A Mouse Ate My Homework!: Students and Teachers React to Persisting Rodent Problem at AHS

By Harry Guo and Brandon Nguyen
STAFF WRITERS

The room is still. The only sound is the buzzing of the fluorescent ceiling lights. 

You wait another minute to hear silence, to make sure it’s safe to go. You know you have only a couple more minutes until a custodian comes to take out the garbage. With nothing but courage and hunger, you and your friends bolt toward the ultimate prize:

The trash can. 

You dive into a sea of half-empty smoothie cups and crumpled bags of Doritos, and quickly indulge yourself. Suddenly, you catch a glimpse of something moving across the classroom. You look up to see a pair of human eyes staring back at you, before you hear a blood-curdling cry: “A MOUSE!”

STAFF PHOTO / Brandon Nguyen
A mouse found in the field house.

Andover High School has been dealing with a rodent problem for decades. Custodians have combated the issue with mouse traps, some teachers banned snacks in their classrooms, and even the food in the teacher’s lounges is kept in mouse-proof plastic containers. Many students and teachers have been victims of rodent sightings, but many of them feel more bothered about the banning of snacks than the rodents themselves.

Minda Reidy, a math and computer science teacher at Andover High School, has encountered several rodents during her teaching career here. “I had been sitting and been really quiet,” said Reidy. “[The mice] thought the coast was clear… one went across, then another one went across, and then another one.” 

Nathan Gerow, a sophomore at AHS, claimed he saw a mouse in the cafeteria in the morning, before school. He said that the mouse was small, fat, round, and “kind of cute.” He’s only seen one so far, so the problem doesn’t bother him, even though he understands that there’s probably a lot more in our school.

Many of the rodents living at AHS may be the descendants of a senior prank from many years ago, according to John Berube, a librarian at AHS. “[The seniors] went to various pet stores and they bought up all kinds of mice,” said Berube. “They released them at lunch in the cafeteria, dozens and dozens of them.”

Mary Coombs, another librarian at AHS, points out that the main cause of rodents in the media center nowadays may be people not cleaning their garbage. In 2019, before Coombs arrived at AHS, there were big, open recycling bins in the library, where students dumped leftover food and drinks, which created an invitation for the mice. Since then, she has removed the bins and has seen a great reduction in mouse sightings. 

“It’s disconcerting to come in and find droppings on your desk, it’s not a nice thing,” said Berube. “You would find them… on the counter and out back… sometimes I would find them in my office.” But, he has seen an improvement since food was banned in the library, making sure to have a “quiet word” with anyone caught eating there.

Student-wise, there has been an indifferent response to the food ban in the library and other parts of the school. Gerow said, “Personally, I don’t feel like it’s ever really been an issue. I haven’t seen many students eating or drinking in the field house or library, and I don’t think [the ban] impacts many students.” 

Other students have a sympathetic attitude toward the ban. “[The ban] makes sense, rodents are definitely a problem,” said Shreya Desai, a sophomore at AHS. “It’s unfortunate because I like going to the library for lunch… people should be responsible for what they eat and clean up after themselves.” 

Along with much of the student body, Reidy, who’s also described as a mouse enthusiast by many students, doesn’t mind the rodents if they don’t interfere with her work. “As long as they don’t show themselves, it’s okay… It’s a fact of life,” concluded Reidy.

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NEASC Visit Highlights AHS Goals
  • April 3, 2026

Anushka Dole || ONLINE EDITOR

Andover High School hosted a re-accreditation visit from the New England Association of Schools and Colleges (NEASC) from March 16-18, as part of a decennial review process designed to evaluate how well AHS supports student learning and identify areas of improvement. 

According to Assistant Principal Alicia Linsey, the process started during the 2023-2024 school year with a visit from the Collaborative Conference team, a group of visiting educators from across the New England area. In preparation for the visit, a team of AHS faculty members and administrators was formed.

“We picked out priority areas and presented those to this visiting NEASC committee … and they agreed with [our priority areas],” said biology teacher Lindsey L’Ecuyer, the AHS committee’s science department representative. 

There were five priority areas that AHS pledged to work on starting in the 2023-2024 school year: developing the Vision of a Graduate, implementing consistent curricula throughout all departments, vertical/horizontal alignment across departments and throughout grades, promotion of school pride, and building infrastructure. 

The Vision of a Graduate outlines the skills and values that the school hopes to instill in every student by the time they graduate. 

Vertical alignment refers to improving coordination between teachers across grade levels to ensure student skills build progressively, while horizontal alignment emphasizes greater collaboration between teachers across departments. 

“[The committee is] working on … finding time in the school day for teachers to collaborate more,” L’Ecuyer said, adding that AHS has begun standardizing curricula to support this effort.  

“There are committees in the school that have been working on documenting curriculum in a consistent format for our core classes … freshman English, for example, [and] biology,” L’Ecuyer said. 

Linsey mentioned that students and parents also play a role in the accreditation process. A team of visiting evaluators—distinct from the Collaborative Conference team—conduct interviews to gather student perspectives on the school climate and learning experiences. 

Although the committee leads the reflection process, administrators are then responsible for implementing action plans based on their findings. In accordance with these plans, faculty members must provide evidence of integration of the district goals.

L’Ecuyer emphasized that NEASC accreditation is more about reflecting on and improving school processes than it is about recognition.

“It’s less of a badge as it is opening yourself up to reflecting on and documenting what you do well and what it’s like setting goals for your school,” L’Ecuyer said.

Beyond internal reflection and planning, the “badge” that the reaccreditation process provides does carry additional, tangible benefits for students. It reassures families and colleges that AHS maintains a rigorous academic program, and that it’s constantly working towards improving learning.

“My understanding is that colleges know Andover High School—they know what our programs are like,” L’Ecuyer said. “[Because] of [accreditation] … they know the kinds of students that graduate from here, and what skills that [they] have.”

Accreditation also plays a role in the school’s ability to receive funding.

“NEASC accreditation is required for eligibility to receive some private, state, and federal grants, loans, and other federal funds,” Linsey noted in an email.

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Pink Floyd’s Atom Heart Mother Poor On Release, Rich in the Present
  • April 3, 2026

Michael A. Catino || CORRESPONDENT

You might look at this album and think there is nothing special about it. What’s so innovative about a cow’s photograph plastered on a cover? But once you look past this spotted bovine, you’ll be enthralled and entertained by its genius mix of sound and music. The name of this unique album is Atom Heart Mother by the Floyd that is Pink, simply known as “Pink Floyd.” 

Two songs come to mind that truly represent the nature of the progressive rock band’s predecessor to the “dark side of the mooooon.” Let’s begin with the relaxed and free spirited “Summer ‘68.” When you first lend your ears to this particular song, there is a moment reminiscent of a movie character running and frolicking through a field: free from the burdens of life. Starting off with its slow piano, strumming of the guitar, and the simple question “How do you feel?”. 

Now let’s listen to the second and more outlandish song, “Alan’s Psychedelic Breakfast.” This 12-minute instrumental puts you in a state of mind akin to waking up in your home or a grand hotel enjoying a well-prepared meal. Emphasis given by its long piano solos and use of real-life sounds of people talking and sizzling bacon. I celebrate this album for the achievements it’s made in taking Pink Floyd into new fields away from their usual bass, drums, and electric guitars, as well as creating touching, realistic lyrics ubiquitous in the band’s future work. 

But like all great things, there are some moments that can feel a little lackluster. Like the album’s opening song of the same name, Atom Heart Mother. It seems to drag on with a random assortment of sounds that make you wish the song to end. Sounds in this instrumental include trumpets, synthesized keyboards, a choir, and warped organ pipes. It also doesn’t work in its favor that the track is over 23 minutes long, and maybe if it were cut down to half its run time, it would align better with its neighboring melodies.

All in all, what I have mentioned to you is only half of what gives Atom Heart Mother its majestic tone. The other half is up to your interpretation.

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