SDC Transition to SAC

Bella Ong ‘26 & Janina Manaloto ‘26

A significant change to the Student Disciplinary Committee (SDC), a program that has been in effect since the founding of St. Mark's in 1865, has occurred with the appointment of a new dean of students and dean of academics. Under the leadership of our new dean of students, the committee has been rebranded and will now take the name of the Student Accountability Committee (SAC). Instead of the process being similar to a trial, the committee members will have healthy and reflective conversations with the rule breaker to help them reflect on their mistakes and become a better member of our community. This approach is deemed more conducive to supporting students’ growth. Nevertheless, the SAC will assess the comprehensive situation of the student, and they will still suggest a punishment to the head of the school for consideration. 

While many programs and rules have been altered over the past few years, the SDC, composed of elected students and faculty, remained the same. The SDC is responsible for addressing situations involving rule violations and recommending suitable punishments. 

By the end of this first year, the school will assess the effectiveness of this new program. Hopefully, it will create an environment for students to be comfortable with difficult conversations while also reducing rule-breaking, as it is important to hold others accountable for their actions in a way that does not embarrass the student. In this process, it is a student-to-student conversation, as their experiences are more relatable to their peers. The goal of the SAC is not only to deepen relationships between students but also to allow SAC members to grow as leaders. 

There have been numerous changes to St. Mark’s, the SAC being a significant one. The SAC hopes for students to view it as a learning experience rather than an intimidating one. In the past, SDC has been viewed in a negative light. Hopefully, the SAC will allow students to learn from their mistakes in a more lenient manner. 

9/11: Remembering America’s Darkest Day

Sammi Ruzzo ’28

As we settle back into the school year, our main priorities and tasks at hand relate to getting back into an academic rhythm, turning in our assignments, and trying to stay afloat. To most, September seems like a time of anxiety and stress, where our own problems cloud over anything that happens around us in the world. As life continuously gets busier, it seems that we have stopped reflecting on the date that has left an indelible mark on our country: September 11, 2001. The fateful day that sparked tragedy, shock, and an unexpected force of unity has been honored and reflected upon for over two decades. 

In the St. Mark’s community, none of the students is old enough to have been alive on this day. None of us is truly able to understand the weight that this day holds for our country, as the pivotal moment changed the history of the United States forever. However, if the average St. Marker asks their parents or even their grandparents about their memory of this day, the chances are, they will remember exactly where they were. Many were in a pure state of shock, watching the World Trade Center, once standing tall in the bustling New York City, crumble in front of their eyes, transforming into nothing but debris. On this tragic day, 2976 people were killed, and countless more were injured. Today, when people visit the 9/11 memorial, their names are listed more like a cold statistical number rather than actual human beings whose lives were taken. 

As the years go on, the sentiment of this day seems to be fading. Of course, this is natural to the way of life; people tend to forget as time passes. But this day can teach us a few things about unity. After 9/11, this country discovered a new form of togetherness. A majority of American adults collectively experienced fear, anger, and depression all in one. Beyond this, Americans felt patriotism, the purest form of pride there is. 9/11 transcended political division for a short period of time. The date seems like the only event that can truly unite Americans, regardless of beliefs or values. 

The unity that September 11th brought 25 years ago heavily contrasts the political climate of our country today. In the last decade or so, American politics and government have been on a heater, constantly under a microscope, being picked at and torn apart. Political violence has ramped up, becoming a norm in our society. With events such as the assassination attempts on President Trump and the death of political commentator Charlie Kirk, violence has become one main way to settle differences of opinion. On September 11, violence was the enemy, with everyone united under the belief that no fellow American should lose their life. When the incredibly courageous first responders charged into the burning Twin Towers, they tried to save anyone possible. They did not care what political beliefs they held or if they disagreed with their own beliefs. They cared about saving lives. That statement in itself is the most American sentiment there is. This country was built on the principles of looking out for each other, a nation where all beliefs are allowed, and everyone is equally American. The core of America is still with us, but it has been harder to see throughout these past years. 

As we reflect on our September at St. Mark’s, we should also reflect on one of the darkest days in American history, September 11, 2001. This tragic day truly puts into perspective the tainted history of our country, but it also exemplifies what makes our country so great. The response to 9/11 was absolutely fierce and patriotic, qualities that have become gray areas in our American society today. The beauty of the American spirit should be remembered because, after all, forgetting 9/11 is forgetting what it means to be an American.

Schedule Change at St. Mark’s

Hannah Macron ‘26 and Manasa Mahesh ‘27

The 2025-26 school year brings inevitable change, from faculty to food, to most importantly, the new schedule. Instead of the traditional color blocks, the schedule is now organized in alphabetical order.

The alphabet system itself is easy to recall, with blocks shapeshifting to A through G, but events throughout the day are morphed. Chapel is no longer promptly after breakfast. Now, we are all shepherded into the chapel after one morning class, which, admittedly, has hardly seen such consistently full attendance. School meeting feels rather stilted and formal under the bright lights of the PFAC rather than the partially broken couches of the Center, but again, attendance has never been more thriving (likely in part due to the strict policies implemented on it). Getting rid of the frequently interspersed community blocks and x-blocks throughout the week, Dr. Hills and his staff have decided on the office hours twice a week for a rousing 30 minutes for students to track down teachers or make progress with homework, and a singular club/faculty meeting block at the end of the week.  

Nevertheless, the breaks between classes have been extended. The ever-dull passing period between classes, where it normally takes people around five minutes to walk from class to class, has extended to ten. Realistically, it has helped with the omnipresent hunger of St. Mark’s students who are always searching for a way to grab snacks between classes, but it can be irritating when you are not in that position of hunger.  

In all honesty, the new schedule is both a pain and more productive to execute in the long term. As a fourth-year student, I occasionally find myself walking to the chapel in the morning to the beat of the retired schedule, but I also can appreciate that these changes will, in all likelihood, make our community more tight-knit and inclusive in all opportunities offered. 

Robotaxi

Chelsea Cao ‘28

The power of the engine, the comfort of the interior, and the grip and handling of the wheel for generations have defined the quality of the driving experience. In a country in which driving a car is synonymous with freedom and independence, the notion of the autonomous vehicle can be strange and disconcerting, to say the least. However, the age of the autonomous vehicle is drawing near. The idea of the self-driving vehicle is not without its merits. It has the potential to save time and lives. One of the pioneers of this new technology, Elon Musk, has invented an autonomous taxi, called Robotaxi. The technology behind it is creative and advanced: it uses Cameria, which allows the cars to “see” the traffic lights and “read” signs on the road, Radar, which uses radio waves to measure speed and distance, and LiDar, which uses lasers to create a 3D map of the surrounding environment. You may have seen them on the news, or maybe even had the eerie experience of passing one on the road. However, the question remains: does this technology promise a brighter, safer, more efficient future of transportation, or are we creating a future filled with unforeseen problems?

For all autonomous machines, the main concern is safety. According to the NHTSA (National Highway Traffic Safety Administration), there were 3,275 traffic fatalities and 324,819 injuries due to distracted driving in 2023 (“Distracted Driving | Traffic Safety Marketing”). On the other hand, with its sophisticated sensors and complex algorithms, the Robotaxi will never experience the physical limits of the human body: getting tired, angry, sleepy, or distracted. More specifically, it will rigorously follow traffic laws, never falling prey to road rage or drunken driving. From this perspective, the use of automated vehicles could reduce the traffic accidents caused by distractions and other human errors. 

On the other hand, people opposed to this new technology criticize its safety record. Unfortunately, since Robotaxi began serving the public in June of this year, several accidents have been reported. According to the posts on NBC News, the sensors of the Full Self-Driving Software (FSD) of the Robotaxi failed to detect the oncoming train when the driver, Italo Frigoli, was crossing the railway (Ingram). If Mr. Frigoli had not manually stopped the car, the autonomous system would have driven him into the approaching train, likely resulting in serious injury or death. If this were the only case, then there wouldn’t be much cause for concern. However, there were six other incidents that encountered the same issue. As a result, scientists and experts criticize the Robotaxi as an impending “disaster.”

The final issue is the ethical dilemma that the vehicles will face. The most popular example is the famous “trolley problem,” in which a person must choose between saving their child or five innocent victims. In a situation when a crash is unavoidable, how will the car be able to make such a choice? Should it choose to prioritize the larger number of people or to protect its own passengers? These moral questions are not easy to answer. Obviously, this is not merely an academic question, as there are very real scenarios that must be taken into account by the engineers who design and the government officials who legislate this technology. 

Innovators like Elon Musk have a strong ambition to improve our world; however, ambition alone won’t solve the challenges and complicated issues that such technology inevitably poses. It requires careful revision, continuous testing, and a willingness to address the complex social and ethical issues. Only when technology, society, and ethics move forward together can Robotaxi be introduced to the public. 

Inside the Yale Daily News Spring Symposium: A Week of Storytelling, Collaboration, and Connection

Abby Stone ‘26 and Fei Fei Cao ‘27

“Hey Fei Fei! You are on the Yale Daily News Spring Symposium call, right? I think I see you,” sent from Abby Stone’s iPhone at 6:03 pm on March 11th, 2025.

“Omg, yes!! Hi Abby. So glad someone else from St. Mark’s is on this. Phew,” sent from Fei Fei Cao’s iPhone at 6:04 pm on March 11th, 2025.

That was how it all started.

Both of us joined the Yale Daily News Spring Symposium not knowing exactly what to expect. We had no idea how quickly the week would become one of the most meaningful academic and personal experiences of our year. Over five days, we worked closely with a small group of high school students from across the globe, mentored by Yale students who guided us through the process of pitching, writing, and editing articles.

It was all on Zoom, yet these two-hour nightly sessions felt very personal. The energy of the program was real, and so was the sense of community. We dove into conversations about ethics in journalism, the role of student reporting, and how writing can shape change. With each session, we gained a deeper understanding of the craft and a better sense of how our own voices could matter.

One of the most unforgettable parts of the week was meeting our fellow participant Tariq, a passionate youth journalist and activist from Nigeria. He spoke with such clarity and urgency about the challenges of reporting in a country where news is censored and young people are often discouraged from speaking out. Despite those barriers, Tariq had already written a viral open letter to the Nigerian government that received over 900,000 views. Hearing him talk about advocacy, censorship, and youth power shifted the way we thought about journalism.

What struck us most was how confident and grounded he was, even while navigating such serious issues. We were so inspired by his perspective that we reached out to him again a month later to continue the conversation. It turns out, our incredible new friend had even more to share.

Tariq’s dream is to enter the global communications and entertainment industry, possibly as a screenwriter or director, but he remains deeply committed to empowering other young Nigerians and using storytelling as a force for change.

As Fei Fei put it after the program, “Meeting Tariq made me realize how journalism can live outside the boundaries of a newspaper. It can live in how we show up in the world.” Abby added, “The Symposium reminded me that our voices are valid now, not just in the future. And when we write with purpose, people pay attention.”

The Yale Daily News Spring Symposium gave us tools, yes. But more importantly, it gave us a moment to pause, reflect, and imagine how we want to use storytelling in our own lives. It showed us the kind of writers, reporters, and changemakers we can become if we keep listening, learning, and lifting up voices that deserve to be heard.

Don’t Be A Fossil FOOL, Teach Climate Justice in SCHOOL!

Abby Stone ‘26

Seven in ten adults in the United States believe in the goal of environmental justice; however, eight in ten are unaware of any federal efforts to advance it. This gap in awareness is alarming, highlighting the need for comprehensive climate justice education in our schools. If we want to equip the next generation with the tools to combat climate change, we must start by integrating interdisciplinary climate literacy into our education system.

On Tuesday, February 11th, I joined eight of my fellow St. Markers and faculty advisor Ms. Lohwater at the Massachusetts Youth Climate Coalition (MYCC) protest and legislative session. We spent the day learning from students, educators, and nonprofit leaders about how climate change is being addressed by our state government. With over 400 people marching to the Massachusetts State House, we advocated for meaningful climate action, including six key bills. One of these was the Interdisciplinary Climate Education Bill (HD1596), which we personally presented to Representatives Josh Tarskey and Kate Donahue.

What is the Interdisciplinary Climate Education Bill?

The Interdisciplinary Climate Education Bill aims to integrate climate justice education into public school curricula. The bill would establish a trust fund to provide financial resources for school districts to develop and implement interdisciplinary climate literacy plans. These plans would not only educate students on climate science but also emphasize environmental justice, empowering them to make informed decisions for a healthier planet.

Additionally, the bill proposes the creation of an Advisory Council, composed of students, educators, and nonprofit leaders, to guide the Education Commissioner in shaping these initiatives. Schools serving environmental justice communities would be prioritized for funding, ensuring that those most impacted by climate change receive the support they need.

The bill, sponsored by Representative Mindy Domb and Senator Jason Lewis, has yet to be assigned to a committee, but it will likely fall under the Joint Committee on Education. If passed by the Massachusetts State Legislature, it would then go to Governor Maura Healey for approval or veto.

Why Cosponsorship Matters

The goal of the MYCC protest and legislation session was to persuade state representatives to cosponsor these bills because a cosponsorship indicates to Congress that it already has strong legislative support. It tells other members of the House and Senate that the bill is a priority, increasing its chances of being passed. If enacted, this bill would bring climate justice education into all Massachusetts public schools, ensuring that every student has the opportunity to learn about sustainability and environmental responsibility. 

Why Should Students Learn About Environmental Education?

Understanding environmental justice is not just about learning facts; it is about recognizing the real-world consequences of climate change and realizing that we have the power to make a difference. Education sparks action, and action creates a healthier planet. When people are taught about climate issues the right way, they do not just memorize statistics—they feel inspired to engage in activism, advocate for policies, and adopt sustainable practices. I know this firsthand. My involvement in the MYCC legislative session was not just by chance. It was because of a science class discussion during my sophomore year and my participation in my school’s Students for Sustainability program. Without this guidance, I might never have found my voice in this movement. Schools have a powerful role in equipping students with the knowledge and tools to take action on climate change, and it’s essential that every student has access to this opportunity.

Beyond teaching students about global warming or carbon emissions, schools must address the systemic inequalities marginalized communities face due to climate change. By learning about environmental injustices such as lack of access to clean water and air, students become better global citizens who work toward solutions rather than perpetuating these inequities. Climate education should also go beyond science. It should incorporate economics, politics, ethics, and even journalism. When students see how these issues connect, they begin to understand the bigger picture and realize that they, too, can be part of the solution.

Equally important, students must learn how government and policy shape climate action. Education should not just inform students about problems—it should show them how to be part of the solution through civic engagement. When young people learn how policies are made, how legislation is passed, and how advocacy influences change, they gain the confidence to take action. The next generation of leaders is sitting in classrooms right now, waiting for the knowledge and encouragement to create real change. If we equip students with the tools to address environmental issues, we create a future where marginalized communities receive the support they deserve and where sustainable policies shape a better, more just world for all of us.

What Our Legislators Had To Say

While Representatives Tarskey and Donahue appreciated the passion of our student body, they raised two key concerns: financial equity and the challenge of ensuring teachers are prepared to teach climate justice. These concerns are valid as introducing climate education effectively requires both funding and proper training for educators. However, the proposed bill addresses these challenges by providing funding that allows for professional development, curriculum resources, and the support necessary to integrate climate justice into classrooms.

Additionally, climate justice does not need to be an entirely separate course. By incorporating it into existing subjects like science, social studies, and even English, schools can make climate education more accessible without overburdening teachers. A well-supported, well-resourced approach ensures that climate education is both practical and impactful. The question is no longer whether we can afford to teach climate justice, but whether we can afford not to.

The Time is Now

The urgency of the climate crisis demands action, and education is one of the most powerful tools we have. Passing the Interdisciplinary Climate Education Bill would be a monumental step toward equipping students with the knowledge and skills they need to build a sustainable future. The time for climate justice education is now because ignorance is not an option when the fate of our planet is at stake.

Ways to Disconnect from Screens

Addie Zhang ‘26

As the chill of winter fades and flowers start to blossom, spring is the time of year that offers a perfect opportunity to reset not only our calendars but also our minds. During an age where screen time may average six hours a day, finding time to “unplug” may seem nearly impossible. But this spring, why not take the challenge and find some time to disconnect and enjoy our beautiful nature?

1. Try a Nature Walk around St. Mark’s West Campus!

Want to get outside, but too lazy to leave school grounds? Head to West Campus! This area of our campus is often overlooked now that the New Dorm has replaced the dorms in West Campus. But this place truly is a hidden gem. The best parts about it are the budding trees, returning wildlife, and paths filled with crunchy leaves and new grass. Leave your phone behind or put it on airplane mode, and give yourself some time to just wander around and observe. Be fully present and mindful of your surroundings and yourself by clearing your thoughts and focusing on your breathing. You will feel so much more relaxed and at peace!

If you are with a friend, keep the conversation light. Instead of talking about external things, keep it grounded in what is around you. Be fully present!

2. Bored with St. Mark’s Campus? Expand your walk around Southborough!

Submit a “Walk/Run in Southborough” Orah Pass, grab a friend or go solo, and enjoy the beautiful spring foliage that Southborough has to offer. Walk down to Starbucks or the Breakneck Hill Conservation (a little bit past Starbucks) and enjoy the charming panoramic views and nature along the way!

3. Try Planting Something

Even though it is quite hard to maintain an entire garden while living in the dorm, planting a flower in a small pot is possible. Ranging from a few days to weeks, you will see it bloom! Being a part of the process of creating something so lovely could be very satisfying and pleasant!

Spring is a season of renewal. By choosing to unplug and connect with nature, we are able to not only see the world differently but also feel it. But feeling it, we are able to appreciate what is around us and gain a more optimistic outlook on things around us!

Juice or Jazz, Which One’s Sweeter?

Brianna kivugo ‘27

My mom, like any mom, always prioritizes my health, watering down my drinks for easier consumption and better gut health. So, as a kid, I always snuck into the fridge for one thing and one thing only: one hundred percent Hawaiian Punch. Its recognizable, pure, sugary taste always has me crawling back for more. 

However, what if the idea of watering down rich food and drink didn’t only exist in a parent’s culinary expertise? What if the impulse to dilute found its way into traditional aspects of music?

The sole purpose of the creation of Jazz during the 19th century was for African Americans to maintain their musical traditions. The majority once broke free from the chains of slavery in a liberating way, yet society has largely moved forward, leaving behind traditions deeply rooted in communities of color. In the 21st century, society has unknowingly diluted once-traditional aspects of musical genres like jazz, gradually watering down their original essence. Ultimately, "Jazz music… [has become] more of a commodity than an art and the highest achievers were white” (“The Social Effects of Jazz - Department of English - York College”). 

Jazz trumpeter Dizzy Gillespie performs at the Boston Globe Jazz and Blues Festival on Jan. 15, 1966.
Bob Daugherty/AP

Commercialization is at the heart of the dilution or simplification of contemporary jazz. Recently, artists have been pressured to craft music that appeals to the masses and doesn’t resonate with their ideas fully. They have been compelled to create a “TikTok-ified” version of their ideas, which allows “listeners [to] more easily accept new ideas presented to them when they are accompanied by elements that they are already used to and comfortable with.” Artists are obligated to prioritize financial success over boldness in music. 

Bebop Jazz and contemporary jazz, for example, display a highly contrasting sound within the instrumentals. Bebop used advanced harmonies, altered and extended chords, and intricate melodies that made Jazz recognizable within the music industry. In addition to this idea, bebop jazz also used a plethora of instruments to craft this genre, including saxophones and double bass.  However, in contemporary jazz, its instrumentals are dulled, often only using a combination of acoustic and electric instruments. Contrasting with Bebop’s tangy essence in its songs, contemporary jazz doesn’t explore the possibilities of  “sugaring” its drink but instead chooses to water it down.

Societal shifts in cultural priorities also lead to music’s simplification of traditional elements. “Too loud, too reckless — too ghetto” is a powerful and noteworthy phrase said by Samuel L. Jackson as Uncle Sam at Kendrick Lamar’s recent Superbowl performance. These words alone explain the loss of tradition within music. His words capture how the industry pressures artists to conform, discouraging the raw, authentic expression that once defined genres like jazz. With the music industry prioritizing what’s normal and calm for mass appeal, jazz artists often fear being perceived as unappealing to the public, ultimately constraining creativity to fit commercial expectations.

But what if society ultimately wants watered-down Hawaiian Punch? Or better yet, what if we’ve grown to prefer water straight from the tap? As listeners can enjoy the more digestible alternative of jazz music, this causes an audience to miss out on jazz’s complexity. We end up losing the spirit of jazz's defiance, depth, and voice in trade for what is “acceptable” for society to listen to. It’s time to reconsider what we crave—not just what’s easy to consume, but what’s worth savoring.

Black History Month and Reflection Behind It

Catherine Zhang ‘26

February is the National Black History Month. Black History Month was first initiated by historian Carter Woodson, who established a one-week-long celebration to acknowledge the achievements and contributions of Black Americans. This week-long celebration eventually evolved into the full-month celebration designated by President Gerald Ford in 1976. Coincidentally, February is also Abraham Lincoln's and Frederick Douglass’s birthdays. Both figures are significant in to fight against slavery. 

On a national level, the institution of Black History Month shows the commitment to acknowledge the often-overlooked accomplishments that African Americans have achieved. It is also essential to acknowledge past wrongdoings and keep the public informed about the struggles and resilience of the Black community. Black History is indispensable to the History of the United States. They are also crucial to American identity. Incumbent President Donald Trump addressed on January 31 that “This National Black History Month, as America prepares to enter a historic Golden Age, [he] wants to extend [his] tremendous gratitude to black Americans for all they have done to bring us to this moment, and for the many future contributions they will make…” 

In our St. Mark’s community, where we value diversity and inclusion as well as the identity of every individual, Black History Month has frankly not been gaining the recognition it deserves. Last year, we had pictures of prominent artists, celebrities, and faculty members with African heritage exhibiting in the dining hall as a way of commending their efforts and contributions. However, this was apparently not a “fan’s favorite.” Therefore, there has not been any conspicuous celebration until a mixer on February 21. The mixer was held by the St. Mark’s School, inviting other ISL schools to join and providing time and space for affinity groups, like BLU and Los Leones, to bond and celebrate their month. Yet, there haven’t been any community-wise celebration events. 

This year, a lot of the community and equity work at St. Mark’s relies on students moving things forward with initiatives. Hence, they are often unseen on the surface. However, reflecting on how we can celebrate Black History in a more interactive and meaningful way, we should put more consistent effort into acknowledging the history and educating beyond just Black History Month. 

Moving forward, we as a school, can better celebrate Black History through integration into humanities courses. The efforts should not be only restrained in February, but rather all-year-round recognition to make the community stay informed. As we put our initiatives into tangible action, each of us has the obligation to find our place in the community, relative to others. In other words, we have to figure out why celebrating differences is intrinsic to this unique community. That process takes a lot of participation, guidance, and endeavor. Nevertheless, the process is the key to making everyone thrive, and eventually knitting a stronger community.