Inklings February 2026 Issue

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2026 the new feb. 26 pgs.12 - 13

CONTENTS

Throwback time! This cover is a culmination of 2016 trends as we look back on them a decade later.

more about us about the cover

Inklings News is uncensored, unedited by administration, and does not allow prior review.

Opinions

The Editorial Board determines editorial opinions that are authored by the Editors-in-Chief. Inklings News serves as an open forum for the public and welcomes letters to the editor and other submissions. Send signed letters to inklingsnews@westportps.org. Submissions will not be edited prior to publication.

Advertisements

Inklings News reserves the right to not publish advertisements that promote products that could be harmful to student health.

Membership

Inklings News is a member of the Columbia Scholastic Press Association and the National Scholastic Press Association and supports the Student Press Law Center.

The decisions of Inklings News and Westport Public Schools are made without regard to race, color, age, sex, religion, national origin, sexual orientation, marital status, disability or any other discriminating basis prohibited by local, state or federal law.

2

3 | Editorial

The sharing and silencing of opinions at Staples.

7 | Best of SNO

An award-winning article on the new Staples soccer coach.

16| Just Keep Swimming

After a quiet recruitment last year, boy’s swim and dive finds success.

5 | Advocate!

A review of Trump’s Greenland policies.

6 | Greenland Update

How to use your voice for change in light of current events.

must-reads

8 | College Tips

Here’s what to look for on a college tour this spring.

9 | Flag Football

Westport’s updated and newly implemented flag football teams.

Go for Gold

Meet the Staples students who won Gold and Silver Keys for the Scholastic Art and Writing Awards.

The New 2016

Following the popular TikTok trend comparing 2026 to 2016, this spread is a comparison between today’s and of 2016’s media.

staff

Editors-In-Chief

Andi Jacobs & Sophie Smith

Managing Editor

Zara Saliba

Associate Managing Editor

Zander Bauer

17 | Dance Check-in

Whether at halftime or in the halls, the dance team does it all.

20| Student Submission

Nora Ismael ’27 shares her view on No Place for Hate’s role amid national controversy.

Functions to Floyd

High Flying

18 Zach Coffman ’26 is in the sky and sea: getting his boating license and flying license at the same time.

Creative Directors

Camille Blundell & Bianca Mastocciolo

Business Manager

Olivia Saw

Advisors

Joseph DelGobbo & Mary Elizabeth Fulco

Editors

Jasper Hultgren

Sophia Jaramillo

Bailey Lillvis

Madeleine McMahon

Bianca Reidy

Piper Salik

The Editorial Board voted unanimously in favor of this opinion.

Staples needs space for respectful discourse

In recent years, students have frequently encountered news about violence and tragedy through social media. Major national events, often accompanied by intense online discussion, spread rapidly across platforms and reach young audiences almost instantly. Content that, years ago, would undergo rounds of careful editing before getting approved and published by news outlets, now floods onto social media feeds with one click of a button.

In 2020, videos of George Floyd’s murder catalyzed nation-wide outrage. This September, graphic videos of Charlie Kirk’s assassination spread quickly on social media platforms, mostly without trigger warnings. And most recently, after federal agents killed two American citizens in Minneapolis, videos and firsthand accounts of the incidents have circulated widely, leaving students to process complex and emotional events large -

ly on their own.

Students often have questions after disturbing events like these and can benefit from productive conversations led during school. But more often than not, the conversations are confined to the cafeteria, dinner tables and online comment sections, remaining, far too often, absent from the classroom.

In today’s polarized environment, avoiding discussions of current events in school may seem like a safe choice; however, it is not the responsible one. High school students are soonto-be voters who must learn to navigate an intense political climate. If schools aim to prepare students for post-grad life, they must also prepare them for informed citizenship, and that preparation begins with thoughtful, guided discourse.

The hesitation to discuss news in school stems from teachers’ concerns that discussing political news may unintentionally impose personal views on students and invite backlash. These concerns are not irrational. Editorial Board members cited instances in which they felt uncomfortable after recognizing a teacher’s political stance, noting that students sometimes feel pressure to tailor essays or projects to align with that viewpoint. However, these instances can be avoided if political conversation is placed mostly in the students’ hands.

Board members agreed that the most successful in-class discussions they have experienced were preceded by a few minutes of dedicated research time. By reading articles from a variety of sources, students can develop a well-rounded understanding of the issue. They can challenge their personal views by reading articles from the other side of the political spectrum, and they can develop critical thinking skills by forming their own opinion before discussing with peers or hearing their teacher’s perspective.

The Board recommends using AllSides, a website that presents recent news events with links to three articles with different perspectives: one from the left, one from the right and one from the center. It is a great resource for this type of research, and one that Advanced Journalism uses frequently.

Although Advanced Journalism is centered around news, and therefore we are exposed to these discussions more often, not every student is interested in journalism or has the space in their schedule to take the course. This makes it even more essential that standard core curriculums include news, as it will push every student to gain media literacy.

It is also crucial that students learn how to conduct proper research. An English or science project requiring research, even if not inherently political, can still help students fine tune their skills and

later apply that to their political understanding.

In any research project, students start by finding trustworthy sources. Immediately, they must learn how to navigate the Internet, detect bias and assess credibility. Next, they must read and understand those articles, practicing their reading comprehension skills and keeping an open mind with articles they initially disagree with. Lastly, they must synthesize that information, often assessing what they have learned to develop their own opinion on the topic. All of these skills can—and should— be applied to keeping up with current events.

Incorporating news within the classroom and fostering political conversation is not easy, but it is crucial. Through proper student-led discussions, Staples can create an environment where diverse opinions are respected and students and teachers alike feel comfortable discussing the news.

Program of Studies

Staples upgrades its course catalog for students

Chloe Mitchell ’28 Paper Editor

The counseling department created a new website to replace the 160 page PDF Program of Studies. It was made to be more efficient and assist students, families and teachers when looking for information on courses and requirements.

This new version now includes drop-down menus that display each subject area and its classes. Once clicked on, it ex plains the varying prerequisites, credit opportunities and course levels. The site also includes information about graduation requirements, dual enrollment and academic policies.

“We found students, fam ilies and even counselors and teachers and other staff were struggling to find information, asking similar questions that could be found there that [they] just weren’t able to locate,” Di rector of School Counseling William Plunkett said.

They took inspiration from other schools who used web sites as their program of studies. With help from other librari ans and counselors, they were able to design the site to fit the needs of Staples.

“I had never done a Google site before. It was a learning experience for me, and we used Canva,” Katherine Napolitano, a school counseling paraeducator, said. “And so we just kind of started small. We would go over one part at a time, then expand from there.”

The counseling department updates the Program of Studies with changes to courses, such as prerequisites, every year. With the revamped setup, it will be easier to maintain and update course information.

“We still wanted to keep the PDF version in case that was better for people to refer back to [...] but then also be able to make the Google site easier to navigate and find information more that way,” Plunkett said.

Some students have found it more organized and more us-

er-friendly.

“I think it’s better because it’s more clean and easier to find a specific course you’re looking for,” Harleaux Lyon ’29 said.

Other students feel that the PDF was more convenient. It is still accessible, with a link on the home page of the new Program of Studies.

“I think that [sophomores], juniors and seniors will continue to use the PDF, but incoming grades will be immediately introduced to the website and get used to that,” Madi Brun-

dige ’28 said.

The counseling department is considering merging information on colleges and different forms to the Program of Studies for the site’s next steps.

“The whole idea is to make it accessible for people. I think we’re very open to [advice],” Napolitano said. “But we’re talking about including more things possibly in the future from the counseling website in general.”

Trump’s Greenland proposal ignites debate

Ellie Kirkorksy ʼ28 Business Manager

After weeks of President Donald Trump propos ing that the United States should gain control over Greenland, the debate is postponed but has left many concerned about US and Eu ropean relationships. Many officials say the idea threatens economic stability in the Arctic and could affect trade and global cooperation.

French politician Jordan Bar della criticized the proposal saying it is, “a direct challenge to the sov ereignty of a European country.” His statement shows how many allied nations reacted to Trump’s statement in a negative way.

Polish Prime Minister Don ald Tusk spoke out on social me dia warning that Europe must respond firmly. “Europe cannot af ford to be weak — neither against its enemies, nor ally. Appeasement means no results, only humilia tion,” Tusk said in his post on X.

One major reason Greenland is so important is the access to valuable materials as the Arctic ice melts. According to CBS, “The receding ice means that there’s much more, much better access to oil, to gas, to minerals, including the rare earth elements that are

Inklinations

Trump’s idea to take control of Greenland raises questions about national security, but it ignores the fact that Greenland belongs to its people. Big countries shouldn’t decide the future of smaller regions without their people’s consent.”

Greenland proposal timeline

Greenland is strategically important because of its hidden oil, gas and rare-earth minerals that are essential for modern technology. Its Arctic location has also become critical for global trade.

August 2018

Trump reportedly asks advisors whether the U.S. could acquire the territory, calling it “strategically” interesting and describing the prospect as “a large real estate deal.” (CBS)

Jan. 20, 2026

Polish Prime Minister Donald Tusk posts on X that “Europe can not act weakly to allies or enemies” in response to Trump’s proposal. (X)

Jan. 12, 2026

Trump officially proposes to gain control over Greenland (BBC). French politician Jordan Bardella criticizes the proposal. (ABC)

Jan. 21, 2026

Trump pauses his proposol for taking control over Greenland. (CNN)

I believe that Trump’s original proposal to buy Greenland from Denmark was a smart decision to gain control over land close to Russian activity in the Arctic Circle. People who claimed it was an outrageous idea have not looked at enough primary documents or official government reports but instead polarized opinions in the media.”

Informed and Engaged: How to stay educated in uncertain times

Lila Boroujerdi ʼ26 Web Managing Editor

President Donald Trump sent 2,000 federal immigration agents to Minneapolis, Minnesota on Jan. 6. In the weeks that have followed, two American citizens were shot and killed and close to 3,000 undocumented immigrants have been arrested according to Immigration and Customs Enforcement (ICE). In response, protests challenging the presence of federal agents in Minnesota have taken place throughout the United States, including gatherings in Westport. Inklings has compiled resources to guide those who want to help or speak out.

Contact Your Representatives

Through contacting senators and congressmen, constituents can ensure that their concerns are heard. Both calls and emails can signal public interest in an issue and can influence how representatives speak on behalf of their communities or vote on legislation.

“Even though it’s not a super common practice, I still think it’s an important thing to do,” Niklas Boenicke ’26 said.

Organizations, including the American Civil Liberties Union (ACLU) and 5 Calls, offer pre-composed scripts online to help people contact their elected officials.

Read the News

Amid this immigration crackdown, clips from protests and raids have spread on social media, with little to no context supplementing them. This has led people to form opinions that aren’t grounded in fact, making the importance of consuming news from in-depth, unbiased sources more imperative than ever.

“I think it’s important to read the news to remain both informed and educated about what’s happening right now,” Sofa Gomez ’26 said.

Branching out from TikTok or Instagram to more trusted publications will limit the influence of unreliable or inaccurate sources. Inklings recommends the use of AllSlides, a platform that combats bias through curating coverage from left, right and center-leaning outlets.

Donate

Through donating to organizations that work with both immigrants and their families, those in need of legal representation, housing and/or bond funding are able to obtain these resources free of cost. Organizations like Immigrant Law Center of Minnesota or the Caroline House in Bridgeport, both non-profts, depend on outside fnancial support to continue their work.

Best of SNO

Coach LiamWitham wins state championship in first year

Dylan Robbin ʼ28 Paper Editor

Four months ago, Staples boys’ soccer had no coach. But on Nov. 16, the team celebrated after winning the CIAC Class LL State championship, earning a spot as the #9 ranked Soccer team in the country according to the United Soccer Coaches Poll.

Last May, former head Coach Russell Oost Leviense was released from his position as the boys’ soccer head coach. Some members of the community pushed back against this decision. Students orchestrated a school walk out and over 150 students, parents and alumni attended a 14 hour Board of Education hearing in Leviense’s support. During this, an uncertain future of the program loomed.

“We were a very close-knit senior and junior class at the end of last season,” Captain Dylan Shackelford ’26 said. “It was during this time when we had no coach that we all worked harder to maintain our bond and build our chemistry for the upcoming season.”

In July, Athletic Director VJ Sarullo hired Coach Liam Witham as the new head coach. A former player at the Arsenal Football Academy in England, as well as a former assistant soccer coach at the College of Mount Saint Vincent, Witham was new to the Staples community.

“Anytime there’s a vacant coaching position, there’s always a little bit of angst,” Sarullo said. “Once Liam and his staff came in, it was pretty seamless. They’re good coaches, but most importantly, they’re good for our kids.”

Coach Liam knew the team faced an uphill battle with the coaching change and after not making the playoffs last year. But after speaking with the captains, they invited him to watch a summer league game (a league they went on to win). This was Coach Liam’s first experience with the soccer team.

“When I first saw the boys at a summer league game, I said we will win the FCIAC this year,” Witham said. “I knew from the get go that they were definitely a winning mentality team.

The Wreckers ended the regular season on a nine game win streak and only allowed three goals in their final stretch.

At 13-2, the Wreckers were the FCIAC two seed and were ready for the playoffs. However, more adversity followed.

“Everybody got hit with the flu at one point,” Witham said. “We were playing a couple of really important games where not many people could practice and we were going into games not knowing if players would be able to get through the full 80 minutes.”

Yet, the “flu-ridden” Wreck-

ers pursued, winning their first two games of the tournament and making the FCIAC finals: an anticipated rematch against an undefeated Greenwich team (16-0).

On Oct. 27, the Wreckers defeated Greenwich 3-2 in the FCIAC finals to win the FCI AC title for the first time since 2010. The finals were headlined by the Wreckers’ offense which scored three goals in the first half. Goalie Jack D’Amore’s ’27 made some crucial saves at the end of the game to preserve the win.

The Wreckers celebrate af ter winning the Fairfield Coun ty Interscholastic Conference (FCIAC) Championship. (John Walker ’29)

“We overcame adversity by winning the FCIAC tourna ment after not making it last year,” Shackelford said. “We gained a lot of doubters and some negativity from preseason polls, predictions and even our fellow classmates.”

The Wreckers became the first soccer team since 1982 to win both the FCIAC and State Championships. This win solid ified the Wreckers as one of the greatest soccer teams in Staples history, pulling off a historic season with 17 straight wins, to end as the #9 team in the coun try. And all this happened with a brand new coach.

“Enjoy this moment that you created, you all worked very hard and success doesn’t

come around very often,” Witham said. “Twenty years later when I walk down the halls of Staples and see me and the boys in a picture, I will remember this team that went down in

College tour tips no one tells you

Sadie Sherman ʼ27 Web Sports Editor

February break of junior year is barely a break. Students travel all over the country, determined to find a place they can see themselves fitting into for four years. The college touring process isn’t necessarily a fun one, but it certainly is stressful.

So, how can this overwhelming process be enjoyable? How can you tell the difference between five colleges that describe themselves in identical ways? Here are three must-know tips to ensure a productive college touring experience.

Imagine yourself at rock bottom

I’m not trying to be a Negative Nelly, but college will most likely not be all rainbows and sunshine. To know if a school really fits you, picture yourself on this campus completely suffering. Maybe you have the flu, maybe you have no friends. In those scenarios, do you feel like you can still survive at this school? If the college will only suit you at your best, it may not be realistic.

Try a dorm bathroom

This may seem nosy and might be overstepping. Doesn’t matter. You probably don’t want to fall in love with a school with bathrooms that have creeping mold, sticky floors and a sour smell. Might as well go out of your comfort zone to avoid this nightmare.

Greenspan brings flag football back

Student-led program expands the sport at Staples

Phoebe Rosenberg ʼ27 Web Arts Editor

When the finalwhistle blew on Jonny Greenspan’s ’27 middle school flag football career, it marked the end of his Saturday morning practices on the field. Although he traded in his cleats for tennis shoes, his passion for flag football didn’t fade. Instead of leaving these days behind in middle school, he returned to the sport, expanding it to the high school level.

Greenspan brought flag football to Staples through a ninth-12th grade recreational program this winter and an upcoming flag football club at the high school next spring.

Greenspan originally pitched a flag football team solely as a Staples club, but after talking to Athletic Director VJ Sarullo, he was introduced to Recreation Superintendent Carmen Roda who helped turn Greenspan’s idea into a Police Athletic League (PAL) program along with a Staples club.

“I wanted to play football again, and I realized that if I wanted to, that meant most likely other kids wanted to as well,” Greenspan said. “I just wanted to bring people together and have a good time.”

Following the approval, Greenspan connected with PAL flag football coach Maggie Di-

Geronimo and the girls’ flag football commissioner Melissa Post.

Post’s daughter, Dylan Post ’30, had been playing flag football since elementary school, but the middle school recreational girls’ flag teams only had two players.

“There was supposed to be a girls’ team, but it kept getting canceled,” Dylan Post said. “They just got rid of the whole thing for the year, so me and my friend were very upset about it because we wanted to play.”

Since then, DiGeronimo, Post and her daughter have been working to expand the failing Westport K-8 girls’ team, which now has 65 girls.

varsity flag football team, the rise in interest of flag football among female students has changed his goal. Greenspan has helped DiGeronimo and Post bring the sport to a high school level, including a girls’ league within his upcoming flag football club for 2027 spring season.

“We had about 14 eighth graders between Weston and Westport this year,” Post said. “which means we should have a really solid group coming in next year.”

community with the hopes of official boys’ and girls’ flag football teams in the future. Currently, his co-ed recreational team meets every Monday in the Staples field house from 7-10 p.m.

“I’m still trying to understand the process for creating a varsity sport,” Greenspan said, “Ideally, this club could serve as that pathway.”

“There’s 21 states that are piloting [flag football],” DiGeronimo said. “Fourteen of the states that have sanctioned it have come on within the last three years, so it’s had exponential growth in the last few years.”

Although Greenspan originally focused on using the high school PAL team and club as a pipeline for an eventual boys’

Although both the high school recreational program and flag football club at Staples are still in their infancy, Greenspan’s goal is to bring an inclusive growing sport to the Staples

FLAG PULL! The middle school girls’ flag football program did not have a consistent practice schedule. In his mission to fix these practices, Greenspan created a co-ed team which practice every Monday in the Staples field house from 7-10 p.m

Creating Excellence:

Staples artists earn national recognition

Alexandra Floto ʼ26

Web Managing Editor

and five honorable mentions.

“I’m glad I put the effort into it. This makes me feel more confident when applying to colleges,” Alexandra Em

“This contest is probably one of the most important ones because it’s nationally recognized,” Emmert said.

Staples High School has long been recognized for its achievements, and this success extends beyond athletics and academics and into arts and creativity.

“Honestly, my friends knowing about it and my teachers is the most recognition that I appreciate, but I do think it would be nice to have more recognition,” Theo Rowen ’27 said.

The cost to enter the competition is covered by the school, but costs around $10. However,

many students decide to enter through the school, but going through the school, you need a recommendation from the teacher, and they only recommend a select number of kids.

Despite this competitive entry, many different types of art were submitted, including photography, illustration, printmaking, mixed media, ceramics and glass, graphic design, drawing, film and animation.

As Case Robinson, Camille Blundell, and Alexandra Emmert move on to the national round, the successes of these art students here at Staples highlights their drive and creativity.

Check out

FILM GOLD Camille Blundell ‘27 takes home gold for her short film “Man’s Best Friend”.

A throwback to remember: 2026 is the new 2016

Ann Marie Maccaro ʼ27 Paper Editor

Nate Gerber ʼ27 Paper Editor

As fireworks cracked open the new year, you didn’t hear a fresh anthem. Instead, you heard Zara Larsson’s “Lush Life” or The Chainsmokers’ “Roses.” Déjà vu? Nostalgia? Not exactly. Somehow, 2026 is starting to sound a lot like 2016.

Back in 2016, everyone was listening to Justin Bieber and Taylor Swift, and songs like “Love Yourself” and “Wildest Dreams” were basically unavoidable. Now it’s 2026, and the sound has changed, but the big names still feel weirdly the same. Swift is still everywhere, and Bieber still finds a way to make headlines.

In 2026, Labubus are everywhere: on backpacks, on keychains and in people’s hands. In 2016, the must have toy was fidget spinners. The only difference is that fidget spinners got banned the second they took over classrooms.

From fiery fact-checking to personal digs, all eyes were on the debates of the presidential election between Hillary Clinton and Donald Trump. Now it’s 2026, and Trump is president again, making that 2016 stage feel like a preview.

Remember bottle flipping and dabbing? Back in 2016, Musical.ly was where that stuff blew up in those short loop videos. Now it’s 2026, and TikTok is basically the same idea, just bigger.

On weekdays, he stands in front of a classroom of 20, dry-erase marker in hand, gently guiding students through trigonometry, logarithms and rational functions. On weekends, however, he steps onto a much different stage – one defined by lights, roaring applause and 70’s British rock.

To his students, Michael Forgette is a humble math teacher known for his enthusiastic lectures, signature 9-point grading system and habit of wearing purple pants on Mondays. To hundreds of strangers packed into venues across New England, he is something else entirely. Outside of the classroom, Forgette is a founding member of “Floydian Trip,” a Pink Floyd tribute band that has become a well-known regional act.

The band formed in 2022 when a previous musical collaborator of Forgette’s reached out with the idea of starting the group.

The band’s mission is simple: recreate Pink Floyd’s music as faithfully as possible.

“Very, very little of it is our own spin. A lot of it is trying to replicate the sound,” Forgette said. “The only thing we don’t try to do is voices because Pink Floyd’s a British band and we’re not British, so we don’t do the fake British accent.”

From functions

Michael Forgette takes center stage

Their approach has resonated. Since their first performance in 2023, Floydian Trip has progressed quickly, moving from town greens and festivals to bars, breweries and eventually full theaters. Today, the band plays almost exclusively in theaters, including a sold-out 800seat venue in Maine.

“We grew a lot faster [as musicians] than any of us have ever grown in other bands,” Forgette said. “In terms of progression, we’ve seen a lot of increase in quality of gig and in type of venue and audience size, very fast.”

Forgette developed a love for music early in life, first learning to play the flute by ear at age 5. In seventh grade, Forgette transitioned to guitar and went on to play in different bands during high school. In college, Forgette studied music and sound recording with a minor in theatre. Teaching was not originally part of Forgette’s plans until he took a job with an SAT tutoring company; the job helped him link his love of performance with teaching.

“And then when they left, I had this just feeling of like, oh my gosh, that was really fun. [I] never really considered teaching as a profession until that job, and it definitely was because of that performance element,” Forgette said. “I liked being the center of attention, I liked

performing, and I saw teaching, and still do see teaching, as a kind of performance.”

Despite the obvious differences between a classroom and a concert hall, Forgette believes the two worlds are related.

“It’s definitely the performance that informs the teaching,” he said

Given Floydian Trip’s high volume of shows (~25 per year), Forgette has become accustomed to being in front of a crowd.

“At this particular moment, performing in front of people no longer is nerve wracking and stressful for me; it’s just fun. But one of the reasons that that’s the case is

because we’ve played so many shows,” Forgette said.

Being in a band has also helped him connect with students.

“Anytime students figure out that I’m in a band [...] that’s an immediate like, wait—what? And then there’s interest there,” Forgette said. “I think it helps in establishing some connections with some students.”

Floydian Trip’s growth has not come without recognition; in 2025 they were named “Best Band” by the Hartford Advocate. It was an award that Forgette described as “very, very nice.” Still, the band is not planning any expansion outside New England in the near future, given the difficulty of bal-

functions to Floyd

stage with his band, Floydian Trip

ancing additional travel with work.

Instead, the group’s goal is sustainability: consistently selling out mid-sized theatres and continuing to refine their act.

“The guy who created the band, his goal is to do really good size theaters several times a year. So like, 2500-seat theaters, sell them out, and be able to sustain even if it’s only 10 to 15 shows a year.”

On Monday mornings, Forgette returns to his classroom, trading guitars for dryerase markers. On weekends, he travels across New England performing music that has endured for decades. Both roles are demanding in their own

ways, but whether under stage lights or fluorescent lights he is doing the same thing: captivating an audience, be it one lesson or one song at a time.

Upcoming Shows

Apr 11 - Syracuse, New York

May 9 - Conway, New Hampshire

May 16 - North Haven, Connecticut

Jun 6 - Randolph, Vermont

Jun 13 - Bay Harbor, Maine

DELICATE SOUND OF THUNDER

Jun 19 - Derry New Hampshire

A new beat at Staples: New dance team turns movement

into momentum

Ella Turner ʼ28 Paper Editor

DJUST DANCE Jess

Anderson ʼ27 (above) and her teammates practice their dances on the bridge one a week including technical moves including tilts. Photostakenfrom @Staplesdanceteam

Let’s Dance

ancers from companies all over Westport gathered together at Westport’s Academy of Dance (WAD), which lended studio space for the first ever Staples dance team summer intensive on June 17. It has been seven months since then and the Staples dance team has trained, prepped and performed four shows during both the boys’ and girls’ basketball games. They gained 8,625 views on PrepZone for their first ever basketball game performance and recently performed a showcase for all younger aspiring dancers in the Westport school district. Currently, both the jazz and hip hop teams are training for their upcoming competitions, where Staples dance will debut among other high schools in the region for the first time in Staples history.

Through the efforts of Westport mom Runa Knapp, the Staples dance team came to fruition and grew from there.

“It blew up so fast,” captain Chloe Jordan ’26 said. “We were posted on Westport Mom’s, PrepZone, Dan Woog talked about us. It’s because these girls are so talented and committed to creating this team.”

Knapp, who originally brought the program to life in hopes of giving her freshman daughter a chance to dance for Staples, touched on how the team’s Coach, Mikela Pirri, has helped them create what the team is today.

“Her choreography particularly caught my eye,” Knapp said. “She’s not that far off in age from them, so they’ve been really able to bond with her, and they have so much respect for her.”

Jordan ’26 and Nina Ghahremani

’27 are the dance teams first-ever captains.

“I think my job this year is mostly to create a lasting culture within the dance team,” Jordan said. “We’ve done so much (…) so many get-togethers, team bonding, pizza nights, Starbucks runs, poster-making competitions and decorating days. It’s made our team so much stronger already.”

Team members have been hard at work, with game day practices on Sunday, jazz team on Monday and hip hop practice on Fridays. While the game day team is open to all, their jazz team and hip hop team are more exclusive, where auditions were held in the fall to determine the seven or eight girls on each team.

“Our jazz dance is very different from typical jazz that many of us have ever done. It’s more of a funky, like street hip hop kind of jazz,” Caitlin Hand ’28 said.

Hand’s excitement and appreciation for the dance team stemmed from the lack of options she had when trying to take part in Staples spirit when she came in freshman year.

“It was really only cheerleading or Players,” Hand said. “As much as it would be fun to be a part of cheerleading, I really just wanted to dance.”

In order to promote the new option for dancers who want to feel closer to their Staples community, the dance team isn’t solely training high schoolers. Booster camps for eighth graders are held on Sunday mornings by the team’s coach.

“[The eighth graders] are working so hard, and I can tell these amazing dancers are going to bring so much pride and joy to the team,” Jordan said. In terms of the future, all contributors to the team have hopes on what it could become with the right amount of dedication, commitment and spirit.

“There were a lot of young dance families at the showcase,” Knapp said. “It’s not just about winning… it’s having school spirit, and I really just hope that continues for years and years.”

Boys’ swim community stays afloat

Nate Gerber ʼ27

Paper Editor

“Tough love” is a phrase more associated with football than with swimming. Yet Mike Anderson, head coach of both the boys’ and girls’ swim teams, has been described as just that.

“I feel like he does tough love pretty well,” Ryan Shapiro ’27 said. “He just wants us to be the best, most athletic versions of ourselves.”

This is Shapiro’s first year on the swim team. It’s also Anderson’s first year with the boys (he has coached the girls since 2019). And he wants to get more newcomers on the team.

“Our first order of business is growing the team,” Anderson said. “We had a lot of kids step up that just started swimming this year.”

There isn’t a clear dichotomy between at tracting players and making sure peak perfor mance is achieved. Either way, Anderson must do everything he can to build the team.

“[The team] was down to about a dozen kids last year,” Anderson said. There are now 13 members on the boys’ swim roster (as re ported on Swimcloud). In comparison to the 37 members on the girls’ swim roster, the boys have a long way to go.

The team lost another participant in Asa Shutze ’26.

“I was injured, and Mike asked me to be come the swim manager,” Shutze said.

UP BY ONE Boys’ swim grows from 12 to 13 swimmers this season, showing that even with a small roster, the team’s spirit remains strong.

FROM SEA TO SKY:

Zach Coffman ’26 prepares to fly solo and compete in 635 mile sail race

Sophie Smith ʼ26 Editor-in-Chief

An engine hum deepens as the plane accelerates down the runway. The wheels lift, the city fades and clouds blur the window’s view.

Zachary Coffman ’26 has always had what he calls “the flying bug.” His obsession started as early as two years old, when he first asked a mall Santa for an airplane.

Now, 15 years later, Coffman is preparing to fly solo.

“I started flight training at Darcy Aviation out of the Danbury Airport a year ago,” Coffman said. “Once I get all my tests done, I should be able to get my private pilot’s license within a 40 hour mark, when the normal average is 60 hours.”

He currently flies a 1973 Cessna 170, but hopes to switch to a Piper Warrior III for better handling. Each of

his flights typically lasts around an hour and a half.

Aside from an instinctual interest in flying, Coffman credits this passion to a family background of military pilots.

“My great grandfather was a major in the US Air Force during the end of World War II,” Coffman said. “In the Korean War, he flew bombers, and he became a reconnaissance pilot with some of those aircraft. He is one of my major inspirations.”

But Coffman’s comfort with high stakes environments isn’t limited to the cockpit; he is also a competitive sailor.

Placing second in the IDA Lewis distance race in Newport, third in his division in Block Island race week and third for the around the island section of the New York Annual Regatta, Coffman has sailed for over 10 years. And this September, he will be sailing in the Newport Bermuda race.

“[It’s] one of my bucket list races [and] it’s one of the main 600 nautical mile offshore races,” Coffman said.

For four or five days, he will share a bunk with a small crew. Enduring four-hour watch shifts, Coffman learns to run off adrenaline rather than sleep.

“I will describe the races as type three fun,” Coffman said. “In the Block Island race last year, it was probably about 40 degrees with 25 knots of wind, so it felt like 30 degrees with waves going over. It was brutal, but it was a lot of fun.”

Looking forward, Coffman plans to continue both flying and sailing, with the long-term goal of becoming a professional pilot.

“I’ve been working through [flying], and I’ve been building hours,” Coffman said. “I’ve talked to a lot of instructors. They’ve all stated that I am pretty strong in what I know.”

HOW TO RECIEVE A PRIVATE PILOT LICENSE

1.

MEET REQUIREMENTS: You must be 16 to fly solo and 17 to officially receive your PPL.

18 features

2.

GROUND SCHOOL: This typically takes about four weeks. Once training is complete, you must pass the FAA written exam.

3.

FLIGHT TRAINING:. The FAA requires 40 hours of flight training. This includes night flying, cross-country flying and completing various maneuvers.

ROUGH SEAS Coffman placed second in the Ida Lewis Distance race, using his family’s boat named “Gemini II.”

FLYING SOLO Once Coffman finishes testing, he should be able to get a private pilot’s license within a 40 hour mark compared to a 60 hour average.

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T A KEOFF!

PASS YOUR CHECK RIDE:

Once your flight instructor signs off, they will arrange a final check-ride with an FAA examiner.

ʼ 26

Answer questions on the FAA written exam to test your pilot knowledge.

By definition, Evening Civil Twilight ends:

A) One hour after official sunset.

B) 30 minutes after official sunset.

C) 15 minutes after official sunset.

What effect does a low density altitude have on the efficiency of a UAS propeller?

A) The propeller efficiency will be increased.

B) Density altitude has no effect on propeller performance.

C) The propeller efficiency will be decreased.

What is the minimum visibility for a pilot to receive a land and hold short (LAHSO) clearance?

A) 1 statute mile.

B) 3 nautical miles.

C) 3 statute miles.

The amount of water vapor which air can hold depends on the

A) air temperature.

B) dewpoint.

C) stability of the air.

ANSWERS:

OPEN FORUM STUDENT SUBMISSION

No Place For Hate in

Local Impact Amid National Controversy

Nora Ismael ʼ27 Student Submission

On November 11, 2025, juniors in every Staples High School Connections class participated in a lesson about bias prevention crafted by their peers. This presentation was one of many that make up a district-wide and national initiative called No Place for Hate, which aims to combat all kinds of discrimination in schools by engaging students and staff in active learning. According to Administrator Christine Cincotta, NPFH came to Staples in 2024, and has been carried out by advisors Nicole Giuliani and Kayla Iannetta. Since then, it has become an increasingly active part of Staples, growing from five to 30 members since last year and earning a national NPFH ‘designation’ as a result of completing specific national criteria related to the organisation’s mission.

What much of Staples’ community is not aware of is NPFH’s history. It was created by the Anti-Defamation League in 2001, and has quickly spread to over 1,900+ schools in the US. The ADL, a civil rights organisation over a century old, aims to “secure justice and fair

treatment for all.” Although it has historically achieved immense success advocating for equality, it has recently become an acute focus of varied national media attention.

In June of 2025, ADL CEO and national director, Jonathan Greenblatt, compared student protesters and members of the Black Lives Matter social movement to Middle Eastern terrorist groups like Al-Qaida. “The rot in these universities runs deep,” he added. “Student protesters are not going to work at Goldman Sachs or Google, they’re going to become middle school teachers, they’re joining the NEA,” referring to the teachers union.

In November of 2025, just 12 hours after New York City Mayor-Elect Zohran Mamdani, the first Muslim and person of South Asian descent elected to lead the nation’s largest city, announced his win, the ADL publicised a decision to set up the “Mamdani Monitor.” His incoming administration has generated excitement among many voters, including over 33% of NYC’s Jewish voting population, like Madeline Ritter, a proud Jewish New Yorker and founding member of Bend the Arc: Jewish Action, who expressed that “Zohran cares about all New Yorkers… he actually fights against an-

tisemitism, and doesn’t use it as a political tool.” In an interview with ABC News in October, Mamdani stated that “we must root out antisemitism across the City.” He went on to explain his plan to do so, promising to increase current funding for hate crime prevention by 800%, ensure there would be security outside of synagogues and temples on High Holy Days, and introduce Hidden Voices, a curriculum that celebrates the breadth and beauty of Jewish life and the history of New York City.

These goals seem like they would align with the League’s mission, however, the ADL appears to feel differently. They describe the ‘Monitor’ as an “initiative to track and monitor Mamdani administration policies and appointments,” especially those that “impact Jewish community and safety,” including a “tip line for Jewish New Yorkers.” Although the Mayor-Elect had expressed that anyone is welcome to catalog his administration’s actions, it is worth noting that the ADL has never issued an investigation like this into any single official in the past.

Evidently, despite claiming to be a “nonpartisan organisation,” national ADL leadership has a complex political agenda that may not always align with

the best interests of Staples students. Even though WPS leaders may work primarily with the ADL’s educational services, it is crucial to keep in mind that large political organisations can often manipulate partnerships to further agenda goals. Could it be time to reconsider whether this kind of nationally controversial organisation is the right partner for our district?

No Place for Hate is the most recent project that has been brought to WPS by the ADL. Initiative coordinator Faith Sweeney explains that the district “began formally exploring the ADL ‘No Place for Hate’ pathway in June 2023 as part of district DEIB efforts, introducing the program as a response to anti-Semitic and racist incidents in our schools and community…we needed to take stronger anti-bias measures.”

Westport Public Schools has a long-standing relationship with the ADL, going back three decades. This partnership has yielded frequent Professional Development work, DEIB services, and even parts of the WPS Code of Conduct.

Superintendent Thomas Scarice explains “this is a 30 year relationship…I do not know who brought the ADL here, but with the exception of the pandemic year, the ADL has

Westport’s public schools:

provided some service to the district almost every year since the partnership began.”

When questioned about the ADL’s recent actions, Scarice replied that he was aware of the public debate around them. He assured that “our work with the ADL has always been focused on their educational resources, not on political positions or commentary. If this partnership compromised student programs, we would reevaluate it.”

Aidan Goldenberg ‘25 was introduced to it during his senior year and served as a student ambassador since the club’s formation. When asked about his experience, he explained that he “noticed a distinct lack of community at the school and saw NPFH as something that could work towards that.” Goldenberg elaborates that “students were able to develop our own presentations, but they had to be out of the ADL handbook.” He added that despite enjoying the freedom to create their own lessons, he felt as though Staples administration was upsetting throughout the process. “They were very hands off but also rushing…it felt like they were steamrolling through requirements in order to get a national designation. Meetings with administration would be brief in comparison to the amount of preparation that was required for lessons.”

Despite the ongoing national controversy regarding

NPFH’s parent company, and potential areas of improvement for district oversight, it may still have a positive impact on current Staples students.

Charlotte Brookbanks ’27, a newer member, describes it as a “nice community that spreads kindness,” adding that she decided to join because she believed they had “a real potential to make a difference” through student-led projects. Elena Nasar ’27 added that No Place for Hate makes Staples better “by encouraging and opening up discussions about bias, bullying, and respect.”

Staples NPFH Advisor Kayla Iannetta expressed that she believes there is “never an end to making sure kids feel that they belong…teachers get PD all the time, but No Place for Hate targets students, which is just as important.”

Advisor Giuliani notes that

the program encourages students to “step out of their bubble” in order to understand how our words and actions affect others.

Although No Place for Hate is not a perfect initiative, it has certainly helped some students feel better about the Staples community. Many of those involved believe in the program’s potential but still and have their own ideas about how to improve it.

“I don’t think the current structure of [NPFH] is productive,” explains Goldenberg, “but there are great students and teachers in it who are willing to put in the work for this community”. Nasar believes “WPS DEI work could be even stronger by increasing student involvement and taking more direct input…in NPFH, this could make the program feel more relevant to students we

present to. Having a more natural human connection can go a long way in changing someone’s perspective.”

Iannetta explains “[Advisor Giuliani] and I had been looking for years for an [all-encompassing] student education program before NPFH; I wish there were more programs that could educate students on oppression, but we’re lacking. What school districts really need does not exist.”

However, with a passionate and motivated group of people like those behind Staples’ No Place for Hate initiative, perhaps student-led initiatives, and not sweeping national programs, can become the change that our community needs.

INKLINGS NEWS welcomes letters to the editor and student submissions. We are uncensored, unedited by administration, and do not allow for prior review.

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