As warmer weather comes up and winter fades away, Spring Break arrives just when we need it most. By mid-semester, everyone is tired and burnt out and just ready to take a break. Spring break gives us a chance to step away from the stress of school, sports, and clubs and just have time to relax, enjoy spending time with people we care about, and hang out with our friends and family. Whether you go somewhere warm to tan and defrost from the winter weather or disconnect from the internet and go hiking or take a camping trip, spring break is the perfect opportunity to go somewhere, recharge, and make tons of new memories.

Spring break is not just about the destination, though; it's about the feeling. It gives us time to be with the people we care about, and it's a chance to take a road trip, a family getaway, or even a stay-at-home break and just sleep and stay up late watching movies, no matter how you spend it. This break gives us time to enjoy life and breathe without school.

Most importantly, spring break reminds us it's okay to pause. We spend so much time stressing about grades, sports, clubs, and everything else that we forget how much we need rest. So with all that in mind… what are you doing for spring break?

Peeps are the creation of the R.E. Rodda Candy Company in Lancaster, PA. They began shaping the marshmallows in 1948. In 1953, the company was bought by Just Born Confections of Bethlehem, PA.

The owner's son, Bob Born, liked the concept of the marshmallow treat, but the process needed to be redone. He developed a mechanism to speed the process from 12 hours to 6 minutes. They immediately began distribution of the candy nationwide, as well as in Canada. The product is made out of simple sugar, corn syrup, gelatin, food dyes, and sugar. They mix the sugar, corn syrup, and gelatin until it becomes whipped with air to create a light marshmallow texture. Next, they are placed onto a conveyor belt to make their iconic chick or bunny shape. Then, carnauba wax eyes are sprayed onto all of the Peeps.

The owner, Sam Born, placed a sign in his window saying “Just Born,” referring to his Easter chick called “Peep.” It was a hit, and Just Born is now the largest marshmallow manufacturer in the world. While originally an Easter treat, they began making other seasonal shapes in 1960. The marshmallow Peeps “bunny” was officially created 20 years later.

Dean Mathews was good at making friends.

He played basketball and football. Made people laugh. Talked whenever he could. He just had that natural ability to bond with people that most kids did.

But now, in the guidance office, Dean didn’t feel so sure about that.

Someone knocked softly on the door. The principal, Mr. Riccs, stepped inside with a student Dean had never seen before.

The boy avoided Dean’s gaze.

“Dean,” said Mrs. Lawrence, the counselor, “this is Tucker Alder. He’s new here. I think you’re perfect to show him around.”

Why me? Dean wanted to ask. He wasn’t exactly the type to hang around new kids.

Principal Riccs seemed to read his thoughts. “You’re an outgoing young man, Dean. I see how you make people feel at ease, even when you don’t realize it. Tucker just moved here and could really use a friend. Isn’t that right?”

Tucker said nothing; he just gave a nod.

Geez, he’s quiet, thought Dean.

“He’ll be in a couple of your classes,” continued the principal. He handed Tucker a schedule. “You’re in 5th-period physics together…which is about to start.” He gave the boys a warm smile. “Mrs. Lawrence will take care of the rest. Have a good day, boys!”

He left with a gentle close of the door, leaving Dean with this boy he didn’t know and thoughts he couldn’t untangle.

Mrs. Lawrence smiled. “I think you two are going to be great friends,” she said.

Tucker still wasn’t looking at Dean.

If you say so, Mrs. L…

As Tucker waited in the hall, Mrs. Lawrence had pulled Dean aside.

“One more thing, Dean,” she’d said. “Tucker is autistic. That doesn’t mean he’s dumb or weird. It just means he needs a little extra help making friends. I know you’re the perfect person to make him feel more comfortable.”

As they walked down the hall, though, Dean wasn’t so sure. He’d never been around an autistic person before. And besides, they seemed too different. Dean was outgoing, but Tucker seemed reserved.

“So,” Dean said, trying not to sound awkward, “where’d you move here from?”

Tucker didn’t respond. I guess he doesn’t do small talk, Dean thought. But he wasn’t annoyed. He’d read somewhere that autistic people struggled with conversations, body language, and eye contact. Maybe that’s why he hadn’t looked at Dean yet…

“That is inaccurate,” came a voice from behind him.

Dean turned around. Tucker had stopped a few strides behind. He was looking intently at a poster of constellations on the door to the science lab. Dean stepped closer. Tucker didn’t look at him, but he continued to speak.

“That’s Orion,” Tucker said, pointing at a cluster of stars. “It is one of the forty-eight constellations discovered by second-century astronomer Ptolemy, and one of the eighty-eight recognized constellations by modern astronomers. It is named for the hunter Orion in Greek mythology.”

He frowned a little, his face tight with concentration. “However, the scaling on this poster is inaccurate. Orion is depicted in the wrong hemisphere.”

“Huh. That’s cool, Tucker,” Dean said slowly. He knew nothing about astronomy, but Tucker seemed invested in it. Dean noticed the way he stared at the poster with interest—and then like it had personally offended him with the inaccuracy.

A laugh slipped from Dean’s lips before he could stop it.

“People laugh when something is funny,” Tucker said. His voice wasn’t offended or unkind. It sounded like he was reciting it, like he’d read it somewhere. “Did I do something funny?”

Dean gave him a grin. “No, I just think it’s neat you know so much about space. I’m happy you’re happy.” And he meant it.

“Oh,” Tucker said with a nod. Then, after a beat, “The Orion Nebula is a stellar nursery responsible for the birth of nearly seven hundred stars…”

Tucker went on, seeming brighter now, more at ease, Dean noticed. He never talked with the passion Tucker did. Never with the ability to recall everything, to speak forever out of genuine enjoyment. He found it nice, honestly. A tiny bit amusing. But nice.

Talking about space made Tucker look less like he was bracing for something awful. That made it good in Dean’s eyes.

Physics was one of the subjects Dean wasn’t the best at. He really tried to pay attention, but the problems on today’s worksheet had his mind tangled in knots.

That wasn’t a problem for Tucker. He hadn’t said a word in class, but he didn’t seem to need to. He’d diligently completed the worksheet and was already working on the homework. Dean wondered if Tucker would be open to helping him. He seemed to love physics. But how would he react to being asked? Dean didn’t want to do anything wrong.

But he remembered how Tucker had talked to him about space, how he seemed to be getting more relaxed around him. Dean supposed a simple request would be okay.

He quietly took his worksheet to the empty desk beside Tucker and sat down, careful to give him space. “Hey, Tucker…”

Tucker didn’t look up.

Dean tried again, a bit louder. “Tucker?”

Still nothing.

Tentatively, Dean reached out and lightly touched Tucker’s shoulder.

Tucker bolted up straight like he’d been shocked. He turned to Dean, eyes wide in surprise.

Dean, surprised himself, backed out of his chair as calmly as he could manage. “Sorry! Sorry, Tucker. It’s just me.”

Tucker said nothing in reply. Slowly, he lowered himself back into his chair and went back to his paper, his hand trembling slightly. Dean watched his features shift from shock back into concentration.

Dean waited. After another moment, Tucker slid his paper onto Dean’s desk. “All done,” he said. His eyes found Dean’s paper. “That’s the worksheet from earlier. You’re not done.”

It was obvious. But there was no mockery in his voice. Just observation.

Dean gave him a lopsided smile. “Yeah. I wanted to ask you for help…if you want to help me. You seem good at this stuff.”

Tucker nodded. “I can help you,” he said. He read one of Dean’s problems carefully and began talking Dean through it. Tucker didn’t rush him. Didn’t get frustrated when he made a mistake. He just helped him.

When it was done, Dean grinned at him, more grateful than he could say—not just for the help, but the patience—for doing it even after Dean had startled him.

“Thanks, Tucker,” Dean said. “That helped a lot. And…I’m sorry for touching you. I’ll wait next time.”

“You did wait,” Tucker replied. He looked at Dean’s paper. “I like physics. It makes sense.”

Dean smiled. “You’re good at it.”

“People don’t always make sense,” he said, quieter now. “I don’t like being touched.”

“That’s okay,” Dean said sincerely. Tucker had a point there. “What else don’t you like?”

By the time lunchtime rolled around, Dean knew Tucker didn’t like crazy music and English class. That he felt unsteady when lights were too bright or sounds were too loud or when he didn’t understand what people said.

“Someone called me slow in English,” Tucker told Dean as they walked to the cafeteria. He seemed slightly puzzled. “I wasn’t walking slowly. I was walking at a normal pace.”

After a moment, he added, “I wish I knew why people say what they do.”

“Me too,” Dean agreed, feeling bad for him. “Is that why you don’t like English?”

Tucker paused, thinking. Dean didn’t rush him.

“English class is for words. I’m not good with words. They’re hard. One sentence we read said break a leg. That’s dangerous. Why would someone say that? Or when someone says It’s fine, and then it turns out it isn’t. That happens a lot. Why would someone lie like that?”

Dean blinked, startled at his observation. Most kids wouldn’t think anything about that. “I don’t know, man. I wish I did.”

He paused, then said, “Y’know, when someone calls you slow, it means they think you’re stupid. But you’re smarter than half the kids in this school. And don’t let anyone tell you otherwise.”

Tucker nodded. “Okay.” Then he asked, “How did you figure that out?”

No sarcasm like most kids gave. Just wonder.

Dean smiled. “I just know.”

Lunch was Dean’s favorite period of the day. Nothing but laughter and chatter. He never found it uncomfortable and, until today, he thought nobody did.

But when he saw Tucker’s expression shift from nonchalant to anxious as the noise level rose, he thought quickly. Normally he sat with his buddies, but he wasn’t about to leave Tucker alone. And he wasn’t sure Tucker wanted to be introduced to them on his first day.

Dean led him over to a table in the corner, away from the fray. Tucker sat down with a lunchbox. When Dean returned from the lunch line, he was half-eating, half-engrossed in an astronomy book. Dean smiled and joined him.

Tucker didn’t speak much, and Dean didn’t make him. Around them, other students talked and laughed at videos on their phones. It was nice, Dean thought, to have someone who didn’t force conversation for a change. He realized he liked Tucker whether he spoke or not. He would speak when he was ready.

Suddenly, someone called loudly, “Yo, Mathews!”

Tucker’s head snapped up from his book. Standing there was Jake Daxon, a boy from the baseball team.

“Hey, Jake,” Dean greeted.

“What’re you doing over here?”

“Just sitting with a new friend. This is Tucker Alder. He’s new here.”

Tucker nodded a hello, looking slightly nervous.

Jake blinked in surprise, then he smiled. But not the nice kind of smile.

“Oh yeah,” he snickered. “The slow kid. You’re his…friend?”

Dean stiffened and shot him a look. “Yes, and he’s not slow. You should see him in physics.”

Jake scoffed. “Clearly he doesn’t understand the physics of being a normal human being.”

Kids started staring. Tucker flinched hard at the volume. He whipped out a fidget toy from his hoodie pocket and started working it, hands trembling.

“Get lost, Jake,” Dean snarled.

“Make me.”

Dean wanted to, badly—but that would mean more trouble. Instead, he forced his gaze back to Tucker, whose hands were shaking so badly he couldn’t properly hold his toy. His eyes were glassy, tear-filled, lost. Dean kneeled in front of him.

“Hey. Tucker, it’s Dean.” He kept his voice quiet. Gentle. “Can you hear me?”

A tiny nod.

“Good. Do you want to go to the library? You can tell me more about space.”

Another nod. His eyes were slightly clearer now.

Dean gently put out his hand and waited this time.

After a moment, Tucker took it. This time, he didn’t jump away.

The library was quiet, the perfect place for Tucker to settle. Dean couldn’t imagine how hard it must be for him. Nobody deserved to get picked on, especially for something they couldn’t control.

They sat at a table, Dean on a laptop, Tucker reading his book. Dean had asked if Tucker wanted to talk about what had happened.

Tucker had replied no. Instead, he started talking about Jupiter and its 95 moons.

“What else do you like, Tucker?” Dean asked. “I like astronomy now—the way you talk about it makes it seem interesting. And rock music. And baseball.”

“I like astronomy and physics and math. Also orange juice, but only in bottles. Also John Denver and playing the bass.”

“That’s really cool.” Dean smiled, but it vanished quickly. “I’m sorry about Jake.”

“You didn’t do anything wrong,” Tucker replied. He paused. “Thank you for bringing me here.” His voice was quiet but grateful.

“Of course,” Dean said with a smile.

Tucker’s eyes grew thoughtful. Dean thought he was going to say another space fact.

Instead, Tucker did something he hadn’t done yet—he made eye contact.

“I like you, too, Dean,” he said, his voice soft, uncertain. “I consider you a friend. Did you mean it when you said we were friends?”

The question caught Dean off guard. He thought back to when they’d first met, when, for once, Dean had doubted he would be able to make friends simply because Tucker was different. He doubted Tucker even wanted friends.

Of course he wants friends. That had been quite obvious. But Dean wasn’t as good at observing as Tucker was.

“Of course I did,” Dean replied genuinely. That was obvious too.

No sarcasm. No surprise. Just fact.

Tucker did something else he hadn’t done yet.

He gave Dean a smile.

And Dean smiled back.

The End

Facts about Autism Spectrum Disorder (ASD):

• Autism is among the most common neurodevelopmental disorders. Everyone is likely to meet one person with autism in their lifetime. Moreover, it is extremely fast-growing and has already become more common than childhood cancer, diabetes and AIDS combined.

• Boys are about five times more likely to have autism than girls.

• Autism exists on a spectrum, meaning there are many types of autism and that the disorder affects everyone differently.

• Autism affects all races, nationalities, ethnicities and religions.

• There is currently no cure for autism, and no clear known cause. Contrary to popular belief, Tylenol and other medications do not cause autism. 

• About 10% of people with autism also have another mental disorder. A common pairing is autism and ADHD (Attention Deficit Hyperactivity Disorder).

Autism is often extremely misunderstood, especially in schools. I wanted to use this story as a way to bust several misconceptions regarding autism:

• Autistic people are not savants or brainiacs. Many of them show high levels of intelligence and a higher IQ than neurotypical people or do well with one specific subject, but some see this as an unhealthy obsession or an oddity, which is untrue. Conversely, autistic people are not dumb, either. Some may need assistance in a school environment or struggle with certain subjects, but they can most certainly reach or go beyond the levels of a neurotypical person with patience and practice. Intelligence levels for people with autism will vary because the disorder affects everyone differently.

• Autistic people want friends and can maintain friendships. Almost all autistic people have a deep desire for friendship and display profound loyalty, empathy, kindness and patience, as well as a strong sense of fairness and justice. Autism makes it hard for people to understand the small talk and social cues that come with making and maintaining friendships. Most autistic people struggle with reading body language and keeping eye contact. Moreover, they may also struggle with interpreting the meaning of language, especially figurative language. They may also have a tendency to be blunt, extremely quiet and reserved, or state the obvious. This is not rudeness - it’s just their brain working differently.

• Autistic people do not need constant care. While they may need extra assistance academically and socially, autistic people can absolutely thrive independently by their young adult years with the right support from friends, family, teachers and medical professionals. 

• Autistic people do not have unhealthy obsessions. A common signifier of autism is a very passionate interest in something particular - in Tucker’s case, it’s astronomy. This is often called a “special interest.” Most (but not all) autistic people have one. This can be as vague as Broadway musicals or as specific as the musical Cats. This isn’t unhealthy (and passion like this in particular things is often seen in neurotypical individuals, too, including myself!). It’s simply something they love, and they often use their special interest to stay happy and calm amidst the difficulties that come with autism, such as during sensory overload. Sometimes it can be hard to get them to stop talking about their interest - they commonly “info-dump” about what they love, especially at random. The best thing one can do is be patient and let them talk. 

• Autistic people are not dangerous or babyish.  One of the ways autism affects the brain is making it extra sensitive to stimuli - bright lights, loud noises, strong tastes or smells, etc. As a result, the brain gets overstimulated. This can be frustrating and frightening for an autistic person, causing them to have a meltdown. This isn’t aggression or immaturity - it's the brain getting too much information to process at once. 

• People cannot look autistic. Autism affects the brain and nerves, not physical appearance. 

• Autistic people have emotions.  Autistic people feel the same range of emotions as neurotypical people do. Many autistic people actually feel more strongly than most neurotypical people, in part due to their heightened sensitivity to changes in their environment - they just display their emotions differently. Some autistic people are sadly ashamed of their disorder, which causes them to try and hide how they are feeling.

• “Stimming” is not weird. Autistic people have different ways of signaling their emotions, and are often easily irritated by stimuli like bright lights and loud sounds. When autistic people are excited, frightened, or overwhelmed, they may begin “stimming” or stimulating, in order to process their emotions and direct their focus away from an overwhelming environment. Some autistic people play with fidget toys, while others may flap their hands, hum, or rock back and forth. Though this seems strange, it isn’t, and it isn’t dangerous unless they are stimming in a way that causes physical harm to themselves or others, which is very rare.

• Autism is nothing to be ashamed of. While it causes social and emotional difficulties, people with autism are often extremely loyal, eager to help and care for others, kind, hard-working, empathetic, intelligent, patient and passionate, make wonderful friends and are absolutely capable of living awesome lives. 

Sources:

https://linksaba.com/common-stereotypes-about-autism/

https://autismlearningpartners.com/debunking-autism-stereotypes/

https://www.abtaba.com/blog/autism-myths-stereotypes

https://www.massgeneral.org/children/autism/lurie-center/30-facts-to-know-about-autism-spectrum-disorder

This year, on January 24th, the Hubbard High School Prep Bowl team competed in a rigorous tournament against seventeen other schools and emerged victorious! This tournament—hosted by Lordstown High School and proctored by the TCESC (Trumbull County Educational Service Center)—allowed students in grades 9–12 to showcase their knowledge in various subjects. These subjects are world literature, American literature, fine arts, mathematics, life science, physical science, world history, and American history.

Each match of the tournament consists of three rounds: the category round, the alphabet round, and the lightning round. Four team members are permitted to compete at once during all three rounds. The category round consists of each team being asked two questions. After both questions are answered, a “toss-up” question is asked, and both teams are encouraged to answer this question; whoever answers correctly gains the points.

The alphabet round takes place next. Each team is sent into a separate room and given a sheet consisting of twenty questions. Both teams receive the same questions and are allotted the same amount of time to complete said questions (four minutes).

The lightning round involves both competing teams being asked the same question at the same time; whichever team clicks their buzzer first and provides the correct answer gets the points. If the team that originally answered gets the answer incorrect, the question is then passed to the next team and is worth half of its original value in points.

In the final round of the competition, Hubbard faced Howland in a heated academic battle. Hubbard fell short by a few points in the category round, along with the alphabet round. Tension was high, and victory was at stake, but in the final round, the Hubbard students were hit with a wave of motivation that pushed them to victory. The score was constantly fluctuating throughout the entirety of the round. It seemed that as soon as Hubbard scored a point, Howland had just scored two more.

During the last few questions of the lightning round, Howland’s team began to falter, and Hubbard locked in to secure the win. They answered four more questions correctly. The final score was 55–51. Hubbard won with a 7–0 record and took home a stunning trophy to showcase their scholastic achievement.

Each student on the Hubbard Prep Bowl team excelled in different rounds. Some students only participated in the alphabet or lightning round, but each and every member of the team contributed to the win. This was the first win Hubbard has achieved in a few years. In 2024, Hubbard won second place, and in 2025, Hubbard managed to reach the semi-finals. The 2026 TCESC Prep Bowl competition was an exhilarating experience for all participants. The team is even advancing to a regional competition this month!

There are many annual events that approach with much anticipation during the Hubbard High School year: homecoming, prom, Christmas break, and one other event you may not see on the calendar—STEAM Bingo! STEAM Bingo is seen as a tension-filled atmosphere, especially this year with many students in attendance, with their friends or, in this case, competition surrounding them. With the ten games played came ten lucky winners who had the opportunity to choose from many different prizes of various values. These prizes included everything from gift cards with different monetary values to prom tickets, which are set at $65 for the 2026 dance.

In years past, many of the STEAM (science, technology, engineering, art, mathematics)-centered teachers, like Mrs. Marian, Mrs. McCleery, Mrs. Stamp, and Mr. Moriarty as the announcer, have been “upping” their game as the directors of STEAM Bingo. This includes providing a feature at the concession stand that gives direct delivery of snacks via the STEAM Bingo website. This gave students at Bingo the opportunity to indulge in concession stand refreshments and snacks while also being able to stay focused on the task at hand: winning!

This is one event of the school year that many students look forward to, especially because of the expressed rumors of the intense, yet fun, ambience that comes with the tension-filled games they get to experience while interacting with other classmates outside of school. I asked junior Ace Johnson, an avid STEAM Bingo enthusiast, what he thought about the Spring 2026 STEAM Bingo games.

“Me and my friends love STEAM Bingo so much because it’s a time where all the students get together and they just have fun. Bingo isn't something that you would really consider to be an activity that you do very often, but it’s something that you like to do when the occasion approaches.”

Ace makes a great point that STEAM Bingo especially isn't an event that takes place very often at Hubbard. Given the games are only held twice a year, students like Ace and his friends look forward to this occasion as it approaches.

In summary, the 2026 Spring STEAM Bingo was another success. After many years of trial runs, the teachers who run the event have mastered the art of Bingo. With their overall experience, the students of Hubbard High School have an optimal experience of these intense, humorous, and memorable Bingo games that, for some students, are their last games of their high school career, and for others, their very first. Generally, STEAM Bingo that Hubbard hosts is an enjoyable occasion that many students look forward to with anticipation and excitement as the school year progresses.

The Nest Cafe Is Back, Eagles!
Get excited and grab a coffee because, trust me, you’ll need it.

The Nest Menu Is the Best Menu
The Eagles have put together a diverse menu with widespread options, offering a variety of coffees, hot chocolate, and morning muffins. The menu has lots of different toppings and syrups for students to customize their coffees. The syrups include caramel, toasted marshmallow, vanilla, and sugar-free vanilla for people who don’t like a lot of sugar. Now the toppings are even more delicious, ranging from marshmallows to Hershey’s caramel and chocolate drizzles, cinnamon, and whipped cream. Lastly, the muffins: banana nut, blueberry, and chocolate chip. This menu is certainly scrumptious.

ASL Cafe
On March 11, the ASL class took over the cafe. Each customer had to either order in sign language or write their order on paper. One of the ASL 3 students explained how fun it was and that many people tried to order in sign language. A lot of learning was going on as well. Some ASL students helped customers order in sign language while others worked the cafe. The students working the cafe wore earplugs so people could get a real understanding of the deaf community.

Eagles Ratings
The students and teachers have spoken. Let’s hear from the students first. Brooke Keller got an iced vanilla coffee, and here’s her review: “I went on ASL Day. I wasn’t able to communicate a lot with everyone thoroughly, but they all were nice. The coffee tasted much like a cafe, but it could be better. The cafe was very aesthetic, even the coffee. They better never get rid of it because I now love Wednesday mornings.” Looks like Brooke liked it.

Now for the teachers’ reviews. Mrs. I. Piz got an iced coffee with chocolate syrup and whipped cream. This is what she said about it: “It was really good, but I’m more of an espresso person, so it could be a little stronger.” Maybe they should add espresso for Mrs. I. Piz.

Anyways, the cafe is open, so go start your morning right.