow doesn’t make sense anymore.
I wish I could have had one last moment, or one last word, or one last loving look.
But I had those chances long before July. Five years ago, he moved closer and I should have had appreciation not childish petulance; since March, his decline has been rapid and I should have visited him more; and in June, he was still on this earth and I should have made time for him. I’m chasing time that I let slip through my fingers in guilt, in grief, in love.
All I’m left with is my misery: a mountain as mighty as Sinai, built on hefty denial, brick after brick of bargain; shaped by fury and sorrow, there’s a peak where I sit alone, orever watching the sun set and waiting for him to come home.
Act V. Acceptance
Occasionally, I think back to the day we left Italy.
We had left for the airport in a hurry—so early that we waited for three hours there. During those long hours, I didn’t do much. I responded to texts. I ate a croissant. I listened to Die Zauberflöte a bit, before I tugged my earbuds out, and tossed my phone in my bag.
I was ignorant of all the hurt to come. I was not yet excited to return. Instead, a thin veneer of painful longing seemed to smother all of my surroundings.
I watched the sun descend down the azure sky. In the gold, I saw the blaze of the opera spotlights. A burgundy curtain closing to voracious applause. An audience rising to their feet.
I imagined the possibilities I was turning away from and did not ignore the welling emotions within. I embraced the disappointment, until it was time to leave.
Now, when I think of the day, that disappointment has become regret. I do not regret coming home. I do not regret making it back to California for my family. But I still miss the opera opportunities I left behind.
I am certain I will never sing as well as I did in Italy. The program has shifted away from allowing teenagers in the opera, so I know I can never go back and reclaim that opening night. I wish I could have seen it all through.
Days drift by. We go to San Francisco. I meet a friend. We drive to the beach. I put on Die Zauberflöte again and manage to lose myself. I’m struck with clarity, as I look out on the approaching, silver waves. There’s sand under my nails. There’s salt spray on my arms. The gulls screech in time with operatic high notes.
I wonder if this is acceptance. Mozart, the sea, and me. Existing in tandem, continuing. Even when he is gone.
And then my eyes sting and I start crying again.
Grief is a little bit like the sea. I cannot see the waves coming, nor can I run from it. I am rooted in the sand, and I never know what is coming: frothy fury, waves of delusion, an undertow of sadness to sweep my feet out from under me just as I regain standing.
The stages of grief are a lie when they claim linearity. But they are a comforting lie. Because if I believe that I am just making my way through the stages of grief, then I can pretend that I haven’t been saying goodbye to him since March. I can pretend that my emotions will not fluctuate and change and disrupt my life. I can pretend that acceptance is perfectly in sight, and I will reach there as the same person I was in June, if not February.
Grief changes you, for better or worse. Grief will stay with you, forever. I don’t think you ever move on, really. I used to find that disturbing. Now I find it comforting.
Because even if he is gone, a little piece of him rests with me, a lingering note stretching to the top of my register, forever ringing clear and loud.
16 Entertainment.
A Freshman Field Guide to the Upper School
From food spots to shortcuts to class, here are some tried-and-true tips
By Alexis C. Staff Writer & Kayla L. Opinion Editor
Being a high school freshman is difficult for a whole host of reasons (not just the constant bullying by seniors)! There is a lot to learn academically, socially, and personally. Note: you do not—and you will not—have to do it alone. As once-freshmen ourselves, here is a field guide of tips we wish we knew when we were just starting out on this crazy adventure.
i. Seat Yourself (A)
If you haven’t heard it yet, now you know: the green couches are senior property. But where shall we turn to? The juniors and sophomores are adamant about their main hallway nook and blue couches. Which leaves the WRC couches, outside, and locker benches to the freshmen. It’s okay—one day we’ll all get a seat on the green couches.
ii. Find Food (A+K)
Once you’ve explored Hillsdale Mall and the Whole Foods plaza, let our community veterans put you on to a few other options. US In-House Substitute Teacher Rusty Shabe and Administrative Assistant Jen Caputo recommend Kaizen & Coffee on El Camino Real for interesting Asian-inspired drinks and pastries. Terry D. ’25 recommends Romolo’s Cannoli for its Italian creamfilled pastries. “I was driving to school and there was a delivery car with an ad for it. Later that day, someone at Nueva had a box of cannoli from the same place,” Delaney said. “It was a sign, and I had to go and get it.”
iii. Peace and Quiet (A+K)
When we’re tired of socializing or venturing to the mall, sometimes all we need is a quiet spot. If the WRC is full and busy with other students, try finding an open classroom. If you’re looking for a focused study spot, the third floor
WRC nooks also provide a nice desk area. Finally, there’s sunny space in the Café, which also overlooks Bay Meadows park. So get to being productive!
iv. Get in the Habit of Saying "Yes!" (A)
The word “yes” can be so liberating and joyful. With the word “yes” comes opportunities: to join clubs, try new things, and meet new people. I urge you to try everything, have fun, and celebrate school spirit, because saying yes feels a lot better than saying no.
v. Find Your Upperclass-people (K)
Like the older brothers and sisters I had always wanted and never had, the upperclassmen have guided me through high school with advice and shoulders to cry on. For my incoming freshies, know that the sophomores, juniors, and seniors want to help you out, because we were in your shoes just a year or two ago. Meet us in clubs. We have 107 clubs, and I will not believe you if you protest that nothing interests you. (Seriously, come find me for personalized recs.) Join DATAS in the morning, Cheese Club in the afternoon, or Debate on the weekends.
vi. Make Gratitude Your Bestie (K)
When I first started high school, I remember being amazed by the smallest things like having four types of bread next to the toaster, a professional media day at the start of athletic seasons,
Love in Every Bite
Cafe
or even being able to use my laptop—no rules??—during lunch. Perhaps more importantly, though, I was surrounded by incredibly brilliant peers and teachers that college counselor Paul Gallagher frequently predicts are the “best you will probably ever have in your life.” It is easy to quickly adapt to these incredible opportunities and take them for granted. You cannot really have a meaningful experience at Nueva unless you recognize the privilege of being here; I hope that you take the time to remind yourself every so often.
vii. Choose the Right Path (A+K)
The clock is ticking until your next class… and there’s a traffic jam on the stairs?! Getting to class on time is important, and sometimes the most popular paths aren’t always the fastest. Us two faithful reporters rigorously tested three freshmen-frequented routes for you to optimize the journey across campus:
2nd floor WRC -> 3rd floor WRC: At our pace, both the WRC staircase and the blue stairs were 1:08 minutes. Either one works, but we hypothesize that the blue stairs will be busier and more packed during rush hour. Chemistry labs -> 2nd floor Rosenberg: By a couple of seconds, the main staircase was barely faster than the Rosenberg staircase outside. During rush hour, though, you might want to take the Rosenberg stairs… 28th Street entry -> WRC classrooms: Going up past the gym and skywalk, rather than through the hallway and popular staircase, was the faster route by a five full seconds.
By Natalie L. Managing Editor
staff share their favorite songs to play while preparing
Upper School lunch
D
uring the passing period after Block 1, the rich aromas of carnitas and sauteed vegetables drifted from the cafe through the first floor. At one end of the kitchen, Jose, a chef for the Upper School catering service Epicurean Group, was hard at work. His right hand steadily moved the knife as he chopped a variety of produce, while his body swayed side to side to the tunes of a band celebrating Mexico’s Independence Day playing from a nearby computer.
Behind him stood chef Olivia manning the stove—and mouthing
“We
listen to Romantic music because we need to put love in the food.”
Chef Jose the words to the songs. Every morning, music fills the cafeteria as the seven person cafe staff prepare lunch for around 600 students and faculty. The songs are mainly curated by chef Jorge, who chooses tracks from well-known Mexican artists. Jose refers to Jorge as the “collector of songs” for the staff.
Unanimously, the staff loves Romantic music, characterized by its passionate and unstructured melodies.
“We listen to Romantic music because we need to put love in the food,” said Jose, gesturing to a cutting board piled with diced white onion.
Here are three of the most played “más romanticas” artists by the cafe staff:
Advice Column
From drama to stress, we've got advice for you!
By Ellie L. Culture Editor
"Junior year has not let up with its constant flow of MAs and homework at all. Any tips on staying on top of it?"
Stressed Student
Ellie's Advice: When it comes to staying on top of your workload, organization is key. You might consider writing down a to-do list that breaks down each assignment into different tasks you can mix together, so you never get stuck on one assignment. Your list could also be just a classic check-it-off-onceyou’re-done list. If you’re in more of a
time crunch, try setting up a work schedule: twenty minutes for your history essay there, then half an hour on your math packet, then another twenty minutes on history. It can be as casual or rigid as you want. Make sure to allot time for breaks too! Beyond organization, focus on avoiding procrastination. Procrastination is the enemy of getting anything done in time, and of actually meaningful work being done. To steer clear from getting distracted, throw your phone in another room and close all other tabs.
Good luck on all your work. You got this!
Crossword
By Marcus H. Guest Contributor
By Alexis C. Staff Writer
Comic: “Honk” for Freshmen
By Senya S. Staff Writer
Comic: Nueva Movie Nights
By Anwen C. Staff Writer
Sports by the Numbers
Girls' Volleyball Sets Up a Hot Streak for Their New Season
The team seeks to reach new heights this year
By Senna H. Staff Writer
After starting the season off with a 3–0 win against Eastside College Prep and losses against Pinewood and Notre Dame, the varsity girls' volleyball team bounced back against Castilleja, whom they lost to in last year’s Central Coast Section playoffs.
In a two-hour-long five-set game on Sept. 10, the team beat Castilleja, marking the beginning of what is shaping up to be a strong season for the Mavericks.
“[It was] one of [my] favorite games that I've played with Nueva since freshman year,” said Sophia A. ‘26, a member of the varsity team. “It was a hard fight. Castilleja made us play our best and work together as best we could.”
The scores for every set were close, going into overtime twice throughout the whole game (27–25, 19–25, 25–23, 22–25, 17–15). The constantly ping-ponging scores created a nail-biting environment for both the spectators and the players.
“It was a very, very mental game for us because there was a lot of stress and a lot of anxiety, all leading up to that last set where we'd been playing for two hours,” said Emma Z. ’25, one of the team captains. “I was super proud of how we managed to stay mentally tough and in the game, even after we won a set, lost a set, won a set, lost a set. That’s really tough to do. I was proud of how we kept going and came back to win.”
Emma, who has played volleyball since 4th grade and played with Nueva since she joined in 9th, attributed part of their win to the strong group of freshmen that joined the roster this year.
“We have really, really good freshmen on the team who are adding a lot,” she said. “Our defense has been pretty strong in the past few years, but they're all hitters, so they're really giving us that offensive power that we need.”
Three new freshmen have joined
"It was a hard fight. Castilleja made us play our best and work together as best we could.”
the varsity team this year: Langley V. ’28, Cate G. ’28, and Lauren W. ’28. Occupying the positions of outside hitter, middle blocker, and right side hitter respectively, these freshmen represent not only the team’s offense, but also their renewed strength for the upcoming season.
The team is looking forward to the games ahead.
“I'm really excited to play Shasta because every year before this, we've lost to them. [But] this year, we're beating schools that we haven't beat before and we honestly think that we can beat Shasta this year,” Emma said. “It's going to be really fun no matter what.”
The team is set to play against Shasta away on Sept. 24 and at home for Homecoming on Oct. 10.
Cross Country Team Maintains Strong Supportive Culture as Season Begins
New and returning runners shine as the team aims for continued success and a shot at the state championships.
By Jordan F. Staff Writer
The cross country season kicked off on Sept. 7 with an invitational race from Lowell High School at Golden Gate Park—setting a positive tone for the year.
Overall, the team did well in the Lowell race. The freshman-sophomore boys team placed 8th out of 21, ahead of Crystal Springs Uplands School and Palo Alto High School.
“Everyone showed some great performances at Lowell, especially our new runners,” said Ryan F. ’26, the varsity boys’ team captain. “They got some great experience at that meet and I’m looking forward to our next meet.”
Despite facing the loss of several key runners and worries about this year’s outcome, the cross-country program remains strong.
“We had some really good leadership returning from last year. When these new athletes came in, they saw their positive examples,” said Robert Lopez, the cross country coach. “They understand the hard work that’s required for us to achieve our goals, and they’re all for it.”
Runner Ashwin P. ’28 shared his experience transitioning from Lower School track to cross country in the Upper School.
“There's more commitment that's required than at the Middle School,” said Ashwin.
At the same time, Ashwin points to the uplifting environment within the team.
Mavericks sweep matches as tennis season sends its first serve A Dominant Debut for Girls Tennis Team
By Anvi M Staff Writer
The girls tennis team hit the ground—
and the ball—running this season, winning four out of six practice matches pre-season: 5–3 against Woodside 5–3, 4–3 against San Mateo, 3–2 versus Archbishop Riordan, and 4–3 over Mills.
The early accomplishments they have had on the court match their previous season record, and they’re working to repeat their success as girls’ tennis division champions in 2021, 2022, and 2023.
Their exceptional performance is especially significant given that, unlike previous years, the team has encountered new obstacles with coaching.
At the start of the season, three coaches—a head coach and two assistant coaches—had been hired for the girls team. However, five days into the season, the prior head coach and one new assistant coach resigned, leaving the then-assistant coach Gerald Sargeant to take up the head coaching position.
Sargeant, the assistant coach for boys tennis and Middle School tennis, had not previously worked with the Upper School girls team.
For Zara M. ’25, one of the team’s captains along with Winnie C. ’25, the resignation was an unexpected bump in the road to her final tennis season at Nueva.
“Coach Dave has been my instructor all three years, since the beginning of my tennis journey, so it feels like a big loss,” said Zara.
Working with Director of Athletics and PE Brett McCabe, Sargeant quickly pushed the team into a week of tryouts and practices before their first match.
“Gerald bent over backwards to make
the start of our season feel normal, learned our names right away, and has made practices feel like a really good use of our time,” Kayla L. ’26 said. “No one on the team was ever worried or stressed.”
Sargeant and McCabe have interviewed and hired two new assistant coaches: Mexico national tennis champion Fernanda Acosta and I-Lab Engineer & Design Thinking Teacher Dan Norgan.
The three-person coaching team will
“When I think of winning a game, it feels like the whole team is winning it with me.”
allow for both varsity and JV teams to have appropriate mentorship and support throughout the season.
Just when it felt like the season would be commencing smoothly, another speed bump for the team appeared: filling out match rosters.
For a match to commence, 20 people are required to be representing each team–10 in varsity and 10 in JV– and the team had exactly 10 each. This gave no buffer for busy schedules and other extracurriculars that the athletes might have.
Then, mid-practice, a stroke of
“They understand the hard work that’s required for us to achieve our goals, and they’re all for it.”
“Everyone is very supportive,” he said. “Even on my first run, everybody I passed would say, ‘Good job!’, ‘Keep going!’, and ‘Good work!’”
In addition to upholding this team culture, the team plans to work hard to improve and make it to the state competition.
“The girl's team will have to work a little harder to make it to state, but I think we have a great atmosphere and we are really motivated,” said Jules S. ’26.
As seven-year league champions, the cross-country team works hard to maintain their competitiveness against other schools.
“We are out here 6 days a week, we are out there on Saturdays, we are out there in the summer,” said Teddy G. ’25, another varsity boys team captain. “I am proud of all my teammates for putting in the work and doing what they need to do to run fast.”
With their strong sense of community and dedication, the team looks forward to a successful season ahead.
misfortune fell onto the team. Varsity singles-three player Anna V. ’26 dislocated her knee.
Even with flashing red lights strobing across the court, Anna was in good humor.
“She was such a good sport. After getting through the initial shock, she was laughing and cracking jokes,” said Mylie M. ’26.
Anna is out for the rest of the season but will stay on the team as an assistant coach and cheerleader.
“We were all concerned for her health and we just want her to be okay. We hope that she recovers quickly,” Zara said.
The warmth and good nature that the teammates offer to each other after every lift and fall encourages interconnection and understanding between the athletes.
Though tennis is generally played individually or with only one other partner, the team displays a true connection as a group, not just a player.
“When I think of winning a game, it feels like the whole team is winning it with me,” said Eli W. ’28, who played on the Nueva Middle School tennis team.
While most of the players assert that
they don’t have an established rivalry with another team, there is a definite sense of competition during their games. Pressure builds up, but is always relieved by cheering echoing throughout the court.
“During the match with Crystal, a lot of non-tennis players from their school came,” said Caitlyn Z. ’26. “Even though the other team had some really loud cheering going on, [our] team responded to it. They helped rally me and other players, and I’m really grateful for their support.”
Ela K. ’27 hopes to make the Central Coast Section of the California Interscholastic Federation (CCS) playoffs again.
“It’s an opportunity for us to play out-of-league teams. Nueva teams have a reputation for being really terrible at sports—but I don’t think that’s accurate,” Ela said.
As the tennis season progresses, the players are set to continue their winning streak. Their bond with each other and the sport makes them a formidable opponent to any team they face.
Fantasy Football Takes Over Nueva
A deep dive into student leagues with varying levels of competition
By Ethan H. Sports Editor & Niam K. Staff Writer
On Sunday, Sept. 8, fans around the country crowded stadiums and their couches at home, hopeful that their team could make a championship run or improve from last season. NFL season was officially underway. But a portion of these fans also anxiously followed some different teams in a different game: fantasy football.
Fantasy football, a game where a participant takes on the role of a team manager to draft real players to put together a “fantasy” roster, is one of the most popular ways to add some more fun to the football season, generating an estimated $1 billion in revenue by over 60 million participants. These fantasy teams go head-to-head against each other, assigning a certain number of points to touchdowns, yards, and catches.
Kayte C ’25, who created a league with 10 other seniors who are new to the game, sees fantasy football as a way to bring people together.
“We decided to make a league because we've heard about other groups in our grade having fantasy leagues and bonding over it,” Kayte said. “So we thought it would be funny to have a casual and worse league where no one really knows anything about football.”
For Kayte, the relaxed nature of the league has already provided several fun moments, including the draft night. According to her, among other strategies, some people didn’t log in and just auto-drafted, some did research beforehand, and some drafted players by how attractive they were.
“I've gotten more invested in football because I want my team to win, and that's allowed me to connect with a lot of the grade in a way that I didn't before because I’m now paying attention to football beyond the 49ers,” Kayte said. “Like, I think Tyreek Hill is probably my favorite player right now, just because of how cool it was for him to go over his pro-
jection and score 26 points, especially since this was the game where he got arrested before and then played immediately afterward.”
Similar to Kayte, Landon X. ’25 started playing fantasy football five years ago as a way to keep up with the game and compete with family and friends, allowing them to stay more connected over the years.
However, in contrast with Kayte’s more relaxed fantasy league, his league with other senior boys is extremely competitive. Landon's league contains one of the main traditional characteristics of fantasy football in general: the last-place finisher is required to fulfill a punishment that the members collectively agree upon before the season starts.
Landon has had to unfortunately bear last place in his league for the past two years.
“I think that the punishment culture of our league is very strict, to say the least. As a back-to-back loser, I’ve been constantly pressed to do my punishment,” Landon said. “We’re also really serious about making them really creative—nothing lame.”
After placing last in his sophomore year, Landon had to wear a full clown costume for the entire travel day on the Hawaii trip.
“The most embarrassing thing about the clown suit was when some old lady came up to me at the airport in front of everyone at security and booped my red nose and asked me if I could juggle,” Landon said. “I think I died on the spot.”
The 12th graders aren’t the only students implementing these cringe-worthy punishments.
This year, one juniors’ fantasy league implemented a new system where every week, the team with the least total points has to wear an embarrassing outfit to school selected by the rest of the league. One student who succumbed to this new format was Nate B. ’26, who was forced to wear hot pink cross-country shorts and a bright yellow t-shirt on Sept. 18.
“I’m honestly more worried about the people that didn’t ask about [the outfit],” Nate said. “I’m scared to assume that they thought this was my normal wardrobe.”
Ethan E. ’27 has also had his fair share of last-place punishments, but his have extended beyond just bad outfits. This past year, Ethan had to stand on a table in the Hillsdale food court and yell “Oi oi oi baka!” at the top of his lungs, a popular and awkward trend on Instagram at the time.
“Even if you lose every year, it's still fun,” Ethan said. “You get to hang out with your friends and have an excuse to do silly things. It's a great game to get involved in.”
Summer Sports Report Card
By Niam K. Staff Writer
Euros & Copa America: A+
In a farewell to some of the all-time great soccer players, these tournaments did not disappoint. We potentially saw Cristiano Ronaldo and Lionel Messi’s last major international tournaments—truly a special sight. Argentina won their third straight international title, but it was bittersweet as Messi was injured midway through the final match. The Euros ushered in a new generation of stars headlined by host country Germany’s two young midfielders, Jamal Musiala and Florian Wirtz, and the Champion Spain’s young superstar wingers, 17-year-old Lamine Yamal and Nico Williams. If this really was the last time we see the golden generation of soccer on the international stage, this was the perfect way to go out.
Americans in the US Open: A-
After years of struggle on the major stage, the Americans finally broke through this year at their home tournament. Taylor Fritz became the first American man to compete in the finals of a major since 2009 when Andy Roddick played in the Wimbledon Final. This year, Frances Tiafoe also made the semifinal–giving hope for the future. In the women’s bracket, Jessica Pegula seems to be the best American woman since the GOAT Serena Williams retired. A- because none of them could seal the deal and take home the trophy.
Paris Olympics: B
The 2024 Paris Olympics were marred with controversy, but in the end, the Olympics are the Olympics: full of rich history and a range of athletic excellence you can’t find anywhere else. The Opening Ceremony perfectly foreshadowed the chaos that ensued in this tournament, from controversial opening ceremony performances to incorrect national anthems. The infamous cardboard beds from the 2020 Tokyo Olympics returned, alongside the many athletes criticizing accommodations on social media.