2022-03-04

WEST SI DE STO RY IOWA CITY WEST HIGH SCHOOL

2901 MELROSE AVE.

IOWA CITY, IA 52246

WSSPAPER.COM

VOLUME 54 ISSUE 4

MARCH 4, 2022

Epidemic WSS delves into the pandemic’s impacts on drug culture at West High.

PHOTO FEATURE

OWEN AANESTAD

The girls basketball team celebrates sophomore Lucy Wolf’s three-pointer against City High Jan. 21.

CONTENTS Dear readers, 4

Charlie Bates was a West High student in the freshman class who recently passed away. The West Side Story will publish a tribute in the April issue to honor Charlie’s life.

NEWS

News Briefs What’s up with West?

8

HEALTH & SCIENCE Changing Clocks

10 14

FEATURE Holding Down the Fort Broken Beauty

PROFILES

Taking Flight Budding Ombuds

20

COVER

28

SPORTS

30 32

As you enjoy the warmer weather, reading this issue of the West Side Story will surely add an extra spring to your step.

Next week, we’ll turn our clocks an hour ahead. Have you ever wondered how daylight saving time started and why it exists? Flip to page 8 to have your questions answered.

While you’re looking up at the bluer sky, keep an eye out for Gavin Irias ’22 soaring over the clouds. Read about his interest in aviation and experience flying planes on page 14.

For this issue’s cover story, reporters Maya Chu, Ella De Young and Krisha Kapoor investigate the drug culture at West High and how the pandemic impacted drug usage. Read about student experiences, professional perspectives and how to get help if you’re struggling with addiction on page 20.

Last bud not least, flip to the back page to find WSS issues hidden among the flowers in the courtyard.

Just as plants start growing under the sun, we hope you keep blooming as the last trimester of the school year begins. Enjoy the issue!

Until next time,

Epidemic

A New Playing Field

ENTERTAINMENT Plant Parents

OPINION

Stop the Spotlight Radical Reputation We’ll Pass

Scan here for mental health resources.

KAILEY GEE

HANAH KITAMOTO

(she/they)

(she/her)

PRINT STAFF LIST Athena Wu Caroline Barker* Caroline Mascardo* Defne Bayman

Artist, Reporter Photo Editor Copy Co-Editor, Editorial Editor Photographer, Designer Ella De Young* Assistant Sports Editor Eva Jordan Artist, Designer Ginger McCartney Designer, Reporter Hanah Kitamoto* Print Co-Editor-InChief Heidi Du* Copy Co-Editor Grace Huang* Health & Science Editor Helen Zhang* Columns Editor Jack Alden Reporter, Designer Jane Lam Reporter, Designer Kailey Gee* Print Co-Editor-InChief Kamakshee Reporter Kuchhal Katherine Shoppa* News Editor Krisha Kapoor* Sports Editor

*Editorial Board member

Lilly Graham Lily Prochaska Maya Chu* Miguel Cohen Suarez Misha Canin*

Reporter Reporter Feature Editor Sports Reporter

Managing Editor, Business Co-Editor Owen Aanestad* Online Editor-inChief Rosemary Timmer- Reporter Hackert* Ruba AhmedBusiness Co-Editor, Abdelmutalab* Profiles Co-Editor Sachiko Goto* Assistant Design Editor Sara Whittaker Adviser Sila Duran* Entertainment Editor Sofia Wells-Lu Artist, Designer Soomin Koh* Profiles Co-Editor William Cheng Artist, Designer Xiaoyi Zhu* Design Editor Zaira Ahmad Reporter, Designer Zoey Guo* Art Editor

NEWS BRIEFS Catch up on the recent events of the world and the West community, from non-profit organizations to the Olympic games.

BY MISHA CANIN ART & DESIGN BY SACHIKO GOTO PHOTOS BY SACHIKO GOTO, ISABELLA TISDALE & COURTESY OF UNSPLASH

VACCINE-OR-TEST MANDATE BLOCKED The Supreme Court blocked Biden’s vaccination mandate for large companies Jan. 13, which would have required vaccinations or mask-wearing and weekly testing. The court cited “a significant encroachment into the lives – and health – of a vast number of employees.” The vote was 6-3, with the three liberal justices dissenting. However, the court did uphold mandatory vaccines for Medicare and Medicaid providers.

2022 OLYMPIC GAMES The 2022 Winter Olympic Games were held in Beijing, China, Feb. 4-20. To prevent the spread of COVID-19, China implemented a closed-loop system for all athletes, staff and other Olympic personnel.

These stringent precautions created an isolated environment, including transportation, venues and hotels. With these measures in place, athletes could safely compete in their events. Highlights included U.S. figure skater Nathan Chen winning his first gold medal and Chloe Kim defending her 2018 gold medal Feb. 9, making Kim the first woman to win two gold medals in the halfpipe event.

I’M GLAD YOU STAYED The I’m Glad You Stayed Project, started by Abbey Schley ’22 in honor of her close friend Dylan Salge, announced it is officially a non-profit organization in the state of Iowa Jan. 10. “I want to educate the public on real-time suicide prevention actions and point people in a positive direction with resources like the Suicide Lifeline … I have hope that my experience and Dylan’s story will be enough to make someone stay,” Schley said.

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MARCH 4, 2022

MCKANE WINS GATORADE PLAYER OF THE YEAR Senior Alex McKane was selected as the Iowa High School Boys Cross Country Gatorade Player of the Year Jan. 31, recognizing athletic and academic excellence as well as service to the community.

McKane is the first male cross country runner from West to receive this award and plans to run collegiate Division I cross country at Iowa State University this fall.

UKRAINE AND RUSSIA Tensions over land and sovereignty between Ukraine and Russia have led Vladimir Putin to position Russian troops at the shared border between the two countries. On Feb. 11, United States National Security Advisor Jake Sullivan warned all Americans currently in Ukraine should leave immediately. In an interview, President Biden made it clear that he believes Putin is smart enough to inflict no harm to Americans during a military conflict in Ukraine.

“That’s a world war when Americans and Russia start shooting at one another,” Biden said.

SCOTUS JUSTICE TO RETIRE At age 83, Justice Stephen Breyer announced he plans to retire from the Supreme Court bench after serving more than 27 years. His exit allows Biden to make an appointment to maintain the conservative and liberal 6-3 split for years to come. During his campaign, the president promised to appoint a Black woman to the Supreme Court. As of print time, three potential nominees are Ketanji Brown Jackson, Leondra Kruger and J. Michelle Childs.

JOURNALISTS BANNED FROM IOWA SENATE FLOOR The Iowa Senate announced that journalists will not be allowed on the floor for the 2022 legislative session, ending the tradition of reporters working at the press benches in the chamber. This post allowed a clear view of debates and let the press ask senators questions, something they relied on to get timely news out. Journalists will now sit in the upstairs public gallery. The GOP-majority Senate stated that the reason for this change was their struggle with the “evolving nature and definition of ‘media.’”

NEWS MARCH 4, 2022

05

WHAT’S UP WITH WEST? The West High and ICCSD administrations have implemented several changes as third trimester begins.

BY RUBA AHMED & MIGUEL COHEN SUAREZ

A

fter returning to a fully in-person school year, West High and Iowa City Community School District administrators have taken the opportunity to experiment with new ways to improve West High. From hall passes to establishing a mental health room, the 20222023 school year will have a different set of norms for its incoming freshmen.

HALL PASS SYSTEM

I

nitially pitched by Leadership Fellow Garrett Hartwig, the new hall pass system went into effect Jan. 3. Although it may seem like it only affects students, Hartwig points out that it also impacts teachers by helping them regulate the number of students they let out in the hallway.

“What the hall pass system in theory will do is keep the hallway traffic at a minimum,” Hartwig said.

Many reasons led to establishing the hall pass, including noise levels in the hallway and students participating in non-academic activities in the bathroom.

“The big piece [is that] we have eliminated kids leaving the last 10 minutes of class … I would argue even if you have to use the bathroom, you can wait 10 minutes unless it’s an absolute, obvious emergency,” said Principal Mitch Gross.

Since the start of the new pass system, a common complaint among students, including Nik Sung ’22, is sanitary issues. “[The pass] is of course not sanitary. Especially during COVID and how it goes through the bathroom,” Sung said. “It’s not a bad idea, but I think they should execute it better.”

Gross says that part of his plan was taking advantage of the laminated aspect of the pass and wiping it down using hand sanitizer.

“I would say [it’s] no different than the door handle,” Gross said. “My guess would be that the passes are more sanitary than when kids take their cell phones into a stall.”

In addition, the singular hall pass in each classroom is meant to encourage quicker and less frequent bathroom trips.

Although a new addition to West High, hall passes are not new among the other high schools in the district. For example, Liberty High classrooms are equipped with a designated, reused

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MARCH 4, 2022

pass for bathroom use. However, other destinations at Liberty require written passes.

Ultimately, Hartwig chose the large, laminated, blue paper on a lanyard for its functionality.

“If we see the lanyard and the big blue plaque and I’m walking down the hallway, I know that [the student] got it from a teacher and they’re probably where they’re supposed to be,” Hartwig said.

Gross believes the goal is to ensure a balance that allows for freedom and flexibility.

“I’m not dumb, I’m sure students don’t love it,” Gross said. “But I think it’s really important to remind us that we have really good teachers here and really good classes and we want those classes to be spaces where learning can go on without being hindered in any way.”

MENTAL HEALTH ROOM

T

he West community, including mental health club TALK, has been advocating for a space dedicated to mental health.

Gross plans on converting the currently vacant principal’s office in the West Wing into a relaxing space for students, ideally by the end of this school year.

“I call that the Spa Room,” Gross said. “Someone who is worked up for whatever reason could go in there and have some aromatherapy, some spa music playing, and just have a relaxing, decompressing spot.”

In addition to a space for relaxation, Assistant Principal Jenny Eustice is also looking to offer a space for students to connect with trained adults, similar to City High’s NESTT. “Our hope is that we can partner with the University [of Iowa] to have it supervised all day, every day, with either one of our Student Family Advocates, a graduate student or a grown-up there that people can talk to,” Eustice said.

President and Founding Member of I’m Glad You Stayed Project Abbey Schley ’22 is helping create the room, which she would call The Shield. Schley believes having health professionals would be beneficial because current counselors may not be able to fully handle mental health issues.

In addition to trained professionals, Schley aims to provide Dialectical Behavioral Therapy, a strategy for reducing impulsiveness.

“It’s a lot of paperwork and mental strategies to

help yourself,” Schley said. “[You learn] how not to be so impulsive.”

Gross agrees that more mental health resources would benefit the ICCSD. “We have a nurse in every building, and we know that if our stomach hurts, we go to the nurse, right? But we don’t have a therapist in the buildings, and we’ve done such a good job of destigmatizing mental health,’” Gross said. “I would love to have a wing or a wellness piece of the school where there’d be therapy available to students … That’s the vision.”

Gross wanted to use extra money in the budget to bring this vision to life but did not get district approval.

“It’s a supply-and-demand issue right now and the demand is definitely there; the supply just isn’t,” Gross said.

Although West does not yet have a “Spa Room,” a “Shield” or therapists always in the building, counseling services are currently available to students. Gross emphasizes that West has Student Family Advocates who listen to students and connect them with resources.

West High’s SFAs Annie Gudenkauf and Christine Dougan are located in the guidance office where students can stop in daily. They offer services including, but not limited to, mental health

STUDENT FAMILY ADVOCATES ANNIE GUDENKAUF

CHRISTINE DOUGAN

gudenkauf.anna@ iowacityschools.org

dougan.christine@ iowacityschools.org

LOCATED IN GUIDANCE OFFICE resources, transportation and living situation counseling.

Students who want to support the creation of the mental health room can donate money, fidget tools and other health resources using the box in the guidance office.

REQUIRED LIBRARY CHECK-IN

S

imilar to the hall passes and mental health room, West High was also not the first high school in the ICCSD to require checking in before entering the library.

In hopes of creating a more productive atmosphere in the library, students must scan their school ID into the computer next to the library entrance in order to enter during school hours.

“The goal was not necessarily for there to be fewer kids here. It was so that we could have an accounting of who was here and try to be sure that the kids who were coming to the library were kids who legitimately were open hour kids,” said West High Librarian Jill Hofmockel.

Throughout the beginning of the year, Hofmockel found herself calling for backup in the library continuously to deal with disruptive students.

“It was hard to have fights in the library. That’s hard. That’s hard for a librarian. One of my top goals is for the library to feel like a safe place for kids and a welcoming place for kids,” Hofmockel said. “We did not have that atmosphere first trimester.”

Following the implementation of the check-in system, for Sung, the library environment became noticeably quieter.

“There’s not a lot of people just messing around, skipping classes, so that’s pretty nice. But also, I kind of miss the very lively environment of the library as well,” Sung said.

Hofmockel has been open about explaining the library situation to students who have come to her with questions.

“I hope that kids don’t feel like it’s us trying to keep people out [of the library] because that’s really not it. It’s [just] us trying to have some ac-

countability for the students,” Hofmockel said.

AFT SCHEDULE

A

fter much experimentation and feedback from teachers and students, the West High administration implemented a new bell schedule with 37 minutes of Academic Focus Time four days a week.

According to Eustice, the new schedule provides students with more work time and opportunities to get help from teachers, especially for students who rely on school transportation and are not available before and after school. “[The] feedback from students and teachers was, ‘Give us more time during the day to get our schoolwork done so that we can be that well-rounded student doing extracurriculars or having a job or taking care of siblings at home after school,’” Eustice said.

Gross believes the new bell schedule also minimizes confusion over the start and end times of periods since there are only two different schedules now.

“If you right now offered me a check for $1 million [and asked me], ‘Mr. Gross, when did third period start on Monday, Wednesday, Tuesday, Friday?’ I [would] have no idea, and I’m the principal of the school,” Gross said.

The increased frequency of AFT time also provides clubs the opportunity to meet during Friday AFTs. “Most of our clubs meet either after school or before school, and for students who are relying on school district bus transportation, that really limits their participation,” Gross said. “We wanted to have some type of avenue for students to meet during the school day in their clubs.”

For students like Jinann Abudagga ’25, having more AFT means less homework after school.

STAY POSTED FOR AN ARTICLE COVERING DISTRICT LESSON VIDEOS ON WSSPAPER.COM.

“I think it’s really nice. It gives me time to do my work and so I don’t have piles of homework,” Abudagga said.

SOCIAL-EMOTIONAL LEARNING

T

he goal of the districtwide Social-Emotional Learning curriculum is to provide more complete education and help students cope with challenges in their lives.

“We’re looking at a student as a whole and not just, can you do math and English, but also, how are you as a person? Are you able to work through struggles and friendships?” Eustice said.

Eustice says some of the SEL curriculum has been difficult to logistically put into place, especially the Mentors in Violence Prevention program where student leaders teach ninth-graders about violence prevention.

“MVP is a challenge to implement because it relies on students to be leaders,” Eustice said.

“Getting teachers on board and getting a schedule set and managing all the moving parts of that is a challenge, but it’s really important.”

Despite these challenges, the administration plans to continue using MVP for social-emotional learning.

“We’re actually looking at next year making [MVP] more widespread than just the ninth-graders for districtwide secondary SEL curriculum,” Eustice said.

Outside MVP, Retrain Your Brain was another medium for presenting SEL content.

“Retrain Your Brain essentially was how to manage your own anxiety,” Eustice said. “Ms. Head and I were looking for some other resources this summer, and we stumbled upon that curriculum, so we have a couple different modules that we’re using throughout the year.”

Abudagga believes providing SEL is important.

However, it may not be as effective as the administration intended it to be.

“I feel like if someone was struggling, I don’t think a circle with everyone in a classroom would be a safe space for them to come out … [and] say that they’re struggling. I feel like more one-on-one conversations would be better for that,” Abudagga said.

In addition, Abudagga wishes SEL would not be as frequent and that the students conducting the SEL sessions should receive more training.

In contrast, Eustice believes expanding the SEL curriculum beyond AFT could be beneficial.

“COVID has shone an even brighter light on the mental health struggles and social-emotional behavioral struggles that students have, so I think incorporating these lessons into not just AFT time, but all throughout the day, is something that’s important for teachers and students,” Eustice said.

PHOTOS BY HANAH KITAMOTO DESIGN BY GRACE HUANG

NEWS MARCH 4, 2022

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CHANGING CL

CKS

As the days become longer and people reset their clocks one hour later, WSS answers common questions about the history of daylight saving time.

BY HANAH KITAMOTO ART & DESIGN BY GRACE HUANG

Q: What is daylight saving time?

A: Daylight saving time is when people adjust their clocks an hour ahead at 2 a.m. local time to have more daylight time during evenings in the summer. In the winter, time moves back an hour to increase the daylight time in the mornings.

Q: Why did daylight saving time start?

A: The U.S. implemented daylight saving time to conserve fuel by minimizing the use of artificial lighting during World War I. Longer daylight time meant less usage of artificial energy and more opportunities to use natural lighting throughout the day.

Q: When was daylight saving time first used?

A: Germany was the first country to adopt daylight saving time in May 1916, and the rest of Europe followed. The U.S. did not adopt daylight saving time until March 1918, when U.S. states put it into place following the Uniform Time Act of 1966 passed by Congress, which mandated standard time throughout the U.S.

08 HEALTH & SCIENCE MARCH 4, 2022

Q: When is daylight saving time this year?

A: Daylight saving time will start March 13 and end Nov. 6. Daylight saving always starts on the second Sunday of March and ends on the first Sunday of November.

Q: Why do some states not observe daylight saving time?

A: Because of high temperatures and daylight all year round, most parts of Arizona, except for the Navajo Nation, do not observe daylight saving time.

Hawaii and the U.S. Territories (Puerto Rico, American Samoa, Guam, the Northern Mariana Islands and the U.S. Virgin Islands) do not observe daylight saving because of their proximity to the equator, with sunrise and sunset at consistent times each day.

Q: Is daylight saving time worldwide?

A: No, the U.S. is one of 70 countries that observe daylight saving time. Most countries near the equator do not observe daylight saving time since the daylight hours are similar throughout the year.

Sources: Live Science, NBC Chicago, U.S. Department of Transportation, Times, Web Exhibit

STUDENT OPINIONS “I think it’s interesting … I don’t necessarily have anything against it, I guess go for it. One extra hour of sleep? I’ll take it …

I don’t mind it at all.”

— Natalie Steva ’25 “I feel like we need to examine [the arguments against daylight saving] a lot more and have a discussion between different countries and decide as a world what we want to do.”

— Dania Hussein ’25 “It sucks because the sun sets at 4 p.m. and really affects mental health [of] people and makes us appreciate the longer summer days.”

— Haley Hinshaw ’22 HEALTH & SCIENCE MARCH 4, 2022

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HOLDING DOWN THE FORT Students from military families share their experiences and struggles from years on the move.

BY HEIDI DU & ROSEMARY TIMMER-HACKERT

F

rom sea to shining sea, many students with parents in the military have lived all over the country. When parents were redeployed, families would pack up and cross border after border, leaving behind communities and connections. Now stationed in Iowa City, military families reflect on the unique challenges and experiences that come from this lifestyle.

Due to her father’s military career, Nikki Pinter ’22 has moved a total of five times. She was born in Davenport, Iowa, and moved to Kansas when she was a year old. After that, it was California, then Virginia, Wisconsin, and finally Iowa City during her freshman year.

“I’ve lived [...] six places in total, but that’s on the lower end,” Nikki said. “The most time I spent was in Virginia, which was five years. Peo-

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ple tend to stay in Virginia a lot more because [the] Pentagon and DC are right there.”

Frequent moves require kids in military families to adapt to new communities.

“It’s always hard at first because you have to make new friends,” said Christian Janis ’23, whose dad is in the military. “You [also] have to kind of let go of the old ones because sometimes you’re never going to see those people again. But it gets easier over time.”

Having a shared background of being part of a military family is one thing Nikki used to ease the process of making new friends.

“In Wisconsin, I lived on the base, which my family typically doesn’t do, so it was really easy to make friends there. But then in Iowa City, since there isn’t a military base here, it was hard-

er because there wasn’t that shared background.”

Other than the shared military background, Nikki’s mother, Sheila Pinter, noticed that her kids’ involvement in individual sports helped them socialize.

“Swimming was a perfect sport for our kids to be involved in because you touch the wall and you get a time,” Sheila said. “It’s really hard for military kids to break into [team] sports. I’m a big advocate for those individual sports for military kids.”

Another student with a military parent, Sam Ruelas ’24, believes swimming has helped him socialize after moving to a new place.

“You’re gonna start with basically nothing,” Ruelas said. “Through swimming, I made a lot more friends because you have to come together as a team.”

Frequent moves are not the only struggles military kids face. Due to extensive commutes and demanding professions, Janis’ and Nikki’s fathers were not always able to spend time with their families.

“In Virginia, we lived about an hour away from D.C., and [my dad] had to constantly go there,” Nikki said. “I would not see him before school, and most of the time, I would not see him at dinner.”

Because of this, Nikki became more appreciative of the time she spent with her father growing up. Now, she enjoys spending more time with him because of his new position in Iowa City.

While Ruelas’ father was also frequently absent due to his job, Ruelas admires him for his commitment to his family.

“He could do what he does throughout the day and then come home and still have time for his family,” Ruelas said.

Janis’ father was stationed in Iraq and Afghanistan for about four years, leaving his mother to care for Janis and his brothers while also working as a dental assistant.

“It was really hard on my mom while [my dad] was overseas. She had to maintain the house on her own,” Janis said. “I think she did a real-

ly good job with it, so as her son, I didn’t really have any problems.”

As a commander’s spouse overseas, Sheila picked up family responsibilities for both her family and the base community. “[My husband] was a company commander of an aviation unit, so he was actually deployed during that time,” Sheila said. “A lot of military spouses are trained in family readiness to help support spouses, especially when you’re in a foreign country and don’t have those family support systems immediately available.”

One of the ways the military supports families is through Family Readiness Group training and leadership training.

“I was really appreciative of having the training that I did as a military spouse … knowing where I could go to get that individual or that family the help that they needed,” Sheila said. “I think that’s one of the strengths of the army program.”

Since Janis was young when his father was stationed overseas, he does not recall feeling stressed or worried about his father’s safety.

“As a little kid, your dad’s your hero,” Janis said, “so I didn’t really have those thoughts because he also called back every now and then, so he’d reassure us.”

Although Ruelas remembers his family worrying about his father while he was deployed, they also knew his position as a signal officer was relatively safe. Ruelas and his family got to Skype his father a few times each week for 10 to 20 minutes during his nine-month station in Afghanistan. While the calls were not very long, the routine surrounding them was important to the family.

“We actually read a book together before [we got] on the Skype call — we would read ‘Ender’s Game,’” Ruelas said. “It kind of brought us together more as a family too, even though he was all the way in Afghanistan.”

This strong family bond is something Janis can relate to. “[Moving around] probably affected [me], but not as much as I think it would because the main people you’ll be around for the rest of your life are pretty much your family,” Janis said. “So if you’re moving around with them, then not a lot is going to change.”

Nikki believes the military family lifestyle in-

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ART & DESIGN BY SILA DURAN

fluenced her two older brothers, James and DJ, to continue the military legacy. James, a 2020 West High graduate, is currently a freshman at the United States Military Academy, also known as West Point. DJ graduated from West Point in 2020 and now serves as a platoon leader.

“I do feel like my parents persuaded them to go,” Nikki said. “Just knowing what the military brings to the family allowed them to go into the military easier.”

The Pinter family appreciates the job security that comes with Nikki’s father’s work, where performance determines position rather than economic fluctuations that affect private companies. The military also provides support systems that families can take advantage of.

“If the soldier knows that the family and children and spouse are being taken care of back home, they’re more readily available to concen-

YOU HAVE TO LET GO OF OLD [FR I E N DS] BECAUSE SOM ETI M ES YOU ’ R E N EVE R GOI NG TO SE E THOSE PEOPLE AGAI N , BUT IT G ETS EASI E R OVE R TI M E .

-CH RISTIAN JAN IS ‘23

trate on the mission,” Sheila said.

Nikki also plans on serving the country after graduation but through her mother’s footsteps rather than her father’s.

“I see myself going into the federal government workforce,” Nikki said. “My main thing when looking for a job is job security and benefits, and that’s kind of there when looking [at a] federal job.”

Janis has also decided against going into the military.

“I don’t want to do that to my family — being gone for a long period of time,” Janis said.

While Nikki is not planning on continuing to live the military lifestyle, she believes her childhood gave her a unique perspective on life.

“I’ve had so many different people that I’ve grown up with and different communities that I’ve grown up in and interacted with,” Nikki said. “I may know more than just someone who stayed in one city their entire life and didn’t travel.”

For Sheila, the chance to experience new things made life as a military spouse worth it.

“I really enjoyed being a military spouse, and the exposure to so many different cultures, for both myself and for my kids,” Sheila said. “And although the hardships of the multiple deployments and the concerns when you have a loved one in a combat situation are always tough, it’s always heartwarming to see how people really come together. I wouldn’t trade it really for anything.”

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BROKEN BEAUTY West High students provide their unique perspectives on the impact of beauty standards on themselves and those around them.

BY KAMAKSHEE KUCHHAL & JANE LAM

W

hat makes someone beautiful? At the grocery store, glossy magazines displayed on the shelf scream “How To Look Prettier” in bold, hot pink letters, providing tips on how to look thinner and cover up acne, presenting a single perspective of “beauty.”

Merriam-Webster defines the word as “the quality of being physically attractive.” This phrase does not include other factors, such as personality and intelligence.

Adama Katile ’22 explains how the description of beauty should be more inclusive, for it is more than physical appearance.

“For me, beauty is having a great personality — are you friendly? Can you interact with people without making them feel insecure or uncomfortable?” Katile said. “What makes a person really beautiful is the type of energy they give off.”

Beauty standards are often characterized as the ideal attributes that society finds attractive. Like social norms and gender roles, beauty standards

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evolve over time, but their impact remains the same. Fiona Graber ’25 believes people chase impossible standards in a competition that is only against themselves. “[Standards] come down to destroying your self-worth,” Graber said. “You don’t feel confident with yourself. Instead, you should be comfortable about how other people should see you.”

Ankur Karandikar ’24 recognizes that even though the harm of beauty standards can be invisible, they still cut just as deep. “[They] make people who are being bullied or people who do not have the same societal connection feel a lot more left out … which can really affect their mental and social lives, and that just sucks,” Karandikar said.

The constant dread of disapproval and judgment can lead to an overwhelming pressure to adhere to society’s beauty standards. Trey Hotsenpiller ’22 believes beauty standards affect teenagers because they are constantly looking for acceptance from their peers.

“Some people need guidance and … compan-

ionship,” Hotsenpiller said. “When you find that, you have to chase it so that [you] can feel better [about yourself].”

According to a 2013 study, body dissatisfaction significantly increased during the transition between middle school and young adulthood.

The constant destruction of self-worth can negatively affect physical and mental health, such as eating disorders and depression. Body Dysmorphic Disorder, characterized by the obsessive preoccupation with self-perceived flaws in appearance, affects one in 50 people in the U.S. and often develops during adolescence. Katile confirms that adhering to beauty standards has negative effects on people’s well-being.

“You start to really lose yourself. You start to lose what makes you, you. Your personality starts to change. You start to imitate the people around you instead of having your own sense of self,” Katile said.

In an increasingly digital world, teens are exposed to unrealistic beauty norms daily. Something as simple as scrolling through a

social media feed can play a significant role in increased insecurities and self-doubt. A 2019 study conducted by the Natural Library of Medicine found that out of 227 female college students, those who spent more time on social media apps such as Facebook were more likely to compare themselves to others and experience body confidence issues. Social media influencers often perpetuate this issue by not being transparent about their appearance in posts.

“People on social media, like influencers, doctor their body [and do] all [these] altercations and even Photoshop. They definitely [set] the bar for people in real life, which does not translate at all,” Hotsenpiller said. “It’s just really problematic because people expect too much out of the everyday person.”

When it comes to gender, people across the spectrum struggle with different societal pressures on beauty. However, these criteria are next to impossible to reach for some, especially by healthy means. Female bodies have historically been scrutinized over, especially in terms of proportionate facial features and body hair.

“Women have pressure to fit under a double standard,” Hotsenpiller said. “Like their makeup — you wear it, you look good, [but] then why would you wear it? Is your face not good enough?”

Meanwhile, men have concerns surrounding height, balding, wrinkles, body hair and athletic fitness. According to HealthLine, the competitive mentality in men’s fitness can often lead to overexertion and overeating. Toxic masculini-

“

YOU START TO LOSE WHAT MAKES YOU, YOU... YOU START TO IMITATE THE PEOPLE AROUND YOU INSTEAD OF HAVING YOUR OWN SENSE OF SELF.” ADAMA KATI LE ‘22

ty, referring to the stereotypical male notion of dominance and aggression, also plays a role in the beauty world stigmatizing men that wear makeup. Body image affects people, regardless of gender.

A closer look into the past of beauty standards unveils a long history of racism and classism, especially in the U.S. “Colorism, even in our own community, falls subject to the beauty standard that a certain group has put on us, and even today, we can see it,” Katile said.

The divide of light versus dark skin tones has been present for many years. As stated in the National Library of Medicine, darker enslaved people worked under harsher conditions in the fields than those with lighter skin tones working in the house, creating a sense of disparity.

Color discrimination continued into the 1900s, with many public areas following the brown paper bag principle as a test of admission; a brown paper bag was held against an individual’s skin, and they were only allowed entry with a fairer complexion.

Graber believes it is important to remember everyone has insecurities; they stem from the innate human impulse to be respected, accepted and loved.

“Be yourself and don’t be afraid to show who you really are instead of just trying to fit in,” Graber said. “If you reach out to somebody and talk about it, they will reassure you that it’s not just you.”

According to the Mental Health Foundation, body dissatisfaction can occur from relationships with family and friends and exposure to media and societal pressure to match an ideal body type. Karandikar acknowledges it is important for individuals to take a step back and realign priorities.

“Don’t focus on what others are doing … peer pressure, don’t listen to them. Just focus on your own needs and goals in life and majorly pursue those to the maximum,” Karandikar said.

Hotsenpiller says the first step in defying society’s norms is to believe in yourself, which plays a major role in increasing self-esteem and overall happiness.

“Do things that make you feel more confident in yourself, just for yourself and not other people,” Hotsenpiller said. “Express yourself how you want to.”

Katile believes it is important for society to change the narrative surrounding beauty and rewrite the definition.

“Let’s teach our younger generation that it’s okay to be yourself,” Katile said. “Especially during high school … [That’s] where the pressure to be ‘perfect’ really does start seeping into your head, but it is also helpful [to have] constant reminders that ‘No, you are beautiful.’”

PHOTOS BY KAILEY GEE PHOTO USED WITH PERMISSION BY BLUE LIGHTNING TV DESIGN BY ZOEY GUO

BEAUTY IS... “being confident and comfortable in your own skin.”

Maeve Christians ’25 “something subjective... Their appearance might be what you notice first, but for me, to truly find someone beautiful, you need to consider them both inside and out.”

Addison Long ’25 “your soul, your personality, how you look at the world and interact with others.”

Aria Khalil ’23 “[something that] can be within yourself or on the outside; like your personality.

Beauty also means that you are confident and true to yourself.”

Yolanda Austin ‘22 “how awesome a person is to be around, their vibes perhaps.”

Kael Scranton ’22 “something that is very individualized. My beautiful is different from yours, and that's the way it should be. Society very often tells us to be different people, but everyone is beautiful no matter their body type or any number of other variables.”

Michael Follmer ’25 FEATURE MARCH 4, 2022

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14 PROFILES MARCH 4, 2022

Trips can be long and hard, but what keeps Gavin Irias ’22 motivated is the destination.

NG IS P H OTO S B Y

BY W I L L I A M C H E N G

LA ABEL

T IS

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omfort is found in numerous locations: some find it in nature, others in their homes, but for Gavin Irias ’22, it is in the bustling environment of airports — people rushing by with places to go, the smell of coffee traveling through terminals during the early morning, pilots striding along with their suitcases, planes flying overhead with destinations all over the world. The airport is his second home.

For years, Gavin has known how deep his connections with aviation run. “Mom, Dad, I think I want to be a pilot when I grow up,” were the words he said to his parents five years ago when he realized just how far his passions could take him.

Gavin first interacted with planes at the age of seven when he flew on a JetBlue Airbus A 320 from Burbank to Las Vegas.

“It didn’t really spark anything at the moment for me; it was just a really, really cool experience,” Gavin said. “ I remember it feeling nice to be in the sky — I liked it.”

Plane crashes were what initially sparked his interest in aviation. To better understand the intricacies of flying, he began watching documentaries about such accidents.

“I liked finding the problems and causes leading up to the accident so I knew what had been made better [with planes] as time had gone forward,” Gavin said.

While many may find themselves mindlessly playing games such as “Subway Surfers” or “2048,” Gavin explored a series of aviation games. He first downloaded a plane crash simulation game, then an air traffic control game,

until finally, he found a simulator called Infinite Flight. After that, Gavin was immersed in the aviation world — nothing could pull him back out.

“That opened the door real wide for me. It just has exponentially increased my interest in knowledge of aviation,” Gavin said.

Through Infinite Flight, Gavin connected to aviation in a whole new way. He joined a virtual airline simulation called Delta Virtual, allowing him to fly around the world. Aviation enthusiasts alike can join a Discord server to share their thoughts about the virtual airline.

“

I COU LD TE LL IT WAS MY TR U E CALLI NG BECAUSE [IT FE LT] NOR MAL .

-GAVI N I RIAS ‘22

”

“I get to communicate with such awesome people from around the world. Some people are corporate pilots, some are starting out just like me, some aren’t really pilots, but they’re interested in aviation,” Gavin said. “It’s a really diverse group, and I get a lot of my knowledge from them.”

Gavin’s dreams truly began to take shape when he took an introductory lesson at the Clinton Municipal Airport, hosted by the Experimental Aircraft Association Young Eagle Organization.

“It definitely opened my eyes to what being a pilot was like. It was kind of a cloudy day,

so, unfortunately, the scenery and the views weren’t the best, but it still was enough to make me go ‘Wow, it’s really cool to be up here defying gravity up and up in the sky being like a bird,’” Gavin said. “It just really exposed me to the piloting world, and it definitely was a big leap into my interest in aviation.”

After taking a few introductory lessons, Gavin applied and received a scholarship through the EAA to attend a five-

420

day camp in Oshkosh, Wisconsin, during the summer of 2019.

“I had this really cool experience to get on planes and get around this cool airport in Oshkosh,” Gavin said. “It was right before [AirVenture Oshkosh], which was in July, so I got to see some cool action going on at the airport in preparation for this huge event that happens every single year.”

When applying for the scholarship, his mom, Michelle Irias, noticed how badly Gavin wanted to accomplish his goals.

“Just watching him fill out the application, I was like, ‘How could he not get it? He’s so detailed.’ If I were filling out an application, even if I were really excited about it, I probably wouldn’t have put as much detail and depth into it as Gavin did,” Michelle said. “It just shows that when [Gavin] wants something, he knows how to go after it.”

As Gavin became more familiar with being around physical planes, it was time for him to take a bigger leap. At the Iowa City Municipal Airport, he could get his hands on the yoke — the plane’s altitude control wheel —and take off.

“It didn’t feel crazy at the moment [I took off] because I’ve been flying so many simulators, so it just kind of felt programmed into me,” Gavin said, “but once I looked back on it, I was like ‘Holy cow, I can fly a plane.’”

From then on, Gavin knew he was meant to fly.

“At the moment, I was just like, ‘This is normal’ — I could tell it was my true calling because [it felt] normal,” Gavin said.

Gavin’s friend of nine years, Peyton Follmer ’22, has noticed the strength of Gavin’s relationship with aviation.

“I feel like there’s a very deep connection with aviation. Whenever I think of Gavin, I just automatically think ‘planes,’” Follmer said. “It’s so ingrained in his personality.”

Michelle feels similarly.

“It’s sort of like for me to drive a car is for Gavin to fly a plane,” Michelle said. “Anything airplane-related seems just second nature [to

him].”

Gavin’s comfort in the atmosphere allows him to appreciate being on-ground and up in the air, but he finds there is nothing like zooming through the sky.

“I guess when you’re on the ground walking, you go at a slower pace, passing all the trees and the birds singing and the squirrels on the trees and the flowers and the breeze and the cool puffy clouds that you can see maybe about 5000 feet up,” Gavin said. “But then as you’re in the sky, everything is whooshing by fast, but at the same time, you can see the entire horizon instead of just being able to see where you are.”

Gavin’s admiration for being up in the air has helped him decide his plans for the future: he will major in commercial aviation at the University of North Dakota in fall 2022 and go into the Reserve Officers’ Training Corps program. He then plans to commit to the U.S. Air Force and later become a commercial pilot.

At first, Gavin could not imagine joining the military, but as he discussed his future with his parents, he started to consider it.

“I can’t really explain why I got interested in the Air Force, but I just feel like I want to represent my country while doing the thing that I like, which is flying,” Gavin said “It’s just something I want to try.”

Gavin knows the journey will be challenging, but he keeps in mind what he is working towards.

“There are probably going to be times where I’m going to be like, ‘Is this really what I want to do? Is it really worth it right now?’ But honestly, I know it’s something that I’m not going to see as a job or career [but] as a passion or a hobby,” Gavin said.

As he continues to strive for his passions, Gavin intends to follow the Delta Airlines slogan: “Keep climbing.”

“The sky is not the limit; you can just keep climbing, keep climbing and keep climbing for greatness,” Gavin said. “That’s definitely one of the things that keeps me motivated.”

Looking towards the future, Gavin believes once he reaches his destination, he knows it will have all been worth it.

“It can be a bit tricky — no good pilot has ever not gone through some rough patches or some turbulence in the process. You can’t let these few bad things get in your way. Failure is just a learning opportunity, a time to reflect and go over what you’ve learned and learn what you need to improve, and then you can go back and just crush it later,” Gavin said. “Follow your heart, pursue your dreams, no matter what it may be, no matter what may be in the road, what might be blocking you. You can always overcome those obstacles in the future. If you try and push hard, you will eventually achieve greatness.”

A GUIDE TO GAVIN’S LIFE

AIRBUS A320

FIRST FLIGHT In 2010, Gavin went on his first plane ride ever. He flew from California to Las Vegas, Nevada, and got to pass over the Grand Canyon, now one of his favorite places to travel over.

RUTAN LONG-EZ

INCREDIBLE INTRODUCTION After discovering his love for aviation, Gavin attended his first introductory lesson in 2016 with the EAA. The lesson was in Clinton, Iowa, and he got to watch pilots in action.

CESSNA 162 SKYCATCHER

OVER OSHKOSH In the summer of 2019, Gavin was granted a scholarship to attend a summer camp in Oshkosh, Wisconsin, through the EAA. There, he experienced the process of preparing for one of the biggest air shows of the year: AirVenture Oshkosh.

CESSNA 172 SKYHAWK

CLOUD CRUISING At the Clinton Municipal Airport, Gavin finally took off in 2020.

He described the experience as “robotic” — it was programmed into him — but once he looked back, he realized just how amazing it was.

PROFILES MARCH 4, 2022

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BUDDING OMBUDS GET IN TOUCH If you are interested in contacting the ombuds, use the resources below: Phone Number: (319) 688-1312 Email: ombuds@ iowacityschools.org Website: www.iowacityschools. org/Ombuds

16 PROFILES MARCH 4, 2022

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The ICCSD’s newly-created ombudsperson position provides personal and accessible conflict resolution, giving students an advocate within the district complaint process.

BY LILLY GRAHAM & SOOMIN KOH

t can be challenging to navigate a situation of conflict, especially when it is unclear whom to approach for help. Current ICCSD ombudsperson Janet Abejo-Parker recognized this when she was investigating and resolving discrimination complaints while working as a senior investigator and mediator at the Cedar Rapids Civil Rights Commission. Abejo-Parker felt that the formal protocol required of her was limiting and found filing formal complaints to be unwelcoming and impersonal. She soon discovered using mediation for conflict resolution to be much more genuine.

“It can be very intimidating filing a formal complaint,” Abejo-Parker said. “It’s not very warm, whereas mediation feels much warmer, like you’re really focusing on … building relationships so that you can have resolutions for everyone.”

In the summer of 2020, ICCSD school board members also recognized that the district’s formal complaint process needed to be reevaluated.

“People didn’t always feel that there was an advocate for the process or for them,” said Superintendent Matt Degner. “They didn’t always know how to navigate [through the conflict].”

At the July 2020 school board meeting, the district’s leadership team proposed the creation of an ombudsperson, or third-party mediator, for the ICCSD. “If I had a concern, who do I go to? Do I have confidence that that concern is going to be treated seriously by the person?” Degner said. “[An ombudsperson] was really a way for us to try to bridge a solution to that problem.”

The new position was designed to create a safe space where people in the district could informally and confidentially voice their concerns, such as those regarding bullying or harassment, and have confidence that they are receiving an impartial perspective on their options for resolution. Abejo-Parker, a trained mediator holding a master’s degree in psychology, was the ideal candidate. “[I] want to make sure that [students] understand my role, know that I’m here, anytime they have a concern or conflict that they want to talk through,” Abejo-Parker said.

The only scenarios in which Abejo-Parker cannot help are when she has a conflict of interest or if one of the parties decides against her involvement.

The conflicts Abejo-Parker takes on include those among students, between students and teachers, and those involving a single individual who has inflicted harm on a larger group.

“Anytime there’s a breakdown in communication or lack of trust, that’s when I like to be helpful,” Abejo-Parker said. “They’re given that respectful, safe environment … I’m this informal resource that you just talk to confidentially.”

Another component of Abejo-Parker’s work is that she reports trends among complaints to Degner.

“I’m reporting those trends or any serious concerns to the district for systemic issues, recommending any positive changes,” Abejo-Parker said.

Abejo-Parker is not present to defend the district. To preserve her neutrality, Abejo-Parker is separate from all district departments and reports exclusively to Degner. To symbolically demonstrate her detachment from the ICCSD, Abejo-Parker has two offices, one at the central district office and the other being a separate location at the Kirkwood Regional Center in Coralville.

“If someone has a complaint and a concern about the district, they may not feel comfortable going to the school and they might not feel comfortable going to the central office,” Abejo-Parker said. “This is a much more confidential, separate environment.”

Abejo-Parker has completed trauma-informed training, which she keeps in mind so she can be considerate of students who may have difficulty recounting their testimonies. “[I provide] trauma-informed care of offering them something to drink when they first get there, asking if they need to do any self-care right away,” Abejo-Parker said.

She also tries to make her room welcoming and warm for meetings.

“When it feels very cold, people shut off or don’t feel comfortable,” Abejo-Parker said.

When pursuing resolutions, Abejo-Parker typically carries out one of three options.

The first option consists of a meeting with Abejo-Parker to address a concern. During this meeting, Abejo-Parker often provides coaching on conflict resolution practices, so that those with a concern feel comfortable potentially proceeding without her.

“I might say, ‘Do you want to run through it

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[I F] TH E R E’S A B R EAKDOWN I N COM M U N ICATION OR LACK OF TR UST, THAT’S WH E N I LI KE TO BE H E LPFU L .”

-JAN ET ABEJO - PARKER , ICCSD OM BU DSPERSON PHOTO BY DEFNE BAYMAN DESIGN BY SOFIA WELLS-LU

together? How would you bring it up? Let’s do a roleplay … what would you say to them?’” Abejo-Parker said.

The second option involves Abejo-Parker mediating the situation, or directly working with both of the opposing parties experiencing the conflict, instead of merely outlining options.

Abejo-Parker finds that her resources can be especially helpful in cases where tensions are high or there is a lack of trust between conflicting parties. “[It’s helpful] to have that person to bring down the emotions and neutralize the situation. Usually, they’re both only talking. They’re not able to hear each other,” Abejo-Parker said.

In addition to mediation, Abejo-Parker provides an alternative practice, typically utilized by larger groups: restorative circles. With restorative circles, those guilty of harm enter the circle admitting their wrongdoing in hopes of resolution.

Through using these different methods, Abejo-Parker believes every case is unique, and resolutions are not universal and should be determined situationally.

The third option entails Abejo-Parker addressing resolutions by connecting students to the channels required to levy a formal complaint.

To do so, Abejo-Parker works with Eric Howard, the ICCSD’s Director of Equity. After Abejo-Parker connects students who want to file a formal complaint with Howard, Howard then carries out an investigation.

Howard and Abejo-Parker have worked closely on several cases this year, with some having

simpler resolutions and others still being an ongoing process.

Howard sees Abejo-Parker as an asset who is a perfect fit for the responsibility of ombudsperson.

“She is very skilled at knowing how to have difficult conversations without ruffling feathers,” Howard said. “She will push you on issues, not from a place of malice, but to come to clarification.”

Degner also praises Abejo-Parker’s skill as an ombudsperson, citing her dedication and thoroughness.

“I would describe her as very approachable, accessible and diligent to her work,” Degner said.

He highlighted how unique an opportunity it is to have an ombudsperson as a resource within a school district.

“We think we’re the only [district with an ombudsperson] in Iowa. It’s progressive for us, and we’re proud,” Degner said.

Although Abejo-Parker feels honored and fulfilled as ICCSD’s ombudsperson, undertaking the position has been challenging.

“Six months in the role, I’m really loving the work. It is challenging [being a] brand new person [in a] brand-new position in the district,” Abejo-Parker said.

Abejo-Parker admits that remaining neutral can also be difficult, which she combats by employing a multi-partial lens.

“I think [multi-partial] means that instead of saying you’re neutral … you’re saying I have lots of feelings about what’s going on,” Abejo-Parker said. “I’m trying to understand everyone’s per-

spective … so we can collaboratively come together and understand each other.”

Another aspect of the challenge is how students’ conflicts can be emotional and weighty.

“When I first started this, I was taking that home with me. I was having a hard time sleeping,” Abejo-Parker said.

She has since navigated establishing a better balance between her job as an ombudsperson and being able to decompress outside of work.

“It’s very rewarding,” Abejo-Parker said. “You really have to be there for people 100%, [but] also know how to unplug and let go of some of that as well.”

As she approaches this new role, Abejo-Parker has outlined a few top priorities she wishes to accomplish.

“I’m working on some strategic goals … [such as] advertising the role, educating all district constituents on my office and my role and what I do,” Abejo-Parker said. “I think if people don’t even know about me, I can’t do my job.”

Abejo-Parker emphasizes the importance of providing quality service to students in need of support. She also feels it is her responsibility as an ombudsperson to create an equitable environment in order to build trust within the ICCSD community.

“I hope to feel that [students] are supported and the district has a resource that is there to go to if they don’t know where to go,” Abejo-Parker said. “The whole point of an ombuds is to make an organization and environment feel more fair and inclusive.”

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EPIDEMIC In the age of a global pandemic and widespread media consumption, modern teenagers have a unique experience with drug usage.

BY MAYA CHU, KRISHA KAPOOR & ELLA DE YOUNG PHOTOS BY OWEN AANESTAD DESIGN BY XIAOYI ZHU

Disclaimer: The blunt on the cover page is photoshopped from paper towels, and the models photographed do not represent the anonymous sources.

T

he stress of school tugs you down with every step you take. Your body itches for some relief from the tension. During online classes, the black screen could easily hide the stench and smoke. Now, the dismissal bell is the only relief in sight. Last week, you promised yourself to stick to two smokes a week, and you have already reached that limit. But nothing can stop you from thinking about that next high.

High school students have been exposed to drug usage for decades. Drug culture has persisted and evolved through the pandemic, appearing both in school and mainstream media.

EXPOSURE

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ccording to the National Center for Drug Abuse Statistics, 46.6% of teens have tried illicit drugs at least once by the time they are in 12th grade. High school drug culture is ever-evolving, whether due to the popularity of certain drugs or changes in the people using them. In recent years, substance use among 12- to 17-year-olds has generally been on the decline, according to Washington University School of Medicine in St. Louis, and the COVID-19 pandemic has only accelerated this trend.

The first anonymous West High student source attributes the decline to a lack of accessibility to drugs while at home.

“During quarantine, everybody’s at home … and I assume your parents wouldn’t want to buy you [drugs],” they said.

The onset of the pandemic had drastic impacts on virtually every aspect of how people live.

Among a flood of statistics, one data point has stood out: an increase in people experiencing mental health issues. In the context of drug usage, a CDC report found that 13.3% of adult survey respondents started or increased substance use to cope with stress or emotions related to the pandemic. Statistics among teens, however, tell a whole different story. Despite increased mental health concerns among teens, 2021 saw the largest decline in adolescent use of illicit drugs in 46 years. “[The] data was actually really interesting over the past year with Covid … where you spend

“

most of your time has changed as far as being in school around peers versus being at home,” said Andrea Weber, assistant director of addiction medicine at the University of Iowa.

Despite nationwide studies that indicate otherwise, some students at West have observed a local increase in drug use.

“I do know a lot of people that started smoking during the pandemic, which I’m not surprised by,” the second anonymous source said.

A third anonymous student also believes drug usage rose among peers during the pandemic due to the lack of structure throughout online school.

“It allowed me to smoke during the day when I wanted to,” they said. “I think a lot of people started during the pandemic … you’re bored at home; what else is there to do?”

National Institute on Drug Abuse Director Nora Volkow expressed uneasiness about the future of drug culture among teens in an interview with Time. According to Volkow, the downward trend in drug usage may reverse in the coming years due to easing pandemic restrictions and more frequent gatherings.

Despite the pandemic’s effects, other factors shape drug use in high school. The first anonymous source describes West’s drug culture as widespread and far-reaching.

“It’s all over the place,” they said. “There are people … literally everywhere I can think of. It’s not just exclusive to one group.”

As an athlete, the fourth anonymous source believes drug culture exists within athletics at West despite the possibility of athletes getting suspended from the team if they are found to be using drugs.

“The fact that wanting to do [drugs] can outweigh risking losing the sport that you like doing is kind of … crazy, even though I have taken that risk,” they said.

Some students bring their drug use into the school building. The fourth anonymous source has observed it in many places, including bathroom stalls and the parking lot. However, they avoid using drugs during the school day due to their concerns about focusing in class.

“I don’t like how it makes me feel because I just zone out, and I don’t get anything done,” they

said.

The third anonymous student has occasionally left the building to get high.

“During lunchtimes or … when I [didn’t] need to use my open, I would go outside … and bring my pipe to school with me,” they said. “I’d smoke during lunchtime or AFT.” If a student is caught partaking in drugs on school grounds, consequences vary on a caseby-case basis.

According to the 2021-2022 West High School student handbook, they may need to participate in a substance abuse rehabilitation program, be suspended, expelled, referred to a local police department or be required to comply with alternative courses of action that are agreed to by students and guardians.

Some teens are motivated to start using drugs despite the consequences in place. According to Sandstone Care, which offers drug and alcohol rehabilitation services, teens try drugs primarily due to peer pressure, mental health struggles, the desire to improve performance, experimentation and the wish to feel grown-up.

The first anonymous source turned to drugs to cope with losing people in their life.

“I started doing drugs because … I didn’t really know what to do at the time,” they said. “I didn’t want to do weed because it’d smell … so I started taking pills.”

With a growing prevalence of mental health disorders among young people, drugs can seem like a way out. The fourth anonymous source was sent to the emergency room after a marijuana overdose partially caused by mental health issues.

“I think I was in a bad place then mentally, so I did use [marijuana] sort of as an escape,” they said.

Some students try drugs simply out of curiosity.

“I have a friend who started doing pills just for the fun of it,” the first anonymous source said.

“He got addicted to them, and now he takes [Xanax] during school. It’s pretty messed up.”

Peer pressure can also influence students to use drugs. A typical place that teens may encounter drug usage is at parties.

“If you go to a party, you’re going to see a lot of

I TH I N K A LOT OF PEOPLE STARTE D DU R I NG TH E PAN DE M IC … YOU ’ R E BOR E D AT HOM E; WHAT E LSE IS TH E R E TO DO? ” -TH I RD ANONYMOUS SOU RCE

EDITORIAL POLICY

TRANSMISSION

Sources may wish to have their names withheld from a particular story, and some may have valid reasons for this. The Editorial Board will decide on a case by case basis whether anonymity may be granted to protect the source, referencing NPR’s anonymous source guidance, and sources must be verified with the publication’s editor-in-chief. The Board recognizes that a high school is a very confined community of young people, and that some topics, while important to the community, may involve public embarrassment and official sanctions if names are printed. Once anonymity is granted, the Board must stand behind its decision, whatever the pressure.

This, therefore, is a weighty decision.

people [who] will usually bring some pills or alcohol or shrooms or acid or something like that,” the first anonymous source said. “You don’t want to be the odd one out, so you start doing drugs.”

The third anonymous source also attests to the popularity of drugs at parties.

“Almost every public party is going to have something; there has to be something to attract the party people, and typically, it’s drugs,” they said.

Party culture is enhanced by the fact that Iowa City is a college town.

“I would always go downtown with my friends and we would make our way into college parties,” the third anonymous source said. “There was one party that I was at where we were all inside and [a group of college students] said, ‘Let’s go outside and smoke.’”

The first anonymous source believes that proximity to the university and the party culture increases accessibility to illegal substances and alcohol.

“Here in Iowa City, drinking is everywhere. At parties, drugs and alcohol are everywhere,” they said. “You just have to find the right people.”

This availability helped establish a drug culture at West often subject to broader trends in drug popularity. For example, the increased interest in psychedelics within the scientific community over the past several years is reflected among students.

“Psychedelics have grown a lot,” the first anonymous source said. “A lot of people want to do … things that make [them] see stuff.”

From what the first anonymous source has observed, there seems to be an overall interest in new and unfamiliar substances among students at West.

“I used to deal drugs here at West and a lot of people want to do … exotic stuff. Like the new things,” they said.

They have also noticed a recent decrease in the number of students who vape.

“A lot of people don’t like to vape anymore,” they said. “During school, if I go to the bathroom, I’ll rarely see anyone vape … two years ago, it was a completely different story.”

One thing that has seemingly stayed consistent throughout the past few years is the popularity of marijuana.

“I haven’t seen a decline [in marijuana use] and I haven’t seen an increase, either,” the first anonymous source said. “It’s just easy to get. It’s cheap.”

Kristin Brack, the Student Advisory Center Coordinator at West High, also recognizes the prevalence of marijuana.

“Marijuana is a really, really big substance that’s very popular,” Brack said. “Since it is kind of close to being legalized, I think people just think that it’s okay to just go ahead and use it recreationally.”

Although recreational marijuana is not legal in Iowa, it is legal in 18 states. The first anonymous source also believes legalization in some states has caused students to feel more comfortable using marijuana.

“All of my friends have smoked weed,” they said. “They see that other states are accepting it so they think it’s fine. It’s just becoming a drug that we can all accept slowly into our lives.”

“D

rugs are kind of cool,” Rue, the main character in HBO’s hit dramatization of high school life, “Euphoria,” said.

“I mean, they’re cool before they wreck your skin, and your life, and your family. That’s when they get uncool. It’s actually a very narrow window of cool.”

“Euphoria” depicts the reasons behind why teenagers turn to drugs and the negative consequences of using them. The series demonstrates that teenagers, like Rue, sometimes turn to drugs to momentarily relieve themselves from the pain of a mental health issue while others try drugs out of curiosity. The serious possibility and danger of overdosing is also illustrated.

Displaying drug usage in the media, such as “Euphoria” does, produces various reactions from viewers. Most commonly, the response is either disapproval for the mere depiction of drug use or praise for the realism shown.

Upon its release on HBO, D.A.R.E. — the Drug Abuse Resistance Education program — denounced “Euphoria” for glamorizing and normalizing drug use.

The second anonymous source agrees with the conclusion drawn by D.A.R.E. “Everyone on that show is beautiful,” the second anonymous source said. “Making beautiful people do drugs makes the drugs look more beautiful.”

The first anonymous source had a similar interpretation of the effect the portrayal of drug usage in “Euphoria” has on teenagers.

“They don’t think it’s bad at all,” the first anonymous source said. “They just think it’s normal — any teen is doing it — at least that’s how ‘Euphoria’ portrays it.”

The third anonymous source further elaborates on the perspective that television shows are not realistic. “[Students] have this idea that they’re going to go into high school and do drugs, and they’ll be able to get away with it every day,” they said.

“That’s not realistic at all.”

Comparatively, Weber believes television shows that exhibit drug usage are not glamorizing the act, but instead illustrating reality.

“I would say that in many ways, I think ‘Eu-

Drugs, including marijuana, Xanax, fentanyl and psychedelics, have drastic short and long term effects on the brain.

Psychedelics:

Psychedelics are a class of psychoactive substances that cause changes in mood, perception and cognitive processes.

They often cause “trippy” effects and hallucinations.

Psychedelics operate differently in the brain than addictive drugs, and there is ongoing research about their potential mental health benefits.

However, they pose many risks, from psychological trauma to organ damage.

XANax: Xanax is a

sedative prescription drug for people suffering from anxiety and/or panic disorders.

However, when used improperly, it can cause the very problem it was meant to solve — depression — due to the drug’s negative impacts on the amygdala and hippocampus. Misuse can also result in decreased inhibitions, coordination and concentration, as well as increased irritability, confusion, hallucinations, paranoid delusions and suicidal thoughts.

Marijuana: Marijuana, also known as cannabis, is a drug containing THC, which simulates neurons to release dopamine at higher levels than average. Marijuana can result in altered senses, impaired judgment and poor motor coordination, all of which can have detrimental effects on driving. Using marijuana as a teenager poses risks in terms of brain development and learning.

Somatosensory Cortex

Motor Cortex

Parietal Lobe

Lo b e F ro n t a l the includes l ta p re f ro n c o r te x

y to r i d Au tex r Co

e l Lo b p o c a m a r o p p Tem es the h i d u a i n c l myg d a l a p us,

Limbic System is buried under the cortex and on top of the brain stem

Occipital Lobe Visual Cortex

Brain Stem

Fentanyl: Fentanyl is a narcotic opioid prescribed to individuals in intense pain. It works by latching onto the opioid receptors of the brain, which in turn causes intense fatigue. Fentanyl is commonly used to lace other drugs, so people experience the effects of the drug without knowing that they have taken it. Due to the high likelihood of fentanyl overdoses, it is crucial that Narcan, an opioid overdose treatment, is available when consuming fentanyl.

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SO WE’ R E ALL EXPE R I E NCI NG TH IS COLLECTIVE TR AU MA , AN D WE’ R E PROCE E DI NG AS I F [WE’ R E] NOT.” - CH RISTI N E DOUGAN , STU DENT FAM I LY

ADVOCATE

phoria’ provides a very accurate representation of what substance use can be like for people,” Weber said.

Don McLeese, an associate professor who has developed courses in culture and entertainment media at the School of Journalism and Mass Communication at the University of Iowa, says that correlation between people watching shows like “Euphoria” and those doing drugs does not necessarily indicate causation.

“If pop culture reflects the fact that kids are having sex before marriage or teenage pregnancy or using drugs, it isn’t necessarily telling you that that’s what you should go out and do,” McLeese said. “It’s describing what is. I mean, part of the power of art is to be able to turn a mirror onto reality to show things the way they are.”

In regards to “Euphoria” specifically, Weber thinks the adverse consequences of drug usage are properly expressed.

“I feel like they showed a lot of the negative impact that substance use had on the characters’ lives,” Weber said. “If you separate the actors and the celebrity from ‘Euphoria,’ and you actually are talking about the character representation in ‘Euphoria,’ I think in some ways it actually does a lot of justice to some of the harms that can come from substance use.”

However, even with the ramifications of drug use shown in “Euphoria,” the fourth anonymous source admits that feeling similar emotions as

the television characters feel can compel people to participate in the same coping mechanisms as the characters, even if they are clearly dangerous acts.

“I think if you can relate to the characters, you can almost want to do it because they’re doing it and you feel how they feel, so you think it would help,” they said.

Although opposing points of view exist when it comes to the effects of drug usage in television, people generally believe social media negatively influences users through its depiction of drugs.

A survey conducted by Pew Research Center in 2018 of roughly 750 people, aged 13 to 17 years old, reported that 97% use a social media platform such as YouTube, Facebook, Instagram or Snapchat, which exposes many teenagers to drug usage on social media and can influence them to partake in the illegal activities as well.

Brack helps students with their emotional, social and behavioral health needs on a daily basis.

She recognizes the strong pull that drug usage on social media has on teenagers.

“I feel like social media and group chatting is such a huge thing,” Brack said. “One person has access to [drugs], and then they’re on a group chat with a group of people that are using or see other pictures of people using on Snapchat or whatever. I just feel like it kind of snowballs.”

Social media and drug usage influence each other in a cyclic fashion. A social media post

with a reference to drugs, whether it is posted by a celebrity or an acquaintance, can instantly spark interest in an individual scrolling through the platform. Curiosity can quickly develop into experimentation. Trying out one drug and posting about it keeps the cycle going.

In 2011, the National Center on Addiction and Substance Abuse at Columbia University conducted a study of 2000 people aged 12 to 17. The study disclosed that 75% of the teenagers surveyed stated that observing photos of teens partying with alcohol or marijuana on social media sites influences them to party similarly.

The third anonymous source supports this finding with their own experience.

“Most of what I learned at first was from social media,” they said. “So, I think that had I not been on it as much as I was, then I don’t think I would have been inclined to try it.”

recovery

A

ccording to the Mayo Clinic, addiction is defined as “a disease that affects a person’s brain behavior and leads to an inability to control the use of a legal or illegal drug.” Also known as substance use disorder, addiction causes people to continue to use drugs despite knowing the consequences.

Due to the psychological toll that addiction takes on the brain, many punishments for drug usage are ineffective. The second anonymous source does not believe that police intervention is an impactful punishment for students.

“I feel like talking to the police is not going to help anything. They’re just going to stick their noses in everybody’s business and cause more trouble than it’s worth,” the source said. “If you really want to show them a lesson, call the cops.

But I don’t think it is going to do anything besides ruin that kid’s day.”

The third anonymous source believes that suspension from school is just as counterproductive as police intervention.

“Suspension isn’t going to do anything. If anything, these kids go home and then they just get to do it more,” the source said. “If I were to get suspended, I’m not going to stop smoking.”

Regardless of the punishment students receive, the first anonymous source believes that it is up

to them to be responsible for their own actions and consequences.

“You can’t change people unless people want to change themselves,” they said.

Weber hopes that proper education will develop and be useful for students who are surrounded by drugs and have to make decisions for themselves.

“Ultimately, it’d be a choice that [adolescents] need to make for themselves,” Weber said. “Information is power, especially when it’s coming from the right, accurate sources.”

The majority of students at West have taken three courses that include drug usage in the curriculum: Personal Development 7 and 8 in junior high and Health in high school. The first anonymous source feels these classes have a minimal impact on student drug usage.

“I like the intentions that West High has, trying to show kids what drugs can do to [them]. But if a kid wants to smoke, they’re gonna smoke,” the source said. “It didn’t have an impact on me and I just shrugged it off.”

Brack previously worked at the Prelude Behavioral Services in Iowa City, where a central mission is to provide resources to people who are struggling with substance use. Brack specifically worked in education surrounding drugs and alcohol. During her time at Prelude, education around drug usage centered around abstinence, or avoiding drugs completely.

“As far as vaping or tobacco, there’s no safe amount for teens to use. So [safe use of those drugs] is not something that we talk about,” Brack said.

However, in regards to alcohol, Prelude has a program called Prime For Life, which prepares young adults to be safe when surrounded by alcohol.

“We taught a program which spoke about once you become 21, and it’s legal to drink, what does that look like?” Brack said. “The educational component is fantastic because there’s such a myth around when somebody says they are drinking responsibly. They have no clue what that means.”

Weber believes older generations have done an inadequate job developing substance use education. She thinks health classes should focus more on safety measures rather than scare tactics.

“Abstinence education about drugs has never worked,” Weber said. “[My generation does] a huge disservice to your generation by not providing you guys with all the information and tools in a very accurate, concise way that allows you to make better choices about your brains and your bodies.”

Weber believes there is a false notion that lack

of information equals less curiosity about drug usage.

“I think a lot of how we teach adolescents about drugs is based on stigma and this belief that if we don’t provide you guys with education about how to do stuff safely, that you’re just not going to do it,” Weber said.

The second anonymous source also believes drug education should shift its focus to safety and accurate information about drugs.

“I think we could do more drug education, but instead of hammering it in to not do drugs, teach kids responsible ways to do them and what to do when they’re in a very real and scary situation,” they said.

According to the Alcohol and Drug Foundation, the techniques that provide the most impactful drug education are appropriately timed with accurate information, build skills like decision-making and are relevant to real life.

Weber believes drug education is vital in the high school years due to the impressionability during adolescent development.

“For adolescents, in particular, there’s this variable that does not exist for adults. Their brains are developing and are wonderful things that are still undergoing tons of changes that can be impacted by various substance exposure,” Weber said.

The teenage brain is more susceptible to substance abuse because the pleasure centers of the brain develop more rapidly than the parts of the brain involved in making decisions. According to the CDC, drug usage at these adolescent ages is likely to affect the growth of teens, occur simultaneously with other risky behaviors and lead to the development of adult health problems, such as heart disease and sleep disorders.

West High has compiled resources for students who are struggling with substance abuse. Brack recommends reaching out to a trusted adult in the building to get access to these resources.

Once connected with an adult, students can receive quick access to medical attention, support groups, therapy or rehab programs.

When students approach Student Family Advocate Christine Dougan with substance abuse issues, the cause is often mental health issues.

From these interactions, Dougan believes the core focus to mitigate substance use should be on student mental health and providing adequate resources in response to the pandemic.

“I think we are in a unique sort of global experience the last couple years … the world is literally and metaphorically on fire. Our school structure looks the exact same as it did preCOVID: same amount of guidance counselors, same amount of SFAs, same amount of teachers and same school day,” Dougan said. “So we’re all

experiencing this collective trauma, and we’re proceeding as if [we’re] not.”

Despite the lack of adjustments made in response to the pandemic, the third anonymous source believes it is vital to understand the significance of drug addiction.

“You’re going to be putting aside your own values because that’s what addiction does,” they said. “It grows on you. It grows on you like a tumor, and it’ll latch on to you.”

RESOURCES If you or someone you know is struggling with substance abuse

Reach out to one of West’s student family advocates: dougan.christine@ iowacityschools.org gudenkauf.anna@ iowacityschools.org Contact Prelude Behavioral Services to ask for their services in therapy and rehabilitation: (319) 351-4357 If in need of immediate assistance, reach out to local health services or the National Substance Abuse and Mental Health Services administration hotline: 1-800-662-4357

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PLAYING FIELD Non-West students share their experiences competing for West High sports.

PHOTOS BY OWEN AANESTAD

BY LILY PROCHASKA

W

hen looking at a West High sports team, one will often find familiar faces from classes or roaming the halls.

However, this is not always the case. Students from across the state come to West to compete if their sport is not offered at their home school.

This blend of students across Iowa fosters lifelong bonds and allows talent from all over the state to come together and compete as one.

Since Liberty High’s opening in 2017, Liberty’s swimmers and divers have competed in a shared program at West. Twenty-two swimmers travel across town every day to swim due to the lack of practice facilities available for Liberty High students.

Makala Hajek ’23 attends Liberty High and enjoys how the 66-member swim program allows her to form new friendships and compete with more people.

“I do not wish Liberty had a swim team. With us conjoining schools, we get the benefits of hav-

DESIGN BY DEFNE BAYMAN

“ I F LI B E RT Y HAD A SWI M TEAM , I WO U LD N ’T G ET TH E O PPO RTU N ITI ES O F M E ETI N G TH E PEO PLE I HAVE .”

ing more people on the swim team along with the best of the best,” Hajek said. “If Liberty had a swim team, I wouldn’t get the opportunities of meeting the people I have.”

West’s welcoming environment and successful swim programs draw in athletes from more schools than Liberty. Kevin Flannery ’23 attends Washington High School, nearly 45 minutes south of West High. Despite making the lengthy drive north every day, Flannery is thankful to be competing for a larger school that allows him more opportunities for success in the sport. “[Swimming for West] allows me to get better by learning from new people and [participating] in a sport I can’t at Washington,” Flannery said.

Flannery is also grateful to be part of a successful team where the coaches and athletes make it feel like home.

“I chose to compete for West because it’s the closest school with an extremely great swim program with great coaches and team camaraderie,”

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- MAKALA HAJ E K ’23

- E LI YO U NG ’21 “I felt lonely at times because they would talk about teachers and classes that I couldn’t relate to. I had to really put myself out there,” Young said.

Another challenge is distance. With Flannery living in Washington, Iowa, he has to travel to West every day for practices and to catch the bus on meet days.

“I think the most difficult thing is just the drive up — every day driving forty minutes just got a little irritating, then I’m leaving right after practice, and getting home around 8 at night — just takes a lot of time and effort,” Flannery said.

Nielsen sympathizes with Flannery by saying that her drive to West is also tedious. Although it is a big commitment, traveling does not stop her from being a high-achieving athlete.

“Driving to and from West every day is very time-consuming sometimes and probably the biggest inconvenience,” Nielsen said. “The positives always outweigh the negatives though, so I don’t think about the drive.”

West’s welcoming athletic programs have been a home for many athletes, even for those who do not attend West. Coaches are key in developing an atmosphere where all players feel valued.

Nielsen believes that the coaches at West treat each athlete with equal respect, making the connection stronger.

“I feel as if I am a West student sometimes because the coaches and my teammates treat me the same as everyone else in the wrestling room every day,” Nielsen said.

Wilkins also emphasizes that the West coaches are integral to building an environment where

athletes from different schools feel comfortable competing together.

“We blend very well together, and the environment is amazing. The coaches also do a great job making sure every swimmer gets treated the same,” Wilkins said.

Although athletes from different schools sometimes struggle with underappreciation at their home schools and bonding with their teammates, because of the opportunity to compete within excellent programs and form lifelong friendships athletes like Young believe it is worth it.

“The program is amazing. I know the coach, past players and current players are all great people with a passion for tennis,” Young said. “I wouldn’t have wanted to compete for any other school or team. I really felt appreciated at West from the moment I got there.”

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“ I WO U LD N ’T HAVE WANTE D TO CO M PETE FO R AN Y OTH E R SCH OO L O R TEAM H O N ESTLY. I R EALLY FE LT APPR ECIATE D AT WEST F RO M TH E M O M E NT I GOT TH E R E .”

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Flannery said.

Eavenly Nielsen ‘23, a first-year wrestler for West, echoes that the team spirit carries over despite being a Liberty High student. With girls wrestling growing rapidly in the state of Iowa, Nielsen is grateful that she found a team that can work together cohesively and helps girls wrestling in Iowa develop.

“I feel very connected with all the West athletes that I wrestle with … we all want the same thing and that motivates us to push each other at practice every day,” Nielsen said.

Eli Young ’21 attended Clear Creek Amana High School in Tiffin and was a four-year varsity starter for the West High boys tennis team before he graduated. Young noticed West’s appreciation for its athletes right away.

“The West team is one of the best programs in the state, and to be able to compete and practice alongside other people who are similar in skill level as I am is only going to make me a better player and teammate,” Young said.

With many high-achieving athletes coming from all over the state to compete for West, success and skill were the least of these teams’ worries — gaining recognition from their home schools has been an ongoing challenge for these athletes.

“I believe that everyone should be represented equally no matter what school they go to. In this situation, I feel like Liberty could do better at representing its swimmers,” Hajek said. “It’s hard to see because, in 2021, seven people on the state team went to Liberty. We got third that year, and not much was said about it.”

Carlee Wilkins ’24, another swimmer from Liberty, believes the underappreciation of the girls swim team stems from Liberty students not recognizing the union between West and Liberty swimmers.

“Since I’ve swum for West, myself and others feel like we’ve been underappreciated and forgotten about,” Wilkins said. “There’s not a large number of supporters at Liberty, and I think it’s because they don’t really think of the swim team as a Liberty sport.”

Young stresses Wilkins’ point, and adds that prioritizing one’s team is more beneficial than fixating on underappreciation.

“You aren’t recognized as much, unfortunately.

The school I attended didn’t really acknowledge me until my senior year even though I played varsity all four years. It’s being content and focusing on the sport and my teammates that’s important,” Young said.

Although the boys tennis team has a rich history of state championships, he feels that the success of the team is often overlooked.

“Tennis isn’t a big sport, but when you have a team as good as West High, a little more acknowledgment would have been appreciated,” Young said.

Young also shares that the division between him and his teammates caused him to become more extroverted.

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PLANT PARENTS

Companions come in many forms. Sometimes, they are green, leafy and hungry for sunlight. Meet the plant parents of West High.

BY HELEN ZHANG ART & DESIGN BY GINGER MCCARTNEY

ZEHRA ILERISOY '25 Zehra Ilerisoy ’25 received her African violets from her mother, a fellow owner of the species. According to Ilerisoy, while these flowers do not require much work, they do require precise environmental conditions. This includes ensuring their humid environment, giving them just enough indirect sunlight, and watering under the leaves.

“If they like their environment, they should bloom all year round, Though it sounds kinda silly, the flowers bloom more if you act happier and talk to them,” Ilerisoy said.

Along with being a colorful decoration, Ilerisoy finds her African violets to be a great addition to the family.

“My family can't have pets because we all have allergies, but the plants can be pets in a way too,” Ilerisoy said.

MONICA WINTERBERG, ENGLISH TEACHER Take a step into English teacher Monica Winterberg’s classroom and you will be greeted by Fernie the Fern, Thing 2 the Palm Tree and various other plants she has gathered from friends over the years, most passed along to her after their previous owners retired.

“The benefits of having them in the classroom are just really nice. It creates a more homey environment. And there's even some brain research that shows a positive impact on a classroom environment as well,” Winterberg said. “It's kind of cool to just watch things grow and to take care of something that can thrive.”

Winterberg recommends that beginner plant owners start with something like an inch plant — a plant whose stem grows about an inch per week — or an air plant, which require little maintenance besides occasional misting.

“I’d say … not to belittle yourself if you struggle,” Winterberg said. “It's a learning process.”

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SABRINA DU ’25 Sabrina Du ’25 owns a philodendron Brasil, rattlesnake calathea and burgundy rubber tree.

Du prefers plants that are easier to take care of, such as her philodendron Brasil.

“It doesn't really need that much light, and then I just water it about every one to two weeks,” Du said. “I just let the soil dry out before I water it again.”

Du enjoys having something to care for that is not as time-consuming as a pet.

“It's rewarding when you see it growing or you see a new leaf. It just makes you feel really accomplished,” Du said.

AIRI THOMPSON ’24 Airi Thompson ’24 received their Christmas cactus as a Christmas gift about six years ago.

“It's a pretty easy plant to take care of: just water it every few days,” Thompson said. “Take off the flowers once they drop.”

Taking care of their cactus is an enjoyable addition to their life.

“It's a good side hobby. It doesn't take too much to do, but they’re still fun. It lightens up your room a lot,” Thompson said.

BROCK WENCK ’22

SAUNDRA GRIFFITH '24 Saundra Griffith ’24 first got their succulents when the plants were on clearance and partially dead. Griffith revived them and has had these low-maintenance plants for the past two years.

“I just water them maybe once a week or so, depending on how warm it is, and keep my cats from eating them,” Griffith said.

Griffith enjoys the life and color succulents bring to their home. With the minimal work that this type of plant requires, they find it to be a great plant to start with.

“Plants in general are great, but if you’ve never had a plant before, succulents or cacti are a great start since they are difficult to kill,” Griffith said.

Brock Wenck ’22 owns a variety of plants including a crown of thorns, a lime tree and a maple tree. He has owned most of his plants for four years and collected them from outside.

“I enjoy taking care of plants because [never] does the plant look the same as the day before. Your plants actually have a personality,” Wenck said.

Wenck has found that slight changes to a plant’s care routine can have drastic effects, which differ from plant to plant.

“I had two dwarf evergreens that were on a schedule and I changed it,” Wenck said. “Within one week, one was looking really bad and the other looked great. Same schedule, just different reactions.”

ENTERTAINMENT MARCH 4, 2022

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STOP THE SPOTLIGHT West Side Story staffer Kailey Gee discusses the lack of boundaries we as a society have for artists and what we can do better to relieve the pressure.

BY KAILEY GEE

“S

orry for not posting in a while!” It’s a common caption I see as someone who follows a multitude of artists on Instagram. It’s an unnecessary apology, but who can blame them? As an outsider, the constant harassment in comment sections is already overwhelming enough; I can’t imagine all the unsolicited story replies and DMs they receive. This expectation for artists to constantly produce at the rate of a machine stems from our unrealistic expectations in the age of mass consumption.

This phenomenon can be applied not only to physical art but to the music industry as well.

A key example of this is indie-pop singer Mitski, whose hit tracks “Washing Machine Heart” and “Nobody” have blown up primarily thanks to TikTok. Even prior to reaching this larger audience, Mitski had taken a break from social media, touring and sharing music. Although at the time she attributed the well-deserved break to five nonstop years of touring, she recently revealed in an interview with Rolling Stone that it was largely due to the stardom she was already beginning to attract after the release of her fifth studio album, “Be the Cowboy”. The pressure from her newly acquired fans and the structure of the music industry made her feel like she was a product being sold, stripping her of her humanity.

As a long-time Mitski fan, it’s heartbreaking to read her testimonies in recent interviews, especially for Vulture and Rolling Stone.

She didn’t even feel comfortable sharing

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MARCH 4, 2022

ART & DESIGN BY ATHENA WU

the names of her cats because she was so worried about people finding her location and personal information. We as a society have put artists on such a pedestal that we care more about who the artist is than their art, yet paradoxically when artists take a break from making art, whether that be for their mental or physical health, we get upset at them.

Mitski isn’t the only example of this. Frank Ocean is another musician famously known for his value of privacy and creating music as a form of artistic expression. For example, he repeatedly delayed the release of his album “Blonde” despite outcry from fans in order to prioritize and perfect his art. In the years since its 2016 release, Ocean has been largely silent about his plans to release a new album, perhaps focusing on creating new music, but most certainly exploring other passions with the release of his luxury fashion brand Homer. Still, fans remain relentless and continue to hope for and speculate about a third album. Ocean has already given us multiple forms of deeply personal and beautiful art; shouldn’t we be grateful for the fact that he shared any of his work with us at all?

This pressure doesn’t just affect artists: it affects society as a whole. If we encourage them to create constant content, that content will naturally be lower quality because there is less work, time and love put into it. Also, an economic lens suggests fans as a whole would become less appreciative of art as production rates increase. This is due to the idea that consumers will care less about something if there is a lot of it, known as diminishing marginal utility.

Ultimately, this pressure we put on artists results in part from the digital age. With widespread access to high-speed results, we are used to instant gratification. Especially in a society where daily vlogs and posts are common, it can be difficult to understand what’s taking so long. For content creators that do post daily, it takes a massive toll on their mental health. This feeling of burnout is echoed by TikTok influencers, a platform that prioritizes fast-paced content, in the New York

Times. Plus, different forms of art can take different amounts of time and energy, especially depending on how personal the work is.

I would be remiss not to mention the effect capitalism has on this pressure artists face. By having a career in the arts, you essentially have to market your creativity and emotions for financial stability in order to have a means to live, leaving artists feeling exploited.

Of course, it’s difficult to tackle such a large system by ourselves, but there are small steps we can take to relieve the pressure. We have to be cognizant of the impact our online interactions have on artists. It may feel like they’ll never see your meaningless little Tweet or post, but when there are thousands upon thousands of people (with the numbers only rising as the artist gains popularity) demanding more art, it creates a cul-

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BY HAVI NG A CAR E E R I N TH E ARTS, YOU HAVE TO MAR KET YOU R CR EATIVITY AN D E MOTION S FOR FI NANCIAL STABI LITY. - KAI LEY GEE ‘22

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ture of unnecessary stress.

It can certainly be sad to hear that an artist whose work you admire is not going to make any more public art and that feeling is completely valid. However, we have to remember that artists are people too, with feelings and reasons to stop sharing or creating their art. We should try our best to be grateful that artists choose to share any of their work with us at all because their art is not something we’re entitled to.

T A U T P E R I L O A C I N RAD PHOTOS BY SACHIKO GOTO

The highly contested phrase “tax the rich” provides a necessary wake-up call about inequalities in American society.

BY KATHERINE SHOPPA

“T

ax the rich” has become a phrase of controversy, classified by critics as a far-left idea that is unreasonable and unachievable. However, taxing the rich is more universally ethical and beneficial than many think based on the media attention it gets.

As income inequality increases, taxing the rich becomes increasingly important. From 1983 to 2016, the upper class’s share of wealth has grown from 60% to 79% while the middle class’s share has shrunk from 32% to 17%, according to Pew Research Center. The wealthy have plenty of money to spare; yet, they don’t pay their fair share of taxes, having a lower tax rate than those in the highest tax bracket. There are average working families who are paying a higher tax rate than billionaires. Along with the tax rates being lower, the wealthy also have an advantage in that much of their income isn’t considered taxable — they have wealth stored in their stocks or investments and can’t be taxed until the asset is sold.

There are many proposals regarding how to best tax the rich. Some suggest increasing estate taxes, creating an additional income tax, or introducing a wealth tax, which is based on a person’s total net worth and assets. This tax follows the rule that the more wealth you have, the higher the tax should be. During the 2020 presidential election, Joe Biden promised to tax the rich. He had a plan to increase income taxes for those making roughly $400,000 or more annually — only the top 2% of the population. However, with Biden’s Build Back Better proposal, a social and climate spending bill released Oct. 29, 2021, this plan changed. The framework of the bill outlines funds coming from a tax surcharge on those making $10 million a year. This is a heavy decrease from the original plan’s amount of taxation, and while it’s better than nothing, it’s not enough.

Many people worry about the idea of a wealth tax. Some fear that it will ruin the economy.

However, the government doesn’t set the tax money on fire and watch it slowly turn to ashes; they return the money to the economy through

ART & DESIGN BY EVA JORDAN

investments and spending programs. According to the Institute on Taxation and Economic Policy, inequality can slow down the economy by placing too much wealth in the hands of a small group of people who are buying their sixth mansion and aren’t using their resources efficiently or are leaving them to sit in the bank. The government could use this money on infrastructure, healthcare and education, which would fuel middle-class consumers powering the economy.

Additionally, many other industrialized nations

“ I F OTH E R AM E R ICAN S CAN PAY TA XES ON TH E I R MAI N SOU RCE OF WEALTH , SO CAN TH E R ICH .”

- KATH ERI N E SHOPPA ‘23 like Iceland, Denmark and France collect more taxes than the U.S. and can invest far more in public goods. Meanwhile, U.S. federal spending has exceeded its revenue and can’t fund investments necessary for the economy.

For those who say taxing the rich is unfair and goes against the natural order, how many times have poor people been told, “life isn’t fair, get over it”? The economic system, concentrated wealth and the translation of riches to importance is a human creation; there’s nothing “natural” about it.

Besides, the middle class already practically pays a wealth tax, but it’s called the property tax: when individuals or legal entities pay a percentage of their property value in tax. If other

Americans can pay taxes on their main source of wealth, so can the rich, who once again have their primary source of wealth stored in stocks or investments.

Taxing the rich is not just some crazy, exclusively left idea. The general public agrees that wealthy people should pay more, according to a 2018 Gallup Survey where 62% of respondents said the wealthy don’t pay their fair share. Establishing a wealth tax or a method to tax the rich would benefit everyone. It would help undo the economic unfairness and inequality that have grown in the past decades. It would provide the government with money to fund programs and public projects, allowing fairer opportunities for people to be successful.

To make progress towards this initiative, one of the best things to do is educate yourself and others on what it would truly look like to tax the rich. Making an effort to understand policy ideas rather than just writing them off based on where they’re coming from is essential for a healthy democracy.

A key part of this is reflecting on our own beliefs, some of which society has instilled in us.

Capitalism and the “American Dream” have ingrained in us the idea that hard work is the only thing that can help you achieve. However, believing such only makes people ignorant to the systemic inequalities of our society that grant privilege and status to the wealthy. Prices on necessities are rising faster than incomes and the only people suffering are the middle and lower classes.

So, how can we ensure members of all social classes have an equal chance at success and benefit from economic growth? Tax the rich.

OPINION MARCH 4, 2022

33

WE’LL PASS

West High should get rid of the new hallway and bathroom pass policy.

R

eturning from winter break, West students were met with the new bathroom pass system. The passes were not popular, with many students expressing their concerns and frustrations. Nevertheless, the system has remained in place, with the administration arguing that the passes help control hallway traffic and allow teachers to identify who should be in the hallways and who is skipping class. However, the pass system has not done much to address the issue of students skipping class. Instead, the pass system negatively impacts the student body as a whole while unintentionally targeting marginalized groups. Therefore, the policy should be discarded.

While students’ concerns about the hygiene of the passes have gone unaddressed, COVID-19 is still a prevalent issue, and the pass system is undeniably unhygienic. According to a study conducted by the American Society for Microbiology, only 70% of people wash their hands after going to the bathroom, and only 50% of people do so properly. With the bathroom passes, students who are a part of the other 50% will be immediately reexposed to the germs left behind by other students. Some teachers wipe their pass down occasionally, but many just leave it hanging in a corner. This is especially concerning because the omicron variant can last up to eight days on plastic, according to a study by the Kyoto Prefectural University of Medicine. Just one student with the variant can expose anyone who uses the pass for the next week.

Another issue with the pass system is the one-

at-a-time rule, which negatively affects transgender, non-binary and assigned female at birth students at West. The intention behind this was to encourage students to keep their bathroom trips short, but for some students, this is not an option. According to the GLSEN 2019 National School Climate Survey, 82.1% of binary transgender students and 48.9% of non-binary students avoided gender-segregated bathrooms.

Many transgender and non-binary students at West must take long trips to either the art hallway or the health office to use a gender-neutral bathroom. The nature of the pass can make these students feel guilty about using their preferred bathroom or discourage them from doing so. Also, while pee can be held, the same cannot be said for menstrual blood. And while no teacher would force a student on their period to stay in class, menstruating students should not be forced to tell their teacher that they are on their period.

The WSS Editorial Board is also concerned that it is not being equally enforced. Many board members are frequently in the hallways without a pass due to taking Kirkwood classes or having an open period, and most have yet to be asked for a pass. Out of 32 members, the only board member who said they had been stopped is a person of color. This observation is consistent with the data. In the 2020 School Climate Survey, 30% of Black students reported that teachers did not treat everyone in class equally, which only 19% of white students believed. These statistics and the Black Lives Matter protests held at

our school in November show that racial profiling is still an issue at West High.

The pass system also fails to meaningfully address the issue of skipping. Instead of addressing the causes that lead students to skip class, the hall pass system tries to address the effects, skipping students increasing hallway traffic. Most proven strategies to decrease skipping class involve addressing the factors that cause students to skip, by doing things like making interpersonal connections between students and staff. New York City schools found having mentors work with struggling students added nine days of attendance on average. However, instead of encouraging students to form better relationships with the staff, the hall pass system promotes animosity between the two groups.

The bathroom pass system comes with too many negative consequences for the student body as a whole and especially for certain communities of students. It also has had very few positive effects, failing to even address the issues that caused administrators to enact it. There has been an understanding since junior high school that students can manage their own time and know when it is appropriate to use the bathroom, and the school signaling it no longer considers this to be the case is insulting to the vast majority of students who have been using the bathroom responsibly. The positives do not outweigh the negatives of the pass system, so West High School should drop the policy.

PHOTO, ART & DESIGN BY EVA JORDAN

This is an editorial. An editorial, like news reporting, is based on objective facts.

However, its purpose is to share conclusions and opinions that have been derived by our editorial board and are not associated with the news staff.

34 OPINION

MARCH 4, 2022

PHOTO FEATURE (From left:) Joey Polyak '22, Zoe Nolte '22 and Niles Grainfield '24 perform in Student Produced Innovative Theatre’s production of “An Absolutely True Story” Jan. 13.

CAROLINE BARKER

ART BY CAROLINE MASCARDO

It is publication day for West Side Story. Can you find all 25 issues hidden in the West High courtyard?