School News

Lila Weissman interviewing Joey Schachter, a year 2 student in the Global Scholars program.

How has year 2 been different from year 1?

Joey Schachter explained that in Year 1 of the Global Scholars program, she focused on building a broad understanding of global issues today. During her first year, she learned about all 17 Sustainable Development Goals and explored major global problems. In contrast, year 2 allows students to narrow their focus and choose an issue that they are genuinely interested in and passionate about. Joey described year 2 so far as being more “independent”, and expressed that students have “more freedom” to decide what they want to learn and how they want to approach their change maker projects. Schachter shared that this shift has been meaningful, as it allows students to take action on something they genuinely care about, rather than only learning about problems on a global scale.

In what ways have you seen personal or academic growth since last year?

Schachter shared that she has seen significant personal and academic growth since last year, particularly in her ability to perform in empathy interviews and communicate with people from different backgrounds. Through Global Scholars, she has become more comfortable speaking with individuals from diverse places and perspectives. She also noted that year 2 has allowed her to become more invested in specific topics, as she is now able to focus more deeply on the issues that she is actively working on.

Did Year 1 give you a strong enough foundation to succeed in Year 2? Why or why not?

Schachter believes that Year 1 provided a strong foundation for success in Year 2. She explained that the first year focused on teaching basic yet essential skills, such as communicating effectively, reaching out to others, and sending professional emails. Year 1 also emphasized the importance of developing genuine empathy while researching global issues. She said this has helped her feel better prepared and more confident in her work this year.

Has being part of Global Scholars affected the way you think or act in your daily life? (empathy, ambiguity)

Schachter shared that being part of a global scholars group has influenced the way she approaches both research and daily interactions. She explained that the program has encouraged her to put herself in others' shoes while researching issues and understanding the hardships people in our world face. As a result, she has also become more confident working through ambiguity and understanding that complex problems do not always have clear or simple answers.

What project are you currently working on in Global Scholars, and what inspired you to choose this topic?

Schachter chose the topic of domestic violence. She has researched the many forms it can take, including emotional, psychological, financial etc. She explained that she was drawn to this topic because, despite how many lives it affects, domestic violence is still not talked about enough. Schahter also noted that “much of this abuse often happens behind closed doors, making it harder to recognize and address”. She hopes to raise awareness through her change-maker project.

What solution are you proposing, and how do you hope it will create meaningful change or impact?

As a solution, Schachter is creating a discrete mobile help designed to help individuals experiencing domestic violence access support safely. Victims will first enter their name and address to receive a code word. Then there will be no other signs of violence. When the victim is in danger, they can type the code word into their planner. This will send an alarm to a nearby shelter or alert a hotline, and help will be sent on their way.

Are you planning to continue with Global Scholars in Year 3? Why or why not?

Schachter shared that she plans to continue with the Global Scholars program for Year 3. She explained that the program has allowed her to explore important issues in depth, while also learning lifelong skills she can apply in her daily life and future. By continuing, she hopes to expand her project further and create a real-world impact.

Pre-register to vote Byram Hills!

by Benkamin Meli

Registration and turnout among youth voters ages 18-24 have lagged behind other age groups in the United States for the last half-century. According to the US Census Bureau, in 2024, only 58% of 18 to 24-year-olds were registered to vote, compared with 74% of the general population. A similar pattern is seen in voting behavior: from 1992 to 2016, the percentage of eligible voters voting in presidential elections remained around 55%. The 2024 presidential election told the same story, with 57.8% of the Voter Age Population (VAP) casting a ballot.

The percentage of the VAP among young people (ages 18-29) who cast ballots in 2016, 2020, and 2024 was 39%, 50%, and 47% respectively. (Source) While the number of youth voters has increased in recent elections, it is still low. One of the most significant deciding factors for the low turnout is the lack of registration. According to US News, "fewer than half of 18-year-olds register in time to cast a ballot in the first presidential election for which they are eligible voters. That figure drops to 30% when their first election is a midterm election." This begs the question: how can we increase youth voter engagement?

In the 2020 presidential election, the voting rate jumped to 62.8%, with 61.71% of eligible New Yorkers voting. While 2020 was a bad year for many things, it led to higher voter turnout because mail voting was accessible. America, and by extension, younger people, were more inclined to vote when it was less of a hassle.

One way some states, New York included, have tried to simplify voter registration and encourage younger people to vote is by allowing preregistration starting at age 16. By "preregistering," would-be voters can complete their paperwork ahead of time to be set up to vote immediately once they turn 18.

Byram Hills students who would like to preregister to vote can do so on the Westchester County Board of Elections website: https://citizenparticipation.westchestergov.com. To be eligible to vote in the November 2026 mid-term elections, registration forms must be received by the Board of Elections by October 24th, 2026, in the mail or via the online portal.

To implement preregistration at Byram Hills High School, we would need to overcome two significant challenges. First, how can we make voting as convenient as possible? Registration is relatively quick for the system. In each grade's classroom, there could be a chart of days and times during either office hours, lunch, or after school when voting is available. Students would come during the time they picked to quickly complete the registration process and leave so the next person can vote.

Second, and more importantly, how can we get students to care about voting in the first place? Even when people are registered, not all of them are going to vote in important elections. Civic engagement is ensuring that youth understand and fulfill their civic duties, rights, and responsibilities. The more Byram's students care about politics and how it works, the more they will want to be part of the system and vote. Keeping youth engaged means ensuring their vote is truly theirs, not their parents' or friends', but their own, reflecting their understanding of what they believe. They should register the experience that they will become active members of their Country and that they will be individuals with a voice.

As we head into the 2026 mid-term election, it is crucial that youth voters and pre-voters get informed of the issues facing our Country. No matter your political affiliation, voting is the best way to ensure we can get the youth involved, and if we don't, our nation will turn from democracy to apathy.

Sophomore experience starting science research by Sophia DiMeglio

Entering the Science Research program as a sophomore can be extremely nerve-racking. Your peers may already know how to write well, have extensive studies, and seem like they’re already contributing to the scientific world. As a sophomore who isn’t even sure what you’re interested in yet, this can feel incredibly overwhelming. In class, we often talk about impostor syndrome, the feeling that you don’t belong or aren’t qualified to be there. It’s a completely normal experience, especially in an environment filled with motivated and accomplished students.

However, what makes Science Research truly special is the strong sense of community that quickly reassures you that you do belong. The juniors and seniors act as mentors in class and are more than willing to help, whether that means reading over your emails, offering advice, or simply listening and encouraging you before a presentation. Their guidance makes the transition into research much less intimidating. The Science Research community is one of the most meaningful aspects of the program. Everyone has your best interests in mind and will work to help you succeed. In my class, like many others, we became very close friends, and would even have Science Research parties.

During sophomore year, it is very important to pick a topic that you truly have a passion for. This topic does not need to be ‘scientific’, it can be about sports, beauty, psychology, or anything else that captures your interest. At the end of the day, you will have extensive assignments, and choosing a topic you truly love is necessary so you don't burn out.

Speaking of assignments during sophomore year, you will complete the infamous review guide. Although this is often described as one of the most challenging assignments of the year,I found it very manageable with good time management skills and teacher help. This theme of time management is very important in science research, especially as a sophomore, when for the first time for many you are receiving assignments that aren't due for a few months. You will need to learn how to successfully use your planner and resources to budget your time.

After completing the review guide comes the mentor search. For me, this process was especially uncomfortable because I had never put myself out there as much as I did during that time. Reaching out to professionals, sending emails, and facing possible rejection can feel intimidating. During this stage, it’s crucial not to hide from your teacher, but instead to let them support and guide you through the process. Their advice can make a huge difference when you’re unsure of what to say or how to move forward. It’s also crucial to stay confident, even with rejections. A bunch of people turned me down before I found the one person who said yes. If you put in the time and effort and refuse to give up, you will eventually find a mentor who is willing to guide you and help you grow. Overall, my experience starting Science Research was very positive, because of the encouraging community and my love for my topic.

Homecoming Week 2025: A Week To Remember by Maeve Rippy

Last week, the students came together to celebrate homecoming by showing off their Byram Hills spirit. In case you missed it, here's a recap of everything you need to know about the week's highlights.

What better way to start the week than by rolling straight out of bed and into school? Monday’s Pajama day was every high schooler's dream coming true. Students swapped out their usual outfits for flannel pants, slippers, and nightgowns, a comfy way to start the week. Junior Ava Accurso shared, “I look forward to pajama day every year. I love wearing cute and comfortable pajama sets with my friends.” Although this theme may be simple, it was the perfect way to get students involved and start the week strong.

By Tuesday, bright colors, wigs, and creative outfits flooded the halls. Neon Day was the fan favorite at the high school, as students created a vibrant ambiance. Many loved the opportunity this day brought to show off colorful looks, which are vastly different from their traditional style. While the school day was full of spirit, the festivities did not stop when the bell rang. The energy carried over to the first night game of the week as the Varsity Girls' Soccer Team faced the Ursuline Koalas. Students flooded the bleachers, decked out in their neon theme to support their team, which made for an unforgettable night.

Wednesday’s theme, Favorite Celebrity/Musical Artist Day, let students support their favorite celebrities and musical favorites from Hollywood. While many students were decked out in concert merch from their favorite artists, others took things to the next level by dressing up as Justin Bieber, Sophia Grace and Rosie from The Ellen Show, and even the Minions. However, that night, the only celebrities were our Varsity Field Hockey team, who played a fierce game against Brewster under the lights.

Thursday’s theme reminded us what being a bobcat was all about. Each grade was assigned a color: freshmen in white, sophomores in blue, juniors in red, and seniors in black. Our school colors filled the hallways, showing how much spirit Byram has. Later that night, the excitement continued as the Varsity Volleyball team played against Scarsdale High School. Fans switched from school colors to all black and packed the gym, creating an electric atmosphere that matched the intensity on the court.

Finally, Friday arrived, the day everyone had been waiting for. Starting early in the morning, students proudly wore their favorite Byram Hills merch, face paint, and even colored their hair in red, white, and blue. The energy was infectious and brought the whole school together, ending the day with the pep rally, where each grade participated in a friendly competition to find out which grade had the most school spirit. Competitions included a hula hoop challenge, balloon pop race, and tug of war, which got everyone involved. Ultimately, this year's seniors were named the champions.

That night, the school spirit peaked at the Homecoming Football Game. The stands overflowed with students, parents, and alumni giving their all, cheering as our Bobcat football team ran onto the turf, ready to take on Pelham. Senior Jaden Zipper (#11) started the night by singing the National Anthem, bringing even more energy to the crowd. Halftime kept the spirit coming with an outstanding performance from the Varsity Cheer Team, followed by the announcement of the Homecoming Court winners, Hadley Cohen and Dylan Gasch, and the induction of new Hall of Fame members. Although the Bobcats didn’t take home the win this year, the energy and spirit made the week one to remember and was a perfect reminder of what it means to be part of Byram Hills. Go Bobcats!

Welcoming a new member of the Art Department Faculty by Benjamin Meli

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Byram Hills welcomed a new teacher to its Art Department faculty this September, Ms. Gabriella Medrano. Ms. Medrano teaches classes in Photography, Graphic Design, and Film at the high school, as well as seventh- and eighth-grade Art at HCC.

Ms. Medrano grew up in Rockland County, NY, right across the bridge from Westchester County, and spent most of her time in the city of Nyack. She was very studious in high school and, in her words, was "incredibly shy." Some of Ms. Medrano's favorite school memories include the field trips she took to area museums and galleries, such as the Chelsea Art Gallery and the Guggenheim. She recalls having strong relationships and being friends with many of her art teachers during her school years.

For college, Ms. Medrano was drawn to SUNY Purchase's Film Conservatory, where she created several short films during her undergraduate studies. She went on to earn her Master's Degree at Adelphi University.

Before accepting her teaching position at BHHS, Ms. Medrano worked for the District as a photographer and videographer in the Byram Hills Media Center. Inspiration struck to become a teacher when Ms. Medrano realized that every job she had ever held had been related to teaching or working with students. Having worked as a babysitter, camp counselor, and Spanish tutor, while working at the Media Center, Ms. Medrano has "always been passionate about teaching and working with people." Her favorite days in the Media Center were “club days” or days “when she got to teach.” As for picking art, "it was a no-brainer," as she "always loved art and had already taught film." Ms. Medrano says she is "fortunate enough to continue my career [at Byram] as a teacher.”

Ms. Medrano currently runs two clubs at Byram Hills: the HCC Media Club and the BHHS Film Club. The HCC Media Club is a way to introduce students to the world of filming and editing, getting them engaged. The BHHS film club allows students the opportunity to learn about film and even create their own films (plus, she says, "they have free popcorn!”).

Outside of school, Ms. Medrano has many hobbies in addition to teaching. Ms. Medrano loves knitting and reading fantasy books. "I love it when students recommend books to me," she says, "so please share all your suggestions. I also love animals. Cats, dogs, birds, turtles - if you have a pet, I'd love to hear all about them."

If there is one thing Ms. Medrano looks forward to most, it is continuing her career in this District. Byram Hills is truly a special place to her, and its greatest strengths, according to her, are "its people and community." She has already formed strong bonds with both teachers and the student body. She is excited to continue growing these relationships within the Byram community!

Ms. Medrano's message to the current students is to "follow what interests you. I studied film, pursued it for a while while working here in the media center, and ultimately followed that path to a teaching job here at Byram Hills High School. There is no correct choice or path to follow; you will end up where you're supposed to be."

Whether she's making art, taking pictures, or making films, we should all welcome Ms. Medrano as a member of the BHHS community.

Senior Advice to Freshmen by Sofia DiMeglio

Freshman year can feel overwhelming, but luckily, through the mentor program and seniors' advice, navigating the adjustment to high school can become more manageable. Freshman year brings new independence, but it also means being accountable for your actions, effort, and academic performance. I interviewed seniors mentor Hadley Cohen and Big Sister Kendall Fasold on their advice to the freshmen.

School and Life Balance:

Freshman year hits fast. Suddenly, your schedule is packed, classes are harder, practices run later, and clubs meet more often. Between managing a challenging workload, keeping up with sports and extracurriculars, and still trying to make time for family and friends, it’s easy to feel like there aren’t enough hours in the day.

I asked Hadley, “What’s your biggest piece of advice for managing stress or avoiding burnout?”

“I would say to take advantage of the time in school to work, this could be by spending office hours in the library finishing homework, or using your time effectively in class. When you take advantage of the time in school to work, the course load will feel less demanding when you get home and will allow you to spend time having fun with your friends.”

“Don’t let your grades define you, but don’t ignore them either. Find time for friends, clubs, and yourself.”

Overall, it's normal to feel overwhelmed. High school is a big jump from middle school. If you prioritize the activities that make you happy, find interesting, and care about, you won't burn out :but rather will enjoy your classes. It’s important to remember your high school experience as more than just your grades, but also the memories you make along the way.

Take Advantage of Your Resources:

In middle school, teachers often keep a close eye on you, checking in to make sure you’re on track. But in high school, that safety net isn’t the same. At Byram Hills, you’re given plenty of ways to get help when needed, for example, through office hours and the peer tutoring program. When I was a freshman, I hesitated to use these resources because they felt unfamiliar and intimidating. I didn’t want to seem like I was struggling, so I tried to figure everything out on my own. Looking back, that was a mistake. High school is all about taking initiative; your teachers won’t chase you down if you’re falling behind. You have to be the one to reach out. The truth is, no one expects you to have everything figured out right away, and the advice of people who have already gone through it can make a big difference.

I asked Kendall Fasold, “What advice would you give to someone afraid to go to office hours or talk to teachers?”

“Your teachers are there for you and have your best interests in mind. Instead of being scared, take initiative and get help if you are falling behind or don’t understand the material. I wish when I was a freshman I did because I struggled to adjust to high school, especially in the first semester, and office hours or peer tutoring could have saved me a lot of stress.”
“Your teachers actually want to help you. When you realize that, the easier everything gets.”

The sooner you take advantage of the support around you, the smoother your high school experience will be.

Final Words from Seniors:

“Don’t overthink the small stuff. In four years, you won’t even remember that quiz you failed.” -- Hadley Cohen

“Get involved early. You’ll regret not joining that club freshman year.” --Kendall Fasold

High school can feel daunting, but it also feels like “the fastest four years of my life”. Take it from a senior: make the most of every moment, because before you know it, you’ll be the one giving advice to the next class of freshmen.

Tri-County: Last Hoorah for ASR Class of '25

By Chloe Kohl

As the school year for seniors begins to close, students in the Authentic Science Research (ASR) program also face their final days as high school research students. The last competition of the year is the infamous virtual Tri-County Science & Technology Fair. For this competition, students must submit a video of their presentation, a copy of their poster, along with a multitude of essay questions that students receive only mere days before the deadline. Despite the seemingly overwhelming amount of preparation involved, Byram Hills ASR once again had a great performance!

Awards were announced through a YouTube livestream on the morning of Saturday, April 26th. For students who decided to sleep through the awards, Mrs. Greenwald generously watched herself and even prepared a highlights list for all students who were recognized. Third place awards went to Andrew Levy, Maya Licznerski, and Cooper Lipton; second place to Max Charney, Katherine Dyer, Summer Feng, Ariana Foreman, Aaron Stein, and Adrianna Zawojek; and first place awards to Chloe Kohl, Sebastian Lashmet, and Kayleigh McLaughlin. Our seniors (and impressive junior!) won awards in various categories, ranging from experimental psychology to earth/space science and even math/computer science!

Beyond the traditional placement, two ASR students received some of the highest scores in the fair, giving them the opportunity to present at the New York State Science Congress in June. Andrew Levy, who won third place in medicine for his cancer research, is an alternate for this competition. Sebastian Lashmet, who won first place in math/computer science, was selected as one of four students to compete upstate in June. Sebastian will travel to Syracuse, where he will present his study, which consisted of coding a computer program that could teach itself card games. The ASR community has no doubt that he will continue to crush his presentation upstate!

After an exciting year of hard work and competitions, seniors feel bittersweet about ending their careers as ASR students. Addison Rappaport explains that “ASR has truly felt like a family.” Senior Arjun Nair feels similarly, reflecting that he’s “grateful for the wonderful teachers,” citing that the program has taught him “critical skills ranging from simple interactions to complex presentational skills.”

As an ASR senior myself, I am also a bit sad to see my journey come to an end. This week, I will have my last “sad circle,” a tradition in which classes say farewell to their seniors by sitting in a circle and answering both silly and thought-provoking questions, a way to reflect on the year and share memories with classmates. In addition to being a member of the ASR community, I am also honored to have been able to write about the amazing research done by so many of my talented peers. Though my time as an ASR journalist may be over, I hope another writer will pick up where I leave off. To underclassmen who are passionate about science, I officially pass you the baton.

ASR Students Take on WESEF: 2025 Edition

By Chloe Kohl

Byram’s new library premiered just in time for the Authentic Science Research (ASR) program’s annual senior showcase. Here, seniors (and some exceptional juniors!) had the opportunity to present their research to the Byram Hills community in preparation for the Westchester Science and Engineering Fair (WESEF) on Saturday, March 15th. On behalf of the seniors in ASR, I express our gratitude to all of those who stopped by to listen to some of our poster presentations.

After weeks of intense preparation (and some struggles setting up posters…hopefully that wasn’t just me!), the WESEF competitors made their way down to Somers Middle and High School to share their work with the judges. Categories spanned all fields of science, ranging from behavior, computer science, medicine and health, and neuroscience, to name a few. Senior Jordyn Wolf explains “It was a great learning experience. I liked meeting new people and seeing a lot of different presentations. It was fun to interact with people I never would have met otherwise.” Senior Gabe Goldman also commented on his time at WESEF: “Although a mentally (and sometimes physically) grueling day, WESEF is one of the most rewarding experiences of my high school career, really putting the bow on my 3-year research journey. I think it is so amazing to see the broad range of research topics that other students focused on.” Though a competition, ASR students never lose sight of the true rewards of research, one being the opportunity to connect with all of the other young scientists throughout Westchester. Rumor has it that there may have been some WESEF romances in the making!

Following the judging, 22 Byram Hills students were recognized for their research and invited to attend the WESEF award ceremony on Thursday, March 20th. To start off the night, Julia Mahairas won the American Psychological Association Award for her work with concussions and neurocognitive function. Cooper Lipton won the Ricoh Sustainable Development Award, Katherine Dyer received the United States Air Force Award, and both Owen Jacobs and Andrew Levy won $25 for the Innovations in Biological Science Research Award. Byram Hills racked up more prizes when Angelina Nie and Aaron Stein each won $50 for the BASF Expanding Knowledge in Science Award and the Visionary Engineering Award, respectively.

As the night came to a close, 16 students placed, receiving “Best in Category” awards. Gabriel Goldman, Chloe Kohl, Kayleigh McLaughlin, and Addison Rappaport earned fourth place; Devyn Eder, Summer Fang, Ariana Foreman, Sebastian Lashmet, Jordyn Wolf, and Adrianna Zawojek came in third place; Lindsey Coady and Hailey Sirikin were our second place winners; and Max Charney, Keira Eckhardt, Ella Saltstein, and Aaron Stein took home first place medals!

Each year, the top 20 overall scoring students are selected to compete at the prestigious International Science and Engineering Fair (ISEF), which will be held in Columbus, Ohio this May. Our very own Ella Saltstein earned a spot at ISEF where she will present her research regarding hydrocephalus -- a condition where there is excess liquid in the brain -- and compete for even more prizes. We wish Ella the best of luck at ISEF and know that she will continue to crush her presentations!

WESEF marks the beginning of the end of Science Research for ASR seniors. Reflecting on her time in ASR, senior Addison Rappaport explains that she “loves ASR due to the amazing friends and teachers,” commenting that the “science research community truly does feel like a family.” Senior Aaron Stein feels similarly, stating that “WESEF was a satisfying conclusion to a long three-year journey.” As a science research senior myself, I would agree that having the opportunity to share my work, in addition to learning from so many of my peers, was the absolute best conclusion to ASR I could have asked for.

ASR Students Win Big

By Chloe Kohl

In the world of the Authentic Science Research (ASR) program at Byram Hills, it has definitely been an exciting few months! Regeneron, Neuroscience Research Prize, and a finalist at the Junior Science and Humanities Symposium?! The ASR seniors have been crushing their PowerPoints, posters, and papers.

In early January, Byram Hills added yet another Regeneron semifinalist to the books when Andrew Levy was recognized for his research regarding head and neck cancer. Regeneron STS is a prestigious research competition for high school seniors throughout the nation. Competitors must submit a 20-page research paper in addition to an extensive application consisting of numerous essays. Andrew reflects that “It’s nice to know that my work was meaningful,” hoping to “continue my research next year in college and make a difference in the scientific community.” Out of over 2000 applicants, Andrew was selected as one of 300 top scholars. Byram Hills proudly boasts 137 semifinalists and 22 finalists in this prestigious competition.

The excitement continued when Ella Saltstein was recognized for her work with the glymphatic system. Ella not only won the Bhuwan Garg High School Neuroscience Research Prize but was also awarded $1,000 and an invitation to present at the 2025 Child Neurology Society Annual Meeting this October.

Last but not least, five ASR students were selected to compete at the New York Upstate Junior Science and Humanities Symposium. Seniors Sebastian Lashmet, Andrew Levy, Cooper Lipton, and Addison Rappaport, along with junior Lindsay Coady, traveled to Rochester to present their research. Sebastian Lashmet, who created a computer program that could teach itself card games, was awarded 5th place and will be traveling to the National Junior Science and Humanities Symposium in Virginia this April! Sebastian “loved going to JSHS,” reflecting that “It was fun to meet students who shared the same passion for research as myself.”

Even after all of these competitions, the grind never ends for an ASR student. ASR seniors are now perfecting their posters for the Westchester Science and Engineering Fair (WESEF) this March, hosted at Somers High School. If you are interested in learning more about student research at Byram Hills, feel free to attend the senior showcase on March 13th! If hearing incredible research isn’t reason enough, you may even convince your teachers to let you miss a bit of class.

Ode to ASR: Thoughts and Reflections as a Senior

By Chloe Kohl

I have been writing about our Authentic Science Research (ASR) program since my sophomore year, and it’s truly a different experience as a senior. As a sophomore and junior, I watched in awe as seniors presented their incredible studies, explaining difficult scientific concepts and using jargon I had never heard. It was hard to believe that I would one day be in their shoes.

Alas, it is now January of my senior year, and I have submitted to the Regeneron Science Talent Search (STS), along with the rest of my ASR classmates. I can attest from my own experience that writing a 20-page research paper truly is a grueling process, a sentiment that resonates with some other ASR seniors. Senior Aaron Stein, who performed a study relating to the efficacy of tennis racquets, explains that “It sucked writing the paper, but felt good to be done.” Regeneron STS typically receives about 2,000 applications from seniors across the country. In early January, 300 students will be selected as Top Scholars (semifinalists), in which 40 will be granted the “Finalist” title.

Though the editing process was taxing, there is no better feeling than submitting your paper and reflecting on all of the hard work that has led to this culminating moment. We joined as mere sophomores, with only a faint idea of a topic to study. We later read dozens of journal articles, wrote our 50-page review guides, and eventually began our own independent research. Students traveled to labs throughout the country (and some internationally!) while others performed novel projects simply from their bedrooms. Senior Jordyn Wolf, who studied mitochondrial disease, explains that being at the lab “was a really amazing experience. I loved meeting new people and having the opportunity to perform hands-on laboratory experiments.”

Beyond Regeneron, ASR seniors have also been able to present at conferences to share their work with the greater scientific community. For example, Senior Andrew Levy presented his project at a conference for cancer research in California, reflecting that “It was great to be among experts in the field and be able to interact with them. They asked questions, and I was actually able to answer them, which was incredible.” A few other ASR students presented at the International Young Researchers’ Conference in New York City with similar reflections. Senior Bella Pantusa, who studied a type of cancer known as mesothelioma, explains that she “loved having the opportunity to share my work and practice public speaking.”

Though the competitions and presentations are great, the best part of ASR is truly the community. I am so grateful to the ASR teachers—Mrs. Greenwald, Dr. Matthew, Mrs. Salomone, and Mrs. Santini—for all of their dedication to our studies. I know for certain that I never would have been able to complete my project without their support. I would also like to extend my gratitude to my classmates - whether it be reviewing project titles, trying to cut abstracts to an insanely short character limit, or even helping to pick out PowerPoint themes, I love the collaboration that ASR promotes. Period 7, 2023, Period 6, 2024, and now Period 1, 2025 will always be remembered.

Run to Room 317!

By Ocean Lee

Everybody’s raving about the cookies that leave a delectable aroma throughout the hallways. That’s right - people are lining up by Room 317 to buy new cookies every Friday! As a weekly tradition, different varieties of cookies are baked and advertised around the school on posters. Whether it’s between classes or during lunch, you can always tell when the cookies have been freshly baked by the sight of crowded people or the lingering sweet smell of vanilla.

Each week, the type of cookie is switched up to keep customers satisfied and engaged. Previous options include M&M, oreo, and chocolate chip. Rumor has it that countless more are to come. Regardless of the flavor, every customer leaves happy with a tasty treat to share with their friends. Evidently, Maeve Rippy shares, “these cookies are so good! Definitely coming back for more!”

Posters are hung up around the school, designed to capture your interest with realistic and mouthwatering pictures of the cookies made that week, with prices included on the posters. These posters prepare you for the anticipated cookies finally available to you at the end of the week.

To thank the loyal customers, when you buy your first cookie, you are offered a free loyalty card. With this card, for every eight cookies you buy, you have the chance to receive one free cookie. This way, supporters are rewarded for their constant return and are encouraged to continue coming back.

Cookie sales are absolutely skyrocketing, and for a great cause! Each cookie funds a life-changing journey to the amazing Disney World! When you buy a cookie to fulfill your cravings, do so feeling great about where your money is going. Everyone wins! Now, follow the trail of warm sugar all the way to Room 317!

The Power of Responsible AI Use

By Chloe Wolf

In today’s advanced academic world, students are constantly seeking new ways to enhance their learning experience and improve their work. We are living in a pivotal moment in history, as one of the first generations to have access to ChatGPT, a powerful AI tool designed to assist with everything from homework to brainstorming ideas. While we often hear warnings in school about the potential risks of using ChatGPT and how it might impact our integrity, it’s important to also consider how it can help us grow as students. Although this powerful AI is slowly being integrated into different classes, we should be taking full advantage of its capabilities.

When it comes to English classes, ChatGPT is often viewed as a threat, raising concerns that students might rely on the AI to complete their work. This fear can lead students to shy away from using AI tools altogether. However, there are many ways ChatGPT can actually enhance students’ writing skills without doing the work. It can be used to edit grammar and improve writing by pointing out areas that need work. It can also help with outlining essays, enabling students to create more organized pieces. In terms of reading, ChatGPT can generate customized quizzes to help students prepare for reading assessments and work through areas they find challenging.

In nearly every other class, ChatGPT can help students study and better understand the material. By simply typing in the subject and unit you’re working on, ChatGPT can create a study guide, including key questions and terms for students to review. Whether you’re in a math class and need help working through problems, or in history class struggling to understand timelines, ChatGPT can be a valuable tool to support your learning.

While ChatGPT raises concerns about academic integrity, it’s important to recognize the value it offers when used responsibly. This tool can support students in refining their writing, creating study guides, and understanding challenging material. However, it’s important to remember that ChatGPT doesn’t replace actual learning. Instead, it’s a resource to enhance students’ writing and understanding rather than a shortcut. True learning comes from engaging with the material, thinking critically, and putting in the work. By using ChatGPT as a supplement to your studies, you can develop stronger skills and become a more independent learner, all while maintaining academic integrity.

Mamma Mia: A Recap of the Varley Players' Spectacular Performance

By Eliza Zeltner

The Varley Players have been a vital element of the Byram Hills community for years. They have produced countless productions that have amazed their audiences time and time again. However, this year’s production of Mamma Mia stands out. Through the play’s vibrant sets and colors, fun songs and dances, and overall uplifting spirit, Mamma Mia has cemented itself as a Varley Players hit.

There have been numerous audience members who have the same reviews as me. For example, Chloe Kohl (11), shares, “I was super impressed with the whole performance! The cast was extremely talented, and I loved all of the songs.” Moreover, Addy Rappaport (11), says, “It was great! The cast was amazing! Everyone was super talented and accomplished! Best show at Byram yet!”

But don’t be fooled…creating this spectacular musical was not easy. The cast spent countless hours rehearsing each number and the crew worked tirelessly to construct the eye-catching sets. For example, Senior Morgan Hecht, who played the lead Sophie, shares, “the rehearsals could be very long and tiring; however, it was all worth it in the end. This was one of my favorite musicals that I have ever performed in, and was a great way to end my time with the Varley Players.” Additionally, Senior Kiki Gavriil, who was ensemble leader explains, “everyone worked so hard preparing for the performance, and it came out better than I could have imagined. I’m so grateful for my time as a Varley player.”

Evidently, Mamma Mia was a hit. It was a great experience for the audience members, but also for the performers and crew members who put so much time and effort into creating an amazing show. I look forward to seeing future Varley Players’ performances!

ASR Seniors Take on WESEF

By Chloe Kohl

The Byram Hills Authentic Science Research Program (ASR) is infamous for late nights and long papers (50-page review guide ring a bell?). Despite the work, every ASR student can also cite the many parties and celebrations that the community takes part in every year. The class truly lives by the cliché “work hard, play hard,” a line that especially holds true for our ASR seniors. After three years of hard work spent learning about a topic of their choice, seniors performed their own studies this past summer, later writing papers, posters, and PowerPoint presentations to submit their work to numerous competitions.

In late February and early March, ASR seniors spent hours perfecting their posters in preparation for the Westchester Science and Engineering Fair (WESEF). Though a competition at heart, the ASR community was nothing short of collaborative, with many students helping one another by pointing out spelling errors in posters or giving feedback on presentations. Junior Arjun Nair feels that it “was fun to watch the seniors prepare, especially Lucas, Jack, and Jon.” He further reflects that he is “looking forward to being in this position next year.” The collaborative nature is not only unique to Byram Hills but also carried over to the fair itself. Jack Canter explains that the “most amazing part was meeting kids with similar interests. Everyone was very supportive and collaborative.”

On Saturday, March 16, 27 seniors and 3 juniors made their way down to Somers High School/Middle School for a long day of intense judging. Over 700 students participated in the fair, a record high. Though the competition was fierce, Byram Hills prevailed with a whopping 21 students earning recognition (and money!) in honor of their hard work. First place awards went to Kiki Gavriil and Grace Lin; second place awards to Ayaka Ammon, Jack Canter, Ben Curley, Jake Fenster, Ben Levy, Zachary Pero, and Adrianna Zawojek; third place awards to Abigail Cushman and Jake Santos; and 4th place awards to John Cavada, Zachary Goldman, and Joseph Palackal. Lauren Lombardi and Romy Schweitzer were awarded honorable mentions, and special awards went to Lily Anchin, Connor Boekel, John Cavada, Nicolette DiSano, Grace Lin, Jon Manowitz, Daniel Ndocaj, and Adrianna Zawojek. In addition to second place, Zachary Pero also earned the Grand Prize, an award only given to the top-20 scoring projects. Zachary will now have the opportunity to compete at the International Science and Engineering Fair (ISEF) in Los Angeles this May.

While there is no denying that awards are a fun part of the ASR experience, it is ultimately important to remember that all research is an amazing accomplishment whether or not the project is recognized by a formal award. All of the ASR seniors (and 3 impressive juniors!) should be proud of their spectacular work – it’s not every day that anyone, let alone a high school student, can claim to have discovered something unknown to anyone else, a sentiment that resonates with many ASR students. John Cavada explains that WESEF was “a really great experience that required a lot of hard work and sacrifices. At the end of the day, it was all about the scientific achievement of conducting a study that will prepare me for my future in STEM.” As a junior in ASR, the seniors’ hard work and dedication continue to inspire me every day, and I would like to congratulate all of the seniors on their research and unwavering perseverance.

The Excitement of Italian American Heritage Month

By Lilly Alonzo

“October is Italian American heritage month!” At the start of October, each Italian class was greeted with this cheery phrase on the promethean board when we walked into class. From there,we were rushed into doing different activities to spread the spirit around the school and learn more about Italian-American people and their culture.

In Ms. Latzetti’s Italian 3 classes, we had a project where we had to research a Famous Italian-American or Italian person. Many students were surprised that so many famous celebrities are actually Italian. Everyone made presentations where we talked about where in Italy the person is from, their accomplishments, and interesting facts about them. We presented this slide to the class in Italian, teaching others about the legacies of different Italian people in American culture. If you want to take a look, these slides are printed out and hung out on a bulletin board in the 100s hallway.

The second and most exciting part of October for the entire school was the pizzelles. Italian students were given recipes for pizzelle batter in Italian and encouraged to make some batter at home and bring it to school to make into pizzelles during class. In case you didn’t know, pizzelle are a type of cross-breed between a cookie and a waffle. They have thicker batter, more similar to cookie batter which causes it to be crunchy when cooked. However, they are cooked in a special waffle Iron type of appliance with a fancy design. We got into small groups in class and made them, with a rotating group of people in the center of class who dusted them with powdered sugar and packaged the pizzelles in sets of two with a tiny American and Italian flag. We all left the classroom with smiles and covered in powdered sugar. They were given out at lunch the next day and were a huge success, the cafeteria was swamped and they were gone within minutes!

Get To Know Assistant Principle Ms. Jenn Spirelli

By Evan McCauley

You may have spotted Ms. Sprielli in the hallway or heard her voice over the loudspeaker, yet you haven’t had the chance to introduce yourself. It turns out that you may have a lot in common with Ms. Spirelli! She loves to go scuba diving, biking, and hiking. She also loves doing coral reef restoration! She has traveled all over the world for scuba diving and coral reef restoration. She has traveled to places such as the Galapagos Islands, Ecuador, Thailand, and Belize. Ms. Spirelli also has a daughter, son, and two Boxers that each weigh close to eighty pounds!

Ms. Spirelli comes from a family of educators. Her husband is a teacher, and her twin brother is a college professor. Prior to her role as our assistant principal, Ms. Spirelli was a middle school and high school science teacher. She taught biology, forensics, anatomy, and genetics! She gathered many skills from her time as science teacher that prepared her for the important role of assistant pirncipal. These skills include scheduling, staying organized, and staying objective

Although her time at Byram Hills has been short, Ms. Spirelli is honored to be here. She is honored to be here because of the “passion that the school district has and the students’ hard work in their academics.” She believes that Byram Hills is passionate because students are passionate about learning and teachers are passionate about teaching. To her, everybody “shows passion for what they do in their role.” Besides learning, students at Byram Hills are also passionate about sports, dance, music, etc.

As our assistant principal, Ms. Spirelli is focused on helping students reach their full potential. She enjoys getting to know students and helping them develop into leaders. She believes that it is a “privilege to be a part of student’s lives” and to help them through high school.

In the end, Ms. Spirelli is dedicated to making Byram Hills the best learning community it can be. This ongoing year, Ms. Spirelli has put an emphasis on being a great listener, learner, and supporter in order to best serve the students and faculty. She appreciates that the community’s investment in learning allows Byram Hills to be what it is today. Ms. Spirelli’s dedication to helping students succeed is meritorious, and we are very fortunate to have her as our assistant principal. She is always open for students to come by and say hello.

StartUp Students: The Future of Entrepreneurship

By Gabe Goldman

In the beginning of the 2022-2023 school year, Byram Hills High School launched their “StartUp” program. StartUp empowers students to conceptualize, develop, and refine their own product with the aim of securing investment funds during a culminating pitch event.

Students that join StartUp work with real business professionals and entrepreneurs to help curate and develop student-created products. Students learn essential entrepreneurial skills and will leave the program with “a completed Business Model Canvas, competitive analysis, financial model, minimum viable product, pitch deck, future communications plan, and future funding plan” (FOCUS).

I interviewed 2 different Juniors in the StartUp program who are in the first year of the program: Jake Rosenberg and Sage Auster.

Gabe: What prompted you to take StartUp as a Junior?

Jake: “Well, I was very interested in the program as we were introduced to what the class entailed. I am very interested in pursuing business and/or entrepreneurship in my future and I believed the class was a good entry point to help me learn about the ways of entrepreneurship.”

Sage: “I was intrigued by the StartUp program because of how unique it sounded, as well as my interest in learning about business. I had gotten a recommendation for it from friends and had heard that it was a class where you get to be very creative and collaborate with your peers. Within the first week of class, I already felt good about my decision to take the class and would recommend it to any sophomores interested in business and entrepreneurship.”

Gabe: What is the product that you are trying to patent? What was your inspiration for this product?

Jake: “The product I am trying to patent is a roofing product that has fans and heat lamps powered by solar panels. These solar powered fans and heat lamps will cover bleachers at a high school, college, or town stadium. Our inspiration for this product stems from the realization that fans play a huge role in the success of teams in all sports, and a bad fan experience can contribute to bad team performance. When it is variable weather or extremely hot, fans are less inclined to support their teams, so the implementation of our product is crucial.”

Sage: “The product that my group and I are trying to create is a keychain jewelry holder for female athletes. The product’s purpose is to prevent female athletes from losing jewelry due to having nowhere to put it during practices/games, and also to prevent their jewelry from getting tangled. Our inspiration for this product was personal experience from all 3 members of the group, as well as validation from many of our friends and teammates that they too have this issue and are searching for a solution.”

Sage and Jake, though in the same program, are looking to create products that combat two completely different problems in the same realm: sports. In the StartUp program, students are matched with a professional in the business/finance industry who is there to guide and support them along their entrepreneurial journey. I asked Sage and Jake about their mentors:

Gabe: Who is your mentor and how have they helped you throughout this process?

Jake: My Mentor’s name is Kevin Rosenzsweig and he has been a big help in developing our product. We’re all 16 year old kids and his knowledge and experience in business help give perspective on the intricacies of entrepreneurship. He’s a great guy to have on our team.

Sage: Our mentor’s name is Rodric Rabbah. Rodric has been extensively involved and helpful to us during this process. Upon meeting Rodric, he immediately understood our idea and although he doesn’t have personal experience, he can relate this issue because his son never has anywhere to put his chain during basketball games. We email back and forth with Rodric, sharing ideas and thoughts, and he comes in about once a month so we can meet in person and make more progress on our product. Rodric gave us an idea to develop a model made of something as simple as paper, which we did, and gave us resources we can use to bring this model to life using a 3D printer.

Both Jake and Sage spoke very highly of the StartUp program and feel very connected to their product and its development. The Byram Hills community as a whole seems to think that this program is a great step towards creating future entrepreneurs and leaders. I am glad that I could hear the perspective of two students working on completely different products in this program, as I developed a newfound interest in their work and the program as a whole. Based on their feelings, I believe they would recommend the StartUp program to any sophomore who is interested in business and entrepreneurship.

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