Recycling Reforms, Peppermint Pouches Help Curb AHS Mouse Problem

• April 3, 2026

Isabella Yan || EXECUTIVE EDITOR

Recent efforts at curbing the mouse population at AHS, including new disposal practices by the Recycling Club and the use of pest repellent pouches, have appeared to yield a successful outcome.

The mouse infestation has been a longstanding issue at AHS, with students and faculty sharing experiences of spotting rodents scurrying through hallways and classrooms. However, the return of recycling to AHS hallways with brand new “paper-only” signs in recent weeks, after a brief removal, marks a new step toward creating a cleaner environment aimed at deterring pests.

The Recycling Club consists of student volunteers who manage the disposal of all recycling in the building weekly. Science teacher and Recycling Club advisor Seema Gupte shared that ensuring paper-only recycling helps minimize attractive contaminants such as food and drink. “If there is food in the recycling bin, mice are going to find easy access in there because [the bins] are not getting moved for a week [at a time],” said Gupte.

The paper-only recycling bins also ensure a safer environment for Recycling Club volunteers. Earlier this year, the bins were removed to be thoroughly cleaned, as contamination had posed an unsanitary hazard for student volunteers who had to sort through the trash.

The mouse problem appears to have been especially significant in the Collins Center, which hosts a wide variety of school and third-party events. Gupte noted that last year, a large amount of food and other contaminants were dumped into the recycling bins, and the festering garbage began to attract pests.

Senior Meredith Cummings, a member of the AHS orchestra who routinely practices and performs in the Collins Center, shared, “I have seen mice in the band room. One time, I was in the middle of setting up my chair and [music] stand for a chamber practice, and a mouse ran in, looked around, then ran straight out the double doors.”  But she added, “I haven’t seen one in months.”

Beginning around December of this school year, peppermint pouches have also been placed in the corners of classrooms throughout the building. Peppermint is a strong irritant with an unpleasant scent for mice, deterring them from student and faculty areas.

Gupte echoed a similar sentiment as Cummings, stating, “I have four of [the pouches] in every single corner in our prep room and everywhere. And since [having them], we have not seen mice.” These new sanitary recycling practices, as well as peppermint pouches, may be responsible for the improvement.

Despite a hopeful outlook for a pest-free school, Gupte shared that the period during which recycling bins were removed also resulted in a stark drop in Recycling Club membership. She encourages more student participation to help maintain a sanitary environment at AHS.

AHS Hosts TEA Scholars

• April 3, 2026

Advika Singh || STAFF WRITER

Through the University of Massachusetts Lowell’s Teaching Excellence and Achievement (TEA) Scholar program, international teachers visited Andover High School throughout 11 days to observe classes and exchange educational practices across different cultures. 

The TEA scholars consist of experienced educators from countries including Ukraine, Egypt and many other regions of the world, who were selected through a rigorous application process. As part of the program, scholars are based at UMass Lowell where they learn about the U.S. education system with a focus on curriculum, classroom structure, and teaching styles. During their time at AHS, the visiting teachers observed classes, discussed differences in education systems and made presentations about their home countries.

Zakria Ahmed, a chemistry teacher from Egypt, was surprised at the contrast between student-teacher relationships here compared to in Egypt. “In my country, students stay inside their classroom and teachers move between classes,” Ahmed said. “Here students move between classes and there is time between each period.” She explained that in Egypt, students typically sit in the same classroom from 8 a.m. to 3 p.m., which can make the day feel longer. 

In addition to different classroom etiquettes, the learning tools also differ. “I learned many methods here, but one of the tools I liked most were AI apps and other simulations,” Ahmed said. “Also, during chemistry lessons, experiments are done in the lab with students, which helps them see reactions happen in real time.”

The shift from traditional lectures to an interactive environment also changes how students interact with their instructors. “They follow their teachers, they are farther in discussions and respectfully speak to their teachers,” she said, noting that students here experience a more interactive environment, whereas in Egypt, classes are taught mainly through lectures.

The teachers also presented to students, sharing cultural practices from their home countries, which allowed students to learn about a variety of cultures. On the 26th of February during E block, a teacher named Iveta Kalidzeja presented to one of Jennifer Percival’s freshman english classes. It featured a slideshow introducing students to the Latvian alphabet along with examples of customs and notable landmarks throughout the country. The images and explanations displayed allowed students to learn about aspects of daily life in Latvia. Freshman Kyra Prengel noted, “The presentation about Latvia displayed many customs and traditions, and was very informative.”

Teacher Seema Gupta also reflected on the larger impact of the exchange program and the opportunities it provides for educators. “In my opinion, cultural understanding at both ends, learning new teaching strategies, and professional networking created through collaborative projects can be seen as a most valuable outcome of this program. Becoming a more culturally responsive teacher and fostering our students to be global citizens by bringing in real world global examples is another positive aspect of participation in this program.” Her perspective highlights how programs like this extend beyond classrooms, and help teachers and students gain an understanding of the world beyond them.

Apart from academic purposes, the exchange allowed for a cultural introduction to the U.S. All participating teachers were visiting the country for the first time and some even experienced their first snow day. “There are many things I would like to take back to my students,” Ahmed said. “Educational methods, technology, and also my students have some misconceptions about the U.S., so this experience will help correct that.”