 Students participating in their P.E lesson by playing a game of balloon volleyball. By Brianne Davis '26
Special education is a learning environment that implements services to offer support and tailor instruction to help those students in need to receive an equal education. Wethersfield High School has found a new way to elevate its special education this semester. A group of teachers worked together to execute a new Integrated Arts class. This class is like every other P.E., Art, and Music class. Teachers Ms. Haas (Art), Mrs. McNeal (P.E.), and Ms. Morrisroe (Music), have found a way to elevate a typical class. They have chosen a group of students to assist and be their leaders in this class. The teachers were looking for a way to integrate both typical peers and the school's special education population, in a way that would be beneficial for both groups. Integrated Arts Music teacher at WHS said, Ms. Morrisroe said, “The overall goal is for our special ed students to form positive relationships, and make them feel comfortable to form positive relationships in a smaller class size.” The student helpers are partnered with one classmate to become a close support system. The student helpers create lesson plans for each class based on their peers' needs. All of the students work together to participate in the daily activities. “Students learn ways to refine their fine motor skills and their creative side for art, their rhythm accuracy and pitch accuracy, and their collaboration for music, and for P.E. just finding things that are keeping their bodies active but also helping them learn lessons about teamwork and coordination.” Morrisroe said. The Integrated Arts class was launched in January, at the start of the second semester. Students participating in their P.E lesson by playing a game of balloon volleyball.
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 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?  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".  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 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.  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 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
 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!  By Cristina Pikos and Jazz-Lyn Roberts '26
At Wethersfield High School, faculty members and students are debating the role of phones in school. It is one of the most important discussions in the building. The policy states that when in classes, students’ phones should be placed in a box in a slot with their respective number. While teachers believe phones are a major distraction that hurts learning and teaching, many students argue they need them for communication, safety in case of an emergency and even schoolwork. According to Vice Principal Ms. Hasler, the cell phone policy was created a couple of years ago when administrators at WHS and other schools throughout Connecticut realized how much time students were spending on their devices. Initially, the governor issued a statement wanting schools to reduce cell phone usage, which led to a press conference at WHS to discuss the policy. While other schools leaned toward Yondr pouches, WHS implemented caddies, eventually leading to phone lockers; if there were ever a need for an evacuation, teachers could grab the portable boxes. When asked about changes noticed since the policy was implemented, Hasler said, “Definitely, I’ve seen an increase in the amount of productivity in classes.” She explains that when she first started, students were often texting and not paying attention, with little communication between peers. Compared to now, there is much more conversation between students and teachers, even in hallways where phones are allowed. “I think this is something that is important not just for schoolwise, but for quality of life-wise,” Hasler said. If a student does not follow the policy, consequences can follow. While there are not many students who cause issues, repetitive behavior can lead to a “cell phone vacation” in the office vault until the end of the day. Continued violations can result in detention or even in-school suspension. Hasler says there are currently no plans to change the policy, although a complete ban on cell phones in schools was recently brought to the legislature. “The cell phone policy affects the classroom in a positive way,” said teacher Mrs. Castellanos. Although it takes time at the beginning of class for students to put their phones up, she finds it worth it because students are not distracted. Before the policy, she felt like she was fighting a losing battle competing with phones for students’ attention. Recently, she has noticed students using Chromebooks to substitute for their phones, but she noted they are easier to monitor. Castellanos believes students spend so much time on Chromebooks and cell phones that taking a break can be beneficial. She compares school to a job, saying that at work you cannot be on your phone and students should learn responsibility. In the past, when students were given the opportunity to use their phones responsibly, many took advantage by playing games, watching TV and scrolling on TikTok, which puts their education at risk.  By Emily Beaupre and Sara Beaupre
At Wethersfield High School, most students read “The Odyssey,” an ancient Greek epic poem most often attributed to Homer, in their English class. The math and science departments might be busy, but the English department is excited for this film to hit theaters. English teachers Kristen Mucinskas and Jennifer Dorn, who teach the poem to freshmen, shared their thoughts on the newest adaptation. From “Interstellar” to “Oppenheimer,” Christopher Nolan has directed many famous movies, and now he tackles something epic. Set to release July 17, 2026, with a star-studded cast including Matt Damon, Anne Hathaway, and Tom Holland, Nolan’s newest movie chronicles Odysseus’ 10-year journey home. “It’s a safe movie to produce right now because it’s not really political,” Mucinskas said. “There’s nothing out there that’s going to push people out of their comfort zone... So I wonder if in the current political climate people either need escapism or they need something safe that’s ancient that needed to be redone anyway”. On the flip side, several critics say the film will be an epic fail. An article from The Indiependent comments upon the conflicting desires for such a beloved story on the big screen, saying its "convoluted narrative" and "10-year time span" make for daunting source material. The critic noted that Nolan’s task is "akin to adapting the entire Christian Bible". While this is good to think about, the film isn’t coming out until the summer. With only a teaser trailer having been released, it is too early to make any concrete arguments about the adaptation’s character. Dorn has a different opinion revolving around the accuracy of the film. “It’s a different medium,” Dorn said. “I think that film adaptations that try to be perfectly accurate to books often end up being not very good films”. The article “Who Cares if Matt Damon’s ‘Odyssey’ Helmet Is Historically Accurate?” from The New York Times says: “Hollywood is plenty capable of churning out insipid, numbing content. But a funereal reverence for source material can produce boring results, too”. No one really knows how the film will play out, but people are waiting with bated breath for it to enter theaters this July. The film will hopefully provide a good reprieve from all of the current issues that have taken over the media.  by Ashlynn Vernile and Janelle Trujillo '26 The Wethersfield High School Choralaires, an audition-only ensemble, are preparing for a busy second semester of performances both in and out of school. Members of the group often perform at the all-state or regional level and have been working to perfect their repertoire. The group meets during eighth period and holds additional rehearsals after school. Throughout the school year, the singers have maintained a high level of momentum that they plan to carry through the spring. The ensemble has performed across the community at events including Holidays on Main, the Wadsworth Atheneum Museum of Art, the 9/11 memorial at the Cove, Festival Choir and the Veterans Day ceremony. Upcoming performances include a visit to the senior housing at Executive Square, the Pops concert April 1 at 6:30 p.m., and the Spring concert May 27 at 6:30 p.m. in the school auditorium. The season will conclude with graduation June 12 at Cove Park. Senior and Choralaires member Lorelei Frazzinikendrick shared her excitement about the upcoming events and the leadership of new director Kathleen Morrisroe. “We’re going to Executive Square. That's going to be cool because I feel it's a nice way to connect and to get back to our community," Frazzinikendrick said. "It’s easy for us to do and I feel it would bring a lot of joy to them. The point of the Choralaires is bringing a higher level of music and performance to the community.”  Frazzinikendrick added that Morrisroe’s teaching style fosters a sense of mutual respect. “I feel we're focusing on things besides just getting the notes right, but how the performance is being delivered and perceived, which has helped the group's performance," she said.
Auditions for the 2026-27 school year will take place March 23 after school. All students are welcome to audition. The group is looking for students who show interest and "bring the fire" to the performance. Senior member Mai-lin Benejan offered advice for those planning to audition. “When you’re singing, be confident in what you know, practice your sight-reading, study your scales and definitely know your solo pieces by heart,” Benejan said. The Choralaires continue to work hard to demonstrate the talent of Wethersfield High School. For more information on upcoming events, follow @whs.choir_ on Instagram. List Editor: Edita Becirovic '26
High school is a time for growth and preparing for the future, but often students fall into habits that hold them back instead of helping them succeed. It’s easy to develop behaviors that seem harmless but actually hurt grades and the way teachers and administrators might look at them in the long run. This is why I am looking forward to giving an honest look at the top 10 things students in grades nine through 12 should stop doing in order to stay focused in school. 1. Stop walking around the hallways with phones The number one rule in every school around the United States is that no phones are to be used during school hours. Use of a phone can take away from learning and cause students to not pay attention to what is being taught. At WHS, there is a silver box where each student is assigned a number to put their phone in so they cannot get distracted during that hour of class. There are cameras all over the school, so if you start walking around with your phone while in a class that is not a study hall, you can be reported by security and get in trouble with the admin. — Edita Becirovic ’26 2. Not making a SmartPass You are required to create a SmartPass so teachers know where you are in case of an emergency. If they have no idea where you are because you left without asking and did not make a pass—which only takes a couple of clicks—the entire school would start looking for you, and you could get in deep trouble. — Edita Becirovic ’26 3. Making risky decisions Listen, I get it; high school and your teenage years are the time to make mistakes. There is no greater teacher than a hard truth, than messing up and learning how to make things right. Experience can teach you things even the best teachers could never muster, but you do not want to mess up your future with decisions made in your high school years. Have fun, but think before speaking, posting, or acting. — Mr. Martin 4. Being afraid to ask teachers for help It’s important to always ask for help on anything you might need; your peers and teachers are here to help you pass the class. If you don’t ask, you will never know what to do. Your teachers aren’t evil; at the end of the day, they are just like you. It’s okay to feel shy, but it isn’t okay to ignore your needs! — Elijona Avdimetaj ’26 5. Avoiding your schoolwork Doing your schoolwork keeps you ahead of the game! Your teachers always pour lots of effort into making these lessons, and it's important to respect how much they’re willing to do for you. Do your work on time and be engaged. The more active you are, the more free time you’ll have. — Elijona Avdimetaj ’26 6. Skipping class Stop skipping class! The WHS admin has become stricter with attendance. This isn't because they hate you, but so you can get the knowledge you need. They have a new strategy for students with unexcused absences: a red paper for teachers to sign if it was a mistake. If it’s not excused within the next day, students get detention. Once again, they didn’t do this for fun; they did it because students were taking advantage of leaving whenever they felt like it instead of learning. — Edita Becirovic ’26 7. Talking over the teacher Talking over teachers is disrespectful, disruptive, and annoying. It is disrespectful because they took time to make a lesson for you. It’s also disruptive to the kids who are actually trying to listen. Half of the disruptions that occur are off-topic comments that a normal person does not find funny. There is no need to talk over teachers; the only exception is if it’s a 20-minute boring rant and not a lesson plan. — Ava Ramsey ’26 8. Smoking in the school bathrooms Smoking in the bathrooms is a recurring issue that is not appropriate for school grounds. There is plenty of time after school to smoke if need be. Smoking is bad for you in general, but the least you could do is keep the secondhand smoke away from nonsmokers; it can seriously damage people who don’t consent to inhaling it. — Olivia ’26 9. Cussing Cussing isn’t nice; it can be hurtful. While an extra word or two can be helpful for expressing how you feel, be mindful of who is around you. Use these words privately instead of out loud in a public area. Some people find it disrespectful, especially older generations. Keep the mean words to yourself and find new ones to use instead. — Elijona Avdimetaj ’26 10. Being late to class Nothing makes teachers more frustrated than when students are late for no reason. You’re telling me I have to reopen PowerSchool, change your attendance, and catch you up on what you missed just because you took forever to get to class? No, your bag at your desk doesn’t mean you are here, and no, you can’t go to the bathroom. — Bogdan DiCicco '26  By Mariyah Gonzalez '26
With course registrations opening this winter for next school year, many people are trying to figure out the right classes for them. There are many new classes for the 2026-2027 school year, but I will only be focusing on the ECE and AP classes. What are ECE and AP classes? Good question! ECE classes are Early College Experience classes where you can get early college credits while you are still in high school. What's even better about these ECE classes is that you can transfer those credits you receive to the college you choose to go to when it is time to choose a college. AP classes are Advanced placement classes. These classes are sponsored by the College Entrance Examination Board. You could get college credit for AP classes but only with the applicable test scores. All of these classes have their different qualities and requirements in order for you to be able to take the class. CCSU ECE Personal Finance is offered for grades 10-12. If you wanna get a jump start to get the knowledge you need to make a good future, take this class. It's basically an ultimate cheat sheet for making smart money moves so you can be totally financially free later in life. UCONN ECE Popular music is offered for grades 9-12. If you ever wonder why certain songs blow up or how music actually changes the world, you can get a deep understanding of American popular music from the raw power of the blues to jazz, to chart-topping energy of Top-40 pop, to rebellious rock to lyrical genius or hip-hop. CCSU ECE Introduction to Theater is offered for grades 10-12. This class is basically your ticket backstage into the world of theatre, you could be getting college credit while learning about theatre as a massive social event and a totally collaborative art. AP United States Government & Politics is offered for grades 11-12. This class is a college-level deep dive into your American functions. Think of this class as a non-biased, fast-paced introduction to the key players,rules, and ideas that make up the United States political system and culture. UCONN ECE Seminar and Studio in Academic Writing and Multimodal Composition: Literature is offered for only grade 12. This college-level English class was designed for strong, motivated students who want to seriously boost their writing and reading skills. The main goal of the class is to make you a master of composition and literary analysis. And lastly CCSU ECE Education in a multicultural society this class is offered to grades 11 - 12. Another college-level course that is designed for students who have a serious interest in becoming a teacher or working in the field of education to learn different skills to help every child learn and for every child to have the same opportunities as everyone else. This class also teaches you how to seem more confident in what you are presenting and how to take charge of a class before you even step foot into a college or a school full of students. Now if any of these college credit classes appeal to you but they dont allow the grade you are in there are other classes on the course catalog that can help you get ready to take these higher level classes. You could also ask your teachers about the classes.  By Madina Faizi and Amir Sabitov, '26 The government can be a mix of complex, controversial, and important information that not many people are informed about. Civic literacy has declined over the years, with schools focusing on teaching students other subjects. With the spotlight on Wethersfield High School students, our main priority is to make sure students are actually learning. But what do they know already in a subject that has real-world benefits, the preparation for the society’s system, and personal responsibilities. Civics, which is currently a required class to graduate, is a class many struggle in. John Palazzo, a teacher at Wethersfield High School, currently prioritizes the learning for students being taught civics. Mr. Palazzo said, “I think that students are not taught enough about governance throughout their schooling. This is especially true in the younger grades where literacy and STEM skills are prioritized. Social studies often takes a back seat, and even then it's not usually until high school where students get extensive lessons on government/governance.” He also mentions the great action of making civics a required class, allowing students to better their understanding of the government. “What I believe students are lacking in their civic literacy is an understanding about how policies are made, who makes them, and how they can have the power to influence those decisions. Just because you are unable to vote, it does not mean you can't influence change. Also, in today's society in which people can get stuck in social media algorithms, they may never come across points of view that truly challenge their point of view in a respectful way,” John Palazzo said.  A few of Mr. Palazzo's room from the first floor of WHS TikTok algorithms have a huge impact on people and the community, and can be most vulnerable to children. He states how the media can further polarize groups preventing authentic discussions. As students at Wethersfield High School, we are of that population.
“I think with many topics in our country being politicized, schools have not necessarily focused on educating students on government, but have rather focused on teaching kids how to come up with an idea/claim/thesis and defend it with evidence while also attempting to have an understanding of the other side's argument.” He also believes, “I think more recently there has been more focus on teaching students about bias and how to be aware of it in the media.” With the future passed forward onto the students of Wethersfield High School, it’s important that they realize the benefits of becoming academically smart in this subject. “I think something that would be beneficial is if students had more opportunities for service projects in which they can impact their community authentically, and be at the forefront of the change they wish to see in their community.” “I believe students are more capable than they think. So it is our job as educators and parents to help give students that confidence to realize their potential. In a few short years, most Wethersfield High School students will be able to vote and their vote is equal to everyone else's. This is their community too, and they should not be afraid to take care of it or share where they see.”  By Rophie Centurpen (Rosie Thigpen and Sophie Centurelli)
Let’s talk about Capstone. If you are a junior, you know it’s a huge deal. You are required to present something that shows you are a WHS Vision of the Graduate as a communicator, collaborator, and problem solver. Once you prove that you are a Vision of the Graduate, you will be eligible to graduate. In the Capstone presentation, you can dive deep into your own interests, passions, and career aspirations, and make the project uniquely your own. Each year, juniors stress about Capstone relentlessly, as they worry if they don’t pass, they won’t graduate, but, good news, we are here to help you.  By Mariyah Gonzalez, '26
At WHS, there was a rule implemented where kids have to do a Smartpass for wherever they want to go using the website Smartpass. This rule was implemented for the 2024-2025 school year. As some students have noticed, the real issue is that kids aren't ending passes when they get back to class. I interviewed Olivia Kablik, a senior at WHS, and she was very frustrated with the Smartpass system. She said, “When I make a pass to go to the bathroom, I always have to wait in lines, it's probably because people don't end their passes.” With people either forgetting to end their pass or trying to see how long they can keep their pass on, it is wasting many student’s time. The teachers who are on hall duty spend time trying to find the “missing” students while students are waiting in line to go to the bathroom. This is where ending your passes comes in, when you don't end your pass it can end up causing a bathroom “pileup.” When people are waiting in the lines for the bathroom, it can get frustrating because in years prior we were able to just ask and go, but now we have to ask, make a pass and wait. There are many reasons for this, such as when you make a pass you have to wait for an opening spot for that area and if there isn't then you have to wait, and most of the time there is a long line for the bathrooms and when you get a pass it's only a certain amount of time. While we all understand why this rule was implemented, it was implemented to track the students in case of a fire drill or a lockdown or to just keep an eye on who is out at what times and how long they are missing classes, it can be very difficult to maneuver around. When people are waiting in the lines for the bathroom it can get frustrating because in years prior we were able to just ask and go, but now we have to ask, make a pass and wait for the pass to tell us we can go. So all in all, end your passes, WHS students!  WHS Athletic Director Sterling Scanlon By Ava Ramsey, Cailynn Rodriguez and Kendra Graham
Over the past few years, Wethersfield High School has been attempting to diversify our school and make it more inclusive. We have added courses like Education in a Multicultural Society, and African American Studies, as well as clubs like BSU, that are meant to help students feel welcomed. We also have events like Culture Night, as a result of the student council, that are held annually. At WHS Culture Night, usually held during February, students, staff and their families get to walk around the cafeteria and express their culture through dance, music, food and clothing. It is apparent that our school is making an effort for everyone to feel seen, valued and heard. However, those efforts may be falling short. Although we are moving forward, the journey to belonging is not finished yet. Having diversity does not always mean having inclusion. In classes and clubs, it can sometimes feel like certain voices stand out more than others. BSU club president and WHS senior Kennedi White said, “I walked into my Afro-Latino Studies class and for the first time there were more people of color than non, at first I thought it was so cool, then I realized this is my only class like that. I soon came to the conclusion that POC were not the minority in the room because the majority, white people, do not care enough to educate themselves on important and real events that POC have faced.” Kennedi’s realization highlights a quantifiable gap, our total student body is 1,126 students. With a demographic breakdown of 733 White students (65.1%),245 Hispanic students (21.8%), 59 African American (5.2%) 43 Multiracial (3.8%), 39 Asian students (3.5%) and 5 Native Americans (4%). Although the difference in numbers is drastic, it does not need to feel that way. There is a way to make a change and that change comes from being more educated. Wethersfield High School's new Athletic Director Sterling Scanlon said, “A burden that I think, is people of color have is to try to do a lot of explaining about, your history, where you come from, why you dress the way you dress, why your hair is the way it is, all of these things But, if you surround yourself with people, like I'm thinking of one of my best friends right now, who is white, he loves discussion because he just wants to know more. He does it because he grew up in a place where he was completely sheltered and had no idea about the things that I went through… he's trying to gain as much information as possible about my life and kind of what things are like for people that don't look like him.” Scanlon stresses how marginalized students do not deserve to feel that burden, and talks about a solution, “So I think to just create those spaces where people feel comfortable and want to learn. I think when those spaces are created, a lot of learning happens, how you get there, kind of tough, right? And finding those people is kind of tough.“ Leadership roles and advanced sources don’t reflect the diversity of the student body. Representation among teachers and staff play a major role in how supported students feel, and having a more diverse faculty could help build stronger connections and even create more role models for students of color. Wethersfield has made many positive and essential steps. However, achieving true inclusion means making sure that every culture and voice is heard and represented consistently-in every classroom- not occasionally. |
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