Anxiety and Depression: Why these mental health disorders cannot be ignored

Katie Barrett ‘27

You open your eyes, and you're in an extremely small and dark box. You hear the subtle sounds of people's voices from outside the box, but you can’t interpret what they are saying. You see a dim light just on the other side, but you can’t quite reach it because no one on the other side is helping you step out of the confined space. This is how many people with anxiety and depression feel every day. Anxiety and depression can feel like carrying an invisible weight on your shoulders. Simple tasks, such as making your bed, eating breakfast, and greeting people you know at school or your job, feel like an exhausting force. About one in five teens today suffer from anxiety and/or depression and are unsure of how to seek help (National Institute of Health). Left untreated, these disorders can affect long-term physical and mental health, which can ultimately result in death. Therefore, it is essential that we take notice of any signs or symptoms of anxiety or depression in our peers, even when their sign(s) may seem small or insignificant.

All aspects of health, whether it be physical, mental, emotional, or social, have an effect on each other. For example, depression can take a huge toll on your physical health. In Jonathan Rottenburg’s Depression: What Everyone Needs to Know, he delves into the connection between mind and body in his section, “The Consequences of Depression.” He writes, “In epidemiological studies, depression is consistently associated with cardiac problems, arthritis, asthma, cancer, diabetes, and chronic pain. Depression is associated not only with insomnia but also with other sleep disorders, such as obstructive sleep apnea” (Rottenburg 36). The physical health disadvantages that result from poor mental health may start off small, such as slight fatigue, loss of appetite, and body aches; however, these problems can grow rapidly. Even when treated, most symptoms don’t just “go away” because depression can not just “go away”. It is an ongoing, day-to-day struggle that must be taken care of quickly and addressed by healthcare professionals.

Similarly, anxiety and low self-esteem are closely related. Self-esteem influences who we think we are and who we think we should be. In Bronwyn Fox’s 2nd Edition: Power Over Panic, she explores the many smaller aspects that are related to anxiety disorders. In her section, “Self-esteem,” she writes, “Many of us have low self-esteem, and it is this low self-esteem and lack of a sense of self that ultimately underpin our panic attacks and anxiety. Healthy self-esteem and an anxiety disorder are mutually exclusive” (Bronwyn 9). A common stress that many teens share is the constant feeling that they aren’t enough. When you constantly tell yourself negative things, you will always feel negative about yourself, resulting in poor self-esteem. The easiest way to overcome poor self-esteem as a teenager is to simply talk about it with people you trust, especially other people your age. When teens talk about mental health and self-esteem with each other, it allows us to remember that we are not alone. Everyone has dealt with poor self-esteem, so talking about it with someone you trust and can relate to is extraordinarily important. If someone opens up to you about how they feel about themselves, be a good listener. Take in everything they say, and if something seems like a concern, then tell a trusted adult immediately. Symptoms can and do grow rapidly, which is why it is important not to ignore any small signs that you hear or see. It does not matter what aspect of health you see these signs in. People may make it clear in social settings that they have poor self-image and esteem, are sick or tired, or have many mood swings. The symptoms vary and change, so do not wait. Check in on your friends, your family, and anyone else in your life who you are close with before it is too late.

What Does The Ukraine Peace Talk Mean for Global Transportation?

Andrea Xu ’25

International students, remember the last time you flew home over break: How many layovers did you endure? How long was your total travel time?

Russian airspace is currently off-limits due to the sanctions from Western countries. Yet, the U.S.-Russia peace talks on February 18 in Saudi Arabia, the first since the Ukraine War began, aimed to restore relations and lay the groundwork for ending the conflict. Reuters reports that Putin was open to negotiating and restoring bilateral ties, including “joint investments in ‘various companies,’ creating ‘joint companies with American partners,’ and investing in the Arctic.” The reopening of Russian airspace can bring hopes of reducing flight times and lowering fuel prices in the routes between Europe, Asia, and even Latin America. 

Russia has been a catalyst for the global airline industry. Since the onset of the Ukraine War, leasing companies have been unable to access the Russian market due to geopolitical tensions

Air Lease Corporation, for example, claims losing over $18mn per quarter in aircraft lease costs. The sanctions also closed off international routes to Moscow and Kiev, banning foreign airlines from using Russian airspace and airports. AirBaltic has lost over 10% of its destinations, and Lufthansa has lost around 5%. Avoiding Russian and Ukrainian airspace has extended flight times for foreign airlines by 1.5 to 2 hours. The impacts are especially clear on European flights to Asia, which, for me, as someone who primarily lives in Beijing, is encouraging news as it means more traveling options. 

Russia is also a big source of revenue for Western aerospace firms. A recent report from Investigate Europe states that between January 2023 and September 2024, Boeing (32% of Russia’s domestic airline market), Airbus (15%), and hundreds of Western suppliers sold aircraft parts to Russian buyers via Indian intermediaries. The desperation to bypass sanctions highlights the challenge of isolating Russia from the global airline supply chain. I have felt the inconvenience of Russian isolation firsthand. For example, many of my flights over the past three years were longer due to detours around Russian airspace over the Arctic Sea to mitigate geopolitical risks.

The peace talks also concluded with Russia proposing a deal to the Trump administration on natural resources and Arctic access. The previous loss of revenues in Russia proves that the U.S. “had a very successful business” there before many American companies cleared out of the country. In the case of airlines, fuel costs generally make up 20% to 40% of the operating expenses, so any change to the cost of fuel will be significant. As Russia resumes oil exports to the U.S. and other Western countries, global fuel prices will decline, indirectly benefiting downstream consumers with lower travel fares.

Furthermore, during the U.S.-Russia bilateral meeting in Istanbul on February 27th, the Russian foreign ministry explicitly expressed its interest in restoring direct flights between the two countries. This surprised me, as I had assumed Russia held more leverage in this economic standoff. However, this concession signals a potential shift, increasing optimism about the prospect of reopening.

The reopening of Russian airspace offers more than just increased flight availability and lower travel costs—it signals broader economic shifts with far-reaching impacts. As efforts to restore the pre-pandemic and prewar economy continue, these changes will directly affect the lives of everyone at St. Mark’s.

The 2024 Election: Student Opinions at St. Mark’s School

Dwight Lin ‘28

The 2024 presidential election already feels like it was ages ago, but it was held just earlier this month. The election featured Kamala Harris representing the Democratic Party and Donald Trump representing the GOP. Both candidates had previously held executive office, with Harris being the vice president from 2021-2024 and with Trump being president from 2017-2021. Trump was voted in as a huge upset in 2016, cracking the Democratic “blue wall” by winning the states of Pennsylvania, Michigan, and Wisconsin, as well as losing the overall popular vote by around 3 million votes.

In 2020, the Democratic party retook the White House, as their candidate Joe Biden regained Pennsylvania, Michigan, and Wisconsin, as well as the states of Arizona and Georgia. Joe Biden initially ran for reelection against Donald Trump but was forced to drop out of the race due to concerns about his age after the first presidential debate, with Vice President Harris taking over the campaign. The two were neck and neck in the polls until Election Day when Trump swept all seven swing states, won the popular vote for the first time, and took back the White House. He became the first president since Grover Cleveland to win two non-consecutive presidential terms.

St. Mark’s in particular had several strong opinions about the presidential election, as a student poll found that around 2/3 of the student body preferred Harris to Trump, with just over a quarter of the students preferring Trump. The most important issue for around 64.4% of students was abortion, a topic on which Democrats were highly rated compared to Republicans, particularly following the controversial repeal of Roe v. Wade in 2022. The second highest issue was the economy, with 56.4% of the student body considering it an important issue. In regards to the economy, Republicans polled significantly higher than Democrats nationally due to high levels of inflation under Joe Biden. Foreign policy, immigration, and gun rights all polled right around 44% each. Notably, 56.4% of respondents were women, who voted for Harris with a margin of around 8 points. Finally, around 63.4% of respondents identified as White. Trump won that vote by around 17 points, in stark contrast to the opinions of the school.

In conclusion, the school body favored Harris over Trump, which was supported by gender and their value on the importance of issues, while going against the general trend of white people favoring Trump over Harris.

Student Wellness and Seated Meal

Lily Oh ‘27

As St. Mark’s was initially established to foster rich elites in the United States, seated meals were designed to teach elites how to act properly in official dinners. Seated meals have remained a long-honored tradition in St. Mark’s from then, allowing students and faculties to bond and appreciate the community. However, the insufficient quantity of the food provided per table continues to be a recurring issue. Promoting sustainability by reducing food waste is important, but it should not take priority over community wellness. Students need to feel comfortable getting enough food to meet their nutritional needs during a seated meal. 

Far too often, tables run out of food before everyone has eaten enough, forcing students to search for food among other tables or walk back and forth to the server multiple times. This is especially frustrating for those seated in distant locations like Hinkle or the hallway as it disrupts the flow of conversation and true community bonding. Moreover, repeated trips to the kitchen could delay schedules like evening chapel or when running out of time, leaving students still feeling hungry even after dinner. Numerous students have been ordering food delivery to campus after seated dinner for additional food, proving that the food provided during the actual meal is not adequate enough. 

Last year, the school attempted to use an effective system to address food distribution: a color-coded table sign system. Tables displayed a green sign if they had food to share and a red sign if they needed more food. This system not only allowed food to be redistributed more efficiently before students made their trip back to the servery but also reduced food waste significantly as leftovers were not wasted. 

Seated meals are more than just eating; it is about creating a space for connection in our intentionally small community. As we continue to focus on sustainability, we should always remember that student wellness is equally critical. Starting from increasing the initial food amount served or reintroducing efficient systems like the color-coded signs, we should ensure everyone leaves the table feeling satisfied.

Exploring AI Use at St. Mark's: Student Perspectives and Experiences

Ian Cho ‘26

(Image generated using ChatGPT 4o with the prompt “create an image of students using AI tools in classrooms”)

Since the increased popularity of AI language models such as Open AI’s ChatGPT a few years ago, AI has permeated into our lives, especially in the classrooms. AI tools in education have the potential to revolutionize learning positively. However, careless AI usage without proper discourse can be detrimental to students’ learning. Amid the excitement and concerns surrounding AI in education, how are students currently using AI at St Mark’s? (The interviews are presented anonymously to ensure the authenticity of the responses and students’ privacy).

The usage of AI tools for assignments is highly prevalent throughout the community. AI language models have become the predominant search engine or source of information for some students. A student noted that contrary to her freshman year, “instead of searching on Google, I use ChatGPT first.” Another student commented that he “use[s] AI for [his] assignments, and among [his] friends, [he doesn’t] know anyone who doesn’t use AI in some shape or form.” The use of AI tools varies among the students. Some students use AI tools for brainstorming ideas, summarizing texts, or having the AI language models act as tutors. Most students revealed that they use AI tools to study for tests. Students were generally impressed by the AI tool’s ability to synthesize and summarize the key concepts. When AI tools are used after a conversation and confirmation with a teacher and used without hindering a student’s independent thinking, it can significantly increase the efficiency of the student by eliminating tedious tasks. 

However, other students admitted to using AI in less responsible ways, such as having AI language models write significant portions of assignments. Some students expressed frustration for the unaccountable use of AI tools in classrooms: “I don’t use AI, or at least I don’t have AI write my essays for me, but I see other students in my classes having AI write their essays for them… and they get better grades than me.” Therefore, many face a dilemma where their responsible use of AI tools puts them at a disadvantage over students who may be academically dishonest; the current landscape and environment around AI tools essentially punish students for maintaining academic integrity in certain classes. 

The consequences of the AI tools are also demonstrated by students’ learning experiences when excessively using AI tools: “I don’t think anymore. I feel like I just go to ChatGPT for help all the time.” Since AI language models such as Open AI’s ChatGPT can generate responses to questions immediately, students are often stripped of the thought processes that facilitate learning, understanding, and improvement. Other students voiced similar experiences. A student revealed that “because I use ChatGPT so much, it leads to a lack of confidence, and I always worry whether I used AI too much or if I did not use AI enough.” Because the student had developed a habit of always having AI tools to assist in assignments, the student did not feel confident and comfortable completing specific tasks without AI. Students are also confused regarding the boundary between academic dishonesty and leveraging AI tools to enhance learning. Furthermore, students noted that they were unsure how to cite AI usage. 

When asked about the effect AI had on classroom interactions, a student replied, “I don’t really ask questions to my teachers anymore because I have gotten so used to having ChatGPT teach me… it’s just quicker and easier.” The statement significantly deviates from St. Mark’s mission to “remain committed to prioritizing human inquiry and relationships” (Guidelines for Students: Artificial Intelligence in Academics (24-25)). The lack of communication between students and faculty is also highlighted in students’ reluctance to talk to teachers about using AI for assignments. Students gave examples of times they asked teachers whether they could use AI to create images for a mascot or AI voiceovers for a video project. Students also expressed interest in the AI image-generating assignment for the Survey of Literary Genres last year. On the other hand, when it came to AI use in writing assignments, students revealed that they were less willing to ask the teachers. Students attributed the reluctance to the preconception that teachers believe using AI is immoral: “I feel like teachers have the stereotype that AI provides incorrect information.” Other students simply refrain from communicating with teachers despite knowing that their use of AI is irresponsible because AI can save them time. The current use of AI significantly deviates from St. Mark’s Guidelines for Students: Artificial Intelligence in Academics, which encourages students to ask teachers questions and set common boundaries for AI use, as each teacher and class has different expectations and tolerance for AI use. 

A student described St. Mark’s current AI policy statement as a “strong policy” but added, “We are lagging behind in acting on it and actually addressing how important AI is to our future.” The majority of the students interviewed were not even aware that there was an AI student policy statement or had never read it. 

On April 19th, 2024 (AI Literacy Day), St. Mark’s hosted a symposium on Artificial Intelligence in Education: New Trends in Teaching and Learning. The symposium provoked discussion between faculty from various schools and departments on ensuring AI literacy and the responsible use of AI in classrooms. Dr. Russo shared, "We have to talk about [AI in education]… This is a conversation that is so much bigger. It really will change the landscape of teaching and learning.” “Academia tends to lag behind these innovations,” added Mr. Spalletta. “Let’s get ahead of it!”

The current student use of AI tools and adherence to the AI policy statement begs the need for further discourse. Faculty should be proactive in facilitating discourse on properly using AI tools in a class, such as by introducing and demonstrating the proper use of AI tools to the students. Students should recognize the consequences of using AI tools irresponsibly and reach out to teachers when unsure whether AI is allowed. The rapid advancement of AI presents many opportunities when used responsibly, but it also presents various challenges that may significantly hinder learning. Students and faculty must constantly communicate to ensure that students at St. Mark’s can leverage AI tools effectively and responsibly to lead lives of consequences. 

Candle Lighting and Eucharist Services

Feifei Cao ‘27

(The candles and lighter at the Candle-Lighting Service on Wednesday)

There is an email sent to the St. Mark’s community every Wednesday, floating to the top of inboxes and most likely being left on read indefinitely. The cycle lapses like this: a familiar subject line, a click, and a quick skim before returning to the blur of daily life.

But this email is more than a subject line in an inbox—it is an encouragement to pause. The email invites St. Markers to a place on campus where most typically only visit two times a week, at 8 in the morning. However, every Wednesday at 1:20 p.m., Belmont Chapel transforms into a haven of tranquility, offering a moment of calm amid the hectic life at St. Mark’s: a candle-lighting service. Whether you stay and light a candle for a few minutes or linger longer, the time is yours to reflect, pray, or simply be still.

As Rev Solter’s invitation gently reminds us, “You’re welcome to come and go as your schedule allows.” For a few minutes, anyone is able to light a candle, offering a moment of warmth and introspection. The simplistic process of the ritual allows for self-reflection and the creation of a calming ambiance, inspiring inner hopes and other quiet moments of gratitude.

Additionally, a short Eucharist service follows the candle lighting, providing an opportunity to connect with others and the sacred space of Belmont Chapel. Through shared prayer and quiet observation, this communal experience reiterates to us the strength found in unity and reflection.


Perhaps this Wednesday’s candle-lighting email is worth more than a quick skim; it’s a chance to reconnect with yourself and the St. Mark’s community. It is an invitation to step away from the everyday rush of assignments and obligations, to hold a muti-purpose lighter and set aflame a small candle, allowing for reflection and finding quiet amidst business.  

Gray Colloquium: When Humor Crosses the Line

Seoyeon Kim ‘26

Photo of Melvin Adams presenting for Gray Colloquium

Read about another perspective here: First Gray Colloquium of the Year: Controversial Yet Captivating

Melvin Adams' visit to St. Mark’s left a lasting impression—but not always for the right reasons. While his upbeat energy and message about small acts of kindness resonated with some, his racially and sexually charged jokes came off as offensive and inappropriate for a school-wide audience.

One primary example of his offhanded racial jokes included when Adams referred to one of our student leaders, as "dark chocolate.” Adams proceeded to bring the leader on stage simply because, as Adams stated, this student is Black. Another statement had sexist undertones when he repeatedly told the girls not to think about their "hips and thighs," which ironically draws attention to the very things he claimed we shouldn’t focus on. This reaction is a classic example of ironic process theory—the more we try to suppress certain thoughts, the more prominent they become. Meanwhile, the message for the boys was simply about kindness and dreams. The stark contrast was unsettling, to say the least.

The subtly offensive comments didn’t stop there. In a class visit, he compared a student to Kim Kardashian, based on her hair and skin color—a comparison loaded with problematic implications given Kardashian’s sexualized media presence. He also made an insensitive joke to a student of Korean descent by saying "Saranghaeyo kimchi." Although that student didn’t seem deeply offended, the comment reinforces casual stereotypes that shouldn’t be normalized in a diverse community like ours.

What frustrates me most is that many students brushed off these remarks as harmless jokes. But humor like this, especially in a required school event, has a way of subtly reinforcing biases about race and gender. As one teacher pointed out, they'd likely be fired if a faculty member had made those same comments.

These ingrained stereotypes and microaggressions are the very issues we aim to diminish at St. Mark’s, and we should not passively accept such language. I do not intend to diminish those who enjoyed his humor, but rather, to encourage all of us to think more deeply about the messages we absorb, even when they seem harmless. We are taught to be conscious of what influences us and what tries to persuade us, whether with intention or without. We must be awake, walk the world with a critical lens, and challenge the ideas that don’t align with the values we uphold. Adams may not have intended harm, but intention doesn’t erase impact. St. Mark’s deserves speakers who can inspire all students—without resorting to offensive humor.

What New Students Are Saying About St. Mark's

Aiden Lee ‘28

Photo at the front area of St. Mark’s School, facing the new dorm.


With a month into the fall term, new St. Mark’s School students are beginning to find their rhythm as they navigate academics, extracurricular activities, and the community’s unique culture. As they continue to adjust to the school environment, many students are already sharing positive reflections about their experiences so far.

Several new students mentioned the welcoming atmosphere of the St. Mark’s community. Gianna Zhang, a third former, expressed, "Coming [to St. Mark’s] is very welcoming; people here are very nice. Classes are hard but still good." This sense of warmth and support is echoed by Melanie Elias, another third former, who shared, "My experience was very interesting. I was nervous at the start, but now I am getting better. And it was the best decision I had ever made." Another new student appreciated the close-knit environment at St Mark's. Chauncey Brown declared, “I'm settling in well at St. Mark's, and I like fitting in with everything. The classes aren't too hard either.” While getting used to a new community is not always easy, most students feel comfortable and are able to focus on making new connections and enjoying their time at school.

For some students, however, adjusting to academics was a challenge. Luke Aldershaw, a third-form transfer student, remarked that there was a “big difference” between his middle school and St. Mark's School. Now, classes are “an hour longer,” and “the homework is harder.” But, he still likes school very much. “So far, I'm really enjoying it,” he noted. Allegra Diodati, another third former, also commented on balancing her studies and school life: “Sometimes I have a lot of homework and sometimes I don't, but I really like it. It's pretty nice to get into a consistent routine.”

Many students use sports activities as a way to balance the demands of rigorous academic courses. Jeremy Ndegawa, for example, shared his enjoyment of sports at St. Mark's: “School is a bit tough and different but it's pretty good, and I love football practice. The experience here is different in a good way and the bonding is really good.”

Despite such difficulties, students appreciate the many opportunities at St Mark's. Whether it's sports, academics, or personal growth, incoming freshmen seem to feel the benefits of this community. Ethan Ng says, “I really like it here. I like everyone here. I like sports. I like academics. I like everything.” As the students continue their lives at Mark's, they will face many more challenges and successes, but one thing is clear: the warmth of the St. Mark's community and the support of their peers and faculty will guide them through whatever comes their way.

Reflecting on Community Day With Jason Craige Harris

Ian Cho ‘26

Photo from Community Day in the Class of ‘45 Hall

Community Day, formerly known as C&E Day, is an opportunity for members of the St. Mark’s community to gather and engage in workshops in order to foster understanding, empathy, and respect for our school’s diversity. The event is a crucial step to ensure an inclusive and equitable school culture. This year, the community gathered in the Class of ‘45 on September 14th with Jason Craige Harris, a researcher, educator, and strategist in community and equity. With his captivating eloquence and profound understanding of fostering learning environments, Harris inspired discussions between students and faculty on “How to Talk Across Differences.” 

Harris touched upon a variety of factors contributing to a successful dialogue across differences. He highlighted the importance of empathy: understanding and acknowledging what someone else may be going through. Harris revealed that people often make premature judgments about others without considering their perspectives. He also commented on recognizing the intent vs. impact of our words and actions, even when saying seemingly harmless jokes. After Harris’s initial keynote presentation, the students split up into their respective advisory groups to discuss questions relating to how the topics discussed in his talk can apply to the St. Mark’s community:

What can be challenging about dialogue? And how have you worked through those challenges?

In response to the first question, Ava Braccio ‘27, stated, “Being vulnerable can be hard when two people aren’t that close.” Nevertheless, she recommended that something as simple as “initiating conversations by saying ‘hi’ in the hallways” can overcome such challenges.

Vaughn Kim, ‘27, explained that dialogue can be difficult when you “don’t have a lot of commonalities with the other party”. However, he believed everyone could work through these challenges by “asking others about their days,” allowing people to have “deeper conversations across differences in the future.”

Where do we already have spaces for dialogue?

Elijah Abraham ‘26 highlighted the various affinity group meetings hosted throughout the school year as an exemplary space for conversations. In particular, he enjoyed the collaboration between the GSA (Gender and Sexuality Alliance) and CFG (Christian Fellowship Group), where students discussed common misconceptions about the relationship between Christianity and the LGBTQ+ community.

Why is dialogue integral to a healthy society?

Chloe Kim ‘26 explained that understanding is integral to a healthy society because “we want to make sure that everyone in our community feels respected and can thrive… Dialogue is a great way to communicate those needs.”

Overall, St. Mark’s is a diverse community with students from various cultural backgrounds; the 377 students from this school come from sixteen different countries meaning that everyone can have different experiences, interests, and perspectives. Thus, Community Day with Jason Craige Harris marked an incredible start to the year by encouraging students and faculty to foster a community built on empathy, equitability, and inclusivity, by understanding and talking across our differences.