Tik. Tok. Time is Running Out

AHS Students and Staff Speak Out on Almost-Ban

Ella Hu and Shreya Soni || STAFF WRITERS

After months of legal turmoil, political debates, and relentless pursuit by its competitors to enact the ban, TikTok has beaten the clock once again. Content creators and small online businesses breathe a sigh of relief as users once again listlessly scroll to see posts from their favorite celebrities. TikTok may have dodged the ban for now, but AHS teachers and students still speculate and are uncertain of the app’s usage in the U.S., especially with ongoing discussions about data privacy and national security concerns. We reached out to several AHS teachers and students to survey their perspectives on the TikTok ban and how it would impact their daily lives. 

The Risk Taker 

AHS senior Youssef Ghidi has long used TikTok as a source of entertainment. However, as the ban approached the impending date of January 18, 2025, Ghidi decided it was time to quit focusing on the opinions of those around him and post a humorous “Get-Ready-With-Me” (GRWM) style video. Ghidi believed that once the ban was enacted, his videos would not reach a large audience, as most TikTok users are based in the U.S. When the ban was lifted, he was shocked that his content had gone viral, amounting to more than half a million views. 

“When TikTok was about to get banned, I was like, I just won’t care, and I created a video making up fake stories,” Ghidi explained. “The first one I made blew up a little bit—around 20 thousand views—then I made another one, and it was more outrageous and had a better hook. It has over 500,000 views, and I also gained a lot of random followers. Everyone knows about it, and it’s just funny.”

Like Ghidi, many TikTok content creators have also begun to post their “drafts” and videos that they were initially apprehensive about posting. For many of them, it was a way to reveal and post more about themselves despite what they believed others would think of them.  

The Alternative Seekers

Others were searching for an alternative app once the ban took place. Among those was Xiaohongshu, a Chinese social media app. The app, similar to TikTok, serves as a lifestyle platform and is a space for users to share reviews on travel tips, suggestions, and shopping recommendations.

“I have been using Xiaohongshu since last year, and it has become my favorite app,” said Chinese teacher Lin Wu. “It has become really popular recently, especially with many ‘TikTok refugees,’ but it is more lifestyle content-related compared to TikTok.” 

Despite the recent popularity spike of the app as a part of the TikTok trend, Wu has been using it for a while in her teaching. “I actually use this app as a teacher, and many other Chinese teachers in the U.S also share their teaching resources. I love watching their videos and they give me ideas and inspiration,” she said. 

For Instagram, the TikTok ban seems beneficial, acting as a method of ridding itself of its top competitor, but TikTok users disagree. AHS students who use TikTok daily agreed that Instagram is a more serious app compared to TikTok, which promotes carefree content. To students, TikTok also has more variety content-wise and offers more inspiration on many topics for students. 

According to Ghidi, “Instagram is so much more different. The vibes are different, and people on Reels are mean and don’t enjoy the sillier stuff; they are so judgmental and mean. Making a post on Instagram is more formal, and it’s for others. I post every once in a while when I’m feeling myself or on special occasions, but TikTok is for [posting] whenever I want.”

The Indifferent

Some students, like senior Mitran Kumar, are entirely unaffected by TikTok’s ban. Unlike most teenagers, who use TikTok on a daily basis, Kumar does not use the app at all and is “rather neutral” on the subject. However, Kumar uses other forms of social media like Instagram and recognizes the chokehold that TikTok and similar apps have had on society, especially on those belonging to the younger generation. 

“I think TikTok has a lot of weight in terms of culture, and it can give a platform for new ideas and creators, brainrot or not,” said Kumar. With the rise of new trends and social ideologies, specifically the usage of slang or “brain rot,” TikTok has been a prominent aspect of its users’ lives. Kumar has personally experienced this within his everyday interactions with friends who use the app.

Kumar understands that government intervention was necessary in mitigating any potential harm that TikTok could inflict on its users. “I trust elected government officials over private corporations, wherever they are from, as we often can’t see the inner workings of tech companies. The legacy of TikTok isn’t very positive, and I feel like the government was in the right to step in,” he said.

The Hesitant

Many are uncertain about TikTok’s impending fate in the U.S,. but agree its impact on social culture is undeniable. Whether seen as a creative outlet, a source of entertainment, or a controversial platform under government criticism, the app continues to influence interactions with digital content. While some, like Ghidi, used the ban as an opportunity to express themselves, others have sought alternatives, believing Western platforms are safer. 

For health teacher Betsey Desfosse, the line is drawn closer toward safety rather than the loss of a source of entertainment. It is undeniable that the impact TikTok has had on society makes it more than an app. However, now that it has become a force that dictates how we connect, communicate, and share our lives, Desfosse believes safety should be the utmost priority when using TikTok. 

“There are companies in the United States that won’t even let their employees download TikTok on their phones,” Desfosse asked. “So what does that government agency know about TikTok, and the information they’re taking in from you?”

image credit: NBC news

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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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