The Akhbar Issue 4 - Spring 2026 Edition

• ChamberChoir,WhatIt’sReallyLike!

ARTS ACADEMICS

• TheFutureofSpanishLearningatASD

• NoMoreSummerCramming:TheNewPath toAPCalculusBC

• GlobalOnlineAcademy:ReachingBeyond ASD’sLimits

• WhatStudentsWishTeachersKnew

• TheBenefitsandDrawbacksofStudent CompetitionatASD

• OntheBlocks

• WhoopsatASD

COMMUNITY

• ThePromDressHunt

• KeepingASDRunning

• Propeller:TurningStudentPassionintoRealWorldImpact

• HurtstoSayGoodbye

• AreASDStudentsActuallySleeping

• TheSchoolDayAfterSchool

• Celebrating60YearsofASD

• InsideAlSerkal

• Backpacks,BackPain,andthe LockersWeIgnore

• TheAgeofAccess

• TheLunchTablePoliticsat theAmericanSchoolofDubai

Chamber Choir, What It’s Really Like

By Mehr Ailawadhi

Chamber Choir at our school is the top ensemble, bringing out the best in every member Led by Adrienne Gerst, it’s audition only and treated “like an AP course. ” That means faster rehearsals, harder music, and higher expectations. It’s not just about singing the notes, it’s about mastering them.

The process of getting in, where it all starts, begins with auditions involving preparing a short solo, which can be anything from musical theatre to a cappella. There’s also a choral recording to hear how well a student blends in an ensemble. When spots open, the top students are chosen, but it’s not just talent that matters. Members must be “motivated to learn above and beyond” and able to “hold their own part when many, many parts are happening at once. ”

Chamber choir differs from other ensembles in ASD as the music is often “collegiate level,” which means more divided parts, faster learning, and deeper work on dynamics, articulations, and text Students are placed into sections with only three or four others students per part to learn and grow with Unlike concert, men’s, or women’s choir,

students are expected to take ownership of their parts, lead within their sections, and grow every year. As Mrs Gerst says, the goal is to “take you where you are and shine you a little bit more for the following year. ”

Other than just performing in school, chamber choir also represents the school at events beyond concerts, like embassy performances, hotel tree lightings, caroling throughout school during holiday season, and Expo 2020. Events like “Chamber for a Day” let eighth graders see high school choir in action while giving Chamber members a chance to lead. Recently, the group even worked with the Harvard Krokodiloes, singing together and asking questions about college music and lifestyle.

As for song selection for this ensemble, choosing repertoire involves considering history, style, languages, tempos, and the voices in the room Mrs Gerst also thinks about unique skills, like soloists or students who play instruments, to make the music special and challenging. In all, chamber choir is demanding, fast paced, and requires leadership, but that’s exactly what makes it inspiring When they perform, it’s not just strong voices you hear, it’s dedication, growth, and musicianship at the highest level.

The Future of Spanish Learning at ASD

By: Alexandra Lindsay

A new high-level Spanish course is coming to ASD, giving students a chance to study Spanish language, literature, and culture in a deeper way than before. According to Ana Torrens, a Spanish teacher involved in the new program, the class has been a longterm goal for the World Languages Department and is finally becoming a reality. “This initiative has been a longstanding goal,” Torrens explained. When the department first made the literature and civilization course, teachers hoped to offer an AP-level option eventually. At the time, there were not enough students interested, but recently, more students seem interested and fit for the class.

Torrens

The new course will be different from the existing Spanish classes. While AP Spanish Language focuses mainly on communication skills and exam preparation, and other classes focus on literature or cultural studies separately, this new class blends all of these. Students will work on advanced communication skills while also exploring literature and research-based projects. The goal is to go beyond test preparation and go deeper into engagement in Spanish.

Students who enrol in this class can expect to strengthen many skills. The course focuses on academic writing, critical reading, and analysis of complex texts, for example, Isabel Allende's La Casa De Los Espiritus. This class will also develop research abilities through project-based learning on interesting topics in Spanish. According to Torrens, these skills are valuable not only in language learning but in many future careers.

The class is designed for highly motivated students who already have strong Spanish abilities. Students are required to have a good base of Spanish skills, such as a high score on the AP exam or previously being in other advanced Spanish courses. Heritage speakers can also be eligible after completing a placement assessment. These requirements are in place to make sure students are well suited for the class and will succeed

even with the hard curriculum. The curriculum will range from conversation practice to advanced writing and high-level literacy.

Students should also be prepared for many challenges. Managing complex vocabulary, mastering grammar, and producing strong writing with advanced vocabulary will require lots of effort. The workload will have regular assignments several times a week focused on reading, writing, and listening practice. While there will not be a lot of formal speeches, students will already have to have strong conversation skills for group discussions.

Beyond high school, the course is expected to help students stand out in university applications. This class will prepare them to study abroad, do advanced college work, and pursue many careers. Altogether, the new AP-level Spanish literature course will create a challenging experience for students ready to take their Spanish language skills to the next level.

No More Summer Cramming: The New Path to AP Calculus BC

By: Michelle Sawaya

At ASD, a new AP Calculus AB/BC course is opening new doors for students who want to challenge themselves in math. The idea behind the course came from noticing a common struggle: students who wanted to reach Calc BC were often rushing ahead too quickly.

Ms. Chamberlain, who currently teaches AP Calc AB, explained that the course was created after looking at “the number of students at ASD who desire to go to BC, and how we can ensure students are properly prepared at ASD in order to reach their dreams.” She noticed that students were either “trying to double up too early” or attempting to learn an entire course like Precalculus over the summer, which she described as “very challenging…without a teacher there helping you over the course of just a few weeks.”

The new AB/BC course solves this problem by allowing students to complete both AB and BC material in one year, without summer classes. Importantly, the content is not watered down, nor is it rushed. As Ms. Chamberlain explained, “there's no significant difference in the standards and the skills covered in BC versus in the combination of Calc AB plus Calc BC, as in Calc A, B, C.” Students still learn all the required topics outlined by the College Board in the Course Exam Description (CED).

Source : ASD Yearbook 2024-2025

A current BC student, Ghaliya Wahby (‘27), shared her experience of skipping AB and going straight into BC. One of her biggest challenges was integration. She explained that BC “focuses a lot on integration,” and because she did AB over the summer, she did “the least amount of work on the last few units of AB because of time constraints,” which she found were crucial for BC. As a result, she struggled with “missing out on that really solid foundation of integration.”

Ghaliya believes that the new course would help future students avoid that gap. She said that taking AB and BC together “keeps your brain… on the right thinking,” instead of taking a summer break and then jumping into one of the hardest parts of calculus and one of the hardest courses.

However, both emphasized that students should think carefully about their motivation; this isn’t just a class you take for fun. Ms. Chamberlain advises students to ask themselves what their “ intrinsic motivation” is for taking the course. She warns them that taking a class to only “check some box” can lead to unnecessary stress. Instead, students who loved “the beauty of math, problem solving,” and are willing to work through difficulties are most likely to succeed.

Beyond exam scores, Ms. Chamberlain hopes students see themselves as capable problem-solvers who can use mathematics to model real-world issues. In the end, the new AP Calculus AB/BC course is not just about getting ahead in math; instead, it's about preparation, passion, and endless possibilities.

Global Online Academy: Reaching Beyond ASD’s Limits

George Haley

The Global Online Academy (GOA) is likely not the first thing that comes to mind when you think of courses at ASD. Most students know it only as a footnote jammed at the end of the course selection assembly each year just to take five more minutes of our WIN time. However, depending on your passions, it may be worth it to take a course through GOA.

The Courses

Source: Global Online Academy

Since GOA is taught by teachers from other schools around the world, there are specialized courses for nearly every field of study. In ASD, most GOA students have taken courses that relate to potential career interests, with courses such as Medical Problem-Solving and Introduction to Legal Thinking being the most popular. Since they are more specific than ASD’s course offerings, they are worth considering if you aren’t sure whether you’d want to pursue a subject further or not. They are able to specialize more and truly get down into the detail of a subject much more than the classes at ASD are able to. Mr. Ortner, director of GOA at ASD, states,“It’s a nice way to try something, and if you don’t like it, that’s okay too.” This is especially true for semester courses, which the vast majority of GOA courses are.

The Rigor

Of course, GOA classes don’t have an in-person teacher, so most of the “rigor” just comes from self-discipline, rather than the content itself, which is typically not very challenging. According to Ciaran O’Neil (‘26), who took a cybersecurity course through GOA,“In some units, I was doing technical stuff and putting cybersecurity practices to use, but most units were easy.” It’s harder to stay focused when there isn’t a teacher there to keep you on task, so it’s important to consider whether you could keep up with the coursework on top of all your regular classes. Some people are naturally inclined for this type of work ethic, while others may find it

easier to get things done if they have someone watching over them, making sure they’re on task. This is the main reason why there is an application to take GOA courses.

The Benefits

As stated earlier, most GOA courses are semester courses (though there are exceptions like Multivariable Calculus), so they’re perfect for exploration. If you have a specific interest you’d like to study further, but ASD doesn’t have any courses about it, GOA may be worth considering. Even though GOA gives no academic credits, only elective credits, it still appears on your transcript, and it’s only one semester, anyway. University admissions will see on your transcript that you are very interested in whatever course you took through GOA, so taking a GOA course corresponding with your planned major would definitely work in your favor in terms of admissions as well as giving you more experience in a subject matter that you like.

Source: Myself

Overall, while taking a GOA course requires you to motivate yourself a lot, it may be worth it. There are a plethora of different options to choose from, from Game Theory to International Relations to Abnormal Psychology. These classes are perfect for trying out certain fields and even get you an elective credit. They can take you beyond what ASD can offer into courses you didn’t even know existed. If you want to pursue a more niche field, these benefits would probably be worth the discipline you’d need to put in to pass the course.

What Students Wish Teachers Knew

By Laea Baigmohamed

Homework, sports, tests, extracurriculars, and social life are just a glimpse into what the average high school student faces every day. On top of these commitments and constant changes, school itself can sometimes add even more pressure, especially in the classroom. Beyond academics and activities, many students are also managing family expectations, college pressure, mental health challenges, friendship conflicts, cultural expectations, and the constant influence of social media, pressures that often remain invisible in the classroom still significantly impact students’well-being.

In a survey of 24ASD high school students across grades 9–12, 95.8% of respondents said teachers may not fully understand the stress students face outside of school.Across grades 9–12, a consistent message emerged: students want teachers to better understand the pressure they are balancing every day. While teachers atASD aim to support students, there can sometimes be a disconnect between understanding the difference between students' lives inside the classroom and outside the classroom.

According to a survey conducted of 24 students across 9th to 12th grade, 100% agree that the classroom atmosphere a teacher creates directly affects how comfortable students feel participating and asking for help, significantly impacting student engagement and productivity. In classrooms where students are unheard and belittled for not completing assignments, student engagement drops; instead of improving, students lose motivation to do better, which is why it’s imperative that teachers start to recognize the importance of creating a safe space for students to make mistakes and grow.

Survey responses revealed that one of the biggest challenges that high school students at ASD face is not the difficulty of the work but the overwhelming amount of assignments and tests. Several responses to the prompt “I wish teachers knew…” a majority emphasize that students are juggling workloads from eight classes, extracurricular activities, and personal obligations at the same time. One student writes, “I wish teachers knew students are not JUST taking their class.”

While many students point to workload and scheduling as major stressors, others add that teenagers are also “just trying to figure out who they even are.”

Teachers may forget what it feels like to be a teenager, and while they are no longer in that stage of life, it does not diminish how pivotal these years are for students. High school shapes who students become, meaning many are navigating significant personal growth at the same time they are managing academic obligations. Students are not only completing assignments and preparing for exams; they are also dealing with questions about identity, expectations, and their futures, often without those struggles being visible in the classroom. So before making assumptions about students, understand that students are fighting hidden battles, so take a second to recognize that students who may seem disengaged and unmotivated are struggling quietly.

Arecurring concern raised in both student interviews and survey responses was test scheduling.As LiaAl-Borno ’28 shared,

“We usually have a lot of tests in the same week… all this studying in one week with other things to do does make it really overwhelming and stressful.”

While this may not seem like a big issue from an individual class perspective, managing multiple exams at once can be highly stressful for students. When assessments overlap, students often end up cramming, which increases anxiety and doesn’t give them the best opportunity to perform at their highest potential since they are dividing their time between several subjects.Although this may not be intentional, students believe that spreading tests out more evenly across classes could significantly reduce stress and allow them to better demonstrate their skills.

Ultimately, students aren’t asking for homework and tests to be removed; they are asking for grace to be given to them by just recognizing the pressures they face. Small actions, such as just checking up on your students, offering flexibility when possible, and creating an environment where students feel comfortable asking for help, make a meaningful difference for students.

By just ensuring the student voices are heard and the amount of pressure put on them daily, it will result in a strengthened connection between teachers and students, creating classrooms with increased student engagement and productivity.As Michelle ToumaSawaya ’27 put it, teachers remember that “there is so much more pressure than you know that students have.”

TheBenefitsandDrawbacksofStudentCompetition atASD:

By: Aby Chowdhury

Walk through the halls of ASD and competition is almost impossible to avoid. From comparing GPAs, college admissions, athletics, and leadership roles with one another, students are always given chances to compare themselves against their peers. As students balance their achievements with their mental health and social life, it poses the question: does competition at ASD benefit students or does it cause more harm than benefit? For some, constantly being in an environment like this can fuel motivation to grow, but for others, it can create pressure and cause overthinking.

Teachers make the argument that healthy competition among students can allow them to perform at their peak. When properly structured, it can help build resilience, discipline, and time management through effort to compete and stay on track with each other. Competition encourages students to set high goals and see consistent improvement in their performance.

Research from Frontiers in Psychology by Brynne C. Dimenichi and Elizabeth Tricomi show that competition can improve attention and sustained physical effort. One of the experiments they did showed that the participants working in a competitive environment displayed quicker reaction times, which can mean increased focus as well as motivation. This suggests that in some ways competition is able to sharpen performance and heighten engagement.

At ASD, students experience both motivation and stress. Afraz Chowdhury ‘26, described the competitive culture of ASD as typically healthy as it pushes students to stay disciplined and aim higher. He also admitted that comparing himself to others during exams or with SAT scores increased his stress levels as he felt like he was not doing enough at times. Competition, while benefitting him in terms of time management and staying on track, has also caused him to overthink his small mistakes and worry more. He also pointed to the pressure in terms of colleges and from an academic standpoint. “Yes, I’ve felt pressure because GPA and college admissions are very competitive at ASD. You always have to be building your resume to stand out among applicants.”

A teacher at ASD, Ms. Suzy Kim offered a similar perspective. When asked to describe if ASD’s culture is competitive she shared that she believes while ASD holds students to high standards, she hopes to see students be “competitive from within, making personal improvements on a daily basis, not only competitive with their peers.”

Ultimately, competition in school has both its benefits and its drawbacks, but it can still motivate students to grow and prepare them for real world challenges. But when achievement becomes tied to constant comparison, it can affect one’s mental health, creating unnecessary stress. The way to battle this is balance and striving to improve without losing the proper mindset.

Propeller:Turning Student Passion

Uma Memon

Ten years from now, you might not remember every quiz you took or deadlines you missed in high school. Instead, you might remember the one project that made you feel like you could change the world. Propeller, ASD’s new grade ten course that turns student interests into real impact, is designed to be that project. During the 2026-2027 school year, the high school will debut Propeller, a course crafted to reconstruct what learning can be. A blend of design thinking, leadership, and purpose-driven innovation, Propeller allows future tenth graders to take on hands-on projects that connect their passions with real world problems.

The idea for Propeller traces back to ASD’s “Framework for the Future” strategic plan, which introduced the Inspire All pillar which is at the heart of the Center for Design & Innovation, together with a strong focus on the pillar of Public Purpose. As Curriculum Director Kingston explained, “We wanted every high schooler at least one experience where they learn the skills design, innovation, leadership, and entrepreneurship in a self-directed, handson way.” When the F-Block opened last year, it became the literal and symbolic home for this vision. The concept of Propeller emerged from earlier conversations about merging visual arts and technology education to create a space that equips students not just to make things, but to make things that matter in

the real world. Ms. Kingston and other ASD leaders helped tailor the model for ASD’s unique culture of innovation and student voice from other real-world, purpose-oriented programs in the U.S., where students build creative projects that align with their interests.

Propeller will launch officially next school year as a semester-long course for grade ten students, open to learners of all skill levels with no prerequisites required. Instead of traditional tests or essays, students will take on self-directed design projects teachers and mentors, with a focus on public purpose and community impact, two of the core values ASD emphasizes. In its earliest stages, Propeller represents a shift not only in curriculum but in mindset, from learning about innovation to living and sharing it. As Dr. Edgerton reflected, “This program teaches learners to think through the lens of public purpose; to create something human-centered, meaningful, and lasting. That’s the legacy we want students to leave behind.”

According to Dr. Hannah Edgerton, Department Chair of Art, Design & Innovation, Propeller’s foundations lie deeply in the department’s long-lasting philosophy: “We’ve always been about inquiry-based, authentic, project-based learning. Propeller is a natural extension of that; our programming has been feeding directly into what this course is

Source: Uma Memon

Passion into Real-World Impact

becoming.” Dr. JJ, Director of the Center for Design & Innovation for Public Purpose, added that the program reflects the school’s intentional shift toward impactful education. “It’s not just about form and function,” he said, “but about impact, action, and the upliftment of communities and the environment.”

More than just a course, Propeller is a movement toward student-led

“Students

For now, excitement is building. As Ms. Kingston put it, “[Propeller] is new, flexible, and has so many ways to grow. We’d love for more students to be aware of it. There aren’t many leap.” If you are an aspiring creativity and a desire to next year’s Propeller just be another be a chance to shape the of learning

On the Blocks

By Jayden Wint

The Mental Side of ASD Track

The Stadium is loud before a race.Teammates are cheering, spikes are hitting the track, and coaches are giving last-second advice. But when the moment kicks in, and athletes step onto the starting line, everything suddenly feels quiet. In those few seconds before the gun goes off, the track becomes more mental than physical.

Understanding the mind:

For many athletes at the American School of Dubai, the race really starts in their heads. In training, visualization is preached as something everyone must do, a necessity. Senior ASD sprinter Lily Simon Farge 26’ says,“I obviously do get stressed, but I try to channel that energy aside and focus on my warmup just kinda steadily calm myself down, make sure I stay consistent.” Instead of trying to rid the nerves, the sprinter uses them as motivation.According to sports psychologist Justin Su’a, this makes sense and actually helps lots of athletes. Studies by Professor Brian Zuleger at Strengthrunning.com show that a little bit of anxiety can help athletes react faster and stay focused, especially in short races where every second matters.

The Minds Visualization:

For jumpers, the mental side is more about focus and confidence, correct technique, and phases in between jumps, lots of focus on the actual body control and movement rather than scores or time. Long Jumper Rayan Rashad 26’ mentions “picturing the jump in his head” and “ I usually take time to breathe, rest the mind and body, right before my event, I'll really focus on the setup of my jump and block out the noise.” Visualization and breath work are something many athletes use. According too ‘The Mindset Behind Track and Field’ by Mathew Mercardo it says that imagining a movement can help your body perform it better, because your brain and practicing before you move almost feeling like you have already made the jump in your mind.

Mental Edge: Staying Locked in and Motivated

Distance runners deal with a much different challenge, pushing through that third wall, or known as the ‘mental battle’. Instead of quick movements, they have to remain mentally tough.ASD senior distance runner Sereen Eldebag 26’ said,” First few laps are fine, but after that I have to change my mindset from viewing that tiredness as something bad to positive as Im ready to go and keep pushing.” Most distance runners will use this same technique and break the race up into chunks, one lap at a time. Studies show this helps athletes push through fatigue.

Mr. Gerst has a simple philosophy: drill the fundamentals into the athletes' heads. “We focus on basics, find what the athletes are good at, and become really good at the moves you know.” These are coached so when it comes to competition time, the guys are ready. “Training happens four times a week: sparring, runs, and lots of mat work mimicking competition.” Consistency separates ASD from the rest. Last year, the team was disciplined, which led to success.

Overall:

Even though all three events are different, all three athletes have a similar routine, remaining consistent and disciplined, from visualization to breath work, keeping a steady routine keeps them relaxed and ready.Track may seem all about speed and strength, but it's much more to that. Mentally, in the seconds before an event, athletes deal with a lot of pressure, doubt, focus, and confidence levels. In that moment, track isn't just about how fast you are, it's about how strong your mind is too.

Pictures By: Jayden Wint

Whoops at ASD:A growing trend

By Blake

Around the ASD campus, an increasing number of students and staff are wearing watches, but not to tell the time.A whoop watch is a device that tracks important aspects of the body, such as sleep, stress, and activity throughout the day. For members of our community, Whoops have become an impactful part of their lives. For many, they’re more than just a trend; they are a tool for building healthier habits and working towards personal goals. Interviews conducted with both Mrs. Gerst, who is the choir teacher for HS, and Michelle Touma-Sawaya ‘27, an ASD athlete, reveal how Whoops have affected their daily lives.

For Mrs. Gerst, the decision to get a Whoop came from curiosity and an interest in her health data. She had tried many different fitness trackers before but was drawn to the Whoop's sleek design and

ability to track not only workouts but also sleep and daily habits. “I’m always interested in making sure that I’m being the healthiest I can be,” she explained. One feature that she particularly likes is the journaling tool, which enables her to track her habits and observe how they impact her recovery and sleep.

Since getting a Whoop, Mrs. Gerst says that it has changed the way that she approaches her daily routine. She thinks “it's caused me to think differently about what my body is needing for that particular day and that particular moment.” Instead of pushing through tough workouts when her body needs rest, she now looks at her recovery data in order to do what's best for her body that day. Her Whoop has also helped her identify habits that negatively affect her sleep. For example,

towards a healthier community

Blake Hunt

she learned that “eating meals or any type of food, really, after 7 p.m., is going to affect my sleep.” This led her to switch to chamomile tea in the evening and avoid sugar, especially later in the day. Overall, she checks her Whoop app daily to make sure she is balancing her effort and recovery well. Similarly, Michelle, a junior and athlete at ASD, got a Whoop to better understand her sleep and to see how her body reacts to activities like volleyball and workouts. She said that her “Whoop encourages me to move more and get more steps in.” By seeing her recovery and sleep data each morning, she has been able to become more aware of how her habits and choices affect her performance.

Michelle explained that when she sees that her recovery score is low, she is motivated to make better choices that day. “If I see that I didn’t sleep well, I feel disappointed,” she admitted, “so it encourages me to sleep earlier and try to get better rest.” Instead of ignoring unhealthy habits, the data motivates her to change and improve them. She checks the app multiple times a day, sometimes to compare her statistics with her friends. She says, “I check my statistics, whether I’m just interested in how many steps I have today, what my recovery was, how well I slept, and just all the things that it

gives me.” For Michelle, her Whoop has become both a source of motivation and a daily reminder to prioritize her health.

Overall, the Whoop watch is getting increasingly more popular around the ASD campus, highlighting a shift towards better health awareness in the community. For both students and staff members, the Whoop has become more than just a trend.The meaningful insights that it provides about sleep, training, and daily habits are allowing both athletes and non-athletes to become more aware of their bodies and make better decisions when it comes to their health.This change is helping foster a more balanced and healthy community.

Source; Blake Hunt

The Prom Dress Hunt...

By: Gianna Said

The energy surrounding prom season is unavoidable as the month of April is approaching. Talks in the hallways about colors and cuts and group chats full of screenshots of dream dresses, shipping dates, and last-minute sales, the prom dress hunt is now more than a job. It is a build-up to one of the most anticipated nights of a high school teenager’s life, where excitement, nerves, and selfexpression all come into conflict. This search is one of the turning points for many students: it’s an opportunity to enter the world as more of an adult while still holding onto the happiness and mess of teenage life.

The search has been exciting and a little bit overwhelming for Salma Gamaleldin ‘27. On the online store Revolve, she is drawn to smooth, sleek dresses that make her feel assured and confident, without losing her personality. She describes it as “anexcitingexperiencewhichisstressful, and I don’t want to have an ordinary dress, but I feel like I wouldn’t want to overdo it as well.” Considering style

Source:Revolve

Source:Babyboo

comparison, review reading, and envisioning the way each dress will appear when under the lights of the prom, the time has turned into a combination of anticipation and certain pressure, yet it is also possible to feel true happiness as the night starts to feel more real.

May Mikati ‘27 has been discovering Ounass, with its luxurious, timeless pieces and well-considered collections. Being a junior going to prom for the first time, she confesses that she felt both excitement and anxiety that she had not anticipated. She states, “I’m looking forward to the photos, memories, and the sense of dressing up for something so special, but I am scared that nothing, from the fit of the dress to the overall appearance, will come together in the way that I am envisioning.” To May, the dress is not only fashion but also a sign of a milestone she has long craved to enter, as she is in the state of uncertainty that comes with being introduced to and experiencing something new.

Source:ASD Instagram

It is the reassuring voice of experience that Seema Khammash ‘26, who has already attended prom, has. She recalls the same nerves, the infinite scrolling, the need to get the right dress, but the night itself soon makes you forget about it. She exclaims, “Once you’re there, you see it’s not really all about the dress but more about who you’re celebrating the night with.” Nevertheless, she makes it clear that putting on a dress of your liking provides you with confidence and enables you to be present. The only word she can give to first-timers is this: “choose something that feels like you, and do not allow the little things to ruin the moment.”

With the month ofApril drawing near and students settling on their decisions, one thing is becoming apparent: prom dress shopping is far beyond clothes and size. It is the speculation with friends, the boldness to show personal style, and the memories that are to be created. Even after the music has ended and the photos are stored, what you are left with isn’t the dress, but the feeling that you had a milestone night in a way that you had always wanted to or even better.

KeepingASD Running

By Tiana Patel

By the time most of us step onto campus, ASD is already ready for us.

The floors are clean. The bathrooms are stocked. The trash from yesterday is gone. Desks are wiped down. There is no evidence of the chaos hundreds of students can create in a single day. It almost feels automatic, like the building quietly fixes itself overnight. It does not.

Behind that reset is a group of people whose work is both constant and sometimes seems invisible. This week, I spoke with members of ASD’s janitorial team: Bal Bahadur,

Shamim Hossain, Devaki Devkota, and Asmita Bardewa. Their interviews were short. There were pauses, language barriers, and small misunderstandings. But within those simple answers were stories about migration, memory, and responsibility.

When I asked what brought them to Dubai, the answer came quickly.

“To work.”

There was no descriptive backstory or over complication. Just those two words.

But those two words hold everything.

For many members of ASD’s cleaning staff, coming to Dubai meant leaving home. Shamim Hossain is from Bangladesh. Asmita Bardewa is from Kathmandu, Nepal. Others share similar journeys. They left behind familiar streets, extended family, and childhood routines for opportunity. Migration

is rarely easy. It is a trade. Comfort for opportunity. Proximity for possibility.

In the middle of our conversation, I asked Shamim about his favorite childhood memory. He mentioned playing football in 2008. The detail was small, almost something someone may forget. But it changed the tone of the conversation. Suddenly he was not just someone I have been speaking with for the first time for an interview. He was a kid again, running on a field somewhere in Bangladesh, probably laughing with friends on a Saturday afternoon.

We often meet people only in the role we occupy in our lives: teacher, coach, administrator, etc. We rarely think about the full timeline that came before that role. Before they maintained classrooms at ASD, they had their own classrooms. Their own childhood memories. Their own stories.

When I asked about their favorite thing about being part of ASD, the responses were almost identical. “Everything. Everyone.”

At first, those answers might sound polite or rehearsed, but when you look closer, they say something important. ASD is not just where

Source: Pinterest

they work. This is where they spend most of their hours. They see the rhythm of the school unfold in real time. They see students rushing through

hallways before first block. They see teachers staying late to finish grading. They see assemblies being set up and taken down. They are present for our everyday moments, even if we do not always acknowledge theirs.

Cleaning is often described as an invisible labor. When it is done well, no one comments on it. There are

no announcements celebrating freshly mopped floors. No applause for restocked soap dispensers. In fact, the better the job is done, the less anyone notices. You only notice cleaning when it is not done. But maintaining a school like ASD is not simple. Classrooms must be sanitized to reduce the spread of illness. Bathrooms must be cleaned multiple times a day to stay usable

for hundreds of students. Trash must be collected and sorted. Supplies must be refilled. Spaces must be prepared for events, meetings, and exams. During the busy seasons the workload increases. The job is physical. It is repetitive. It requires endurance. And most of all, it requires care.

When I asked Asmita where someone should visit if they go to Nepal, she mentioned beautiful places and good food. There was a quiet pride in her response. At that moment, ASD felt much smaller and the world felt much larger. The people who clean our classrooms carry entire countries with them. Languages. Traditions. Landscapes. Behind every uniform is a hometown. Behind every cleaned hallway is a story we probably do not know. Schools often celebrate visible achievements: academic awards, athletic wins, and leadership positions. Those things deserve recognition, but none of this would be possible without the physical environment that supports it. Learning requires a clean desk.

Safety requires a space that feels maintained and cared for.

The janitorial staff make that possible every single day. Their work allows everything else to function smoothly. It allows teachers to teach. It allows students to learn. It allows events to happen without disruption. It allows ASD to feel organized rather than chaotic. And yet, their presence stays in the background. Their work may not be visible on stage or announced over the loud speaker, but it is the quiet foundation that allows everything at ASD to function. The next time you walk into a clean classroom, remember that behind that space is someone whose effort makes our school possible every single day.

Hurts to Say Goodbye

By: Dalia Farra

For many students at ASD, it’s hard to imagine the school without Mr. and Mrs. Hurt. After years of teaching, coaching, and becoming an important part of the ASD community, the Hurts are preparing to say goodbye, leaving behind classrooms, football pitches, and countless memories that have shaped generations of Falcons.

For Mrs. Hurt, Varsity Girls Football has always been about more than just competition. Reflecting on her years coaching at ASD, she shared how meaningful it has been to watch students develop over time. Having previously coached together in the United States, she explained that one of the most rewarding aspects of her experience has been “seeing kids grow up and become adults”. She also highlighted the pride she feels watching ASD students give back through Mini Falcons, recalling how the idea initially faced doubt. “We were pretty much told there’s no way kids will volunteer,” she said, “but I thought if we ask the right people, they will”.

When asked about moments she will always carry with her, Mrs. Hurt reflected on two meaningful seasons. During the 2024–2025 season, she was unable to travel to MESAC and instead watched the team win through a livestream, something she described with pride. Even from a distance, she felt deeply connected to the team’s success and the effort they had put in all season. The season before, 2023-2024, brought a contrasting memory. After a tough penalty shootout to Doha, Mrs. Hurt witnessed the emotional weight of the moment. The reaction from players, she explained, showed just how deeply the team cared, not simply about the result, but about each other and what they had worked toward all season.

Beyond results, Mrs. Hurt emphasized that the lessons learned through football are what matter most. “A bunch of good human beings,” she said, describing the type of legacy she hopes to leave behind. She explained that small actions, such as cleaning up after games or helping

collect equipment, reflect responsibility, respect, and teamwork. These everyday habits, she believes, are just as important as anything that happens during a match.

Mr. Hurt, known to many students through AP World History and AP U.S. History, sees coaching in much the same way. “What I’ve always done outside the classroom is an extension of what I do in the classroom,” he explained. Whether leading a discussion or running a practice, his focus has always remained on growth, structure, and helping students reach their potential.

Reflecting on his years at ASD, Mr. Hurt highlighted two particularly meaningful seasons. His first memorable experience came during the 2018-2019 season, when a talented JV Boys team captured the MESAC championship. His final season proved just as significant. Despite a challenging loss to Dubai American Academy, he expressed pride in a team that left everything on the field. “There’s nothing more we could have done,” he said, a statement that perfectly captured the resilience and belief he has always encouraged in his players.

Although neither Mr. nor Mrs. Hurt expected ASD to become such a long chapter in their lives, both agreed on what made it home. From supportive colleagues to dedicated students and unmatched facilities, it was the community that ultimately made them stay.

As they prepare for their next chapter in Ecuador, the Hurts shared a mixture of excitement and reflection. Mrs. Hurt looks forward to engaging more deeply in community service, while Mr. Hurt is eager for a lifestyle beyond bell schedules, with plans to improve his Spanish and explore new opportunities. Together, they are especially excited to be closer to family and continue supporting their grandson’s love for football.

While ASD prepares to say farewell, one thing remains certain. The influence of the Hurts will not simply disappear. It will live on in the teams they built, the classrooms they filled, and the lessons their students will carry forward long after graduation.

Are ASD Students Actually Sleeping?

By: Ayla Hassan

It’s 1:30 a.m, and a junior at ASD refreshes PowerSchool after finishing an AP Microeconomics assignment. A couple hours later, a Varsity Track and Field athlete sets an alarm for 6:00 a.m., knowing practice will start before she’s fully awake. Meanwhile, another student scrolls through TikTok, telling himself that he’ll sleep “after just one more video.”

At ASD, exhaustion is something casual and not really brought up as a topic. It’s joked about all the time, with students flexing how little sleep they got the night before, and accepted as part of being busy as the norm of a typical ASD high school student. But how much are students actually sleeping?

In a survey conducted of 75 ASD students, the majority of them reported that they are sleeping six hours or less on school nights, which is below the recommended amount of eight to ten hours for teenagers. While the numbers shown on the survey are concerning as they are, what stands out the most is how normal this seems to students.

For Sereen Eldebag, ‘26, a student-athlete, sleep is the first sacrifice. “On a normal night, I probably get around six hours,” she said. “Practice ends late, and by the time I get home and finish homework, it’s already really late.” Her experience reflects the reality of balancing her athletic lifestyle along with her academics at the same time. Her schedule itself often pushes her bedtime later and later without blaming procrastination as an excuse.

For Aliki Sitsa, ‘26, who takes multiple AP classes, her academic workload plays an even more significant role in her sleep schedule and lifestyle. “During heavy test weeks, when I have AP Calc, AP Macro, and AP Lit all at once, my hours of sleep drops to under six hours,” she explained. “Everything adds up quickly, so if something has to go, it’s usually my sleep.” Her comments highlight that, culturally in ASD, academic performance feels more urgent than anything else, so sleep becomes negotiable and even neglected.

Jayden Wint, ‘26, who describes himself as more balanced, reports slightly more rest in the night, around seven hours on average, but also admits that consistency is difficult to maintain at all times. “Sometimes it’s homework,” he said. “But honestly, sometimes it’s just being on my phone, since it’s the only downtime I get.” He also explained that he uses his Whoop device to monitor and regulate his sleep schedule, meaning he can see his sleep needs based on his strain and recovery as an athlete. He highly recommends this tracking device to other student-athletes who struggle to maintain healthy sleep habits and need professional advice on it.

This final perspective complicates the narrative of how sleep deprivation at ASD may not come from the root cause of academic pressure, but from a combination of rigorous AP work, extracurricular activities, and personal habits. Students have just learned to figure out managing their priorities.

When asked whether exhaustion feels normal at ASD, all three students agreed that it most certainly does. “People joke about being tired all the time,” Jayden said. “It’s kind of part of the culture here at school.” This normalization may be the most significant piece of insight as basic research on adolescent sleep shows that consistent sleep deprivation can impact their focus in class, along with their mood/memory retention, and even athletic performance. Despite understanding sleep’s importance, students often think their fatigue is a side effect of their hard work and cannot be avoided.

Overall, the culture of productivity, such as balancing AP classes, sports, leadership roles, and maintaining a social life, just signals that being an extremely productive person results in a higher level of success. The survey data and student interviews together suggest that sleep deprivation at ASD is a pattern shaped by expectations that are both internal and external. Students push themselves to excel as much as they can, and in doing so, they tend to compress the only flexible part of their schedule, which is the hours meant for rest. So to conclude, at ASD, sleep isn’t sacrificed at all; it just quietly slips away without noticing.

The School Day After School: What the Schedule Doesn’t Show

For many ASD students, the academic day does not end when the final bell rings. While classes finish in the afternoon, schoolrelated work continues for hours afterward. Between AP coursework, studying, and extracurricular activities, the total time spent on academics each week is significantly higher than what appears on a schedule. To better understand this, I spoke with Maya Lotfy ’27 and Omar Lootah ’27, both currently enrolled in three AP classes, about how much time they actually spend on school outside of class.

By: Sireen Dajani

Maya estimates she spends approximately three hours per weekday on homework and studying. On weekends, those numbers increase to about five to six hours, depending on upcoming assessments. “It really depends on the week,” she said. “If multiple tests fall close together, the hours go up quickly.”

Omar reports a similar structure. He averages around two to three hours per weekday and approximately six hours over the weekend. “The stacking is what makes it harder,” he explained. “It’s not one assignment. It’s when everything is due at the same time.”Both students emphasized that the workload is not limited to the assigned homework in classes.

Source: Asdubai.org

Maya participates in both tennis and choir, totaling roughly four hours outside of school hours.

Omar plays varsity football, which requires about six to seven- hours per week during the season.Despite the additional commitments, neither student identified extracurriculars as the primary source of stress. Instead, both pointed to academic clustering. “When teachers schedule tests in the same week, that’s when it feels intense,” Omar said.

Source: Asdubai.org

“With AP classes, you can't just finish the homework,” Maya said. “You actually have to understand it, which means studying beyond what's assigned.” Much of their time is spent reviewing notes, preparing for future assessments, and working on long-term projects. In addition to academics, both students balance extracurricular activities/classes.

Source: Asdubai.org

Source: Asdubai.org

Based on these estimates, students taking three AP classes may be spending close to twenty hours per week on school -related work outside of class time. That figure does not account for extracurricular commitments or the mental load of constantly planning ahead.The official school day may end in the afternoon. In practice, however, for many students it continues long after.

Celebrating 60 Years of ASD

By: Mina Sarioglu

Sixty years after its founding, ASD’s history tells the story of a school shaped by tradition, resilience, and a strong sense of community that continues to define its culture today.What started as a small school with only few families has evolved into a vibrant international community, welcoming students from all around the world while still holding onto the values that shaped it from the beginning

Source: The American School of Dubai

For elementary school teacher Mr. Dubroy, who has been part of the ASD community for more than a decade, the school’s growth is clear both inside and outside the classroom. Over the years, he has seen ASD continue improving its programs, from academics to athletics, always looking for ways to better support students. One of the biggest changes, he explained, is the growing continuity within the community.

“Especially in the last six, seven, eight years, there are more students starting at a young age and staying at ASD all the way through graduation” Mr. Dubroy said, noting that many teachers are also choosing to stay at the school longer. While ASD has grown and changed over time, many traditions have stayed the same. Mr. Dubroy pointed to events like the opening ceremony and the school’s longlasting focus on educating the “whole child”. Alongside strong academics, ASD continues to prioritize opportunities in athletics and the arts, which Mr. Dubroy believes help students grow “not only academically, but also in those life skills that happen outside the classroom”

For students who have spent much of their lives at ASD, the school’s growth is something they experience firsthand. Marai Monds’26, who has been part of the ASD community since K1, explained that the school gradually encourages more independence as students get older. While elementary school felt “more guided”, she said high school requires students to manage their time and take on greater responsibility. As students move through the grades, they are introduced to more opportunities, including clubs, leadership roles, and more challenging courses that allow them to become more involved in the community. At the same time, traditions remain an important part of student life. Marai said some of her favorite memories come from school-wide events such as Spirit Week and UCC, explaining that these moments help “bring the whole community together.”

Growing up alongside the same classmates and teachers has created lasting relationships, while ASD’s international environment has also allowed students to meet people from many different backgrounds, something Marai described as “one of the things that makes the school unique.”

As ASD celebrates its 60th anniversary, its story is not just about how much the school has grown, but about the people who have been part of it along the way. From teachers who have watched generations of students pass through the classrooms to students who have grown up within the community, the connections built at ASD continue to shape everyday life on campus. While the school will continue to evolve, the value they have guided ASD for decades remain an important part of what makes it special

“ ASD’s growth is not just about how the school has changed, but about the community that continues to shape it ”

Source:

INSIDEALSERKAL

By:Anastasia

If you drove past it, you’d probably never guess that behind those grey warehouse doors is one of the coolest spots in Dubai. No flashing mall signs. Just concrete walls and inside, some of the most creative energy in the city. Alserkal Avenue wasn’t always the artsy hub it is now. Back in 2008, it was an industrial area in Al Quoz. That changed when Emirati businessman Abdelmonem Alserkal transformed the warehouses into a space dedicated to art and culture. What started with a few galleries turned into a movement. Today, Alserkal is where you find exhibitions, underground DJ sets, indie cafés, and pop-ups. It’s not about being flashy. It’s about being original.

If you’ve ever waited in a long line at Alserkal, chances are it was for Kokoro. Known for its Japanese hand rolls, it has become one of the Avenue’s biggest food sensations. The owners explained that Kokoro was created to bring “a small, authentic slice of Japan to Dubai, but in a way that still feels creative and modern.” When asked why Alserkal was the perfect location, he said, “Alserkal isn’t just a place people come to eat. They

come to experience something. That’s exactly what Kokoro is… an experience.” As Tamer said, “People don’t just come in, eat, and leave… The place itself becomes part of the experience, not just the food.”

Just a short walk away is The Flip Side, Dubai’s vinyl and DJ shop. Walking in feels like going back in time. Shadi Megallaa explained, “Alserkal gives them something no mall ever could: a real community. People come here because they’re curious. They actually want to discover new sounds and new artists.” The shop hosts listening sessions, DJ sets, and workshops, making it feel personal and intentional.

You can’t talk about Alserkal without art. One of the most famous galleries is Leila Heller Gallery. A host explained that Alserkal helped make Dubai more respected internationally. “Alserkal created a real home for chic contemporary art,” they said. “Art should start conversations.”

In a city defined by luxury, Alserkal Avenue proves that creativity doesn’t need glitter to shine. Sometimes, the coolest stories are hidden behind grey doors.

Backpacks, Back Pain, and the Lockers We Ignore

By Sunida Austin

Highschoolers at ASD have learned to live with sore shoulders, bad posture, aching backs, and overflowing backpacks. What they haven’t learned, apparently, is how to spin a combination and actually use the lockers. At our school, many lockers line the hallway, but most of them might as well be museum pieces. To understand why I sat down with a locker, an empty box with a lot of feelings about being ignored.

“They always say ‘there's no time in between classes.’

Yet, somehow there's always time to stand in the hallway and talk for five minutes, but not 15 seconds to open a door and drop some books off. Interesting,” says Locker 114. From their place on the walls, the lockers watch students dragging heavy backpacks from period to period, switching shoulders, rolling their necks, and complaining about how everything hurts.

The numbers back up what the lockers see. In a survey of 57 ASD high school students, 64.9% said they regularly experience physical discomfort from carrying their backpacks around. At the same time, 70.2% said they do not use school lockers. In other words, the students' backs are working harder than the storage built for them. When asked why they don’t use their lockers, students repeated the same themes which are inconvenience, distance, and habit. Many wrote that lockers were “too far” and “a waste of time” and “inefficient” when classes are spread across multiple floors.

“It’s doing too much to be going to the locker in passing time to get something that I can just have on me,” says Sammani Memmon ‘27, who doesn’t use a locker at all.

Another student wrote that it feels “useless to go back and forth.” Others admit the problem is less about logistics and more about habit. “I’m too lazy. I can’t be asked,” said Yusef Ozalp ‘26 who simply carries a “pretty heavy” bag all day.

The confusion around access doesn't help. Many students who want lockers don’t know where to sign up for one. When a system feels too far away or complicated, most students would rather just deal with the pain.One way to change the pattern is for the adults at ASD to make lockers easier to understand and use. Teachers and administrators could remind students that lockers are available, explain clearly how to sign up, and walk classes through the process at the start of the year instead of assuming everyone already knows. If using a locker feels simple, more students might actually spin the combination instead of loading everything onto their backs.

The solutions that the students keep asking for, lighter bags, less pain, and somewhere to put their stuff, have been sitting in the hallway this whole time. In the end, ASD’s locker problem isn't really about metal boxes. It's about choices. Students choose speed, habit, and convenience, even when their shoulders and backs are clearly paying for it. Until more students decide that one extra stop is worth it, the bags will stay heavy, the complaints will stay loud, and the lockers will keep waiting in the hallways ready to do a job no one lets them do.

The Age of Access

Article by Cora Coates:

Social Media has become a normal part of everyday life for teenagers, but new laws are soon to be put in place that will limit who is able to use it. In several countries, governments are putting bans in place on what social media platforms kids under the age of 16 can use. These bans are being created due to many concerns about online safety, cyberbullying, and the amount of time children are spending online.

However, as these laws start to impact children, families, and schools, the question of whether or not social media should be banned for anyone under the age of 16 is still being debated.

Social media bans are already being introduced in some places, over 235,000 people have reached out to members of parliament to have more control over the use of social media for children. In a survey I send to people at school, most students feel that they use 1-4 hours a day on social media, which shows how much it affects people’s lives.

Jenna Zerqieh’29 stated about the ban “I don’t think it would help students, because the world is all becoming online. Social media is a big part of life, so I think it’s limiting them if they don’t have access to it.”

Students also share lots of mixed feelings on how social media affects them. On the positive side, social media enables teenagers to connect with each other and their families all over the world.

Social media can also help students to get information quickly and can be a huge source of entertainment. However, most students also admitted that they feel stressed and pressured because of social media.

Should the UAE ban Social Media for under 16s?

Source: Cora Coates

Cyberbullying was mentioned as one of the biggest issues and negatives of social media, as it can even follow students when they go home.

In an interview with Victoria Saba’29 she said “There's definitely people on social media who ask inappropriate questions and try and get personal information. That happened to me before, which made me feel unsafe.”

Studies also show that when students in one school gave up their phones, depression levels dropped by 17%. Despite this, some teens still believe that bans would not work since they are easy to get around.

Source: RTE (Stock Image)

In conclusion, the issue of whether social media should be banned for under 16s is a debate that is still growing. Although, there are many concerns about mental health and online safety due to social media. It seems that many students believe that a complete ban is not the most effective way to try and protect teens. Instead, students believe that teaching each other how to use social media safely, with the help of parents and schools could be a more beneficial way to fix the problem.

Is social media more helpful or harmful for students?

Source: Cora Coates

The Lunch Table Politics at the American School of Dubai

By Omar Ghannoum

Every day at the American School of Dubai, the cafeteria opens from 1:10 to 1:55 PM. It is the final bell of the day. By this point, students have worn themselves out in classes, and the only thing keeping them alive is food and a forty-five minute period of chaos! But behind the lunch trays, the conversations, and the tired giggles lies an unspoken lunch table hierarchy all students know without anyone uttering a word: the lunch table politics of ASD.

From the outset of lunch, the cafeteria fills up in a reliable pattern. The seniors sit nearest to the entrance of the cafeteria, staking a claim on the circular tables. No one assigned these seats anywhere. However, they have belonged to the most senior students in school for decades, and sitting there signifies that you are at the highest status in the high school hierarchy. Andrew Berdkan ‘26 put it simply: “It’s just the natural order. Everyone kind of knows their place.”

The juniors follow close behind, sitting in the middle of the cafeteria. They are just close enough to

indicate they still belong to the senior circle yet far enough away to maintain a few lunch tables as if to remind them they still have not yet attained a high peer status. “It’s funny,” said Ethan Lim ‘27, “You can literally see where you stand in the school just by where you sit.”

Source: Pinterest

Source: Mean Girls

In the back of the cafeteria, you will find the freshman and sophomore crowds. Their tables are louder, rowdier, and full of more chaos as they struggle to figure out which friend groups belong together. This is where it all starts. This is where most students fit before advancing into higher individual and group status over time.

To outsiders, this may sound ludicrous, but lunch seating arrangements have become part of ASD culture among most students throughout the years. Nobody enforces this structure.

However, no one does anything to dismantle this system. Sometimes someone will cross tables to sit with friends from another grade, but these instances of deviation are exceptions to the rule.

As one teacher pointed out with a laugh: “The cafeteria is a pretty good reflection of teenage sociology… no schedule, no instructions, and yet somehow it all organizes itself.”

At ASD, the cafeteria is more than just a place to eat; it serves as a subtle reminder every day about the workings of routine, tradition, and unspoken rules in schools — one lunch table at a time.