By Maren Freeman, ’29, and Azure Chiasson, ’29

Staff Writers

With the state of global affairs in disarray, many wonder what will bring the end of humanity. Nuclear war? The Hantavirus? Aliens? Though these issues are pressing, one threat to humanity that is becoming hard to ignore is global warming. Due to its recognition by world governments, despite many deniers, global warming is one of the most talked about topics today. Defined as the increase in Earth’s average air and ocean temperatures over the last couple hundred years, it is at the forefront of international discussion.

Activists have most commonly cited the significant changes in Earth’s climate as the biggest cause for alarm. The greenhouse effect is a natural process where atmospheric gases (CO2, methane, water vapor) trap heat radiating from Earth. This phenomenon keeps the planet warm enough to sustain life. But human activities, including the burning of fossil fuels and deforestation, have intensified this process, leading to an increase in the Earth’s average temperature. The year 2024 was the warmest recorded by a wide margin, according to scientists. This has led to the melting of large polar ice sheets as well as the thermal expansion of water, which is the increase in volume and decrease in density that occurs when water temperature rises. Taken together, these have directly caused a rise in sea levels across the globe.

The consequences of global warming can be detrimental to our environment as a whole. Global warming doesn’t just affect animals and plants; it can have devastating effects on human life as well. Rising sea levels and an increase in extreme weather lead to more frequent natural disasters including storms, droughts and wildfires. Rising sea levels can cause flooding and erosion which threatens many coastal areas. Damage to buildings and businesses force the people affected to rebuild their homes and buildings with their own money, which can be costly. Additionally, local animals lose habitats, making them more vulnerable to predation, competition and possibly extinction.

To satisfy needs for monetary gain and convenience, humans have ignored the environmental impacts of industrialization and expansion, and thus have created the current problem we call global warming. Many advocacy groups and political leaders, fearful of Earth’s uncertain future, actively seek strategies to prevent or delay this threat They recommend reducing our carbon footprint — and the greenhouse gas emissions that fuel it — by switching to renewable energy like wind and solar, shifting toward the use of electric vehicles over gas-powered cars, and reducing waste sent to landfills.

Of course, these changes can’t be made in a day, and one person choosing to ride a bike rather than drive a car to work may not seem to make much of a difference. But if the human race can collectively adopt more climate-friendly lifestyle changes, we can preserve the wonderful planet that we all know. Global warming is one of the most important issues of the modern era. Our willingness to act now — or our failure to act — will determine life on Earth for generations to come. By taking steps to combat global warming, we can at least delay the impact of the problem that our ancestors created and many of us continue to ignore.

By Emma Hersey, ’29

Staff Writer

What makes people want to get good grades? What makes people not care about their grades? These two questions are ones that teachers and students ask themselves all the time. Why do students put so much importance on some random letters? Of course it’s natural to want to succeed, but is it really healthy to let these letters have so much influence on our happiness?  I, like many of my peers, believe that all students who wish to keep their peace of mind during their high school journey need to have a balance between school life and social life. Students who fail to find this balance often find themselves feeling “burnt out” and unable to match the productivity they were able to achieve before. Even more troubling is that without this balance, students often tend to prioritize academics over friendships. As a result, their social life often suffers, which causes them to become isolated from their friends.

The idea of a grading system has been around for about three or four centuries, originating from groupings based on oral exams in ancient times. Now, educators utilize a mix of written exams, oral exams, and homework to help determine numerical and letter grades. As time has passed and the world has progressed, the grading system has evolved with it. The origin of the grading system we use today came from Ezera Stiles, an educator and president of Yale from 1778-1797. For exams at the prestigious university beginning in 1785, he split people up into four different groups ranging from best to worst: Optimi, meaning best; Second Optimi; Inferiores, and finally Pejores, being the worst. In 1792 this system was later adapted to a numerical grading system by William Farish, a professor at Cambridge University. The idea of using letters to represent grades didn’t come into practice until 1897, with letters ranging from A-E. Later, near the 20th century, the E was removed because it was continually confused with the meaning “excellent” instead of its true meaning, which was failure. That’s when the F came in to take its place.  

Mental health issues have a big impact on the young and old alike and can carry a lot of weight when making decisions. Mental health is the emotional state that influences a person’s thinking, behavior, and emotions. Your psyche and social well-being are also factors that help people determine their mental health. Lots of students suffer declines in their mental state because of stress that originates in academic settings. Whether through the stress of preparing for AP exams, finals, unit tests, or projects, students dealing with that kind of constant pressure are bound to find themselves mentally unhealthy.

Why do students become stressed with their school work? Why do students want to produce a “good score”? What are the guidelines and qualifications of a “good score”? Is it above average? Highest in the class? These so-called qualifications for achievement are set by your peers, teachers, parents, but most importantly yourself. Many students forget that they have the ability to determine what they deem as excellent. As a result, they continue to needlessly stack on the pressure from others. Students should not feel pressured to produce scores that are above their capacity and should, instead, set reasonable goals for themselves. These days, it often feels like society expects everyone to have straight As, disregarding the fact that many students show real learning and hard work when earning Bs or even Cs. In some cases, an extra push to success is beneficial, but more often it can lead students to feel stressed and overwhelmed. Parents are one of the main reasons that children feel pressured to produce good grades. Some parents view their children as a reflection of themselves and want only the best from them, when in fact children are not copies of their parents and the scores that they receive have no correlation to the parents at all. Creating a good learning environment is crucial to the success of students. Overbearing parents most often create an atmosphere that is not only intolerant of failure, but unaccepting of anything below perfection. This attitude toward achievement, along with the constant pressure to achieve, causes students’ mental health to decline.

Getting good grades is not all that matters when getting into college. Of course, it is something that they consider important, but there are always other deciding factors to get that letter of acceptance. Admissions officers don’t want working machines at their colleges; they want students who will become well-rounded people, and who will better the school’s reputation. Having a social life, extracurriculars, jobs, and hobbies are important to colleges too. Balancing your school work and social life shows that you have good time management and varied interests as well as an understanding of your classes. Ultimately, what colleges are looking for is a well-rounded student. Lots of students can get “good grades,” but what sets your application apart from others is your extracurriculars, interests, and personality.

Life is a competition. This popular mantra is repeated again and again by teachers, principals, parents, and relatives. Most of us tend to scoff at this message, but, in truth, the statement does carry some weight. In life, there are only a few people that you are not in competition with, even if only subconsciously. All of your peers are competing against you to see who can get the best grades, who can get the better test score, or who can just do better in life. And that competition doesn’t just stop after college. Even adults, however outlandish this may seem, compete with each other over trivial matters like what private school their kids might be attending or how neat their yard is compared to their neighbors. These are all ways that people compare themselves to others. Making comparisons is a natural part of life, and it happens in every setting; however, excessive competition can become unhealthy. The main cause of comparison is the need for validation from oneself and others. High schoolers are at the age where image matters;  sometimes, that drives people to be better than others, but it also makes people act as if they don’t care. An obsession with being better than others often does more harm than good. It might make you a more determined person who puts time and effort into their education, but it can also lead to over confidence, unbridled egotism, and an unhealthy focus on grades.

While getting good grades can be a sign of success, focusing solely on the points you earn can cause immense stress. It is also not a true reflection of the whole person you are. People tend to forget that their grades do not define them. The most important thing in life is to be able to set reasonable goals and work hard to reach them. Having straight As is great, but not at the expense of your mental health.

featured image: https://www.aacp.org/article/are-grades-failing-students

By Siena Oliver, ’27

Opinions Editor

With exams on the horizon, many AP Literature and Composition students struggle to define ‘literary merit.’

The AP Lit test has several components: a multiple choice section, two essays analyzing a given excerpt of text, and a final essay where students are allowed to choose a work of ‘literary merit’ to analyze based on a given prompt. It is this last essay which often sparks debate on which literary works ‘have merit,’ what that means and who gets to decide.

The College Board, the company which creates and administers AP exams, never directly defines ‘literary merit.’ The AP Lit syllabus encourages teachers to “select works of literary merit culled from a variety of genres and periods from the late 16th century to the present” as material for their classes, and emphasizes that students “get to know several works of literary merit in depth.” Because of the lack of formal definition for the term, teachers and students are forced to speculate and come up with their own standards.

There are some books which are immediately discarded as not having ‘literary merit,’ like many children’s or young adult novels, simply due to the fact that they are written for younger audiences. The basic standard seems to be that if a book is not at a college reading level, it does not have sufficient ‘literary merit’ to be used on the AP exam. Contradictory to this idea, however, is the fact that Alice in Wonderland, a children’s literature classic, has appeared on the official College Board list of recommended books for AP Literature in past years.

Additionally, despite the fact that many books which apparently have ‘literary merit’ were written long ago, the age of a book is not a strictly defining factor. The College Board list of recommended books has novels written in the 1800s, but also works published as recently as 2016.

One example of a book that is not considered suitable for use on the AP Lit exam is Harry Potter, an extremely popular children’s/young adult book series that holds personal importance for many readers. These books, although lauded for their rich world-building, complex themes and character development, are not considered to have ‘literary merit.’ Critics say the writing is not sophisticated and relies on well-worn tropes such as the battle of good versus evil. Others say its commercial success, seven books followed by a wildly popular movie franchise, mean it cannot be taken seriously as ‘literature.’

So, without an official definition, how can someone determine a work’s ‘literary merit’? In terms of every day life, ‘literary merit’ can refer to a host of qualities about a work of literature, but mainly is qualified by a work’s ability to meaningfully impact readers and remain relevant over time. In contrast, for English scholars, and students taking the AP Lit exam, the best practice is to assume that a work of ‘literary merit’ is one that is complex enough to support in-depth analysis, has layered themed, nuanced characters, and uses advanced literary elements and techniques throughout.

By Sophie Bunar, ’27

Staff Writer

“There may be times when we are powerless to prevent injustice, but there must never be a time when we fail to protest.”

These are the words of Romanian-born activist Elie Wiesel, a noted Holocaust survivor who has dedicated his life to advocating for human rights and fighting intolerance. He is most commonly known within school systems for his memoir Night, which described his life as an adolescent when he survived the Auschwitz and Buchenwald concentration camps.

Wiesel’s speech “The Perils of Indifference” delivers a profound warning about the dangers of apathy in the face of human suffering. Delivered at the White House in 1999, the speech emphasizes that indifference (an absence of concern or empathy) is more harmful than hatred because it enables oppression and tyranny to persist unchallenged. Wiesel recounts how, during the Holocaust, the world’s indifference allowed atrocities to unfold. He stresses that indifference dehumanizes both the victim and the bystander. “In denying their humanity, we betray our own,” Wiesel says.

Wiesel warns that indifference allows injustice to flourish, creating a dangerous silence that enables violence and oppression. When people choose not to speak out or act against wrongdoing, they become complicit in the suffering of others. This message resonates deeply today, as many witness the ICE raids and the notably tragic losses of Renée Good and Alex Pretti, yet remain silent. Although many in Minneapolis, as well as across the nation, have stood up against this outrage, those who refuse to protest or even acknowledge these events perpetuate a cycle of harm, making indifference a form of passive acceptance.

In standing up against oppression, protest becomes more than just an act of defiance; it is a vital expression of dignity, compassion, and solidarity. Additionally, it honors the humanity of those affected and challenges systems that devalue human lives. As Wiesel’s life and words remind us, the fight against intolerance and violence requires courage from all of us—not just to confront hatred, but to resist the quiet force of indifference.

In this era, in this moment, choosing to raise our voices, join protests, or simply bear witness is a way to ensure that history does not repeat its darkest chapters. As Wiesel states in his speech, “Together we walk towards a new millennium, carried by profound fear and extraordinary hope.”

Works Cited

Stuart, Tessa. “Minneapolis ICE Shooting Protests: Photos from Vigils across the U.S.” Rolling Stone, 8 Jan. 2026, http://www.rollingstone.com/politics/politics-pictures/minneapolis-ice-shooting-protests-photos-1235496024/renee-nicole-good-killing-protest/. Accessed 4 Mar. 2026.

White House Archived. ““In the Face of Evil, We Must Summon Our Capacity for Good.” — @POTUS on Elie Wiesel: Http://Go.wh.gov/C9asbs.” X (Formerly Twitter), 2026, x.com/ObamaWhiteHouse/status/749389707650314240. Accessed 4 Mar. 2026.

Wiesel, Elie. “The Perils of Indifference.” Americanrhetoric.com, 12 Apr. 1999, http://www.americanrhetoric.com/speeches/ewieselperilsofindifference.html.

By Makenna Larson, ’29

Staff Writer

Beauty is one of those words everyone thinks they understand, but no one can fully define. In today’s society, beauty is usually shown to us through social media, magazines, and celebrities. Women, specifically, are constantly told what is considered pretty and what is not. Whether it’s clear skin, a certain body type, or a new hairstyle you “have to try,” these ideas turn into what people call “beauty standards.” Even though they are everywhere and are considered normal, they end up making girls feel less — a problem society needs to address.

Society often treats beauty like a checklist. If you are pretty enough to meet the expectations, you are considered attractive. The problem is that this checklist keeps changing. What is trendy one year is “out” the next, which makes it impossible for anyone to ever meet the standards in place. Instead of feeling proud of who they are, many girls feel pressured to constantly fix themselves.

Beauty standards especially affect women because they are taught from a young age that how they look matters more than who they are. Compliments are often about appearance first, not personality, kindness, or intelligence. Over time, this can make girls believe their value depends on meeting these standards, which can end up making them focus on how they look instead of how they act.

The reason beauty standards will never make women feel fulfilled is because they are based on comparison. There will always be someone who looks different, taller, smaller, clearer, or more “perfect” according to society. Fulfillment doesn’t come from trying to look like someone else. It comes from feeling accepted and confident as yourself, which standards don’t allow.

True beauty is personal and different for everyone. It includes confidence, uniqueness, and being comfortable in your own skin. Until society stops treating beauty like a rulebook and starts treating it like something individual, many women will continue to feel like they are chasing something they can never reach. Maybe the real problem isn’t how women look, but how narrowly society defines beauty in the first place.

featured image: https://www.betimeful.com/blogs/effects-of-social-media-on-body-image

By Emma Hersey, ’29

Staff Writer

Whether debating the best holiday movie or an important social issue, it’s important to support our arguments with sound reasoning. However, logical fallacies – an error in reasoning that has plagued debaters since the days of Aristotle – can stymie the best of us. How do we ensure we avoid logical fallacies, which lead to unreliable conclusions, emotional manipulation and deviations from the truth due to false assumptions? Let’s start by diving into the two types of fallacies: material and verbal.

Material fallacies are when the main point or assumptions in a sentence are flawed instead of the structure of the sentence. Verbal fallacies are sentences that use ambiguity to trick people with the double meanings of the stressed words.These two fallacies are important to be aware of because they can cause weakened arguments and lead to misconceptions. To test your understanding of these two types of fallacies, you can take this quiz. Once you submit your answers, you can check to see what you got right. 

Through these logical fallacies, many people are tricked into formulating shaky arguments, and making incorrect conclusions about the situation at hand. An unsound argument is when you make a claim that fails in its logical structure, or has a piece of information that is questionable to be true. Two types of arguments that fall under logical fallacies are the loaded question fallacy and the ad hominem fallacy. The loaded question fallacy puts the responder in a situation where the answers of “yes” or “no” are both wrong or contradictory. The question “are you always this disrespectful?” is one example; if you answer “yes,” then it proves that you are aware that you are disrespectful, but if you answer “no,” then you are admitting that you usually are disrespectful but you just aren’t as bad at this given moment. These questions lead to unreliable conclusions.

The ad hominem fallacy judges people based on what they do instead of the information they offer. Attacking the person because of their past actions and not the argument at hand creates distorted conclusions. If you do not believe in the actions of the person, then what is it that will push you to believe the words coming out of their mouth? People often have the tendency to judge people based on their clothing, with a negative response to poorly dressed individuals and a positive response to people who are decked out in luxurious brands. Sadly, someone can be speaking complete lies and the audience will take to heart everything they say just because they believe they are competent due to the clothes on their body.

There are several other kinds of fallacies too:

Appeal to Emotion –  Have your parents ever said to you, “You have to finish your dinner because there are starving children in the world that could use that food?” That’s an appeal to emotion, which manipulates a person’s feelings and coerces the receiver to accept this formulated conclusion. Through this fallacy, people are misled and manipulated by their emotional response and thus change their actions based on it. When your parents deliver the line about “staving kids,” it makes you want to sit back down and finish your food because of the human response of empathy. Even if you argue about the food at first, your body will respond to a change in emotion and will cause you to finish the food out of guilt for the other children out there. 

Slippery Slope – An example of this is when an adult says, “If you don’t do your homework, you’ll fail the class. If you fail the class, you won’t graduate. If you don’t graduate, you won’t get into college or a good job, and you’ll end up poor and homeless.” This fallacy supposes that if you do A, it will cause a chain reaction that not only causes B, but causes C and D too. Many parents use this fallacy to control their children because they believe that it will coerce their children into obeying their instructions. Once children hear how bad life can get if they don’t do a certain thing, parents might believe, they will steer away from the action. But sometimes this can have the opposite effect and make children even more rebellious.

Bandwagon – This fallacy implies that who is making the statement is crucial for its believability. Many stores use the bandwagon effect when marketing products. By paying influencers to positively review the products, the store makes the product seem popular, and that entices shoppers to try it for themselves. When someone uses the bandwagon fallacy, they are putting the claim of a good product on an item just because of its growing popularity, not its actual performance. 

Appeal to Nature – This fallacy tricks your brain into believing something is better because it is natural, rather than unnatural. The word “natural” has positive connotations, while “unnatural” is associated with poisons and pesticides. A common marketing tool is to put the words “all natural” on the package because people will believe that anything “natural,” or from the earth, is automatically healthy. When grocery items are labeled organic, it makes many people more inclined to buy them, even though it’s not clear what definition of “organic” the store is using. 

Logical fallacies are a big part of our world, leading to unreliable conclusions, emotional manipulation, and deviations from the truth because of false assumptions. It is easy to be swayed by other people and what they are voicing, but being aware of logical fallacies will help you avoid being manipulated. If you want to know more about logical fallacies, check out this link.

By Jenna Clasby, ’27

Staff Writer

During the summer, I was trying to figure out what ways I could help others, while also preparing for college, and maintaining a balance between school work and volunteering. One day, I found Connect Me, which offers free tutoring to students throughout the world, and I knew that I wanted to be a part of it.

Connect Me Tutoring was founded in October 2020, largely because of a problem in education at that time. The COVID-19 pandemic caused schools to close, causing fear and apprehension about getting sick. This made it very hard for a lot of students to benefit from office hours and other tutoring programs. Mehmet Tascioglu, the founder, was a high school student then during the COVID-19 pandemic and wanted to do something to help. He wanted to create Connect Me Tutoring to provide tutoring to students who needed it, and he wanted it to be free so that all students, regardless of economic status, could receive tutoring aid.

What started as a small effort to help people in the Metro-Detroit area, with only 15 students, became something big. Connect Me got help from student volunteers, and from being featured on news stations, like FOX 2 Detroit. This helped Connect Me become well-known across the country, leading to an influx of student tutors from several states. Because of this, Connect Me became a nonprofit organization that is still growing fast and working on making education fair for everyone. Over the past five years, Connect Me has become a student-run nonprofit that gives free tutoring in the United States, with hundreds of volunteers and leaders who help out. Connect Me matches students in kindergarten through the 12th grade with high school and college tutors who have been interviewed. They have had tens of thousands of one-on-one tutoring sessions, and Connect Me has helped students in over 40 states and 12 countries. Connect Me has been talked about by news outlets like USA Today, ABC, CBS, and Fox News. They even got an award from NBC called the “Making a Difference” Award in 2021 for their contributions to education by providing free learning for any student who signs up.

The success of Connect Me comes from its leaders and volunteers who really care about what they do, which you can find on Connect Me’s website. These tutors work with the students online to help them with their schoolwork, prepare for tests, etc. Connect Me does this to make sure everyone can learn no matter what, and to have students become leaders where they live.

When I first joined in August, I was apprehensive about becoming a tutor because I wasn’t sure if my students would like me or if I could help them. I didn’t know what to expect at first. But after every tutoring session with my students, I felt better about myself and gained confidence that I knew what I was doing. Confidence has been a struggle in my life, and I’m really glad that Connect Me helped me push my limits. I have had some great experiences, and one of the best things I have done is tutor students from all over the world. Currently, I am tutoring a student in Malaysia and one in North Carolina. This has allowed me to gain a better understanding of what goes on in other parts of the world. For example, Malaysia doesn’t follow Daylight Saving Time, which caused a pretty frantic, yet funny moment in email exchanges with my student!

Through Connect Me, I have met some really inspiring leaders. One moment that really stands out was when I was interviewed by Aahana Jain for Connect Me. Aahana is the Director of Partners, meaning she makes connections with other organizations to expand Connect Me’s impact.  She was so outstanding and kindhearted to me for the whole interview because I was really nervous. My time with Connect Me has been great for me as a person and for buttressing my college applications. I have learned a lot of teaching skills and styles, and I feel more confident now because of these experiences. Since I want to work in education or something related, working with Connect Me has been an invaluable opportunity. It has taught me how much of a difference students can make when they help each other, and that is something that I think is very valuable in the divided world we live in today.

Today, Connect Me is really about people helping each other. It is a group of students from all around the world. When students volunteer for Connect Me, they get things like community service hours, a chance to be a leader, and the opportunity to make a difference in the lives of others. All of this helps students become more well-rounded individuals, and it makes a real difference in the world.

For more information about the program:

 Connect Me, 248-270-5844, info@connectmego.org

By Ryan Costello, ’27

Staff Writer

The death penalty is one of the most controversial and troubling punishments in modern society. While some argue that it provides justice to victims’ families or prevents future crimes, a deeper look shows that capital punishment fails in many ways.

One of the strongest arguments against the death penalty is the possibility of executing innocent people. Courts and juries have made mistakes. The Innocence Project, a nonprofit that works to exonerate people who are wrongly convicted, claims that since 1973, more than 190 people in the United States have been sentenced to death, often after spending decades behind bars for crimes they did not commit. DNA testing and improved investigative techniques have proven there can be many errors in the legal system. Once someone is executed, there is no way to correct such a mistake. No judicial system can reverse such a permanent punishment.

Another argument is that it is more expensive and more time consuming to use the death penalty than to sentence someone to life in prison. The death penalty is more expensive than life in prison because death penalty cases require longer trials, more lawyers, and years of appeals. Housing inmates on death row also costs more due to higher security needs, ultimately costing an average of $1 million taxpayer dollars per inmate. An inmate can sit on death row for as long as 20 years.

Some people believe that the death penalty is beneficial because it holds people accountable for their heinous actions and provides justice to victims and their families. While there may be some truth to this, the negatives hold more of an impact.

That is why the 27 states where capital punishment remains legal should do away with the procedure. The cost, in terms of taxpayer money and potentially life-ending mistakes, is too high to pay.

Featured image: https://d.newsweek.com/en/full/326540/rtr3hrgi.jpg

By Danny Campbell, ’27

Staff Writer

Most likely, everyone has an opinion about the Hanover High School student cell phone policy by now, since we’re into its second year. To minimize distractions, the handbook restricts students from using cell phones in class without the teacher’s permission. Most teachers require students to place their phones in the classroom “phone hotel” (better known, in my opinion, as the “prison”), or keep them in student backpacks. This is enforced with varying levels of strictness depending on the teacher. The policy, implemented by district administration and approved by School Committee, is part of a state and nationwide trend toward restricting cell phone use in schools. I personally think the cell phone “hotels” are a waste of time. They not only show distrust of students, but also could lead to safety issues.

In the last few years, cell phones have become a major part of our lives, and nearly everyone in the United States now has a phone that they use frequently. I can almost guarantee that you – the person reading this page – have spent large chunks of time only on your phone, letting a platform like YouTube, TikTok, Instagram or games consume hours of your day. Many have fallen victim to it, admit it! This is why school districts across the country started limiting or restricting cell phones in school. The Massachusetts legislature is considering a bill this year to ban students from using cell phones and other personal electronic devices during the school day. Most teachers think that getting rid of the phones in class will automatically make the students pay more attention to them during their lessons. Other supporters of the policies feel limiting phones will reduce bullying and improve students’ mental health.

But we need to note three things about these arguments. First of all, NOT every single student in the school is tied to their cell phone! This is a very big thing that I feel people completely ignore when discussing whether or not to restrict phones. There are students who only bring their phones to check the time, text important people during their downtime, or keep in contact with their parents during school hours. So restricting our only form of outside communication is very unfair for those of us who barely take them out.

Secondly, the policy can cause safety problems during an emergency. Imagine that a fire or some other catastrophic event happens that could lead to school being evacuated. If students are as attached to their phones as administrators seem to think, the first thing they’ll do in an emergency is try to get their phones from the “hotel.” This could cause injuries and a delay in getting students out of the building quickly.

Finally, having to put phones in a classroom “hotel” makes it possible for students to forget them when the bell rings for dismissal. This means students have to interrupt their next class to come back and retrieve them, or wait until the next day to pick them up if school is over. It could even lead to theft of the often expensive devices.

I think a better approach to the cell phone issue would be to teach students how to use the technology responsibly. This could be taught in a unit for middle school health class, during Mrs. McHugh’s library sessions, or through auditorium presentations like the ones we have about topics like drug abuse and lockdown drills. Students need to be taught the benefits of moderating screen time to take care of their mental health. If we can do this, there won’t be the need for phone “hotels.”