At Woodrow Wilson High School, seniors take part in a long-standing tradition of painting their very own parking spots. Each space is custom and personal, reflecting the individuality of every student. To this day, the tradition remains strong.

Senior Brody Hernandez painted his spot as the Death Star from Star Wars. He said he was inspired by his favorite series.“I grew up with Star Wars, and it is finally something I get to express,” Hernandez said.Hernandez added that the project was rewarding but challenging, taking about 48 hours to complete.

Another senior, Elle Schaefer, painted her spot as an homage to family, friends and community. She included personal handprints and invited others to participate.“I came up with it freshman year,” Schaefer said. “High school is a stressful time for everyone. I wouldn’t have gotten through it without my people.”Her project took about 24 hours to finish.

Senior Evelyn Henry, a twirler for Woodrow’s team, used her space to honor her sport. She painted the logo of her twirling team — a baton and rose crossed.“Baton twirling has always been a big part of my life, and I’ve been doing it since I was a child,” Henry said. “Painting our parking spots is such a fun senior tradition.”Henry said her project took about 15 hours.

The parking lot tradition has become a colorful reflection of the senior class. From Star Wars to baton twirling, each design represents a personal story, showcasing the creativity, gratitude and individuality of Woodrow students.

Mr.Field, Woodrow student’s favorite robotics and engineering teacher. Being a successful educator for eight years, you’d assume it’s always been this way. Shockingly, this isn't the case. In fact, Mr.Field never envisioned this future for himself, stating “I wouldn’t have joined robotics in high school, like the majority of kids here.” During his time in school he claimed to be a very poor student. He had no plan for himself, a low grade point average, and failed out of community college his first year. This led him to begin working two full time jobs and struggle just to sustain himself. That was until he eventually got tired of that lifestyle.

He’d decided that he would turn his life around, and return to school. Mr.Field worked tirelessly in community college, before getting admitted to and transferring to the  University of Michigan, where he studied Mechanical Engineering and Industrial Design, now having a path to follow for his future. For the next ten years of his life, he worked as an automotive engineer for a company called Daimler Chrysler. For always having an interest in cars, this job suited him well for a while. That was until he was set to move to Dallas to work on a project that involved vehicles that ran on natural fuels. He enjoyed this for a bit, before he had come to the conclusion that he was tired of the corporate lifestyle.

Volunteering allowed him to learn that he actually had a knack for working with kids and soon the idea of teaching and its benefits began to really appeal to him, stating “The thought of having so much time off and not having to work weekends? That really sold it.” He started working at Bryan Adams and its robotics team for a while, before transferring to Woodrow, where we all know him from now. He claimed, “What really inspired me to begin working here, was because they had no engineering teachers and I wanted to take that place” that Woodrow actually lacked robotics engineering teachers. This inspired him to fill the role, and eventually led him to establishing the robotics team here. Which he has led quite successfully. 

When asked about his favorite part about being a teacher, he claimed “When we see the kids we teach succeed and get into their dream schools and get the scholarships, that is what we live for.” So clearly he’s found this career path to be very rewarding. Mr.Field’s story can serve as inspiration and a testament to how much your life can change when you choose to dedicate yourself to that change. 

Woodrow administration worked together to issue a new school-wide non-transparent water bottle policy on September 2nd. Due to the misuse of non-transparent cups, students are now only allowed to bring clear plastic water bottles. Students are recommended to buy water from the vending machines, and drink out of the campus’ frequently tested water fountains.

This policy was enforced after students were caught sneaking in banned items such as vape pens and cellphones into the Woodrow Wilson building which is against school policy and state law.

Students were informed about this policy via facebook post, and emails. Some students wish that they had gotten informed prior to the morning of. Sophomore Zowie Keijers Koning said ”When I was entering the school, they told me to empty out my water bottle, and turn my water bottle in with a sticky note with my name and id number on it.” Another student thought it unfair that this led them to spend more money on water bottles, “People have to purchase water that's two dollars, leading us to pay for water at the vending machine since we can’t bring our personal water.” said junior Gabrielle Bowens. 

The assistant principal Trenton McColly said the ban had been an idea since the beginning of the school year but was put in place when students took advantage of the water bottles. McColly thinks the ban will  be permanent “I don’t believe there is a chance of removal because it's for the safety of students and staff.” said McColly.

 Even though students are not allowed thermal water bottles, students are allowed to bring thermal lunchboxes and insulated food jars, as long as they aren't breaking any of the school’s rules.

Woodrow Wilson High School is implementing a new electronic hall pass for students with some controversial restrictions. It has already started in some classes, and is starting soon for more!

Freshman Kai Stafford believes the new hallpasses will have a positive impact by improving focus and reducing the time students take to go to the bathroom. Stafford believes that it will give students more time in the classroom,, “It will help kids get to class and have more time to focus and learn.” said Stafford. On the other hand, freshman Jack Charles thinks that the electronic hall passes are not a good improvement to the student body. “I believe that it's not a smart idea because there's that is like thousands of students here and only 20 students can go out at once so impact with you negatively” Charles said. He also believes that the new hallpasses are dumb and they should just go back to the old ones.

In fact, hall monitor Cam believes that the electronic hallpasses are not due to the students actions, but they are due to the teachers letting too many students out of their classroom.  “I'm not even gonna say is the students that's the issue it's really these teachers letting y'all out all at one time” Cam said. Furthermore, he believes that the new passes are working and doing their job of getting students back to class.

In conclusion, the electronic hallpasses are not as big of a problem as people initially thought and actually contribute positively to the learning and restroom use for most students. What do you think about the new passes?

 Homecoming is right around the corner, this is one of the most anticipated times of the year with many people getting to experience this for the first time and people experiencing it again. 10th grader Zoe Murphy felt excited about this year's homecoming, “ I’m excited for this year's hoco and the things leading up to it like the dance, prep rallies, and the theme.” 

This year’s theme is “The Wizard of Oz” and there are some mixed feelings about wether people like the theme or not. 10th grader Shane Weller felt very disappointed about this year's theme, “ We are not in the 1990s so why are we bringing this movie back.”said Weller. insider news from member of the Student Council,Kennedy Garfias,  had some positive things to say about this year's homecoming, “ We heard all the feedback from last year’s homecoming and we want to make it better. This year we are gonna have better prep rallies, better scheduling for all teachers, and a better homecoming dance.”

The Homecoming Festival is October 1st 5:00 pm to 7:00 pm, and the Homecoming Dance is October 4th 8:00 pm to 10:00 pm. Tickets go on sale soon

If you’ve ever seen a student walking through the hallways with a stack of papers, chances are they’re one of Woodrow Wilson High School’s office assistants. These students play a key role in keeping the school running smoothly by delivering papers, escorting students, and helping staff with day-to-day tasks.

Senior Charles Sklarski explained how he contributes in his role.
“I help the staff and administration with everyday tasks, including going to students’ classes to bring them down to the office,” Sklarski said.

He also shared what he enjoys most about the position.
“I feel like I have an important role here at Woodrow, and I also enjoy the free time that comes with it,” he said. “Sometimes I use that time to work on missed assignments or homework. Being an office assistant is very beneficial to the office staff because it takes a large load off their shoulders.”

Junior Xander Smith described his responsibilities more simply.
“I help out the staff that needs help,” Smith said.

Office assistants are an essential part of the school day at Woodrow. Their support ensures teachers, administrators, and staff always have someone ready to lend a hand, making everyone’s job a little smoother.

Backpacks often reveal more than just school supplies, they can reflect personality and what students find most important. A quick look inside a few backpacks shows just how different their priorities can be.

One backpack carried gum, a pencil pouch, a phone pouch, and a perfume. The gum held special importance because it helped ease anxiety during stressful moments. “I need it when I get anxious,” Sophia Torres explained. Despite all this, the items inside weren’t seen as very useful for survival. “All the stuff inside my bag is not useful AT ALL,” they admitted. If they were given a chance, they would add a phone or a device to play music, saying they need music to get through the day.

Another backpack owned by Arin Carmon had a mini sketchbook, a phone pouch, and a copy of Mary Shelley’s Gothic Tales. Together with those items were period pads, which were considered the most important since they are essential for staying prepared in school. “I need to be ready when my period comes, especially in school,” the student said. If they could add one item, it would be magnets to unlock school phone pouches. “Everybody in this school needs their phone,” they insisted. Unlike the first student, this one felt confident about surviving with just the items in their bag. “I have seen a lot of zombie movies and the things in my backpack are useful for me,” they joked.

From stress relief to survival readiness, these backpacks show how students carry not only school supplies, but also pieces of what keeps them company in daily life.

Ever walked into one classroom and thought, “Wow, it’s freezing!” only to step into the next and feel like you’re in a sauna? Many Wildcats have noticed these wild temperature swings and now plan their outfits around them.

“I wear a hoodie or sweatshirt, and if it gets too hot or cold, I just take it off or put it on,” said sophomore Thomas Crowley.

Teachers are adapting, too. “Lately, students have been showing up to class in sweatshirts because it’s so chilly,” said teacher Victor Ortiz. “Plus, getting the temperature adjusted is a real challenge; it can take weeks.”

Assistant Principal Mr. Wood explained why changes take so long. “Adjusting the temperature is a lengthy and careful task that can take up to a few weeks,” he said. “I have to coordinate with higher-ups because the district manages the temperature settings from a central hub.”

With limited control over the thermostat, both students and staff rely on layers—hoodies, sweaters and T-shirts—to handle Woodrow Wilson’s unpredictable classroom climates.

WOODROW WILSON HIGH SCHOOL — The Woodrow Robotics team held an open house Tuesday, Sept. 2, to recruit new members. The meeting took place in room 3005, the school’s engineering lab, and included a presentation for students interested in joining.

“It went well for the kids who showed up, although we would’ve liked to see more,” said Mr. Field, the engineering and robotics teacher. “We had about five members who returned after the open house. Jacob Alfaro and Leora Phillips made a whole presentation and plan.”

Samantha Lozano, a junior on the design team, said the event exceeded expectations. “It went better than expected." said Lozano. 

The robotics team is still accepting students who are interested. The club provides students with hands-on experience in technology and engineering, which can help with college applications, scholarships and building portfolios.

Students interested in joining can attend a meeting or contact Mr. Field in room 3005 for more information.

Recently, students have been noticing the long lines to the microwaves during lunches. This is an issue for many students because of limited time during lunch. It is a significant issue especially during C lunch, where lunch is the most crowded with students. The average line for the microwaves consists of about 5 students, and it takes most of lunch to heat up food. This affects the students negatively because they don’t have enough time to eat their lunch. 

Many students and staff members have complained about this conflict during their break. Carla Angelo and Mr. Hernandez both said that it takes 15 minutes to be able to heat up food. Having to wait in these long microwave lines cuts time off of the time provided for lunch. With having 30 minute lunches, waiting 15 minutes to heat up food in the microwave cuts the time in half.

Now, there are alternatives for people who wait in these long lines, but do people benefit from these alternatives the same amount they benefit from microwaves? Mr. Hernandez has thought of ways to work around this issue , “There is an alternative for teachers to heat up their food, but my classroom is on the third floor and would have to go all the way down to the first floor to heat up my food in the teachers lounge. I could also buy a microwave but that would come out of my personal paycheck”, “ Angelo is also conflicted on how to navigate this issue “I can bring lunch that doesn't require a microwave, but personally I prefer food that is warm and heated up properly.”said Angelo. 

These opinions raise the question of what solutions could be implemented to solve this problem. While there are some options at the school, according to the student’s and teacher’s arguments, there aren’t enough resources to fulfill everyone’s needs.

For many students, the school day doesn’t begin in the classroom—it begins on the bus. Yet, for those who rely on school transportation, delays or issues with buses can sometimes mean arriving late to school and being unfairly marked tardy.

Take student rider Melisha Kimble, for example. She admits that she’s been marked tardy due to bus delays in the past. “Calm, easy and I’m always late so she always waits for me, so I think that’s very nice,” she shared, saying how supportive her bus driver has been. But when the bus is late, the situation isn’t always so stress-free. “When she’s late, I get anxious, I get stressed and like what am I gonna do… but I can ask my parents but they don’t wanna do that.”

Like Melisha, many students describe the feeling of confusion, annoyance, and stress when bus problems interfere with their arrival at school. While not every delay causes anger, the uncertainty can be a burden to students, especially when their attendance records or class time are affected.

For many students, being marked tardy because of a bus problem feels frustrating and unfair. It can create stress, especially if it affects their attendance record or causes them to miss important lessons in class. These situations highlight the importance of clear communication between schools and transportation services to ensure students are not penalized for circumstances they cannot control. 

Listening to students’ experiences with bus transportation is essential for improving school systems. By understanding their challenges and successes, schools can work with transportation departments to create safer, more reliable, and more positive experiences for everyone.

The school bus isn’t just a ride — it’s a part of a student’s educational journey. When schools address bus-related issues with empathy and problem-solving, it helps students arrive at school ready to learn and thrive.