Executive Editor Jumps Ship

Tommy Kruecker-Green || EXECUTIVE EDITOR

After careful consideration and a complicated relationship with Adobe InDesign, Tommy Kruecker-Green has decided to retire from ANDOVERVIEW, effective immediately.

Joining Newspaper Production in sophomore year felt natural, Kruecker-Green said. Inevitable, even. “Not only do I naturally love to write,” he explained, “but it was like stepping back into freshman ELA.” Not the English 9 classroom, which he describes as a windowless room optimistically decorated with fairy lights and warmly lit with floor lamps—but the camaraderie within, at one special table with fellow students and future co-editors Isabella Yan and Saarvi Deshwal. Whatever Saarvi reported back freshman year about the enigmatic Mr. Aubrey apparently left Kruecker-Green intrigued. 

Kruecker-Green arrived at ANDOVERVIEW sophomore year ready to write. He left sophomore year ready to InDesign. Multiple eyewitnesses, including well-abused Command+Z keys, can report otherwise.

According to Kruecker-Green, nobody had thought to mention that the layout program operates on principles yet to be fully understood by modern science. “Move a caption a millimeter up and it vanishes into a dimension from which it cannot be retrieved,” Kruecker-Green reported. And he learned the hard way that there is no autosave. But he stuck through. Imagine Kruecker-Green’s pride when, after reaching a higher stage of newsroom evolution, he saw others struggling and knew he could actually help, explaining text justification while still privately guessing what the heck that meant. This was a newfound responsibility, one that he embraced, and one he says he will miss.

Kruecker-Green considers the introduction of the satire column as the “single greatest addition to this paper” during his time at the newspaper. “I will not pretend I didn’t enjoy writing those pieces the most,” he admitted, “nor did I approach them with appropriate restraint.” After the publication of a certain article pertaining to the filming of a horror movie in the legendary Dirt Room, Kruecker-Green received a text with a photo of the headline—the satire section label notably absent—accompanied by the urgent question: “Chat is this real??” 

“A useful demonstration of how misinformation spreads,” Kruecker-Green says optimistically through gritted teeth, “which I offer free of charge to any media literacy curriculum looking for a case study.”

This past year also brought a more formative journalistic experience, Kruecker-Green said. He had already come to the uncomfortable realization that with great journalism comes great responsibility. An article proved difficult to report for reasons outside his control, and navigating that situation taught him a lot. He said, “Naturally many stories have a lot more beneath the surface than is initially visible. Figuring out what you can responsibly do with that information, in a school environment, with all the constraints that entails, is difficult. What do you owe the reader versus what do you owe the people involved? And how do you tell the reader what they need to know without oversimplifying complex subjects?” Kruecker-Green believes this is what real journalism is about.

Kruecker-Green talks fondly of the evenings spent at the whiteboard with Isabella and Saarvi, mapping out each issue’s layout—where each article would go, what front-page stories would get jumped to an interior page. Those sessions also inevitably devolved into drawing things on the board that Kruecker-Green hopes will never be publicly released.

Kruecker-Green will miss the walks before class, trying to get a breath of fresh air after seven hours in the building before committing to two more. (He said he will miss them slightly less than Isabella does due to “a tick incident.”) He will miss the daily news quiz Kahoot, which he approached with a level of competitiveness that was disproportionate to any prize, since there was none. “I will miss, believe it or not, the dead silence that falls over the room when I ask for editorial ideas. The HVAC system, reliable in no other aspect, could always be counted on to cut out at this moment,” Kruecker-Green added. “I think it’s trying to show some solidarity.”

He will miss running late to class, half a dozen donuts in tow after a trip downtown in Saarvi’s car, involving parking decisions he describes as “brave.” He will miss her dedication, including her willingness to upload final issues at 4:30 in the morning. He will miss Isabella’s heroic organizational instincts and reminders. He will miss the other newspaper editors and staff whose collective efforts produce a great newspaper.

“And Mr. Aubrey, I will miss you,” Kruecker-Green said. “I have always admired your calm, steady mentorship, even at times when the ship seemed adrift in a sea of missed deadlines, nonexistent photos, interviewees gone AWOL, and other newsroom disasters. Thank you for believing in me, and in all of us.” 

According to Kruecker-Green, there is more room in this paper—and probably more places in your life than you’d expect—to be creative, and to make an impact. “An editorial I wrote was brought up by the principal at a staff meeting,” he said. “Of course, one does not anticipate these things when writing. One never knows which piece will reach the right audience. But you write anyway.” Kruecker-Green, not known to be a big talker, is emphatic that your words matter.


It has been four years at AHS, and three in room 224. Is it a cliché to say it all went by so fast? Kruecker-Green said, “Yes, but it’s only the truth. And you know, I would do every bit of it again. Adobe InDesign can never take this from me.”

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    AHS Class of 2026 Graduation: A Sentiment of Gratitude
    • June 11, 2026

    Abby Chachus & Kendall Murphy || STAFF WRITERS

    A hush falls as a sea of navy gowns, a rising tide of Andover High School graduates enters the Tsongas Center just before 5 o’clock on June 1, 2026. There is something distinct about moments like these. A goodbye that is bittersweet among both the audience and the seniors. 

    According to Graduation Committee member Ella Murphy, it is a goodbye to “Halloween costume competitions that never disappoint, lunches, wrap lines and vending machine trips,” seemingly inconsequential things, but the memories will stick with all of the students as they move on to their future endeavors.  

    The graduation speakers shared the value of these moments and their gratitude for the people that helped them along the way. As the ceremony commenced, the opening speakers Zachery Pan and Murphy welcomed everyone and encouraged them to acknowledge their shared experiences at Andover High School. “These moments, these memories, these faces. None of us got here alone.” said Pan.

    Their speech gave time to deliver some truly meaningful thank you’s, “beyond the formalities” as Murphy put it, to the teachers and staff that showed up each day with “patience, support, and dedication.” Furthermore, they recognized that this gratitude is not solely meant for the significant ceremonies. 

    “Gratitude is kind of strange. We tend to save it for the big moments. The ceremonies, the stages, the audiences,” said Murphy. 

    “But let’s be honest—the people who actually changed your life probably weren’t standing on a stage when they did it,” continued Pan.

    They concluded the speech with a request to the graduates to thank those who changed their lives in both the big and small moments, even if it feels unnecessary.

    Before graduation, other seniors expressed similar thoughts, like reflecting on the journey that got them to where they are today. 

    “To all my teachers: thank you for everything. I would not be here without any single one of you.” said Christopher Reardon.

    Thomas Enman advised underclassmen to “just enjoy every little minute you get at AHS.”

    Vignesha Jayakumar, class essayist and valedictorian, echoed this same sentiment of appreciation, reinforcing Reardon’s message about the lasting impact of teachers and support systems. “We were galvanized from a community of supportive teachers and staff who didn’t just teach us subjects, they taught us how to think, how to question, how to care,” said Jayakumar.

    He also mentioned the importance of one learning from their fellow graduates. “We learned as much from each other in the hallways and the bleachers as we did in the classroom,” he said. 

    After Jayakumar, Graduation Committee members Ben Pelt and Kari Belson spoke. First, Pelt announced the Class of 2026’s class gift to AHS. Next, Belson named Scott Armstrong the 2026 Distinguished Citizen (see page 4).

    When Principal Jimmy D’Andrea took the stage, he, like all the other speakers, expressed the value of gratitude, a central theme that resonated throughout the ceremony. He began by thanking each group that got each member of the graduating class to where they were standing in the Tsongas Center, about to leave the comfort of being an AHS student and moving onto becoming alumni, highlighting the strong support system and sense of community that defined the graduating class’s journey.

    He also encouraged each graduate to “personally reach out and thank those individuals who made a difference in [their] lives,” reinforcing the ceremony’s message of appreciation, reflection, and recognition for the people who helped shape their high school experience.

    Interim Superintendent Keith Taverna encouraged graduates to continue to make the community proud with the positive impact they will bring to the world.

    To conclude the ceremony, Graduation Committee members Chloe Ahn and Margaret Farabaugh brought everyone together one last time. “Tonight we stand together because of the strong and spirited community we have built,” said Ahn.

    Ahn concluded, “As we become graduates of Andover High School, we step into the world with purpose, passion, and pride… Congratulations class of 2026!”

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    Students, Faculty Travel to Scandinavia Over Spring Break
    • June 11, 2026

    Samin Faiz || STAFF WRITER

    Forty-two Andover High School students and seven chaperones visited Scandinavia this April.

    After a six-hour flight from Boston to Reykjavík, Iceland, followed by a two-hour flight to Oslo, Norway, the group began their ten-day-long tour the Thursday before spring break. Through a combination of bus rides, overnight ferries, and countless miles on foot, the group made their way through five Northern European countries: Norway, Denmark, Sweden, Finland, and Estonia.

    “I’ve been traveling with students since 2005, so this might be my 17th tour,” said Brian Shea, English teacher, organizer, and chaperone of the trip. “We’ve now done all of Europe, so Northern Europe was sort of our last frontier.”

    Apart from the chaperones, the group was accompanied by a tour director named Yulia, whom Shea worked closely with to structure the daily itinerary and ensure a smooth trip.

    In Scandinavia, English is widely spoken, so the language barrier was never a problem for the group. Sometimes, however, the students made connections in ways that transcend the spoken word.

    “I played soccer with a bunch of people in Sweden,” recalled Hannah Arnold, a junior who participated in the trip. “That was probably the highlight of the trip for me.”

    Arnold is no stranger to international travel. Just two months earlier, in fact, she joined her classmates on another school trip to Peru over winter break. However, for her twin sister, Grace Arnold, this was a brand-new experience.

    “I met a lot of new people that I’ve never met before, especially people not in my grade,” Grace said. “It was really nice because I met a lot of great people through that and got to spend time with people I wouldn’t usually get to spend time with.”

    The trip offered a flexible balance of group tours and independent exploration. “We had a lot of free time,” Grace noted. “We got to explore cities on our own and shop where we wanted. As long as you stayed in groups of three or more, you were free to roam the city.”

    Students observed the region’s distinct economic models. Through agreements within the European Union and the Nordic Council, higher education is heavily subsidized or entirely free for regional citizens.

    “It’s really interesting. They tax wealthier people a lot more and their overall tax rates are a lot higher,” one student observed. “The way they reinvest money back into infrastructure contributes to stronger public infrastructure. Education and health care are free, and they even offer stipends to cover the cost of living. Essentially, you pay a lot of taxes, but you get a lot in return.”

    Students also noticed the societal impact of these safety nets. “Their unhoused population is significantly lower. If you want help, those systems are available to support you.”

    The travelers’ curiosity and maturity left a strong impression on the faculty.

    “These kids were wonderful,” said Shea. “All of the students were engaged. They were paying attention. They were enjoying it. They were wonderful travelers. To me, that was the biggest thrill.”

    With the preparations for next year’s destinations already underway, the future of travel programs at AHS seems to be brimming with opportunities.

    “Next year, we have two tours,” said Shea. “We’re running one tour to Barcelona and Madrid in February, and then we’re running another tour to Greece in April.”

    Such opportunities are often highly selective at other schools, but luckily, these trips remain open to the entire student body at AHS.

    “There’s no application process,” Shea emphasized. “We’re not looking at grades. We’re not looking at behavioral records. Anybody can sign up when we offer these tours. I put them out there, and I’m like, ‘If you want to go, come.’”

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