Education – AHS NEWSPAPER

CollegeBoard Scores 1/5 on AP Testing Administration

June 9, 2025

“Once you enter the start code, you may begin.” With these words, hundreds of AP Psychology students at AHS expected to start their AP exam. Instead, they were greeted by a laggy, glitchy BlueBook testing app that refused to cooperate. For the students who were unable to coax the app into functioning, the exam was delayed to May 21—a poor solution for students who spent a whole year preparing for that moment.

We at ANDOVERVIEW believe that the fragile testing infrastructure of CollegeBoard is absolutely unacceptable. One would assume that a nonprofit organization that claims to be “paving the path for college success” would ensure that its testing platform relies upon servers that are able to handle the increased traffic on testing day. CollegeBoard provided very little consolation to the adrenaline-crashing students. “Most students have had a successful testing experience, with more than 5 million exams being successfully submitted thus far,” the organization defended. The statement was tellingly short—PR representatives at CollegeBoard couldn’t be bothered to devote any longer than a five-minute coffee break to drafting this “apology.”

Unfortunately, technical glitches are not the only issues that CollegeBoard has encountered this AP season. After a slew of hate comments were slung in author Namwali Serpell’s direction, she discovered that the vitriol was directed towards one particular passage in one of her books. The infamous “Look at Me” passage was recognized by this year’s AP Lang students as an indecipherable jumble of content followed by some seriously difficult multiple-choice questions (MCQs). After learning this, Serpell revealed that CollegeBoard had included the passage in the test without her permission and distorted its meaning in the MCQs that followed. Adding insult to injury, Serpell also clearly stated that she was against standardized testing as a concept. As of late May, CollegeBoard had yet to address these comments.

The negligence of CollegeBoard has created a sorrowful state of affairs for those looking to take advantage of the benefits of AP courses and exams. To no one’s surprise, the corporatization of education has introduced far more harm than benefit to all involved. We can only hope that CollegeBoard will hear and fix some students’ criticisms.

AHS Student Directs Coming-of-Age Film, ‘Horizon’

June 9, 2025

Abby Chachus || STAFF WRITER

AHS Film Club president Scott Strellis is working on directing his first original film, Horizon. Far from a simple project, Horizon has and will continue to use up a lot of time for preparation and collaboration.

For Strellis, filmmaking has always been more than a hobby. “[Film Club has] been doing a lot of short films, preparing for this throughout the years,” he explained. Now, as director of his first film, he is putting all those lessons into practice. “Directing is mainly about being as creative as possible, communicating well with others, and finding a good workflow,” Strellis said.

Horizon tells the heartfelt story of a teenager grappling with loss and responsibility. “It’s a coming-of-age sailing film,” Strellis said. “The main character tries to find out what his identity is through sailing, because he’s had some hardship with loved ones passing away, and he has to take a lot of responsibility for himself, in terms of growing up.”

While Horizon is Strellis’s first time directing a project, it’s not his first experience on a film set. Two years ago, he helped with little things in the creation of Bonsai, another student film. That experience, along with the support of the AHS community, has been very valuable in helping him learn the skills he needs to create his own movie. “The resources at the high school let me show all my creative ideas and really help with the workflow,” said Strellis.

Collaboration is important to the creation of Horizon. Strellis is working with senior Ben Murfitt and sophomore Rohit Perugupalli to write the script and put it all together.

“Since I am not as experienced with playwriting, it has been an enlightening and educational experience,” said Perugupalli. He also explained that overall, the experience has been pretty positive.

Faculty advisor Daniel Brennan, who previously guided the Bonsai project, is offering mentorship, and former student Nate Allen has provided advice and encouragement as well.

“There’s a QR code on the forms [hanging around school]. We did the major casting already, but we’ll always have open parts for extras and those who just want to stop by for cameos,” Strellis said.

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World Languages Coordinator Reflects On Career, Retirement

June 9, 2025

Avery Slaughter || STAFF WRITER

Peter Hall, program coordinator of World Languages at Andover Public Schools, is retiring this coming September. Hall has been working in the district for 35 years.

Hall’s career at APS commenced in 1995. Over the span of 27 years, he taught both French and Spanish at levels ranging from beginner to Advanced Placement before transitioning into the role of program coordinator in 2022.

Overall, his experience at APS has been a positive one.

“I am fortunate to say that I have enjoyed my years here,” said Hall. “I have had a lot of wonderful students who make each year a little different. […] It’s been a lifetime of memories and experiences.”

Over the years, Hall has worked with students in and out of the classroom in an effort to inspire interest in other cultures. His passion for foreign languages began in middle school, and he has since strived to share that enthusiasm with others. Hall traveled with students to France seven times as part of the French Exchange Program and led the Spanish Exchange Program trip once. Additionally, he chaperoned numerous other international trips offered by APS.

“As a language teacher it has been my passion to share my love for travel and learning about other cultures with students,” Hall said. “It provides an opportunity to get to know students outside of the classroom and broaden their perspectives on the world.”

Watching students grow as people throughout trips abroad has been one of his favorite parts of his job, Hall said.

Moreover, his years of teaching have defined who he is as a person. Much of who he is has been shaped by his career in teaching, explained Hall. He plans on taking that educational mindset with him into the future.

Hall’s positive impact on the World Language Program hasn’t gone unnoticed by teachers who know him. Between his contributions to the various programs offered by the department, years of teaching multiple languages, and guidance as program coordinator, he will be missed in retirement.

“I think he’s a great person,” Spanish teacher Teresa Peralta said. “It’s hard for us to let him go, but I think each person has a mission and I think he’s ready [to retire]. We want to say thank you for all the work that he has done, and for teaching us as well.”

ChatGPT: A Student’s Best Friend (…or at least that’s what it told us when we asked it)

December 14, 2024

Anya Gorovits || STAFF WRITER

Able to write essays, solve math problems, find solutions for everyday problems, and do anything else you might need help with, ChatGPT is truly a jack of all trades. Though released only two years ago, ChatGPT, along with other AI platforms, is now thoroughly integrated into nearly every AHS student’s life. Yet students and teachers disagree on what is considered academic dishonesty regarding AI.

When asked about its usefulness to students, ChatGPT said, “With the ability to adapt to individual needs, I am an indispensable tool that helps students thrive both in and outside the classroom, making their lives more manageable and their educational journey more successful.”

“I use ChatGPT every single day. It’s always open on my computer” said a sophomore who asked to remain anonymous, explaining that they even made a new Google account just for ChatGPT because they always run out of free usage. “I think it’s been a good three weeks where I’ve used ChatGPT during every single period,” they added. They like to use AI to complete math homework, fix their code, and write foreign language assignments. “For essays, I’ll write them, but if the words don’t look good, I’ll put it in ChatGPT to rephrase it, but then I’ll rephrase it [again]. I’m not a cheater,” they said.

One junior explained that he doesn’t like to use AI often in his schoolwork, typically using it no more than three times a week, mostly to check essays before turning them in. He sees many of his classmates misusing AI more than he does, yet they all get the same grades on assignments. “I feel like everyone else is taking the easy way but I’m really doing the work. I feel like I’m not getting enough credit for the work I actually do compared to my classmates who use ChatGPT,” he said.

Many AHS teachers are also noticing students’ frequent AI usage.

“When I taught, I definitely noticed [AI] used every class, I’d say a few times,” said Michael McCarthy, who taught at AHS for 19 years before recently becoming the K-12 social studies director.

French teacher Olga Kostousova said she can always tell when a student used AI in their work. Though she tries to make “AI-proof” assignments, students continue to use it. Kostousova told a story of a student who submitted a paragraph that began with “Because I am AI, I am unable to answer this question…”

Yet students aren’t the only ones who’ve taken advantage of the all-knowing ChatGPT.

Kostousova, who likes to use AI to brainstorm assignments and activities for her classes,

said, “Artificial intelligence is my co-teacher.” She actually wishes ChatGPT was stronger. “AI is not yet what I want it to be … oftentimes I’m unsatisfied with ChatGPT’s results,” she stated. Other faculty like McCarthy stay away from using AI in their work. “I feel like if I’m going to ask students not to use it, then I need to model that as well,” he said.

According to a 2023 Forbes magazine article, 89 percent of US high schoolers have had ChatGPT do their homework for them, and 53% have used it to write their essays. Yet AHS students and teachers disagree on what counts as cheating. While the previously quoted sophomore believes that, as long as AI isn’t fully doing your work for you, there’s no problem, English teacher Caitlin Mitchell said that anything beyond basic spell-check isn’t ok. The aforementioned junior thinks AI should be fully banned from school.

When asked about its thoughts on being banned, ChatGPT said, “I think I should be allowed in schools but with clear guidelines ensuring I support students’ education rather than replacing their effort.”

As students use AI more and more, teachers are worrying about the long-term effects of its usage. McCarthy is worried that it will take over students’ thinking, and Mitchell is scared that students will one day reach a point where they can’t use AI, and then they won’t know what to do. The concerned junior added, “We’re not going to be maximizing our potential as students and as a generation.”

Kostousova is very upset by students who don’t do their own work. “They will ruin their knowledge,” she said.

The sophomore, though saying that AI will make us as students lazier, still thinks it makes us better. “Everyone who says that AI brings you down academically is straight-capping (lying),” they claimed. The sophomore revealed their dependence on ChatGPT. “I can’t do anything without it,” they said.

If caught using AI to cheat on assignments, AHS students face serious consequences. According to the AHS Student Handbook, one infraction is marked on your record and gets you an F. Two infractions mean a minimum of 3 detentions and a 0 on the assignment. Three infractions mean a minimum of a 1-day suspension and a meeting with the principal. Any infraction leads to being kicked out of the National Honor Society.

When asked if they’ve been caught, the sophomore said, “Not by a teacher, I’m very slick about it.”

Mitchell compares AI usage to “The Tortoise and the Hare.” “The hare (ChatGPT users) might get ahead faster, but at the end of the day, the tortoise, or the kids that didn’t ever use it, are going to gain the skills,” she explained.

ChatGPT seems to agree. “I’m your smartest friend, but letting me do your homework is how we both fail the class,” it said.

Articles Community Education Trending

Mice appearing in classrooms?

November 13, 2024

Staff and students debate a hygienically concerning event

Kaveri Dole and Arshiaa Prem

STAFF WRITERS

“Cloudy with a Chance of Meatballs” is an animated movie we all love, with various foods falling from the sky in a blissful buffet. Obviously, this is everyone’s dream, but how would you feel if the meatballs were a little less appetizing and a little more hairy?

Health teacher Betsey Desfosse’s freshman class was horrified when they saw dead mice on their floor, just inches from students. It was around 8:30 a.m. on an early October morning, and the students were still groggy and tired. Was it fake? Was it perhaps a meticulously placed practical joke? That is what prevented the class from “screaming bloody murder,” Desfosse said. That is, until ten minutes later when two students approached Desfosse asking about the creatures.

“I was a lunatic, I was screaming,” Desfosse said while recalling the incident. “I fell short in the bravery department that day.”

However, Desfosse was not the only teacher who encountered these pests. Science teacher Jennifer Rodier also had similar experiences. Rodier valiantly threw away not one, not two, but three dead mice, all from Desfosse’s classroom, earning the title of Mrs. Desfosse’s knight in shining armor after running into the room after hearing her screams. Finally, Desfosse exclaimed, “That’s it, I can’t do this anymore!” and ran out the door.

“I get there are mice in the building and it’s starting to get cold and we eat snacks all over the place,” Desfosse said. She was very logical after the fact, confirming, “This has never happened before but it’s not shocking.”

Her theory is that a mouse likely gave birth, producing more offspring. However, she recalled a similar incident from about fifteen years ago, when a mouse fell out of a hole in the ceiling tiles and landed in a student’s backpack.

Freshman Ishwa Dharan, who was present in the health class where the mice reappeared, reflected on the experience. It was a total shock to her, so much so that it didn’t seem real. In fact, at first, she thought it was fake. “I started laughing because I didn’t know what to do,” she recalled.

Her reaction highlighted another issue; students at Andover High School are unprepared for such situations and unaware of the health concerns associated with these pests. Without the proper knowledge of what to do in these situations, students are at risk of mishandling the animals in an attempt to kill or dispose of them, potentially contracting a disease.

The Centers for Disease Control and Prevention (CDC) points out the dangers of physical contact with vermin, which can be a threat to our students. “Contact with rodent droppings, urine, and saliva can spread by breathing in air or eating food contaminated with rodent waste.” The CDC added that infestations of rodents through buildings are the main cause of disease spreading from rodents to people. In addition, many diseases carried in mice don’t show apparent symptoms, meaning there is no visual difference between an infected and a healthy mouse. These diseases range from bacterial, viral, and even parasitic and can be transmitted directly or indirectly.

So what can we do to reduce the spread of these diseases? Candice McVeigh, a health teacher at AHS, advised community members “to start being mindful of the food we bring into classrooms and how we clean up after ourselves.” However, in her opinion, the mice aren’t a real issue unless the problem worsens. “All buildings this size have mice,” she says. The real concern is not eradicating the rodents, but instead keeping them under control. This mirrors Desfosse’s thoughts as well: “I don’t know how in a building this size with this many people and so much food that you wouldn’t have mice.”

As for measures taken to combat this problem, Desfosse stated that rat traps have been set. However, they remained empty after a few weeks.

These rodents are indeed becoming pests for our students and staff. They bring hygienic concerns and, in general, cause chaos and disarray. Mice or meatballs, you wouldn’t want either in your classroom, would you?

Articles Community Education Faculty

Mrs. Breen Steps Up to New Ninth Grade Coordinator Job

November 13, 2024

MADDOX TO

STAFF WRITER

After 23 years of teaching in the Health Department at Andover High School, Holly Breen has recently taken up the role of 9th grade coordinator.

For 23 years before her new role, Breen taught 11th and 12th graders, taking a one-year break during her time as a health teacher to focus on taking care of her children. Breen has also been the senior class advisor since last year, and she said she’s “always really actively involved in the student body and other activities outside of teaching at school.”

The 9th grade coordinator job was created last year, offering a position that Breen read and thought fit her perfectly. “Working with a variety of stakeholders like parents and students and teachers and community members [sounded amazing]… I absolutely love that part of my job,” she said.

Joanna Ganci was hired as 9th grade coordinator last year. So in the time being, Breen decided to get her administration degree so that when the opportunity became available again, she would be ready to apply for it.

Due in part to perfect timing, Ganci changed roles this year to become an assistant principal, leaving Breen—now qualified with an administration degree—ready to take the job.

Breen is now participating in administrative meetings to get properly integrated and comfortable in her new job position.

“It’s hard right now because I’m really doing both jobs,” Breen said. “Although Mr. D’Andrea has been awesome about trying to not let me get too overwhelmed because [one of] my main priorities right now are my classes.”

“Mrs. Breen is an awesome addition to the office and our staff administration,” Principal Jimmy D’Andrea said. “She’s been working very hard for the past couple of weeks to complete her set training for [the] qualifications of becoming the new 9th-grade administrator and we’re very lucky to have her.”

Even though Breen has shared the happy parts of taking up a job that she loves, she expressed that it’s still hard to let go of her longstanding history of education in the health department.

Breen said, “I will not be teaching any longer, which is bittersweet for me because I really love teaching. I just felt like it was time to broaden my outreach to the school and take on a different role in that way—to meet kids in a different way.”

Articles Clubs Community Education

AHS Students Showcase School Community Involvement

November 13, 2024

Shreya Soni

STAFF WRITER

Though often confused as the same thing, the Student Government Association (SGA) and class boards are two different leadership bodies that tackle different issues in AHS.

There are a multitude of opportunities at AHS to get involved in the community as a leader, two of which are SGA and class boards. SGA is responsible for solving problems involving the school as a whole and prevalent town issues, while class boards aim to solve problems involving their respective grades. If you are a student interested in tackling the issues concerning the entire student body, SGA is the perfect place to showcase this passion.

“One of the responsibilities of the student government is to participate in 10 community events,” said senior Daniel Shin, the SGA president. These events include attending a School Committee meeting to gain more knowledge about problems that the student body and faculty have faced, and the annual holiday fun drive, which provides gifts for low-income students at AHS during the holiday season. A notable event that SGA is responsible for organizing is the pep rally, which Shin mentions has benefitted the student body by fostering school spirit and a sense of community.

As a four-year member of the SGA, Shin has seen the positive impact that it has had on school rules and his peers, emphasizing the pivotal role that SGA plays in vocalizing student opinions. “We’re the only club that revises school policies and has direct communication with administration,” he said, “[and we have] helped to get feedback on policies and formulate them”. One of these policies that SGA has been instrumental in modifying is the bullying policy, which can be viewed online in the student handbook.

However, if you’re a student wishing to take on a less ambitious goal and provide an impact specific to your grade, joining a class board is a great option.

“Some of the responsibilities of the boards are to be consistent with attending meetings and to be prepared to share ideas,” said Akshara Vijay, a sophomore and member of the Sophomore Board. A member of the Freshman Board last year, Vijay decided to join the board once again so that she could work with other motivated students to solve the pressing issues in her grade and plan out events for them.

“Last year, the freshman board planned out the freshman dance,” Vijay mentioned. “And this year, we are going to do fundraisers to raise money for events like field trips, such as a field trip to Boston or Six Flags.” Another initiative that the board has been interested in pursuing is finding volunteer opportunities for students, such as working at the snack shack at football games and setting up a donation booth during lunch time to promote community events.

As a result of the dedication and perseverance of the class boards, Vijay has noticed that her grade has become “more inclusive and united,” with many individuals fostering friendships with other students that they hadn’t interacted with before.

Because the deadline to apply for these committees has passed for this year, students can support them by attending their respective events. Additionally, interested students can find out more information by asking the faculty advisors or student members and applying next year in September.

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To Stand or Not to Stand?

November 13, 2024

Staff, Students Debate Pledge of Allegiance requirements

Avery Slaughter and Christina Saad

STAFF WRITERS

At 8:15 A.M., Ralph Bledsoe proudly stood with his hand over his heart as he recited the Pledge of Allegiance in time with the voice over the loudspeakers. The students, standing in rows at their desks, quietly listened while blinking sleep out of their eyes. To an outside observer, it seemed like nobody thought twice about the daily announcement.

At the same time, in Jeffrey Kuchan’s first period class, the band director watched the flag in the corner of the band room as the present students milled about. Some stood; some recited the Pledge in a muted mutter; some sat silently. It didn’t matter to him so long as they showed respect for the morning ritual.

It’s an elementary part of every student and staff member’s day, but the Pledge of Allegiance enthusiastically echoes through the school every morning. Some people don’t think twice about it; some regard it with irritation; some consider it greatly important. After years of the same routine, though, some staff and students in the building have begun questioning whether standing for the Pledge is something students should be required to do.

Currently, there are no federal laws requiring public school students to stand or recite the Pledge of Allegiance. Whether or not public schools must say it — and, furthermore, when the students must say it — is decided by the state, and it differs across the country. In Massachusetts, the Pledge must be said first thing in the morning or at the beginning of the school day. Private schools are not held to these standards and may decide by themselves whether or not they recite it.

Because public schools are government institutions, the legality around the Pledge is strict.

When he said the Pledge of Allegiance that morning, AHS Principal Jimmy D’Andrea, channeled his usual cheer, though it wasn’t a particularly notable part of his day. He was enthusiastic about the recitation just as he was every morning — inspiring a bit of joy at the beginning of the day could only be beneficial, after all. He didn’t mind whether or not people stood, nor had he ever, but he recognized the Pledge’s historical significance in the country. Despite the differing regulations across each school he’d worked in, it was a staple in all of them. He would say the Pledge with a smile each morning.

“Public schools were created many years ago for the public good by government agencies,” D’Andrea said, “and so as a result, most of these laws go back well over a hundred years. In this day and age, I don’t know if the same kind of laws would be created, but most [them] have been in the books for a very long period of time.”

While opinions on whether or not students should be required to stand are greatly conflicting, the general consensus seems to be that students should have a choice. Whether or not they should choose to do it out of respect is highly debated, though.

“I think it can’t be a requirement,” Bledsoe said, “but out of respect for the place you live, the people you live with, for the country you live in, out of respect, at least stand.”

Robert Michaud, a history teacher, agreed that you should have the choice but believed the decision was up to personal beliefs. “You’re going to be valued and respected here, as long as you’re not trampling on other people’s values that they have in this situation,” Michaud said.

Some people disagree entirely. Fred Hopkins, a history teacher, suggested that saying the Pledge could possibly promote violence in the country.

“Pledging allegiance is a very serious activity, and what the flag stands for and what it aspires to be are two different things,” Hopkins said, “so when you pledge allegiance, are you supporting all the violence that’s been done by this country and its military, or are you supporting a system of equality and justice, here and abroad, or are you supporting the ideals of freedom and liberty?”

For Kuchan, who taught in a school in Virginia where the Pledge of Allegiance is regarded as extremely important, the Pledge is something to be respected but not enforced. Many of his students in Virginia had veterans in the family or similar military backgrounds, and standing for the Pledge was a meaningful way to pay tribute to that.

“All I ask my students to do is make sure they are respectful during that time, so for those who choose to stand up and say it, they may; for those who choose to sit, they may, as long as they’re not being disruptive,” Kuchan said.

Senior Elina McKenna suggested that being in high school offers more freedom in saying the Pledge. When the Pledge was recited over the loudspeakers that morning, she didn’t pay it any mind. Most of the people in her class had a similar level of apathy regardless of whether they stood or remained seated. To her class, it seemed to be an inconsequential part of their day at best and a mild annoyance at worst. McKenna said that in elementary and middle school, standing and saying the Pledge felt required by the teachers. That pressure is now less intense at AHS, and as a result, people don’t feel it’s necessary to stand and recite it.

Wes Ong, a junior, agreed. “I haven’t heard anyone saying it in a long time. Sometimes the teacher will say it, but quietly,” Ong said.

So, should students be required to stand for the Pledge of Allegiance? There’s no clear answer, but most seem to agree it’s purely up to personal preference. The Pledge has been an omnipresent part of the school day since reconstruction after the Civil War and will likely be around for a long time, but having the personal freedom to choose to stand or not to stand is a great representation of our rights as citizens in the United States of America.

My Pencil is Smarter Than My Laptop

November 13, 2024

Technology in schools might be doing more harm than good

Tommy Kruecker-Green

OPINIONS EDITOR

Technology is everywhere we look. It is inescapable. At AHS, it has become a reflex to open one’s laptop at the start of every class. “Submit your homework on Schoology,” “check your grades online,” “use Google Slides for group projects”—you get the point. Technology in schools has become so deeply embedded that we hardly question it anymore. We should.

More often than not, I feel that technology is a distraction to learning. Don’t get me wrong, I’m as dependent on my devices as anyone else. And I think that there are good reasons to use our devices in an educational setting. But I can’t help but wonder if we’re losing something in the process.

Lindsey L’Ecuyer, a science teacher here at AHS, told me something that stuck with me: students are starting to feel disconnected from their work when it’s done on the computer. “I have more students say that when they do something online, it feels like it’s not real or like it doesn’t count,” L’Ecuyer reflected. When she first said that, I wasn’t entirely sure what she meant. Upon further reflection, however, I realized that I know exactly the feeling. There’s something about typing that feels temporary, as though the newly acquired knowledge exists in a digital bubble that could disappear at any moment. Oh wait, that’s actually true—I close my browser, and boom, it’s gone. Schoology is down (isn’t it always?)—gone. It’s just not really there. When I handwrite notes, though, I feel a much stronger connection to the material. There’s a permanence and physicality to writing that makes it feel like the information is sinking in.

It’s not just about vague impressions and gut feelings that can’t really be qualified. There’s science to back it up. Multiple studies have shown that handwriting notes actually improves memory and understanding. One 2014 study, “The Pen Is Mightier Than the Keyboard,” found that, in their words, “students who took notes on laptops performed worse on conceptual questions than students who took notes longhand.” Why? Because handwriting is slower than typing. When you write by hand, you’re forced to process and summarize information as you go. With typing, you can easily fall into the trap of copying things down verbatim without actually thinking about them.

A lot of you may have already heard the argument that handwriting helps with memory retention. That’s one important point, but what I think may be more important is the effect that constant screen exposure is having on our attention spans—and our development. I see this play out every day in my own life and the lives of my classmates. We start with the intention of focusing on a lesson or finishing an assignment, but somehow, we end up down a rabbit hole of distractions—checking social media, clicking on New York Times alerts with the latest swing state polls or the most recent atrocity in the Middle East, watching YouTube videos of roller-skating hamsters, or even scrolling through online shops. Yes, I have seen students drooling over Air Jordans during class.

Screens are incredibly good at what they’re designed to do: capture our attention and keep it for as long as possible. A laptop that’s supposed to be a tool for learning can easily become a vehicle for procrastination. Even if I tell myself, “I’m just going to quickly check this one thing,” it’s never just that. Before I know it, 20 minutes have passed, and I’ve completely forgotten what I was working on. Moreover, according to Gloria Mark, a professor at UC-Irvine, it can take more than 20 minutes for the brain to get back into the focused mindset that it was in, prior to the email/social media/web browsing break. In a way, technology feels like it’s actively working against me, tempting me to veer off course. And as much as I hate to admit it, I know I’m not alone in this. I see my friends struggling with the same thing—starting off with good intentions but getting sidetracked by the endless allure of the internet.

This can be especially problematic for younger students. Imagine growing up in a classroom where the boundary between learning and entertainment is so thin it’s practically invisible. Kids who are just beginning to develop focus and study habits are being handed tools that can so easily pull them away from their work. It’s a slippery slope, and once you fall into the abyss of distraction, it can be incredibly hard to climb back out.

Consider this: Silicon Valley executives enroll their children in Waldorf schools where they bake pies, build shoe racks, and read books—anything to learn by doing and, importantly, to keep off the screens. These executives know how addictive and detrimental to learning and development screens can be. If Massachusetts public schools want to be progressive, they would do well to reconsider the role of technology in our classrooms.

Who Let the Dogs Out?

November 13, 2024

Open-toed shoes at AHS have got to go

Carissa Dessin

EXECUTIVE EDITOR

However, despite their popularity, this lackadaisical type of footwear feels out of place in a school environment. In a place of learning, it is quite jarring to see dozens of students’ feet on a daily basis. While flip-flops and other open-toed shoes may scream “summer vibes,” they’re a far cry from the sense of professionalism, focus, and safety that a school setting should aim to foster.

The sound of squeaking and plastic slapping on the floor echoes through the halls at any given hour during the spring, summer, and warmer autumnal months, indicating an unfortunate trend at AHS: flip-flops. When the weather heats up, so does the presence of open-toed shoes in every corner of the school, from the cafeteria to the classrooms, as students opt for comfort and ease over more traditional footwear.

One significant concern with flip-flops and sandals in schools is the lack of protection they provide. In the bustling halls, it’s not rare to get stepped on. Senior Kai Cruz has personally witnessed “people’s feet getting trampled in the hallway.” In high-traffic halls like the ones in AHS, shoes should be practical, and flip-flops are anything but.

This lack of practicality becomes even more glaring when students are in gym or science classes. In settings where physical activity or exposure to hazardous materials is part of the curriculum, wearing open-toed shoes is not only impractical but downright dangerous. Teachers require students to wear closed-toed shoes in labs for good reason—broken glass or spilled chemicals could cause serious injuries. Chemistry teacher Sarah Fisher said, “In the lab, it’s absolutely a safety issue. I’ve seen students hurt themselves pretty badly because they were wearing slippers.”

Gym teacher Meredith Emery has witnessed many injuries from students not wearing proper footwear, not only flip-flops but also slippers. She consistently emphasizes the importance of wearing sneakers in all of her Personal Fitness classes. “The first day of class two years ago in 2021, [a student] broke his toe because he was wearing Crocs,” she said. This is not an isolated incident, Emery stated; injuries like this are a recurring issue every year.

Then there’s the issue of hygiene. While the cleanliness of a person’s feet is not a strong concern, the mere thought of seeing other students’ feet day in and day out feels uncomfortable. Cruz summed it up perfectly when she said, “Most people hate feet, as they should, and keep them as private as possible. I personally think feet should always be hidden.” Open-toed shoes add a level of discomfort that goes beyond style, whether it’s the sight of exposed toes or the after-smell of sweaty sandals after hours of walking through school.

What makes the situation even more perplexing is that many students, who would never wear flip-flops or sandals in a professional context, see nothing wrong with wearing them to school. This type of thinking ignores the reality that school serves as a practice run for adulthood in many ways. Emery pointed out, “You wouldn’t go to your job in inappropriate clothing. And this is, to me, your job.”

Given that flip-flops are simple to put on, and ideal for warm weather, it’s no wonder students choose to wear them all the time. However, there is a price for that convenience. Schools are places where focus and safety should come first, and open-toed shoes just do not fit that bill. Whether it’s the distraction of frequent foot exposure, the safety dangers in labs and gym courses, or the lack of professionalism that flip-flops imply, these casual shoes are better suited for weekends and summer vacations—not for school.

In the end, it’s about respect. Respect for the learning environment, respect for peers who don’t want to see or smell your feet, and respect for the safety standards that schools are responsible for maintaining. So, next time you reach for those flip-flops, think twice. After all, some comforts are worth saving for when the final bell rings, and you’re heading anywhere but school.