Opinion

To Abraham Lincoln High School’s Administration Team,

For the first time in decades, our school is experiencing a complete change in leadership, with an entirely new administration team. With new leadership comes fresh perspectives, especially to address prevalent issues at the school. Since our founding in 1940, Lincoln’s administration, faculty, teachers, students, and alumni have built a well-rounded culture oriented to the learning, community identity, and student advocacy over the years. These long-lasting systems and traditions ultimately make Lincoln Lincoln. 

We, the people of the “Lincoln Log” come together to celebrate this historic moment. We want Lincoln to continue being the place so many have loved, and the place future students will be proud to inherit.

With the new administration’s arrival, students and staff were optimistic. The initial outreach, encouraging students and teachers to greet each other in the halls and inviting student input, suggested a promising start. Through an open-door policy that encourages multiple perspectives and collaborative leadership style, principal Marisol Arkin’s goal is to lead a trustworthy community with opportunities for everyone. 

Many students were hopeful to hear the willingness to hear students' concerns and encouragement of student advocacy through clubs, leadership, and feedback. Students are calling for improvements in security, counseling, and teaching, all in the hopes of creating a better school.

Anya Golden, senior class Creative Director, recalls an early interaction she had with the principal, saying, “[Ms. Arkin] came up to us [ASB] and introduced herself. She asked for our name and all that stuff.” 

The district has been trying to stop club sports like lacrosse and Dragonboat, which are not considered part of the Lincoln athletics department, from using school resources. The administration intends to help support efforts to continue competing through meetings with lacrosse and Dragonboat, the latter of which is starting negotiations with the California Dragon Boat Association. 

Compared to the past years, there have been far fewer fire alarms which has directly improved the safety and wellbeing of all students, especially those in the special education program.

All of this promises a positive shift, but as the first semester comes to a close, many in our community feel the values that define Lincoln have been slipping. The main concern is not about a single decision or action but a growing sense of miscommunication, lack of transparency, and  loss of Lincoln’s identity.

While we value the administration’s proactivity in addressing long-standing problems, revitalizing school spirit, and improving campus safety, we are concerned that feedback, historical school traditions, and values that have built our school culture are not being fully acknowledged, which in turn hurts the community.

Many teachers entered the school year hopeful, eager to offer suggestions to improve classrooms, culture, and support. Yet, some have become hesitant to share feedback, fearing repercussions.  One staff member, who asked to remain anonymous, admitted that this was one of the most stressful back to school experiences of their career due to the treatment from the administration. Their fear of retaliation has stopped them from speaking more into detail of their experiences. A school cannot improve when its educators feel unheard or intimidated.

Teachers are not the only ones feeling the impact; students, too, are experiencing gaps in communication, from unclear Fall Fest regulations to conflicting instructions about subsidized Homecoming tickets. This results in a pattern of miscommunication and  unclear processes.

Leading up to Fall Fest, clubs were told homemade goods were banned, forcing many to spend extra money on pre-made goods. Hours before, a few students learned the rule had been reversed, leaving most clubs unprepared. 

A second example of miscommunication was between ASB and administration over the distribution of subsidized tickets for Homecoming. In the past, ASB handled selling and informing students how to access subsidized tickets, with administration verifying who was applicable for a subsidized price. This year, ASB was instructed to not be involved, and many assumed administration would handle the entire process. 

Despite this, when eligible students like senior Lina Pierce went to the main office, the administrators seemed unaware of the plan. 

“They kind of started getting an attitude, being kind of annoyed that I was there asking about it,” Pierce said, recalling the administrators assumed ASB was still responsible. 

Although students eventually got tickets, senior Alisa Kryan noted, “I feel like, ultimately, the subsidized tickets ended up being inaccessible.” 

The pattern extends beyond events and into school programs. At the beginning of the school year, administrators were very enthusiastic about the “Lincoln Log,” extending the previous administration's arrangement of paying for three issues per school year. We were excited to see the new leaders of our school eager to help keep one of Lincoln’s oldest traditions alive and thriving. However, we were later informed that this promised cost coverage hadn’t been accounted for in their budget, instead only two of the issues were covered, which left us confused but ultimately frustrated with the conflicting information.

Instances like this erode trust between students and administration, creating barriers for those that depend on communication.

These communication challenges exist alongside significant academic and cultural shifts. According to the California Department of Education, Lincoln’s graduation rates have declined from 94.5 percent in 2022 to 89.7 percent in 2024. To combat this, administrators have implemented new policies, like the passport system, to encourage students to stay in class.

The blue passport sheets were introduced to minimize the amount of students in the halls, yet enforcement has been inconsistent. Students can still be found wandering the halls during class time.

Meanwhile the locked bathroom policy even during passing periods has made it difficult for students to meet basic bodily functions.

Since COVID, school spirit has been on a downward trend. Students feel judged or embarrassed to participate in spirit week themes or going to sporting events. The school culture is dependent on student participation; pride in our school is crucial in fostering participation. 

The shutdown of the JROTC store, which for six years has helped fund a program connected to leadership and community service, has left the program struggling financially. Currently, the students within the program are gathering signatures to appeal to the administration about reopening the JROTC student store.

The declining graduation rate, lack of school participation, and closing of the JROTC store are only a couple of examples of how the traditions instilled in our school’s well-rounded culture are being replaced by a vacancy of community identity. 

At its best, Lincoln is defined by connection; between students and teachers, between cultures, and between traditions and new perspectives. School improvements are the responsibility of the admin and the student body. Both groups need to work and communicate concerns effectively, weighing how decisions will harm or help the school community. This connection starts with administration and the student body working together to improve the school. The decisions that affect the community should be made with the community, guided by the values that make Lincoln special; unity, student voices, school, spirit, and history.

We, the students of the Lincoln Log and the voice of the student body, care deeply about this school because we have seen the pride and the history come alive in teams, classrooms, events, and even everyday life. That is why we write this letter, not out of complaint, but commitment. Students and staff want to be part of this opportunity; we have with an entirely new administration, the chance to rebuild. In order to do so efficiently and sustainably, communication and making students and staff feel heard is of utmost cruciality. Only through collaboration can we achieve Lincoln’s full potential.

By Zoë Hsu Doo

Every season brings a new fashion trend cycle, flooding social media and stores with endless iterations of the same patterned fabric, doomed to the landfill within a couple of months. In recent years, this rampant cycle has increased, driven by social media and fast fashion. The result is the micro-trend, a short-lived, specific trend in fashion, beauty, or culture that gains rapid popularity on social media and declines just as quickly. 

Influencer culture and overconsumption keep those affected by social media in a constant state of buying trendy new clothes instead of developing a personal style. 

Trends have always existed in fashion, but traditionally they lasted the entire season and followed a top-down trajectory starting from major fashion houses and trickling down to mass-market stores. With micro-trends, the fashion industry is now experiencing a bottom-up cycle. The micro-trends emerge online from social media and niche communities, then fast fashion brands mass-produce them before high-end fashion houses even respond. 

In fact, many high-fashion houses have started adopting micro-trends. Pharrell Williams’ Louis Vuitton Spring 2025 collection—featuring “sports-core” football jerseys—is evidence of how                     micro-trends are reshaping the fashion industry. 

“I have definitely bought certain clothing items,  after influencers styled them, like from Victoria’s Secret after Twice wore [the brand]” remarks Isabella Zhang, a fashion-inclined senior at Lincoln.

The main differences between trends now versus before COVID-19 are virality and duration. Influencers post themselves wearing a piece, catching attention online; the Internet then coins “‘something’-core.” Fast fashion retailers mimic the trend almost overnight, with celebrities and regular media taking notice, reaching the trend's peak. When the cycle ends, people return to basics, and a new trend takes over. Eventually, these micro-trends have a resurgence, like the “coastal grandmother” aesthetic—think relaxed seaside living, like a sophisticated grandmother—returning every summer; but, more often than not, these trends end up in the landfill. 

Since the popularity of the trend depends on social media longevity, the lifecycle of these trends is as short as a couple of weeks, like the “mob wife” aesthetic. Following the long-standing “clean girl” aesthetic, the “mob wife” aesthetic brought back blowouts, furs, and heavy makeup, yet within a couple of weeks, “mob wife” was out, returning to the “clean girl” aesthetic, a minimalistic style that spotlights the “no-makeup makeup” look, slicked-back hair, and a neutral color palette.

"In the halls, I often notice Lululemon paired with slick-back pony tails, and a Longchamp bag,” says Zhang.

Social media constantly pushes the next “must-have shirt” or “cutest shoes,” encouraging people to dress like their favorite influencers and celebrities, rather than themselves. The result is a sea of carbon-copy outfits and a generation unsure of what they actually like. 

This is not about shaming people who enjoy micro-trends; I participate in them too, but it is about shaming the fast-paced cycle of trends set by social media and fast fashion. During 2024, bows dominated the Internet, from the runway to people tying bows on their toilet handles. Bows are a timeless motif both historically and in certain subcultures, but for the general public, when coquette and “girl-core” stopped trending, bows died when the trend died.

To be transparent, I’m also guilty of wearing the same pieces as everyone else at school. However, I am making a bigger effort to be more thoughtful of my shopping habits, prioritizing pieces that fit my personal style that I will wear even after TikTok moves on.

Oversaturation of the fashion industry pressures people to conform and limits opportunities for self-expression. Although, some argue that fashion trends help people discover new styles they were otherwise unaware of. 

“I feel like[micro-trends] are a way to experiment with something new, and you can piece different trends together,” Nico Bautista, a senior, comments.

While exposure can help foster personal styles, the fast pace of micro-trends doesn’t allow meaningful exploration of subcultures or niche fashions. The environmental cost—textile waste, pollution, and microplastic contamination—is not worth a couple months of spotlight. 

Instead of relying on whatever goes viral, people can benefit from slowing down and reconnecting with their own styles. Exploring personal style doesn’t require constant consumption: it can start with experimenting with pieces already in your closet. Try shopping secondhand to buy new items that add individuality without adding to landfills. Be mindful about what is being bought and why; fashion should be self expression, not a reaction to others.

Micro-trends disguise conformity as individuality, undermining people’s ability to create their own personal style. They encourage people to dress not for themselves, but for algorithms. Fashion should be individual, expressive, and intentional, not dictated by whatever goes viral. Personal style reflects who you are and how the world sees you; it deserves to be more than a two-week trend cycle.

By Mikayla Chew

There are video after video of people sipping on an overpriced, iced matcha latte with a feminist book in hand. These people are  known as performative males. Regardless of the intent of the content being posted about the trend, it directly overemphasizes—in the digital world—and leads to mens having an ingenuine interest, that is deemed as performative, in reading feminist literature, owning Popmart keychains, and listening to female indie artists. 

If you are not chronically online, the social media phrase “performative male” was coined in 2020 but popularized in 2025. The concept evolved from similar concepts of “male manipulator” and “soft boy” trends on social media platforms. According to Google, a “performative male” is “a man who adopts certain interests, aesthetics, and behaviors to be perceived as sensitive, progressive, or likable, rather than out of genuine interest.”This aesthetic involves specific items as the key characterizations: matchas, tote bags, and the internet-crazed Labubus

Videos of “performative males” are usually men showing themselves as this perfect, curated male image, slightly satirically, and mocking other males for being “too performative” or, in a sense, too fake to be real. They start to get repetitive and mind-numbing. In every corner of the digital world, male influencers or content creators take part in the trend, leading to the homogenous look of baggy jeans and a plaid top, paired with a tote bag and matcha in hand. There’s no sense of their personal identity attached to it, just a curated image based on trends. The hyper-focus on curated fictional personas of these “performative males,” offered as the “perfect man”, can lead to inauthentic partners who can’t be themselves. 

Early on, around the mid-to-late 20th century, after World War II, the traditional American male sterotype—strong, independent, and unemotional—was solidified. Now, we not only see the traditional view, but see more of soft masculinity. The concept of a “performative male” has always been around in each generation, just rebranded and packaged differently. Even before different social media archetypes, there were other labels such as SNAGS or posers. A SNAG is an acronym for Sensitive New-Age Guy, a stereotype that emerged around 1970-1990. They were characterized as a guy who takes interest in spiritual growth and practiced yoga or meditation. Similarly, both stereotypes share the non-traditional masculinity that society in the past has consistently mocked. 

Some may argue that “performative men” are able to be the opposite of what the original society’s standard of men appeared to be: masculine and tough. Through this trend, guys are able to appear more sensitive and express themselves in a different light. However,  they have to put on a mere performance to start appearing as this guy who is well-educated, cares about feminism, and takes interest in matcha or indie music. 

That leads to the point that it’s essentially ironic how society praised men for having a tough, aggressive attitude and ridiculed guys who show emotion and read books under trees, yet now progressively moves towards males taking on that same role of those specific ‘feminine’ traits. The “performative male” trend encourages males to curate a picture-perfect image of themselves, but they aren’t gaining those said traits and are only using them as an advantage in securing a woman.  But it doesn’t work that way: I believe that instead of  putting their energy into buying into the consumerism of Labubus, overpriced matcha lattes, and vinyl records of the latest female indie artist, they should shift that energy into valuing what the “performative males” actually stand for. For example, feminist concerns in our society of wage gaps. 

The “performative male” should come to its end, not because males shouldn’t be the opposite of masculinity, but because the values of a “performative male” should align with their own.  Ultimately, men should stop conforming to the internet box they are put in and start becoming the person they genuinely want to be. 

By Sophie Ng

Tuesday night, 10 p.m: Your planner is sprawled across from you on your desk, a seemingly endless to-do list waiting to be checked off. It feels like you’ve been working forever, but you still have to answer a set of comprehension questions due tomorrow first period. At this point, you are restless. You resort to feeding the assignment into ChatGPT.

Okay, so you’re not necessarily plagiarizing because you’re paraphrasing what the bot says, so it’s not really all that bad, and you’re not going to use any of what you learn in the real world, and AI is going to take over anyways, so might as well just use it to make your life easier. 

However, convenience comes with a price. What students are really exchanging for those quick paragraphs goes beyond their academic performance. The price we pay whenever we turn to generative AI for academic help is an erosion of our ability to think for ourselves. 

Watching ChatGPT, Gemini, or other AI assistants craft a personalized answer almost seamlessly is impressive—all the more magical when several AI companies incorporate sparkles into their logos. But what you are really looking at is a Frankenstein of data and writing molded together into what seems most plausible.

However, it is impossible for these data sets to cover all forms of writing. AI companies tend to favor academic and professional writing for their bots to come off as more refined. As a result, AI gravitates towards certain terms and phrases. Words like “delve,” “tapestry,” and “robust” have become associated with these large language models—even em dashes are being treated as red flags.  

Writing does not exist in a vacuum. Our diction is influenced by the culture around us. With platforms like Instagram, X, and YouTube pushing their own AI tools, it is undeniable these models are beginning to bleed into our culture. We unconsciously pick up on AI biases, overriding our own unique voice for a monotonous writing style. The words listed above have all recently hiked up in usage thanks to their prevalence in AI responses. 

AI has become ubiquitous because you can bend its purpose; ask for recipes, you’ll get recipes. Ask for help with budgeting; you will receive. But these bots are programmed to sound as correct as possible while still being helpful to the user. Thus, AI chatbots tend to act as a yes-man and constantly reaffirm our views. 

I believe that to be a better thinker, you must grapple with a diverse set of opinions. AI does not demonstrate the same nuance or range that human work has. Chatbots instead create an echo chamber where our opinions are never challenged.

Similarly, the limitless possibilities make AI fatal for our autonomy. Being able to ask ChatGPT whatever you want about ionic bonds or literary classics makes it so easy to rely on the bot for every little task.

AI has also become integrated into learning platforms like Duolingo and Quizlet. New study tools powered on AI have emerged, such as Quillbot, Turbo AI, and Knowt. Several of these platforms offer condensed versions of any text you upload. It seems almost natural to acquiesce to these conveniences.

But these quick alternatives can’t capture the nuance of engaging with the actual material. You could argue that you still absorb some kind of knowledge from using AI as a tool, but you are also reinforcing that artificial intelligence is the primary source of human knowledge and language. Doesn’t that just sound so inane?

I find this dilemma mirrors Ray Bradbury’s "Fahrenheit 451.” In the novel, longform content is condensed into more digestible forms of entertainment; or as the character Captain Beatty says, “Everything boils down to the gag, the snap ending. Classics cut to fit fifteen-minute radio shows, then cut again to fill a two-minute book column, winding up at last as a ten- or twelve-line dictionary resume.”

We laugh at our parents and grandparents for believing absurd AI-generated content on Facebook. We poke fun at children for laughing at AI slop and brainrot. Yet, we are also falling for the trap. The only difference is instead of paying with our trust, we are paying with our autonomy.

By Michael Lai

Winter break is soon, and the feeling of freedom is unmatched. But does it always feel productive? Doomscrolling often takes up the whole break, and no homework or studying gets done.

Everyone works differently, but, in my opinion, the best way to maximize your winter break revolves around three daily wins, consisting of a physical, mental, and spiritual , along with a couple of fun things. 

Physical win: Every day, do something that gets your body working. A bit of exercise every day may seem insignificant, but it can keep your body functional and in shape. Just raising your heartbeat or activating your muscles can lead to better overall health. You could go for a nature walk, a run, a bike ride, or hit the gym. 

Some places you can do these cardio activities are Golden Gate Park and McLaren Park. I enjoy exploring around the city, doing long runs and bike rides. For hitting the gym, memberships can be expensive. A free alternative is to start with calisthenics; this form of exercise uses your bodyweight and the force of gravity as resistance.

When starting out, I had difficulty working out at home because I lacked the discipline or motivation. I recommend taking time out of your day to go outside and workout. This way, you trick your mind into thinking: “I’m here already, I may as well workout.”

You can simply go to your local park. If you want to take it more seriously, there are calisthenics parks around the city. Search up “outside gyms” on Google Maps, and you can find dozens of them around the city. If you think calisthenics is fun or helpful, try to implement them in your everyday life, not just during your break.

 Productive win: Dedicate one or two hours to doing something productive. Do some homework; you can spread it out across the winter break so you do not have to do it all at the end. Another thing you could do is study for your classes; self-studying is a great way to get ahead of your class and make it easier. Especially for AP classes, starting to study for your AP exam at this time can make you more prepared. Something else you can do is just to try learning something new, such as how to solve a rubik’s cube, play an instrument, or paint. Another way can be to develop a new hobby; it is a great way to spend time while being productive, instead of just doomscrolling.

Mental win: Start your day with meditation, deep breaths in and out, maybe affirmations  too. Write down any significant thoughts you have at the time. This process is a great way to start the day on a good note; it sets the tone for the rest of your day. Reach a state of peace, and spend some time by yourself. Speak out loud to yourself about your problems, even though it sounds silly. It decompresses and releases the stress that you have been feeling. Journaling during your break is also great; looking back on your progress makes you feel good about yourself.

In addition to these three wins, it is also good to connect. Either go out with family or friends. The three daily wins revolve around self-improvement, but connecting with family and friends takes your mind off yourself for some time.

When you spend time with others, it distracts you from your personal thoughts. To spend time with your family, you can do anything, for example, sitting by the fireplace or watching a movie. You can also just go on a short vacation with them, traveling, going to the mountains to snowboard or ski, anything.

By committing to these daily wins and small activities, you can transform your winter break. From a boring, wasteful experience to a productive and fun time.

By Leo Le

Throughout the halls of Abraham Lincoln High School, students are met with the strong stench of weed and vape drifting from the bathroom and stairwells. This drug use problem here at Lincoln negatively affects everybody on campus.

Beneath this problem lies the most important concern: the safety and well-being of everyone in the building. This issue affects far more than the students choosing to use substances on campus. Students walking to class, the bathroom, or past the bathroom could be exposed to secondhand smoke simply because they need to use the bathroom or their walking routes are nearby.

Secondhand smoke can cause harmful health effects such as increased risk of cancer, lung problems, and cardiovascular diseases, according to the Cleveland Clinic.

Drug use among teenagers often stems from struggles with mental health, peer pressure, or a cruel home environment, according to the Mayo Clinic. What may start off as a coping mechanism can transform into an addiction. Because drug use impacts everyone on campus, school policies and enforcement become crucial in not only addressing problems, but also preventing them.

Another concern stemming from the issue with drug use on campus involves policies and enforcing them. Many students, including myself, have never been asked to show a bathroom pass. This inconsistency raises questions about whether enforcement could help reduce drug use on campus.

Jen Fried, the new assistant principal at ALHS, acknowledges, "What's challenging is that unless I physically see it happening, I don't want to accuse students of doing something that they may not be doing.”

Because of that, Fried emphasizes the importance of “active supervision […] working hard with the security guards to keep them moving around campus.”

Aidan Bolosan, a senior, states, “Bathroom passes aren’t enforced. Not a single security guard cares to check it.”

Judging from my own experiences, too, I usually go to the bathroom or get water during class and have never been asked to show my bathroom passport. The enforcement of this new bathroom pass policy could likely reduce the occurrences of drug abuse here at school.

I also try my best to avoid walking near the first floor, even if it means taking a longer walk to use a bathroom that doesn't smell horrible.

Students should not have to worry about these problems in order to have a better experience at school.

By Denise Mai

Waymo's self-driving cars are being rapidly integrated into daily life around San Francisco and the Bay Area, transforming the transportation industry. Nevertheless, I believe that Waymo should remove their cars from the road and improve their vehicles before allowing them back. 

These thoughts transpired due to the incident at Randa’s Market, after a Waymo struck and killed beloved bodega cat, KitKat. This raised outrage from the community and introduced questions concerning Waymo’s safety toward young children, small animals, and even emergency service vehicles.

This recent tragedy occurred on October 27th on 16th Street at night. 

Waymo stated, “the cat darted under our vehicle as it was pulling away," in an interview with the TV station KRON4. 

However, the owner of Randa’s Market's son, Mike Zeidan, said “Waymo's statement included that KitKat darted in front of the car as it was driving away. There are eyewitness testimonies that don't align with that statement.”

Adding to concern, people can also find videos on the internet of Waymos driving on the wrong side of the road and not being able to avoid emergency vehicles. One viral video features a Waymo blocking a fire truck at a San Francisco intersection on Bryant St and 2nd St. This raises concerns about how these cars will affect fires, medical emergencies, and other emergencies. Issues like these have sparked outrage and criticism toward self-driving cars. 

While self-driving cars can be a great benefit in the future, these issues must not be overlooked and should be taken into consideration. 

Zeidan emphasized that “Safety should be the number one priority for Waymo and all self-driving cars.” This statement should be emphasized since Waymo should always consider the safety of people and animals. 

Others might argue, “Human drivers are equally as dangerous and hit animals all the time, so why is it such a big deal if a robot does it?” Does have a fair point, but one key difference between robots and humans is they can not take accountability, unlike humans, who can take responsibility for their actions. For this reason, robots should be held to higher standards to prevent this from ever happening again.

When I tried reaching out to a Waymo representative, hoping to make sense of events and safety concerns, the representative Anjelica Rocha responded with “We won't be able to provide a response, but pointing you to the below link elaborates on our safety performance,” connecting me to a link to Waymo's safety page. 

As years go by, self-driving cars can be a great driving option, but based on recent events, technology still needs many improvements before they can be safely allowed on the streets. The first improvement that needs to be made is improving safety for people and animals, and to ensure these safety measures, further testing should also be done to avoid any further accidents.

By Elise Dunn

Support. Assistance. Help. These are words that describe the jobs done by members of the  SOAR program, otherwise known as, Success, Opportunity, Achievement, Resiliency, is made up of paraprofessionals, and various speech and occupational therapists. This program is part of Lincoln's special education department. Teachers in this department work daily with students seeking extra support or guidance to ensure a comfortable learning experience, a core goal in school atmospheres. 

The special education program at Lincoln is felt throughout the whole school community, but students are not receiving the full support from staff because of absences of support staff, lack of space, and only having one IEP counselor.

Vice principal Laura Langlois Rashidi oversees the special education department here at Lincoln and provides the department with resources and support. Recently a large amount of staff in the department have been absent due to illness. 

“One issue we face is when staff call out sick, especially with our paraprofessionals,” states Rashidi, “it makes it tricky because I have to shift around schedules and make that decision of what teachers are working with what students and what students are going to have more support in their class and what students are not”.

This is the ongoing issue, and according to Rashidi, even with a school as large as Lincoln and a support staff of almost 40 paraeducators, support for students in various classrooms schoolwide are still not being met. The lack of support staff in classrooms puts a dent on students receiving the necessary guidance for them to be comfortable and successful in school learning environments. 

Decisions for student support should not be based on availability but on student need. Support for students is not only from paraprofessionals, but also from counselors. Here at Lincoln, the programs are only managed by one counselor, Ian Enriquez. IEPs otherwise known as Individualized Education Programs are legal documents provided to support and help students be successful in education. Individualized Education Programs can be diverse depending on what the student needs. Some students require help from paraprofessionals in classroom environments or in SDC, otherwise known as Separate Day or Special Day Classes, whereas others simply have a study skills period. IEPs require legal action and management which must be monitored by a case manager. With almost 2,000 students here at Lincoln, one teacher dealing with legal paperwork and accommodations for every student shows a clear example of lack of support for students.   

Comfort in a school environment can be essential for students with IEPs, it is essential when it comes to giving each and every student a space in which they have enough room to have functionality and be at ease. In the high-functioning, semi-stressful environment found in schools and classrooms, physical space is necessary but limited for the special education department. This is not ideal. 

Department chair Devin Walker, an IEP case manager and SCD teacher who runs the special education department here at Lincoln has emphasized the lack of space for the students. In previous years, according to Walker, the administration prior to the 2025-2026 school year allowed “more real estate room” for the department when it came to classroom space. Now with the current administration, this battle continues and contributes to the issues within the special education department.