At BHS, there are many different clubs students can join, but cultural clubs stand out for the way they bring people together. These clubs focus on celebrating culture, ethnicity, and shared traditions, while also welcoming students from all backgrounds. One thing that makes BHS clubs especially unique is their strong focus on inclusion and community. 

Club meetings are something students look forward to, as they often include food, games, and opportunities to relax and spend time with friends. These environments help students feel connected — not only to their own culture, but also to others around them. 

“We like to plan activities that get the whole club involved! In the past we’ve done events such as South Asian trivia, Maggi parties, mehndi, and decorating diyas” Hannah Titus,  President of the South Asian Student Association club (SASA), said. 

Through these kinds of activities, students are able to experience traditions in a fun and interactive way. Events like these encourage participation and help build a sense of belonging within the club. 

There are also other cultural clubs at BHS, like Asian Cultural Awareness, Multicultural club, and the Black Student Association Club. These clubs give students a chance to connect with their own culture while also learning about others in a welcoming and engaging environment. 

“I love how many different types of clubs there are at BHS as they allow individuals to explore different career options and compete with their peers,” Eshaal Arshad, a sophomore student at BHS who is in the SASA and Multicultural club, said. 

Along with cultural activities, students also enjoy playing games together. “Cricket for sure. We do a cricket tournament every year in the spring and it’s become such a hit with the club,” Hannah Titus, said. Cricket has become a popular tradition within the club, especially during the spring season, giving students something exciting to look forward to each year.

“We had a movie day this year, we watched some African American movies, ate some snacks and played so many games. Last year we went to the theater to watch a movie and a museum with students” Mr. Fatal, an advisor of the club Black Student Association (BSA) and also a teacher at BHS, said. 

Experiences like movie days and field trips allow students to explore history and culture beyond the classroom. Visiting museums and watching culturally significant films helps deepen students’ understanding of important traditions and historical backgrounds. 

“Every year, we plan a garba to celebrate Navratri. It’s an event that a lot of our members look forward to every year, and we also open it up to the community and also other towns to join in” Hannah Titus said. Events like garba not only bring club members together but also invite the wider community to participate, making BHS a more connected and culturally aware environment. 

“There are many interesting things like one of them is that I get to explore many new and different cultures, including some of the most popular sacred traditions,” Simra Atlas, one of the group members, said.  

Overall, cultural clubs at BHS provide students with meaningful opportunities to celebrate diversity, build friendships, and learn more about the world around them. Whether through games, food, events, or shared experiences, these clubs create a welcoming space where everyone can feel included. 

Every year, the month of April is dedicated to recognizing and bringing awareness to those with autism. From learning about the disorder and volunteering at local events to wearing blue and gold, there are countless ways to connect with and support individuals. 

According to the Centers for Disease Control and Prevention, approximately 5.4 million individuals have been diagnosed with Autism Spectrum Disorder (ASD). 

ASD is a learning disability that impacts how people see the world and interact with others. The term “spectrum” encompasses a wide range of symptoms, severities, and degree of impact on daily life.

While not everyone is personally diagnosed, almost everyone is connected through the universal experience of living alongside individuals with varying neurodivergence. 

Therefore, creating a welcoming environment is especially important for loved ones and community members. 

Ellie Jimenez, freshman at Burlington High School (BHS), speaks about her experiences with autism and navigating the world as a neurodivergent individual. 

“Sometimes when I tell them I’m autistic people act differently around me,” Jimenez said. 

When personally describing her differences, Jimenez said, “I don’t call mine a disability, I call mine a different ability.”

Ms. Corbett (Corbs), a special education teacher at BHS, discussed that Autism Awareness is not only about large-scale events, but everyday acknowledgement of those with autism. 

“Honestly just being a friend and treating people with autism like they’re anyone else,” Ms. Corbs said. 

In addition, learning about the disorder is a great first step in understanding the impact of autism on daily life. For example, individuals with autism typically have altered sensory feelings, impacting their ability to remain present and comfortable in crowded and loud events. 

“For events like music on the common, maybe they can have a tent where they have sensory things that kids can touch, maybe headphones and a space where they can still enjoy the music, because sometimes you do get that overstimulation,” Ms. Corbs noted. 

In everyday settings, such as in school, Ms. Corbs suggested that having designated spaces for students with autism to unwind and reduce stimulation can be immensely helpful. 

“Maybe just using a space to just decompress and you don’t feel like anyone’s looking at you in an odd way,” Ms. Corbs said. 

While outward acts of kindness and support will always be greatly appreciated, Jimenez expressed that it is really the perspective and attitude that shines. 

“Not to count people out, like don't give up on autistic kids just because they need more time to learn than others do,” Jimenez said.

Lastly, Ms. Tagliarino, special education teacher at BHS, discussed her experience working with students with autism, and the importance of April to her and the community. 

“It’s a great time to celebrate people with autism because they’ve given this world so much. There's nothing about anyone with autism I’ve ever worked with that I would consider changing because it’s part of who they are, and it is the reason I love working with them,” Ms. Tagliarino said. 

Overall, April is about celebrating how we can relate to those with autism, but also how we differ, and consequently the many things we can learn through these differences. While not everyone feels comfortable with outward acts of kindness, merely educating ourselves on the disorder can be especially helpful in accepting and celebrating neurodivergent individuals. 

Wrapping it up perfectly, Ms. Corbs said, “Sometimes we just need to learn to appreciate the things that make us all different from each other.”

Anti stress mechanisms have been used throughout the years even dating back 3,000 years to China. Starting with Baoding balls that used weight and rotation to calm the mind pretty similar to worry beads which have been used for centuries. 

Then in the early 1990’s the fidget spinner patent was invented and targeted at calming children’s anxiety. Later in 2016, the fidget cube introduced a device for spinning, clicking, and rolling.

 After that in 2019 silicone “Pop Its” gained popularity after TikTok videos. Finally, the most recent craze of fidgets, Needoh stress balls and squishy dumplings.

“Depending on what is trending, I would buy those things to stay with what is popular at the moment. Right now Needohs are very popular so I have a lot of those,” said Shannon Linskey, a BHS student who uses fidgets in class to focus.

While people use fidgets for different reasons they might not be effective for some students. “I think it depends on the person, personally they help me and most others but I know people that have a hard time focusing while using fidgets,” said Shannon Linskey, 

While some teachers have banned the use of fidgets in class others provide students with the opportunity to use them in class.

Ms. Nichols a teacher at BHS has had a bin of fidgets she offers to students since the start of her student teaching in college 2022. 

“ Students will use fidgets sometimes when they’re taking a test, when we’re giving instructions for a little bit of a longer time period, and certain kids who have neurological differences will use them to stay calm”. Ms.Nichols said how the fidgets used in her class are to calm students and keep stress at bay.

Fidgets over the years have evolved to be nosier and get more attention drawn to them.

 “Fidgets used to be something to help you stay focused, now it seems like fidgets are just toys,” Ms.Nichols said.

As new trends are starting to spread the line between fidgets and toys has been blurred. 

Recently students have been obsessed with the new trend of Needoh stress balls.

These stress relieving toys have a rubber outside with different fillings inside for different effects. At Marshal Simon’s Middle School students have been reported breaking open the stress balls in class and making messes with the inside fillings. 

The custodians were the ones that had to keep cleaning them up and after some time of this issue the school decided to ban all stress balls with liquid insides.

“I really like them, there’s no distracting your classmates while you're holding a Needoh,” Ms.Nichols said. 

Students at BHS haven’t had issues with stress balls; it can be a quiet and discreet way to calm stress and focus. 

With mature students 

stress balls such as Needohs can be an affective way to reduce anxiety in class.

Since they are relatively small and don’t make noise, if used correctly they are very practical for students to use in class without causing distractions.

Overall, the use of fidgets can differ depending on the types and if they are used properly. 

Everyone has something small that gets under their skin. 

For some people, it is loud chewing. For others, it is arrogance, mockery, or people acting too familiar when they barely know the other. Pet peeves usually seem minor, but the reactions they cause can be much bigger than the habit itself. 

At Burlington High School, student responses and insight from psychology teacher Dr. Rachel Gould show that pet peeves are connected to emotion, memory, and personal boundaries. 

Gould explained that, in psychology, pet peeves are called triggers.

“You’ve got an emotional trigger for a high-emotion response,” Dr. Gould, a psychology teacher, said. 

That reaction does not always come out of nowhere. According to Dr. Gould, many pet peeves are learned over time. People connect certain behaviors, sounds, or situations with stress, discomfort, or frustration, and eventually those reactions become automatic responses. 

“We all have something that is gonna upset us.” Dr. Gould said. “It’s usually something we’ve learned, but sometimes we’re hardwired to feel that way.” 

Dr. Gould helps explain why pet peeves are so different from person to person. What bothered one person might not bother someone else at all. Dr. Gould said some reactions are shaped by past experiences, while others can be influenced by people around us and the larger environment.

“Sometimes there’s certain words that can trigger people. … People get icked out by the word ‘moist’.” Dr. Gould said.

Student answers at BHS reflected the same idea. While everyone had a different response, many of their answers connected back to respect and everyday social behaviors. 

 “When people are very arrogant and don’t know how to act at times.” Evans Katayomba, a senior, said this is his biggest pet peeve.

That answer shows that pet peeves are not always about little habits. Sometimes they come from the way people carry themselves and how that affects others.

Jessi Murphy, a senior, gave a more personal response. 

“My biggest pet peeve is when people mock me,” Murphy said.

Murphy’s response shows how some pet peeves are tied to embarrassment or feeling disrespected. In those cases, the reaction is not just annoyance. It feels personal. 

Manny Guerrior, a senior, stated his biggest pet peeve is when people avoid answering directly.

“I really hate it when people just dance around the question I asked them,” Guerrior said.

His answer points to another reason pet peeves can feel so frustrating: expectations. When someone expects honesty or straightforward communication and does not get it, even a simple conversation can become irritating. 

Still, Dr. Gould said reactions are not always permanent. Because people learn and adapt, they sometimes can move past things that used to bother them more strongly.

“The really cool thing about us is that we can learn and remember stuff,” Dr. Gould said.

Pet peeves may seem like jokes or small complaints, but they can reveal something deeper. They often reflect what makes people uncomfortable, what they value, and where they draw boundaries. At school, that can show up in classrooms, hallways, lunch conversations, and everyday interactions.

In the end, pet peeves are about more than being annoyed. They show that people do not just react to behavior itself. They react to what behavior means to them.