 By Sara Beaupre '26
One would think that the ability to check up on your grades whenever you want is a good thing, but is it possible that it is causing a slip in academic performance? Is it bad that students can automatically see how much their grades drop after one missed assignment? Would it be more appropriate to release a bunch of grades at the end of each week? Many students believe that it is a good thing that they can log in whenever they need to to see their grades. However, it would also be nice for students to be able to choose. There should be choices in the settings of PowerSchool to be able to choose when they want to be updated. Options could include receiving updates at the end of each week, every other week, or at the end of each month, instead of having the entire thing stuck on one updating system. Consistent access to grades is often considered a useful tool; however, when it is abused, students may begin to decide that their grade can handle a few missed assignments. The issue isn’t quite as clear-cut as it may seem. After conducting a survey among classmates, the consensus was that being able to log in whenever they need to is a good thing. This allows them to see what they need to work on and ask for help as a result. If grades didn’t update until a set time, it would be more difficult to get the help you need, as you would have no idea what you even need help with. According to the survey, one student said: “It’s very helpful for us to have constant access to our grades, so that we know what we need to improve and work towards that.” Logically, this makes sense, because if you are unable to see your grades, you will never know when you need to ask for help. On the contrary, when a student is absent, a zero is automatically placed in the assignment slot until it is complete, which in some cases tanks their grade. For example, one student said the system "causes stress, but I do like knowing what my grade is in order to know what I need to improve it.” They admit that the constant access to grades is daunting, however helpful it may be. Ultimately, students agree with having constant access to PowerSchool. As for the frequency of the updates, that is something each student should be able to decide for themselves. Whether it is a setting you can change at will or a prompt before you log on, it should be each student’s choice. However, PowerSchool isn’t only a student tool. Teachers and administrators also have their own version that could be improved. Mrs. Hasler, a WHS vice principal, stated that she thinks it would be cool to have a system that only updated at certain intervals. She mentioned that ParentSquare, a tool for parents, has settings to change the frequency of updates. It would be helpful if those settings could also be applied to PowerSchool. Even if the fix is as simple as allowing teachers to draft grades instead of them automatically being sent out, that would be beneficial for the staff. Similarly, if students were to receive their updated grades in a digest at the end of each week, it would give teachers more time to get everything done without the added stress of a constant battery of questions from kids wanting to know what they got on their last test. Being able to log onto PowerSchool whenever you want is good, but choosing when you see those updates should be an option. Perhaps it would be nice to have something you can control when it comes to grades. So, what is your opinion? Should the system be changed, or is it good enough the way it is?
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 By Emily Beaupre '26
Imagine needing to use the bathroom since first period, but not being able to during class because there is never time. Finally, during lunch, there is a line four deep between you and nature's calling. “People are doing things they aren’t supposed to” is all anyone says. The next day, it is the same thing. Suddenly, your only chance to relieve yourself since you got out of bed is gone. For some students, lunch is the only break in the day when they feel comfortable going to the bathroom. Those with heavier class loads might miss key lessons if they leave during instructional time. While study halls provide breaks, not all students have them in their schedules. Consequently, lunch is the only option for many. Having to wait in a line is more than an inconvenience; it is problematic. I developed two proposals to address this. First, during lunch, students in the library and music hall could use the bathrooms in the athletic wing, while students in the art and technology education hallway could use the first-floor bathroom. This would leave the cafeteria bathrooms free for students at lunch. My second proposal suggested opening the second-floor bathrooms if the cafeteria lines become too long. I spoke to Wethersfield High School Assistant Principal Tyler Webb, who explained the administrative perspective. “There’s a whole bunch of different factors as to why it is how it is," Webb said. He noted that many proposed solutions are not feasible. Staff members cannot always block off an hour and 20 minutes a day to monitor bathroom traffic. “They have stuff to do!" Webb said. Some bathrooms are also located in areas with less foot traffic, making it easier for students to engage in prohibited activities behind closed doors. Furthermore, redirecting students from the cafeteria to the first-floor bathrooms might simply create larger lines outside smaller facilities. Splitting the traffic often moves the problem to different parts of the building rather than solving it. The issue even dates back to the school's renovations. Because it was a renovation rather than a new construction project, there was limited "wiggle room" to build new bathrooms or expand existing ones. Administration members say they are as frustrated as the students. They understand the difficulties of long lines and short breaks, but they cannot easily implement changes. "It’s not as easy as we would hope it would be," Webb said. However, when asked what would happen if a feasible solution came to light, Webb said the administrative team would be open to the conversation, though there are many moving parts to consider. I went into Webb’s office with the mindset that bathroom lines are purely problematic. In response, Webb said, “It is dumb, but there is some sense behind it." I now believe he is right. There is only so much the administration can do, and currently, they are making the best of a difficult situation.  By Ashlynn Vernile '26
Seniors and juniors, prom season 2026 is officially here. We are made to feel that this event is supposed to be the “night of our lives,” but it is safe to say it has become a full-time job. As juniors prepare for a possible final dance at Glastonbury Hills on April 25 amid talk of a venue change, seniors are already locked in table wars and beach house budget disputes ahead of their June 6 night at the Aqua Turf. As fights brew, WHS juniors and seniors are left wondering: Is the excitement worth months of struggle? We spend dozens of hours staring at spreadsheets, arguing in group chats, and scrolling through dress shops, all for one night where we finally put the devices down. Juniors, this isn’t just a dance; it’s a high-pressure introduction to a high school tradition. I know April 25 stays a looming date on the calendar. This night at Glastonbury Hills is often less about the dance itself and more about surviving the "promposal" battle and gathering enough money for a ticket. "It’s a teenager’s event, yet not all kids have the money to keep up," junior Fernando Salcedo said. "I think they set it up so they can get the most money out of us, but I’m worried it’ll just be a waste of time. I'm choosing to skip the dance and just go out to eat or to the movies instead." Salcedo’s perspective shows that for many juniors, the excitement of Glastonbury Hills is not enough to outweigh the reality of a light wallet and the appeal of a stress-free night at the movies or the bowling alley. Seniors, movies have suggested for decades that this one night will make or break your high school career. Senior class president Leyna Rodriguez offered her input on the matter. "The Aqua Turf is honestly just for tradition—a ‘don’t fix what isn’t broken’ mentality—but it has become pretty broken," Rodriguez said. "We get complaints from parents saying, ‘But that is where I had my prom 20 years ago,’ while students are stuck dealing with the high costs and logistics. I tell people all the time that the ‘table wars’ don’t really matter, but the stress of the party bus and the $100 price tag is real. As much of a headache as it can be, you’re paying for the memories." Her perspective reminds us that even at the top, the "perfect night" requires an exhausting amount of finesse. It is almost impossible to go to prom alone without extra costs; the ticket price alone has made me second-guess my plans. Math teacher and junior class advisor Michael Miller provided some insight. "We're not sitting in the cafeteria or the gym," Miller said, noting that the higher price tag secures a location with views of the golf course. "That’s some of what that money’s paying for is location." To help offset these costs for older students, Miller added, "What I try to do is make the junior price a little bit more expensive so that I can make the senior less expensive. Whatever money's left over is put forth toward the senior prom." It is clear that the price tag is not just a random number; it is a reflection of how massive these productions have become. Between the clichés, drama, and dreadful costs, it can bring up the question: Is prom even worth it? Seniors and juniors of WHS are dealing with this war, but I say: Who cares! Do not feel pressured to go. "I think it's worthwhile to go to at least a dance, whether it's the prom or homecoming... just to be part of the school community," Miller said. "But if it's too expensive, it’s not the end of the world if you miss it." I promise this one night will not define your four years at WHS. However, if you want a night to dress up and feel mature—to just be teens in an era where screens have taken over—then go and enjoy every second of it.  By Janelle Trujillo '26
High school is a long journey, and junior year is often the most difficult mile. It is arguably the most stressful year in high school. You just finished your capstone, played sports all year, and joined clubs to build your college resume. Suddenly, you have to figure out your future, manage a first job, and navigate the road after finally earning a driver's license. On top of all that, you still need a social life. I understand the struggle. After managing those demands within just one school year, burnout is inevitable. The last thing you want is to make your senior year just as difficult. As a senior who has been through it, I am here to help you make your senior year a victory lap. There are many ways to ensure burnout stays in junior year. Here is how to make your senior year better: Tip 1: Create a balanced schedule Creating a schedule that sets you up for success is vital. Burnout happens when you pack too much into your day. Senior year is the last opportunity to take classes you are interested in. Prioritize quality over quantity; do not put too much on your plate. Take advantage of opportunities at WHS. "Take Mr. Danaher’s internship class. I was in a year-long internship that introduced me to so many opportunities. It doesn’t matter what you’re doing in the future; you learn valuable skills that you don’t learn in the classroom," said senior Ashlynn Vernile. Choose your classes wisely; your future self will thank you. Tip 2: Prioritize free time Make sure you have free time outside of school. Vernile emphasized the importance of finding balance. "I have to remind myself that I’m still a teenager. When you’re so stuck in schoolwork, you start to lose yourself. Give what you can give, but not all of you," Vernile said. By all means, be an active student, but ensure you have time for friends and family. Go bowling, go on a shopping date, or go roller skating. Building your college portfolio is important, but so is maintaining your sanity. Tip 3: Prepare for college applications early Preparing for college applications before the fall is a great way to lessen the load. Start your Common App, book college tours, get a head start on your essay, and apply for scholarships. Book college tours during spring break to get a true feel for the campuses. Sit down for 30 minutes a week throughout the summer to focus on your application. Applying for scholarships is also a great help, especially since some require essay submissions. Before heading out for the summer, ask teachers for letters of recommendation. Senior Elijona Avdimetaj reminds juniors: "While you're still in the heat of things, do anything college-related in the summer or at least start it. You'd be surprised by how helpful it can be." Taking these small steps before senior year starts will make the transition much easier. Create a schedule that works for you. Do not overwork yourself, take on work you are willing to complete, and do not forget to enjoy life. Set yourself up for success and end your high school journey on a peaceful note.  Source: Uintah School District By Omer Turgut '26
Living in the United States is a special experience because it is home to people from many different places. This helps everyone learn about new cultures and make new friends. However, for a student who does not speak English yet, the journey is difficult. Many feel the pressure to talk immediately to survive, even when they do not understand the words around them. Being an ELL (English Language Learner) is a significant challenge. Students must learn subjects like math and science while also learning a new language. This is where the real hard work happens. Mrs. Sanhueza, a teacher at Wethersfield High School, said, "For things like science or history, homework would take me hours to do". It is exhausting to translate everything in your head all day long. Because of this struggle, simple tasks take much more time for ELL students. Sanhueza mentioned that for some homework, she could not initially do it because she could not understand it. "It took 20 minutes to do homework for other kids. It took me four hours," Sanhueza said. She explained that she translated with a dictionary because she did not have technology. This shows the effort ELL students put in just to finish their work. In addition to schoolwork, there is also a lot of pressure to succeed for the family. "It’s not an option to give up; it's a dishonor to your family if you fail in school," Sanhueza said. To help with these challenges, schools have changed over the years. In the past, schools did not always have special classes. But now, as the number of ELL students grows, most schools have programs to help students feel comfortable. Teachers use new tools to help with the transition, but the tools are only part of the story. The most important part is the student's own effort. Even for students who speak English, subjects can be hard. For an ELL student, it is much harder because they must try to understand the subject and, as Sanhueza said, "communicate and still improve your English at the same time". By practicing every day, these students become successful and share their own traditions with others. Ultimately, these challenges help a person grow. Sanhueza said the experience gave her "confidence. I wasn’t born here, so I had to learn the language and there were other friends from so many countries and so many cultures that I could learn from". As students learn new skills, they gain more confidence. As Charlemagne, the King of the Franks, said, "To have another language is to possess a second soul".  By Milena Brodowicz '26
Do you think spirit weeks are boring? Are you wishing we had more school spirit? Students frequently express disappointment in our school spirit, but thankfully there are ways to fix this. It is important to understand the root of the problem. Class President Leyna Rodriguez said she believes the issue stems from a lack of leadership. "People are embarrassed to participate, instead of taking action and leading," Rodriguez said. She also noted, "We would do more fun spirit days if people showed that they would participate." As Rodriguez suggested, we can increase school spirit by making participation enjoyable. Peers can do better to encourage each other and make it "cool" to show spirit. It might be awkward to participate at first, but once others see you, it will encourage them to do the same. Upperclassmen can take initiative and show younger students that having school spirit is fun and brings the community closer together. Currently, WHS struggles with advertising spirit weeks. Many students do not know about the events until the week has already arrived. This is an easy fix: School social media accounts can post more frequently and share their posts so that everyone is informed. Lastly, supporting athletes at sporting events is a fun way to show school spirit. Cheering at games and meets not only helps the athletes but also increases the likelihood of other students doing the same. Senior Isabella Korzinski said she enjoys her experience as a spectator. "I've never felt more school spirit than I have at games! They're a fun and easy way to support our school," Korzinski said. We should not be afraid to show our WHS pride. Do not wait for other students; take initiative and lead others. This school has the potential to have an awesome atmosphere, so let's make it happen.  Making a choice can be overwhelming! By Alex Harrison '26
The pressure on seniors confused about their plans for next fall is stressful and nerve-wracking. Multiple factors cause these students to overthink, including cost, housing, the unknown of a new place, time management, and making new friends. That being said, there is no need to panic. Each college and avenue has advantages and disadvantages; it just depends on which pros and cons affect you most. Costs of colleges keep rising every year, meaning student loans are becoming difficult to pay off. This debt often hurts graduates for years after they receive their degrees. A possible solution for some is Connecticut State Community College. This allows Connecticut students to get their associate degree without having to pay a penny through the PACT program. Requirements include completing the FAFSA and an online application, which takes less than 30 minutes. For students pursuing a bachelor's degree, this is a viable option that can cut debt in half. The most common schools for Connecticut students include UConn Storrs, Central Connecticut State University, Sacred Heart University, Quinnipiac University, Yale University, and Southern Connecticut State University. Tuition at these schools can be expensive and may include mandatory housing and food plans, adding thousands of dollars to student debt. On top of this, acceptance rates for some schools are significantly lower than others. To get a professional opinion, I interviewed Mrs. Bryan, a counselor at Wethersfield High School. Bryan said the choice is individualized; the best pathway is what the specific student thinks will help them succeed. She also stated that the military or trades are viable options because they include good benefits. Furthermore, Bryan noted that community college is a strong choice for those who are undecided since it is state-funded, allowing students to change majors without wasting money during those two years. UConn Storrs remains one of the most popular schools in the state. For the 2025-2026 academic year, the total cost for in-state students—including tuition, fees, room, and boardnis approximately $36,110. While out-of-state students pay significantly more, over 60 percent of undergraduate students receive financial aid. Freshmen at the Storrs campus are generally required to pay for housing and a mandatory food plan. Additionally, freshman residents typically cannot have cars on campus, as resident parking permits require 54 or more credits. However, UConn has multiple regional campuses that offer cheaper options and do not mandate housing or food plans.  By Dylan Cyr '26
Within the last month, gas prices in Connecticut have surged by almost a dollar. As we reach the end of March, the average gas price in Connecticut has reached around $3.92 per gallon, with some areas like Bridgeport exceeding $4. The primary cause for the recent spike is the ongoing conflict between the U.S. and Iran. The tension caused the cost of crude oil to rise from $70 to $115 in just over a week. With everyone hoping for an upcoming drop in cost, analysts from the EIA and Goldman Sachs believe that gas prices will remain high for a while, but could drop back down to $70 or even lower as long as the supply routes reopen. With that being said, it could take months before we see a true fall in price. To fight these costs, Connecticut lawmakers are debating whether or not to introduce a "gas tax holiday" which would give Connecticut residents a short break from the state's 25-cent-per-gallon tax. Some believe this would be a great help as it provides immediate relief. Others think sending direct rebate checks to residents would ensure people’s savings aren’t being drained by oil companies. When asked about how the rising prices are affecting him, Wethersfield High senior Wes Pavic said, "It's emptying my wallet". Pavic continued by adding, "I have to be more conscientious of where I'm driving because it costs so much". And it’s not just him. "Gas prices are crazy right now; last time I filled my tank it cost me $120," said Daniel Liu, another senior at WHS. The current volatility in Connecticut’s fuel market remains a direct reflection of global tension and the cost of crude oil. While projections suggest that prices could normalize by late 2026, the short-term effect continues to be dependent on the reopening of secure supply routes and the de-escalation of international conflict. Ultimately, a combination of state-level policy changes and a national shift towards a more fuel-efficient infrastructure may be the only things that could help prevent these types of extreme price fluctuations in the future.  By Max Lamy and Cayden Dejesus '26
With the arrival of spring, baseball season is back—and students at Wethersfield High School are already paying close attention. Many students follow Major League Baseball, making Opening Day an exciting time of year. The 2026 MLB season began March 25 with the New York Yankees defeating the San Francisco Giants 7-0. Performances like Max Fried’s strong outing—earning the win after pitching over six scoreless innings—are just one example of what fans at Wethersfield are already talking about. The back-to-back World Series champion Los Angeles Dodgers did not take their foot off the gas this winter. The team continued to spend heavily, eyeing a third consecutive title and looking to maintain their reign over the league. Closer to home, baseball is more than just something to watch—it’s a big part of student life at Wethersfield High School. The crack of the bat is a familiar sound, and many students and faculty closely follow the sport. The rivalry between Red Sox and Yankees fans continues to spark conversations throughout the school, especially as the season gets underway. As spring turns into summer, interest in baseball at Wethersfield only continues to grow. Students will be watching closely to see if teams like the Dodgers can be stopped, while also supporting their own school team throughout the season. Whether it’s following MLB games or attending local matchups, baseball remains an important part of the Wethersfield community. When asked about the team heading into this season, Eagles manager Jasper Langdon said: "I like all the young talent coming into the high school baseball season. Though I have only seen two scrimmages, I have already seen multiple freshman pitchers who could be possible aces in the rotation for the future high school team. I think in two to three years Wethersfield has the potential to be one of the best pitching rotations in the state."  By Leo Najarro '26
When fewer students showed interest in the Wethersfield High School dance team, Riley Carreiro, a junior and student leader, didn't just wait until the next tryouts. She took initiative and started reaching out to younger students to get them excited about joining. Carreiro and her teammates revitalized interest in dancing with an energetic clinic held last week. The event demonstrated how student guidance can help maintain the longevity of school programs. “I felt that it was important to close the gap between our team and the youth because we were getting less and less interest,” Carreiro explained. “This was because most dancers were not always aware of our team or the type of dancing we do. The clinic allowed outside members to get more info on our team and how we do things.” Carreiro hoped to ensure the team's future and develop new talent by establishing a space where younger students could engage directly with the high school team. “At first I was nervous because I thought I overestimated what I could do," Carreiro said. "But with the support from my team and coaches, everything went just as planned." Beyond learning a new routine, the young participants found a community on the dance floor. "She planned, organized, and created our youth nights; she even managed the Google forms and Instagram announcements," said coach McNeal. When asked about how Carreiro influenced the Wethersfield dance program, McNeal spoke about more than just her skills as a performer. "She represents the dance team positively, both on the floor and outside of dance team," McNeal said. "So she's a wonderful person." Carreiro has done more than just teach a few dance steps; she has built a foundation for the team's future. As these younger dancers look up to her, it’s clear that the Wethersfield High School dance team is no longer just surviving. Thanks to Carreiro’s leadership, it is thriving. By Cristina Pikos and Jazz-Lyn Roberts
Wethersfield High School is spotlighting sophomore Melany Serna, who was nominated for her leadership by biology teacher Zappala. He chose to nominate Serna because of her consistency in class and her ability to rise to challenges, assist struggling students, and translate complex concepts into students' native languages. Biology, the study of life, can be a difficult class for students to retain information regarding the structure, function, growth, and evolution of organisms. While it can be easy to get lost in new concepts, Serna shows an exemplary understanding of the subject. This is reflected not only in her grades but in her leadership when assisting peers who need to clarify their understanding. According to Zappala, Serna is one of the most outgoing and responsible students he has taught this year. She often steps in to support her classmates, especially during group work and labs. No matter who she is partnered with, she ensures everyone understands the material and feels included. Rather than simply giving answers, she breaks down topics so others can learn them more deeply. Her ability to help others is especially noticeable when working with students whose first language is not English. Because Serna has a strong Spanish background, she helps peers access the curriculum. "[Serna] has been able to help with that in terms of helping them access what we're doing in class," Zappala said. "As well as kind of helping groups to break down complex topics." Serna naturally takes on leadership roles, even when she isn’t asked. Whether she is working with close friends or students she has never spoken to before, she focuses on collaboration. Instead of doing all the work herself, she encourages others to participate and learn alongside her. Zappala said Serna’s presence positively affects other students. Many classmates ask to work with her because they feel they understand the material better when she is involved. As a result, students have become more confident, more willing to participate, and more comfortable taking academic risks. Above all, Serna is known for her positive energy, respectfulness, and strong sense of care for others. “She's a very passionate and caring person and she always goes out of her way,” Zappala said. Serna was initially surprised by the nomination and the recognition for her hard work. She said her strategies for success include studying and turning her assignments in on time. Serna takes initiative by simply asking peers if they need help and explaining topics as best as she can. When asked what values are most important to her, she said, “Being a good listener, communicator and helping people as best as I can.” Like every other student, Serna has faced challenges in school. She overcomes them by teaching herself the topic, asking teachers for clarification, or seeking help from another student who may understand the topic better than she does.  by Alex Harrison and Leo Escudero '26
At Wethersfield High School, juniors have a very important project called the Capstone. This is intended to prove how they have achieved the WHS Vision of a Graduate. The juniors have been working on the Capstone during their WeConnect classes and outside of school. Capstone is a graduation requirement and its own separate credit for all WHS Eagles. If you are in your junior year reading this, you have until April 1 to prepare and finish your visual project. You will have to present your project to a random selection of teachers. This may bring some stress, but don't panic—we have you covered. We are going to tell you what you should and shouldn’t do for Capstone so you are fully prepared and don’t have to retake it senior year. Scoring and expectations: The first important step in preparing for the Capstone is knowing how these projects are graded. You can get a score of 1-12, but you need to score at least 8 to pass. The project is split into three different categories: communication, collaboration, and problem solving, as well as separate grading criteria for body language, fluency, and dress attire. This includes elements such as good eye contact, wearing business-casual clothes, engaging with the audience, not staring at your slides, good posture, and not speaking like a robot. It is important to remember the main idea of the Capstone project is to prove how you have achieved the Wethersfield High School Vision of a Graduate, meaning how you have grown as a student in the past few years. Choosing your topic: If you are stuck on what topic you should choose, we recommend basing your project on something you’re passionate about or familiar with to make it easier to talk about and sell yourself. You want to think about stories or instances within this topic that can directly relate to problem solving, communication, and collaboration. If you have participated in sports or any clubs at WHS, this is a very good topic to choose. Expert advice: We interviewed Mrs. Mucinskas, the organizer of the Capstone project. When asked for tips for the presentation, she said, “Make sure you hit the three main categories, make sure you are a communicator, collaborator, and use specific examples in the project”. As a reminder, she said, “The grade is 8/12 to pass”. She also noted that students should use specific examples and make a good impression as if at a job interview, or else "you are going to end up in a class your senior year that no senior wants to be doing”. Regarding the dress code, Mucinskas said students should wear business casual, such as a collared shirt and dress pants or a business-casual dress. Mucinskas stated she has faith in all the juniors and believes they are all capable of passing their projects. Resources and final tips: This may sound like a lot of stress, but juniors are getting help with monthly meetings in the auditorium and lessons taught personally by Mucinskas. If any students need help, we recommend going to room 336 for person-to-person assistance during an eighth-period study hall or after school. My personal tips to all juniors: do not leave it until the last minute and have to stay up the night before your presentation. It is also perfectly fine to paraphrase what you have written on your visual presentation. The "sweet spot" for length is around nine minutes; I recommend practicing and timing yourself before April 1. Finally, remain calm, speak clearly, and show confidence. You should feel a sense of accomplishment and an understanding of how much you have grown as both a student and a person.  Credit: USA Hockey by Max Lamy and Cayden DeJesus '26
This past weekend in Milan, Team USA won the gold medal with a 2-1 victory over Canada. Team USA center Jack Hughes scored a thrilling overtime goal to win the team its first gold medal since the 1980 "Miracle on Ice". U.S. goaltender Connor Hellebuyck saved 41 of 42 shots en route to the team's third gold medal. Throughout the second and third periods, Canada spent most of the time in the USA zone, applying constant pressure to Hellebuyck. Hellebuyck was all over the crease on Sunday, with his best save being a ridiculous behind-the-back stick save denying defenseman Devon Toews a goal and keeping the game tied 1-1. Team USA did not bring its best game on Sunday, and it was obvious the players were playing scared. On the ice throughout the second and third periods, Canada dominated the zone time; it felt as if Canada were on a constant power play. Without Hellebuyck in net, the conversation about the game would be very different. Even though Team Canada dominated in the second and third periods, the team failed to score on multiple chances, including a 90-second 5-on-3, multiple power plays, Nathan MacKinnon’s wide-open net, and Connor McDavid going 1-on-3 in overtime twice. U.S. men's hockey winning gold is a first for many, but a familiar feeling for others. Generations of kids grew up watching and trying to recreate Mike Eruzione's game-winning goal against the Soviet Union in 1980. Now in 2026, Hughes has inspired this generation of kids and generations to come. When asked what this win meant to the team, Hughes said, "This is all about our country right now. I love the USA, I love my teammates… the USA hockey brotherhood is so strong. I'm so proud to be American". When asked about Hellebuyck's performance, Hughes said, “He was our best player tonight by a mile”.  By Gabriel Rivera '26
Unfortunately, as the school year enters the fourth quarter, students are starting to lose motivation and stop caring about school. It’s important to stay present and motivated, even at the end of the year. As a senior currently counting the minutes until graduation, I know the struggle more than anyone. Frequent snow days drain the desire to re-enter the classroom; knowing that you’re almost done and out of here can make it worse. Sometimes when you’re feeling unmotivated, the solution isn’t just to power through blindly; we need to recalibrate. If you start feeling stressed to the point of wanting to give up, don’t be afraid to take a break. Pause the work for a little while and do something that makes you relaxed: Play a game, listen to music, or read a book. When you’re ready, return to your work. Just be careful not to overextend yourself. “I think one of the best ways to help kids stay motivated is just really keep your eye on the prize,” says Pam Harrison, a Wethersfield High School psychologist. “Know what the goal is, and then, sometimes it helps to take that goal and break it into smaller steps.” Harrison states that if you’re stressing about making it until June, break your workload up into small chunks. Try not to pay attention to June; just try your best to get through the week. Prioritizing your mental health over grade-related stress will actually improve your performance on difficult assignments. You might even get better grades because overthinking leads to second-guessing and avoidable mistakes. Remember, school isn’t a competition. If your friend gets a better grade than you, don’t overwork yourself just to one-up them. Just try your best, take your time and keep your eye on the prize. By Jheyly Rojas
Fake news is everywhere on the internet, on social media, in gossip, and in general conversation, but it is especially prevalent in news articles. This type of misinformation causes physical and mental problems, conflicts, and sometimes even death. Misinformation not only confuses, but it also kills. During health crises, fake news about dangerous home remedies has landed people in the hospital, demonstrating that a false headline can have real physical consequences. In society, this can be deadly. Furthermore, some people share gossip about celebrities online, which can generate threats and negative comments. The existence of fake news can generate distrust and insecurity due to false accusations. To combat this crisis, organizations like FactCheck.org suggest that readers practice "lateral reading." Instead of relying on a single Facebook or TikTok post, users should open other tabs in their browser to check if reputable news outlets are reporting on the same thing. It is also crucial to check the date of posts, as many fake news stories are simply old events taken out of context to generate fear or anger. To detect misinformation, it’s also necessary to check the author. If an article doesn't have a clear timeline, or if the website has an odd name that mimics a legitimate news source, the information is most likely unreliable. If a headline seems too good to be true, it probably is. "It's important to verify the source of information. For example, if you see something on TikTok, it might be true, but if you read it in a credible article, it's much easier to believe," said Wethersfield High School counselor Stepka. Stepka also recommends using the school library's databases for reliable information. When searching online, it is crucial to check the website's domain, such as .org or .gov, to ensure the source is trustworthy. Wethersfield High School student Alan Reyes shared a personal experience with misinformation. "Sometimes, when I see relevant things on TikTok, I share them with my friends without thinking," Reyes said. He explained that he is now much more careful because he once shared rumors on social media about a friend that caused serious problems. "Now I first try to verify that the source is accurate and valid," Reyes said. By Jayden Hernandez '26
College sports are practically unrecognizable compared to how they used to be—but is it for the better? In the modern era of college sports, Name, Image, and Likeness (NIL) has taken over. Athletes now have the opportunity to think more broadly about where they would like to go. Coaches and schools know how much has changed, and they know that if they don’t adapt to the times, they will get left behind. The introduction of NIL is controversial. "Name, image, and likeness" are the three components that allow players to grow a brand of their own. Whether it is a highly recruited high school student or a college athlete looking for an opportunity, NIL deals are made to persuade players or ensure an athlete's future. Some argue that NIL has always been a part of college sports and traditional recruiting, but it has only recently been established in its current form. In 2019, California saw the first major case of students being able to profit from their athletic ability. Athletes felt that if they were talented, they should be able to profit from their image and skill. During mid-2021, the Supreme Court passed a law allowing all college students to profit off NIL. This new rule helped players compete in a more advanced way and allowed them to create their own influential spaces. Many students feel NIL can only be a positive; after all, who wouldn't want their hard work to be recognized? For example, a softball student-athlete was interviewed by University of Florida reporters and said, “It’s been great to feel seen and have your hard work in a sport help in other parts of life. It’s really nice to use NIL on a resume as marketing experience.” This shows NIL being positive not only for her softball career but also by providing opportunities for future careers. Like every other student, athletes face challenges. Some overcome them by teaching themselves about financial literacy or asking professionals for clarification. NIL has changed the game, and as it continues to evolve, so will the athletes who use it.  Source: The IX Sports By Omer Turgut '26
In the world of women’s ice hockey, there is no such thing as a "friendly" game. For over 30 years, the U.S. and Canada have been the top two teams in the sport. Since women's hockey joined the Olympics in 1998, these two rivals have fought for almost every gold medal. When one team loses, the players spend the next four years training to take the trophy back. High school hockey rivalries are equally intense. For Maya Fanelli, a high school hockey player, the biggest challenge is playing against East Catholic. "The team feels different when that game is on the calendar," Fanelli said. "When I see them on the schedule, my team's mindset changes from 'we want to win' to 'we need to win.'” Whether at the Olympics or a local rink, beating a rival remains the ultimate goal. Because these are the two best teams in the world, everyone knew the gold medal game at the 2026 Winter Olympics in Milan would be a hard-fought battle. The players competed with immense focus and strength, making it the most physical matchup in the sport. The game was a thriller that pushed into overtime. The U.S. was trailing 1-0 until captain Hilary Knight scored late in the game to tie it. In overtime, defender Megan Keller scored the "golden goal" to secure a 2-1 victory. This comeback showed that the U.S. team never gives up, even under high pressure. Many fans in the United States woke up early to watch the record-breaking broadcast. According to Nielsen, it was the most-watched sporting event in U.S. history with a start time before 9 a.m. Eastern time. The 2026 U.S. team featured a mix of young stars and veterans. Knight, playing in her fifth Olympics, broke the record for the most points ever scored by an American. While the offense was productive, the defense was also stellar. Goalie Aerin Frankel set a new record with three shutouts. Experts believe this roster is the best U.S. women’s hockey team to ever play the game. Their matchups are typically decided by a single goal; in a rivalry this evenly matched, a blowout is nearly impossible. This win sent a message to the rest of the world that the U.S. had spent the last four years training specifically to reclaim its spot as the best team on Earth. While the whole team played well, the star was 23-year-old defender Caroline Harvey. She was named the tournament's Most Valuable Player (MVP) for her skill on both sides of the ice. "We’re confident," Harvey said. "We’re going to go back and tear it up." Inspired by players like Harvey, Wethersfield High School student Fanelli is preparing for her own jump to college hockey next season. "Seeing the women's team win gold at the Olympics motivates me to keep working hard to reach my goals," Fanelli said. She noted that the "reward of winning" and the friendships at the rink are what keep her coming back every day.  By Janelle Trujillo and Ashlynn Vernile '26
SAT day approaches on April 22; the time to prepare is now. High school juniors are looking everywhere for help, and we are here to provide a guide on where to look. If you're still wondering what the SAT even is, essentially it is a standardized measurement of your college reading, writing, and math readiness. While submitting scores has become optional in recent years, some universities are again making the SAT a requirement. Universities are looking for a clear way to compare students from hundreds of different backgrounds. A strong SAT score will help you stand out during the college process. Understanding the SAT and its importance is the first step; the second is studying the material through a dedicated routine. Studying does not stop at school. From now until April 22, make it a habit to practice outside of classes. We recommend creating a consistent study routine outside of school hours and visiting sites like khanacademy.org and bluebook.collegeboard.com for tips and practice quizzes. Don’t sleep on the variety of resources here at Wethersfield High School. Between expert teachers and seniors who have already cleared the test, your support system is here. To help you navigate the final stretch, we sat down with WHS teachers and students to gather their best tips. English Strategy Jeffrey Roets, an English 11 teacher for both honors and Level I students, said, "Read the questions carefully, go with your gut, and don’t second-guess. Get a good night’s sleep and come in with the mindset: ‘I’m going to do as well as I can today.’" Roets also mentioned that teachers like Mrs. McKenna have spent time looking over pretesting scores to see where students need the most help, making prep more personalized. Math Strategy Jennifer Kumnick, the Math Department lead and a teacher at WHS, said, “Now is a good time to start—a little bit of time each day for a lot of weeks leading up to it. It is much better than cramming it. Cramming is the most popular studying habit that I would not recommend. You want to make sure you are really understanding and not just practicing problems.” Senior Success If you're still wondering if online testing and studying is worth it, senior Ellijona Advemtaj is a perfect example of success. "Focus on online sources—they’re more efficient," she said. "By using Khan Academy, my score went up by 200 points." Junior Advice Junior Delonnie Williams has spent a lot of time outside of class prepping for the SAT. When asked for advice for her classmates, she said, "Finish schoolwork during the day to save your evenings for prep. Keep sessions to about an hour; if you go too long without a break, it becomes too stressful." The SAT is one test in your academic career, but preparing for your future is crucial. Free online tools are accessible on your Chromebook, and WHS staff are available for tutoring or extra help sessions. WHS Blueprint Checklist
 By Emily Beaupre and Sara Beaupre '26
The number of movies about high school is astonishing: “The Perks of Being a Wallflower,” “10 Things I Hate About You,” “The Half of It,” “Mean Girls” — and that doesn’t even scratch the surface. The question is: What are the best movies to see before leaving your high school career behind? Which ones best capture the high school experience? The thing is, high school’s different for everyone. However, there’s a universal feeling all students get during their last year. That’s the time you realize, this is it. People will go to a college down the street or a university across the ocean. Maybe they’ll join the armed forces, learn a trade, get a job, or take a year to travel. Everyone’s lives will change when they walk across the stage. So in high school, it’s important to take some time to reflect. These are some movies that Wethersfield High School teachers recommend as the movies to watch before you graduate. High school movies are important for both adults and current high school students. For adults, they transport them back in time. For high school students, it allows them to see that their own problems, as difficult as they might be at that moment, aren’t the end of the world. There are a lot of options. Here are some of the movies Marc Pfister, a WHS film teacher, picks. On second reference, Pfister suggests the 2010 comedy/romance “Easy A,” where a girl spreads a rumor about herself to see how people react. Then there’s the 1985 classic “The Breakfast Club,” which showcases five kids from different cliques in detention trying to figure themselves out. A more recent 2016 suggestion was “The Edge of Seventeen,” which shows how a teenager deals with a social crisis and gives a look at the many different relationships throughout high school. Our WHS film teacher, Siobhan DeGray also recommends “The Edge of Seventeen,” stating it’s a very good, kind of recent film that applies to high schoolers today and in the past. DeGray said that one of the reasons she loves the movie so much is because adults watching know that it’s not the end of the world. She feels like to kids, when something happens in their social world, they really feel like life is over, and this movie very beautifully demonstrates that that is not the case. High school is full of crazy days that you think are the worst in your life, but Pfister brings up a very good point: “When you’re a teenager you don’t see how things are going to change, obviously, right? None of us know the future. But what typically changes universally, it happens to everybody… you grow up and get older and you then realize things about when you were a teenager that you thought were really important, that really aren’t”. These movies show all of that. They show the high school experience, and that’s why they are so important to see. Most high school experiences are universal, and “they help us start conversations about things that perhaps we’re not really sure how we would start on our own… I think that’s a really great superpower that art has,” DeGray says. In the end, watch the movies. They will bring laughter and maybe tears, but overall, these movies will show truths teens probably won’t find on their own.  2026 WHS DECA at the Aqua Turf to compete in the state competition. By Adeena Aijaz '28
The Distributive Education Clubs of America, better known as DECA, is a business organization with chapters located throughout the world. Wethersfield High School is lucky enough to have a chapter right here on campus. As DECA advisor Heather Sweeney tells students interested in joining the competitive club, she believes DECA helps students in “learning social skills and different aspects outside of the classroom”. DECA serves as a gateway for teenagers to discover how to apply their education to the real world. Current members displayed those skills while competing in the State Career Development Conference (SCDC) this past week. Members traveled to the Aqua Turf Club to compete for a spot at the main event of the year: the International Career Development Conference (ICDC). All members spend months of their personal time crafting presentations for their chosen events, hoping to land in the top three and earn a ticket to ICDC. DECA competitions cover many categories focusing on the core of business, including marketing, innovation and business plans. These are presented in different ways; some require an exam, while others are "role-plays" where students are given a scenario on the spot and have 10 minutes to prepare. However, the most prevalent method is the classic presentation using a creative slideshow or poster board. Over the course of the 12-hour event, members presented the hard work they have been developing since September. During the awards ceremony, students finally found out if they qualified for internationals. This year, seniors Philip and Isabella Korzinski placed first in their respective category, and senior Jessica Basroon placed third, earning them all a spot at ICDC in Atlanta. Furthermore, through the Wethersfield DECA leaders program, two more students will be chosen to attend. “I would say presentation skills,” said co-presidents and seniors Ari Nash and Paxton Smith when asked about the most important attribute of the club. DECA competitions embody this, as every event requires presenting in front of a judge. Sweeney added that confidence is vital and makes DECA the important organization it is. Joining DECA is highly recommended for every Wethersfield High School Eagle. Whether it is to improve presentation skills, gain confidence or expand on skills outside of math, science and history, the club pushes students to their limits. As the DECA slogan promotes this year, “Go the Extra.” If you are interested in joining, visit Sweeney in Room 217; meetings are held every Monday. Congratulations to all members on a great season! |
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