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 Lauren Boone '25
c0-editor-in-chief

my senior speech - Absent parents & effects: adverse childhood experiences

3/26/2025

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How often do you meet someone who is lacking a parental figure? Have you ever thought about the impact of parental absence on the well-being of adolescents like us? Are children with one parent more prone to psychological problems? 
Parental separation and especially biological father absence raises questions regarding its impact on offspring mental health. When parents separate or divorce, many children grow up without the presence of a parental figure -- most often without their biological father. 50% of children in the U.S. have divorced parents and 90% of those children live with their mother. 
From what I have studied and felt first-hand, negative psychological experiences endured during childhood from parental separation and especially father absence very often result in lasting mental illness, troubles in relationships, lesser development and education, and lower self-esteem. Our familial situations undoubtedly define our personal growth, as our childhood and adolescence determine our future biological growth and development.
The primary role of parents is to prepare children for adulthood through discipline and support. Various studies have been made to explore the importance of parental presence in life, as humans need the credible and reliable support of parents who are there to provide for their basic physical and psychological needs. If they are not present, various psychological disorders in children, most commonly being anxiety and depression can occur along with lower self-confidence and self-esteem.
Parents not only encourage and enhance the child’s personality development but also influence their psychosocial development. According to a source published in 1982, the Journal of Mind and Medical Sciences, children and adolescents who live with both biological parents tend to be more stable, whereas it is proven that those raised in single parent families have a lower level of well-being during both childhood and adulthood. Children in single parent homes may develop a sense of insecurity, immaturity and loneliness. They are often less prepared to regulate their emotions and adapt to the demands of society.
Neurologist Sigmund Freud's assumption states that the presence of a mother and a father during childhood are the minimum necessities for appropriate sex-typed identification and normal child development. 
Research associates healthy child outcomes with how they were parented. Children of uninvolved parents may generally have poor social skills and academic performance. Main aspects are increased attachment and decreased emotional skills due to the lack of emotional responsiveness received from their parents. Delinquency can also be seen in such children due to a lack of boundaries at home.
About 64 percent of adults in the U.S. reported they had experienced at least one type of adverse childhood experience known as the acronym A.C.E. before the age of 18. ACEs are potentially traumatic events that occur in childhood, between birth and 17 years. Examples include experiencing neglect, violence, or abuse, witnessing violence in the home or community, or having a family member attempt or die by suicide. Also included are aspects of the child’s environment that can undermine their sense of safety, stability, and bonding. Examples can include growing up in a household with substance use problems, mental health problems, instability due to parental separation and household members being in prison. Nearly one in six, or 17.3 percent of adults reported they had experienced four or more types of ACEs. Three in four high school students reported experiencing one or more, and one in five experienced four or more. 
Therefore, preventing ACEs could potentially reduce many health conditions. Estimates show up to 1.9 million heart disease cases and 21 million depression cases that potentially could have been avoided. Preventing ACEs could reduce suicide attempts among high school students by as much as 89%, prescription pain medication misuse by as much as 84%, and persistent feelings of sadness or hopelessness by as much as 66%. The CDC reports, “ACE-related health consequences cost an estimated economic burden of $748 billion annually in Bermuda, Canada, and the United States.” 
Research has indicated that children would show negative emotions like anxiety, anger, and fear as responses to separation. Large-scale labor migration has been occurring in many areas of the world, leading to a number of children being left at home with the absence of needed parental care. In a different study found by the NLM and published in 2017, more than 4,500 children from rural areas in Jiangsu Province, China, participated. Among the participants, over 2,400 were children living with both parents and about 2,000 were children living with the absence of at least one parent. Because of the rapid urbanization of China in the recent 30 to 40 years, a considerable number of children in rural areas in China have been experiencing long-term parental absence, given their parents have migrated to urban areas. In the recent decade, research has paid particular attention to investigate the psychological status of the left-behind children in China. All participants responded to the Multidimensional Anxiety Scale for Children, the Epidemiological Studies Depression Scale for Children, and a question regarding their suicide ideation. Results indicated that as compared with children living with both parents, the left-behind children with both of their parents’ absence were statistically more likely to show suicide ideation. Left-behind children have shown to be more likely to have emotional disorders and behavior dysfunctions such as internet addiction, bullying behaviors and poorer performance in cognitive tests. 
As found in developmental psychologist Urie Bronfenbrenner’s ecological theory, how an individual’s immediate surroundings - which includes one’s family - interacts with the child, influences the bonds the child creates with other individuals throughout life. A 2013 study published in journal Child Development noted how conflicted homes lead to a child’s lesser cognitive development. Another study published in 2014 by the Institute for Family Studies indicated that such children were more likely to have "poor interpersonal skills, problem solving abilities and social competence."
According to an article published in 2007 by the Father Involvement Research Alliance, infants of highly involved fathers, as measured by amount of interaction, including higher levels of play and caregiving activities, are more cognitively competent. These children may score higher on the Bayley Scales of Infant and Toddler Development. Infant and childhood development comprises cognitive, linguistic, behavioral, physical and social-emotional milestones. 
School-aged children of involved fathers are likely to be better academic achievers. They are more likely to have better quantitative and verbal skills, have higher grade point averages and get better achievement test scores. Children of involved fathers are much more likely to live in cognitively stimulating homes. A father’s academic support was positively related to adolescent boys’ academic motivation to try hard in school. Also according to the Father Involvement Research Alliance, children of involved fathers are more likely to enjoy and have positive attitudes toward school, participate in extracurricular activities, and graduate. They are proven to be more likely to have higher levels of economic and educational achievement, as proven by their career success, occupational competency, better educational expectations, outcomes, and attainment. 
Furthermore, infants whose fathers are involved in their care are more likely to be better able to handle strange situations and be more resilient in the face of them, be more curious and eager to explore their environment, and relate more maturely to strangers. Father involvement is positively correlated with children’s overall life satisfaction and their experience of less emotional distress, less expressions of negative emotionality such as fear and guilt, less conduct problems, greater sense of social competence, fewer anxiety symptoms, and lower neuroticism. Paternal acceptance is significantly and positively related to youths’ self-reported psychological adjustment. It has been found that children of involved fathers are more likely to demonstrate a greater tolerance for stress and frustration, have superior problem solving and adaptive skills, be more playful, resourceful, skillful, attentive when presented with a problem, and more able to manage their emotions and impulses appropriately. Children of involved fathers are more likely to demonstrate a greater internal locus of control and display less impulsivity. Daughters of involved fathers are more willing to branch out and try new things, keep busier, and are happier. Children of close fathers are more likely to have positive peer relations and be well liked. Their peer relations are typified by more generosity, less negativity and aggression. Adolescents who are securely attached to their fathers report less conflict in their interactions with peers. Therefore, a fathers levels of direct involvement are positively related to their adolescent’s friendship and peer experiences. 
Conversely, negative paternal effects such as high levels of hostility, had significant direct and indirect effects on adolescent social behavior, which in turn predicted decreased peer acceptance.
Children of present fathers are more likely to have prosocial sibling interactions, show fewer negative emotional reactions during play with peers and solve conflicts by themselves. High paternal involvement was also associated with increased children’s feelings of their father’s acceptance, which is a factor that plays a role in the development of better self-concept and esteem. Young adults who had nurturing and available fathers while growing up are more likely to see themselves as dependable, practical, friendly and more healthy mentally. The variable that is most consistently associated with positive life outcomes for children is the quality of the father child relationship. Children who have participating fathers are more likely to grow up to be tolerant and understanding, be well socialized and successful adults, and adjust well to college both personally and socially. In addition, children who felt close to their involved fathers are also more likely to have long term, successful marriages, and be satisfied with their romantic partners in midlife. The strongest predictor of empathic concern in children and adults is high levels of paternal involvement with a child. 
All three types of parental absence--father absence, mother absence, and both-parents absence were significantly associated with negative emotional outcomes. Thus, depression, social and physical anxiety were shown to be mediators in the relationship of parental absence and suicide ideation of children. Young adults' ratings of paternal nurturance and involvement were positively correlated with their reports of later psychosocial functioning. And considering how motherly bonds are the first that children create, their emotional withdrawal may have a great impact, causing abandonment issues that surface all throughout the psychological development of a child. 
When humans have never connected with one of our parents, the feeling can often be described as a wound that is always open, commonly referred to as the “father wound” or the “mother wound.” We may ask, “Why me? How would it be different? What could I have done more?” Their absence makes us adopt self-limiting beliefs, often thinking, “People leave me, as they have always left. I don’t deserve attention or love. There is no time and space for me. I need to provide for others and their needs, otherwise they will become disappointed with me and eventually leave me.” Those with this mindset and beliefs must enter the relationship world in their adult life. Feeling less important is not something those brought up by uninvolved parents are always aware of. There is a feeling that it’s their fault for what has happened; this is the almost permanent narrative they had created in their head as children.
Children with absent parent(s) may get attached to partners who are emotionally unavailable or display narcissistic traits. This is where they are yearning to change the ending for that childhood loneliness. They try to please people, are overly available, sacrifice their dreams, and are kind until they feel unappreciated and disposable. Then they become upset or resentful, but at the same time, become guilty for setting boundaries. This is not something that they consciously choose; they choose it because it is familiar and they have been there before.
Another possible scenario that comes as a consequence of the absent parent wound is the protective wall built around the children by themselves, as they have experienced rigid boundaries, loneliness and disconnection. Children of absent parents stand at the point where they have already decided that relationships are hurtful and people will abandon them. Therefore, they might consider that they are making the best decision when not letting partners come too close. Those who have dealt with uninvolved parents may be people who are highly mistrustful or critical of others. There is typically anger accumulated inside of them for the parent who was unavailable. This anger may find outlet in other people, unrelated or insignificant triggers.
If one has grown up with an absent parent, and has or will become a parent, they may recognise subtle or obvious overwhelming feelings about parenthood. In some cases, they may overcompensate by becoming the exact opposite of their absent parent, displaying omnipresent and perfectionist traits. There is another category of people who don’t want to become parents because of their own experience of being in a broken family. 
It is proven that children who endure parental absence or separation often develop psychological disadvantages. However, as young men and women, they can consider themselves more independent than most. There may be differences in development compared to peers with somewhat unblemished families; but as humans we all have yet to find a perfect family. Meanwhile, they can prove that children of absent parents are not only capable of raising themselves, but leading a life of independence and pride, proving themselves accomplished and even gifted.
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how students stay happy

3/26/2025

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There are so many things in the world that make us happy.  So many things that induce dopamine, or the “feel-good” hormone. 

But what makes us especially happy, and why? It may be something we’re passionate about, like playing a sport, reading stories or it just may be watching television. 

It could be helping others. Altruistic behavior releases endorphins in our brains. Giving to others releases oxytocin. Our Help Save the Next Girl Club raised money and supplies for the Lampstand Drive for young sex trafficking victims. 
“Donating made me feel like I was making an impact. I felt so accomplished,” said club leader Fiona Parnell ‘26. 

Things that make us happy and excited in life are incredibly important. In order to live with balance while dealing with work, we must prioritize free time spent doing exhilarating activities and spending our time with purpose. For example, a good purpose is exercise, which is one of the most valuable things for the brain and body. When asked about what makes him happiest, Cole Cass ‘25 said “Lifting weights. It takes my mind off things. I only worry about my workout. It feels great both in the moment and after, it's healthy.” 

“Dance makes me happy,” said Jahanvi Patel ‘25, “I love the performance part of it. And the movement with the music, it's like an energy rush.”

Hunter Basile ‘25 said “I would say sports, when I am bonding with teammates, sharing experiences and competing.” 

Winning games boosts confidence, enhances attention and focus. It sparks neurochemical changes by releasing dopamine, testosterone and endorphins. Sports are fun; they are beneficial to the mind and the body, also while influencing positive psychological effects. 

“Music makes me the most happy, always,” said Tyler Bloomfield ‘25, “It’s calming and relaxing. Listening to a band also can really get me going… I get lost in it.”

Meanwhile, another contributor to happiness is spending time with animals. Pets, especially dogs, are a valued presence in the household. They not only surround us in a loving atmosphere; those who own pets gain the ability to raise beings. Dogs can lower stress levels and even keep owners in shape. 

Finally, family and friends, also in the household, our loved ones are the most important people in our life. They give life skills, wisdom, emotion, nurture and much more. 
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international student opinions

3/26/2025

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We know that international students may have trouble completely settling in and feeling comfortable like they would at home. They often feel anxious to move into a dorm in a completely different country with completely different people. 
Studying abroad far from home is a life-changing experience. Along with the benefits of studying in the U.S., international students may develop a phenomenon known as “culture shock.” 
Culture shock is a term used to describe the psychological and emotional discomfort experienced when individuals are exposed to a markedly different culture. International students coming to the U.S. face many differences in language, customs and social norms. 
Whether 4,000 miles from home in Siberia, Russia or 7,300 miles away from home in China, international NCS students have the ability to call Roanoke their new home.
Native to North America, Carter Smith ‘25 from Vancouver, Canada, said, “I'd say it took me about two weeks to get used to NCS; just making friends and finding my group of people. For me, personally, NCS has been very welcoming. Everyone has been nice to me, asking me questions about where I'm from and everything when I came. Especially Mrs. Wenk, who has really been uplifting and encouraging of school spirit.” 

“I maybe became comfortable in a month and a half,” said Nicolas Cobas Gomez ‘26. “I began to speak to more English students and got better at English,” when asked about his settlement in the U.S. “I’d say a culture shock was not a huge problem because I had other Spanish students with me to talk.” 

For some, branching out meeting new people isn’t a struggle. For Smith, it was simple to make new friends at a new school. The friendly environment at NCS was a contributing factor, as students and teachers were curious and excited to meet him. 

Adapting to a different culture may be a struggle for most students. Milica Andjelkovic ‘26 from Mladenovac, Serbia said, “It sure is a different lifestyle. It took time to adapt to weather, people, food and the way to approach people.” Andjelkovic said “I didn't think it was too difficult moving here.”  

“When I came from Serbia,” Andjelkovic said, “I’d say a culture shock was how people wear pajamas everywhere. How popcorn and drinks from places like the cinema are so oversized, too. I also noticed how cold it was indoors, because Americans have ACs everywhere.” 

Aleksa Ziavnov ‘27, also from Serbia said, “a culture shock was speaking English all of the time and the food here, of course,” he said, “Meeting my friends and the faculty helped me get comfortable.”
Arriving almost halfway through the school year, Tinaishe “Tina” Chikwata ‘26 from Zimbabwe, Africa said, “Shona was my first language and English was my second. I knew English already.” “No, really I wasn't uncomfortable,” Chikwata said. 

Culture shock depends on the person and where they come from. It can be facilitated to overcome. Studying abroad is always facilitated by the student body and teachers at NCS. Differences in cultures here are noticed, spread and definitely appreciated.
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editorial 11/18

1/17/2025

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Teamwork is the action of multiple people, especially when done efficiently and effectively. 

Teamwork is needed in the classroom, on the court and on the field. Students and players need to work as a team in order to prepare for their future, especially in occupations, which may include the understanding of different perspectives, encourage productivity, communication and the ability to build relationships. 

For the first time in NCS history, our girls’ cross country team won the VISAA state championships for the first time in NCS history. Kerrigan Chaney ‘25, an exceptional and lifelong runner, has been running solo until enough girls were registered to make a full team. She has never had a full team until her senior year. The championship team consisted of many 8th grade runners with extreme potential.

“It felt really good to win [as a team],” Chaney admitted, “I cried when I found out we won. And that's unusual.”

Our boys’ soccer, football, and cross country teams may have lost the state championships- but what victory  is  most important? 

Boys’ football, which had won the past two years of state championships, succumbed after a hard uphill battle against Blue Ridge’s team 14-12 on Nov. 16. The Raiders had beaten the Knights last year, not to mention winning the BRAC the last two years.

“Not only is it fun to work with the guys, it's beneficial,” said Walker Reel ‘27. “We are learning how to work together. Everyone matters on the football team and we have to look out for each other. Teamwork is listening to your coaches and other members. To me it's a whole team working together whether it's with 8th graders or seniors. We had some big wins. We played great in the semis 48-0 against Fredericksburg Christian. We all felt good about states; we just got down at half when it seemed like nobody really wanted to fight back. It was a great season, though and even if we lose, it's worth it.”

Nate Bonds ‘25 said, “it's the chemistry as a team. It’s so we can all be on the same page. We all want the same result. If our team is winning, I'm winning. Mentally and physically.” 

On Nov. 7 in northern Virginia, our boys’ soccer team lost to Seton School 4-2. 

Even feeling the loss of states, senior midfielder, Hunter Basile ‘25, still broke and reset a record for goals scored in a game. Dean Cote ‘25 said “Being a senior gave me a sense of leadership and duty as I knew I was a role model and my actions would shape the behaviors of others. Teamwork was crucial as we had lost about 8 starting seniors from the previous season, we had to come together and figure out how we were gonna fill this large hole and it was really a team effort to do that.”
Teamwork is needed in the classroom as well. Students need to work as a team in order to prepare for their future, especially in occupations, which may include the understanding of different perspectives, encourage productivity, communication and the ability to build relationships. 

As a team, we have been able to publish two issues this year for the Herald. One being published only three weeks after the last. Our special issue was made to honor the championship teams whether they had won the last game of their season or not; teamwork is the real accomplishment.
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A POWERFUL SERVE FROM SERBIA

11/11/2024

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ACE!: Milica Andjelkovic ‘26, a 6-foot tall outside and opposite player arriving from Serbia, has contributed to our girls’ volleyball team a great deal.

She is ranked No. 1 in the state of Virginia for serving aces according to maxpreps.com. As of the BRAC playoffs, Andjelkovic served 116 aces. Andjelkovic was named player of the match against Craig County on Aug. 27. As of late October, Andjelkovic has spiked 141 kills throughout the season. 
​

She went to a public school in Serbia, where her days were full of people and 17 class periods. Andjelkovic’s Serbian school did not have uniforms or team sports. She was only able to play club volleyball. Andjelkovic enjoyed a few seasons of basketball before beginning  her volleyball career.
“I love everything about volleyball, but my favorite part is obvious; most definitely hitting,” Andjelkovic said enthusiastically, “I would love it if there were more girls on the team, though.”

Her teammates appreciate what she brings to the team as a powerhouse player. 

“Milica is a strong offensive player with several kills and blocks. Her serving is what helps the team the most,” said Captain Julia Corliss ‘25, “Milica is always super cheerful on the court and gets excited when we do well.”
“Milica is such a talented player,” senior teammate Indira Weed ‘25 said. “She is a great attacker, she's great at putting the ball where it needs to go. I think she's such a leader on the court. She has a great work ethic, always trying to figure out what she can do better and figure out where she needs to be as a player. Her work ethic really shows through her stats, and her stats are well deserved.” 

Not only is she talented, Andjelkovic has a passion for the game, she has size and athleticism, an encouraging demeanor and the ability to work with a team. Along with hitters Scout Kappes ‘26 and Corliss, Andjelkovic has been able to change the atmosphere of the game gym during any volleyball game, with back-to-back “ACE’s,” and “WHOOSHES.”
Andjelkovic was recruited for volleyball and strives in her academics as well. 

“I didn't expect North Cross to be so full of rules, to be honest,” she said. "So, I think the school looks really good. Not only is there a great community, I think, there is great teaching. The lessons here are better than the lessons at my old school.” 
US History and AP Comparative Government teacher Ryan. Demarco said, “Milica is a hard worker in class. She participates actively in class discussions, and she also asks great questions about American history.”

She is an outgoing person who wants to travel the world in the future, especially Asia and Africa. As soon as she stepped foot in the NCS community, Andjelkovic was able to become friends with a number of students aside from her volleyball team and make a great impression on her teachers. Andjelkovic describes the people at NCS as all welcoming and nice. Additionally, she loves that there are so many opportunities, especially in sports. She is so far a STEM-driven scholar.
“Milica is always very engaged in class,” AP Biology teacher Mrs. Dickenson said, “she seems genuinely interested in learning about science and biology. Milica is fun to work with. She can learn and get through math really well.”

Andjelkovic wants to attend college and live here in the States. She is often found speaking to her coach from back in Serbia on the phone. In Serbia, Andjelkovic would be going out with her friends on most weekdays, she says, “but in the U.S. here I usually finish all my work and fall asleep early.”    
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learning politics and young votes

11/11/2024

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How often do high school students reflect on or think of politics?
The daily life of a student at NCS: wake up, get ready for school, attend four block periods, have an assembly, a break and lunch in between, then head to extracurriculars, athletic practices or home. 
But what do we think about throughout the day? Should students be more educated on politics?
How do I look? My shoes don’t really match my uniform. Is my homework done? I can't wait to watch YouTube when I'm home. Is Mrs. Sprouse here? What time do we go back to class? What are we eating for lunch? I’m sick of chicken tenders. I wonder if I should get a Celsius or Frappuccino from the snack shack. I’m afraid my best friend won’t be able to hang out with me this weekend.
What about the world outside?
Politics are always mentioned in Government classes. But are we actually informed on what's going on in the world aside from what we are taught in school? Do we know which side we favor in politics, and do we know who to vote for if possible? AP Comparative Government and regular Government classes are only taught in the later years of high school. We don’t have a class for politics.
Political education defines our politics. Students need to be educated in order to build democracy. We need to be learning, especially at a young age.
“The history department aims to produce engaged American citizens,” History Department Chair Ryan Demarco said, “by not only teaching students about the contents of American history and the principles of American government, but also by fostering skills needed by active citizens including critical thinking, digital media literacy, engaging diverse perspectives, and active listening.” 
Some students clearly get the message.
“Learning about the structures of government and the different roles that everybody plays helps me become more active in politics, " Valeria Dancea ‘25 said, "and I have also learned from government class about the importance of voting in smaller, more local elections.”
Politically active Mason Bibby ‘27, sophomore class president said, “I think of politics at least once every couple minutes. I'll be sitting in class, and my mind wanders to something political. What does the electoral map look like? What states are going to flip or stay the same?”
“Sometimes I think about what all I need to get done. If the people who I wanted to email have responded,” Bibby said. “I’m genuinely a busy person, whether on campus or off. When not focused in class, which is often, I'm thinking of things I need to get done. But like everyone else, I do think about random things like what's for dinner and which parent is going to pick me up from school. I think about whether I will mess up on the script I have to read on stage or for volleyball games as well,” he said. 
“As a student close to the age of 18,” I said, "I only think about politics when it is mentioned. I think about it in Government, when I'm watching the news or talking to my parents.  It is not something that I'm too passionate about or interested in unless elections are coming up. I'm sure that I can speak for other high school students too.”
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my response to the New Yorker article "Can We Get Kids Off Smartphones?" by Jessica winter

4/23/2024

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I strongly agree with the article’s findings that smartphones are dangerous for teens. 
N.Y.U professor Jonathan Haidt wrote “People born in and after 1996 were different, psychologically, from those who had been born just a few years earlier.” From childhood, Haidt suggests, they suffer from a weak “psychological immune system—the ability of a child to handle, process, and get past frustrations, minor accidents, teasing, exclusion, perceived injustices, and normal conflicts without falling prey to hours or days of inner turmoil.” This is only the introduction of the text.
By the late 2000s and early 2010s, people began to notice that children were gradually spending less time engaged in outdoor or unstructured activities. Parents have found new concerns for their children’s safety, which can be referred to as “safetyism.” Parents have been led to protect their children, maybe more than needed. Those who have childhoods insufficient of free play are proven to take less risks, are worse at reading social cues, resolving conflicts, and making friends. Free play that is unmonitored or improvisational serves as exposure therapy for every child. 
“The suburban or small-town nine-year-old who, a generation before, would have been running around outside with the other neighborhood kids all afternoon is now indoors, staring at her phone.”
The generation that grew up with access to smartphones is now called the “Anxious Generation.” The immunosuppression caused by the use of them has increased proportions of teens and young adults who are more avoidant and nervous. There are studies that show the use of social media may influence both anxiety and depression, especially among girls, people of color, and LGBTQ+. “Prevalence inflation,” two University of Oxford researchers describe, is when people mistake normal discomfort and stress as signs of a serious disorder. Through the use of social media, children interpret their levels of anxiousness as a symptom of mental illness. What most of these adolescents are experiencing, which comes natural, is exacerbated much further. These children have become behaviorally avoidant. 
The list could go on. The early access to smartphones and social media has been proven to lead children to suffer from a weaker psychological immune system. Children are spending too much time indoors on their cellphones and their parents have begun to guard them exceedingly. Exposure therapy is becoming absent in the younger generation. It is a fact that smartphones are destructively changing our generation and those to come. 
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International students find ways to show style

2/3/2024

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Is there a difference in the way international students and American students dress at North Cross?
Although students must wear red, white or black polos, khaki or black pants and khaki or plaid skirts, every student has their own style.
Both international and American students dress and accessorize uniquely in ways that they can without breaking the dress code. With their jewelry, jackets, sweaters, shoes and socks, students can express themselves. In the fall and winter, boys usually wear hoodies, quarter-zips and jackets with their khaki or black pants. Girls usually wear any sweater or hoodie they choose, as long as it is black, white, gray or red with their jackets as well. Some wear complimentary vests with their sweaters or polos. North Cross has a modest dress code but students are able to include accessories and personal pieces in their daily wear. 
I have noticed a trend in some international students with their shoes and hoodies. Spanish student Mercedes Herrera ‘27 customizes them with signatures, drawings and quotes. Her white shoes and white hoodie are covered in colorful writing and pictures. Spanish speaking countries’ flags are pictured, such as Spain and Puerto Rico. I have also noticed it with Bob Almenas ‘25, who wears shirts with signatures written on them. I also see a trend in shoe brands. European boys tend to wear the popular Nikes, New Balances and even Converse. Besides Adidas, they wear American brands instead of European ones. Girls tend to wear the same brands, especially Nike, and Converse. Gabriel Ramirez ‘25 wears navy New Balance sneakers and Alejandro Almenas ‘25 wears black New Balance shoes. Alejandro Zuniga ‘26 often wears black Adidas sneakers. Cesar Suarez ‘25 wears Nike Air Force 1s with a Naruto design. Nerea Cruz ‘24 wears white platform Converse and Paola Gorris wears white Air Force 1s. I haven’t noticed any Spanish or European shoe brands among the students. 
Our Chinese and Vietnamese students also follow the Nike and Adidas trend in their flashy Jordans and Foam Runners. Another student Nguyen Dinh ‘26 wears colorful blue and orange Hoka sneakers. Eason Zhou ‘24 has a diverse collection of Jordans but often wears his “wheat” Air Jordan 6s. Brooklyn Chen ‘25 has Adidas Foam Runners in the color “Sulfur.” 
Students in the high school, whether international or American, wear pretty similar shoes. 
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Founded in 2010 and based in the Journalism elective, The Willis Hall Herald is the official student-led publication of the Upper School at North Cross School. The Herald may be published in magazine form three or more times per year. Founded in 2017 and produced by the Herald staff, GeoPrism: A Global Studies Journal may be published in magazine form once or twice per year. The Herald welcomes letters, commentary and submissions of original content that adhere to the Herald’s dedication to factual journalism. Letters and other content must be signed and may be edited for length and Herald style. The Herald does not guarantee publication of outside submissions. Submit letters to [email protected]. The Herald won Gold Medals from Columbia Scholastic Press Association in 2012 and 2015. The Herald also became a member of the National Student Press Association.
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The Staff

Co-Editors-in-Chief .....................................Lauren Boone ‘25 and Jacob Johnson ‘25


Digital Publishing Editor ................................................................Anna Ciccozzi ‘26


Copy Editor.....................................................................................Aadeetri Pandey ‘26


Opinion Editor...........................................................................Mason Bibby '27


Staff Writers.........................................................Hanchen Ou ‘26, Fiona Parnell ‘26, Nola Daninger ‘27, Dara Kerman ‘27, Victoria Real ‘27, Margaret Bass ‘28, Luke Cocowitch ‘28, Joaquin Downey ‘28, Mia Esposito ‘28, Akali Koeda ‘28, Monica Koene ‘28, Shree Patel ‘28, Kaitlyn Perkins ‘28, Isla Whittle '28
Advisor......................................................................................Robert Robillard P’35
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