Student Life Investigation
Discover the stories shaping our community. From student-led projects to local events, we bring you the latest updates from the Highlander -- for the students, by the students. We hear your voices!
Defrost Your Routine: The Ultimate Survival Guide for Iowa Winter Driving
by Aidyn Kemp
October 18, 2026
Winter in Iowa isn’t just coming; for high school drivers, it’s basically an obstacle course on ice. As temperatures drop across the state, getting behind the wheel turns from a fun milestone into a serious test of skill. According to data from the Iowa Department of Transportation, winter weather conditions contribute to thousands of crashes across the state each year—many involving younger drivers who are hitting icy roads for the very first time. To make sure everyone makes it to third period and back home safely, here is the complete playbook for prepping your car and surviving the freeze.
Packing the Ultimate Emergency Kit
If your car stalls on the side of Vine Avenue in sub-zero weather, your favorite school hoodie isn't going to keep you warm for long. Building an emergency winter kit in your trunk is your first line of defense. Start with serious warm wear: throw in extra wool socks, extra gloves, beanie hats, and heavy blankets or thermal wraps.
Next, pack the tools you need to clear snow and dig yourself out. You should always carry a heavy-duty ice scraper, a snow brush, a collapsible shovel, and jumper cables or a portable jump starter. If your tires start spinning helplessly on sheet ice, a small bag of kitty litter, sand, or a set of traction mats placed directly under the drive tires will give you the grit needed to pull away. Finish off your kit with a bright flashlight with extra batteries, a basic first aid kit, a battery-powered phone charger, and high-energy snacks like granola bars or mixed nuts.
A common question among student drivers is what to do about bottled water, since water expands when it freezes and can burst rigid plastic or glass containers, leaving a mess once things thaw. To keep drinking water in your trunk without a mess, leave about an inch of empty space at the top of plastic bottles so the ice has room to expand, or pack them inside a small insulated cooler in your trunk. If a bottle does freeze solid while you're parked at school, simply place it near your floor heater or defroster vents while driving home, and it will thaw safely.
Under-the-Hood Maintenance
Before you even back out of the driveway, your car needs a quick seasonal checkup. Cold Iowa air drains battery power notoriously fast, so stop by a local auto parts store to get your battery tested before the temperature plummets.
Your tires are the only thing connecting your vehicle to the slippery pavement, so give them the "penny test." Insert a penny upside down into the tread grooves; if you can see the top of Abraham Lincoln’s head, your tread is dangerously worn and won't grip snow, meaning it’s time for new tires or dedicated winter tires. Make sure to check tire pressure regularly, as air pressure drops about 1 PSI for every 10-degree drop in outside temperature.
Under the hood, top off your windshield washer fluid with a winter-rated formula that won't freeze on contact with your windshield, and check both your oil and coolant levels. Finally, make it a rule to keep your gas tank at least half full all winter. A fuller tank adds weight for stability and keeps condensation from freezing inside your fuel lines.
Mastering the Snow: Hill Traction and Safe Distances
Driving on snow and ice requires an entirely different set of habits. Always check real-time road conditions on the Iowa 511 app before leaving the house. Safety experts warn that stopping distances on snow and ice can be up to ten times longer than on dry roads, so double or triple the space you normally keep between your car and the vehicle in front of you.
Conquering hills requires smooth momentum. As you approach a snowy incline, build up a safe, steady speed before you reach the base, and maintain that exact same speed all the way up the hill. Avoid slamming on the gas or braking while climbing; stopping or spinning your tires mid-hill can cause you to lose traction entirely and slide backward, creating an unavoidable hazard for the drivers behind you.
By packing smart, checking your maintenance, and adjusting your driving habits, you can keep yourself and everyone else on the road safe this season. Take it slow out there!
What High Schoolers Are ACTUALLY Carrying in Their Backpacks
by Payton Goff
October 18, 2026
If you unzipped a random high schooler’s backpack today, you’d probably expect to see a bunch of heavy textbooks, crushed notebooks, and a few dried-up pencils. But according to a our survey, our bags are basically mobile survival kits and personal aesthetics.
Out of everyone who answered, most people were freshmen (73%), but there were also sophomores (20%) and a few seniors (7%). Looking at the results, it’s clear that what we carry says a lot about how we get through the school day.
The Ultimate "Survival Kit"
Obviously, standard school stuff is still in there—binders, pastel-colored folders, notebooks, and pens are pretty much everywhere. But secondary stuff like reusable water bottles, snacks, and hygiene products (like tampons and pain medication) are just as common.
One freshman literally described the whole theme of their bag as "things that I need to survive a day." Another person said their absolute favorite part of their bag was just "the organization in my bag for school work."
This matches up with a lot of back-to-school shopping trends where parents and students are focusing way more on functional gear, organization, and wellness stuff instead of just buying new clothes.
Vibe Checks, Fidgets, and Nostalgia
Besides just basic stuff to get through class, people use their bags to express their vibes and chill out when school gets stressful. When asked about their favorite items, students listed some pretty specific comfort items:
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Sensory Stuff: Earplugs to block out the loud hallway noise, plus handheld fidgets.
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Flexes & Hobbies: Sheet music for band and low-key impressive pen collections.
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Grooming: Mascara and signature perfume for quick mid-day touch-ups.
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Themes & Aesthetics: Spider-Man water bottles, pink floral themes, and Teen Titans Go designs.
Carrying around nostalgic stuff like Spider-Man or Teen Titans Go fits right in with the whole "Kidcore" or "Nostalgiacore" trend happening in high schools right now. Having little childhood characters or bag charms feels like a nice comfort anchor when school gets super overwhelming.
Unconventional Cargo (And Why Admins Are Panicking)
For the most part, people are just carrying normal stuff, but the survey definitely showed a few things that school administration wouldn't be happy about. At least one student admitted to keeping a vape in their bag.
This shows the main conflict high schools deal with—trying to let students express themselves while also keeping campuses safe. It's why so many districts are pushing clear backpack policies or doing random bag checks to catch contraband, even though most kids just want to organize their stuff in peace.
What Our Backpacks Really Mean
At the end of the day, a backpack isn't just a heavy bag for paper textbooks anymore. Since so much of our work is digital now, the extra space in our bags has been taken over by self-expression, comfort items, and daily essentials. Whether it’s earplugs to focus, a Spider-Man water bottle, or a super neat set of pastel folders, our backpacks are how we survive the school day.
Beyond the Diagnosis: Student Advocacy Survey Reveals Gaps in High School Support for Mental Health
by Hailey McFarland
October 18, 2026
Walking down the hallway during passing time, it is easy to assume everyone is keeping up with the daily grind. But beneath the surface, many students are struggling to stay afloat—especially those navigating neurodivergent conditions like Attention-Deficit/Hyperactivity Disorder (ADHD) alongside mental health challenges. However, as both national data and our local survey reveal, ADHD rarely exists in isolation.
A Web of Co-Occurring Challenges
National studies from the CDC show that more than 60% of adolescents with ADHD manage at least one co-occurring mental, emotional, or behavioral disorder.
Beyond formal diagnoses, students reported overwhelming day-to-day burdens. Every respondent indicated experiencing severe fatigue or mental strain, with issues such as lack of sleep, academic struggles, low self-esteem, panic attacks, and burnout appearing repeatedly. Crucially, a significant majority of surveyed students noted that these issues were either directly caused or worsened by the school environment.
Support: A Toss-Up Between Classrooms
While schools are intended to be environments where all students can learn effectively, survey responses highlight a distinct lack of consistency in how accommodations and empathy are delivered.
When asked if the school has done anything to make daily life easier, the most common response among students was a hesitant "depends on the teacher."
"I wasn’t given a reason why some teachers are less interested in helping than others," wrote one respondent. Another student echoed this systemic frustration, noting, "The school won't let teachers help me the way I need."
Counseling and administrative support also faced critical feedback. One student shared a disappointing experience seeking help, writing, "The counselor just told me stories about herself. It's like she didn't even listen to me." Additionally, among respondents who reported experiencing bullying at Highland, the overwhelming consensus was that the school took little to no action to resolve the situation.
Light in the Dark: Individual Impacts
Despite the overall critique, students were quick to celebrate individual educators who go above and beyond to provide a safe space.
"I have had a very great teacher that has helped me, and it is Mrs. Peck," wrote one sophomore. "She always just brightened my day."
Others noted that simple structural adjustments—such as reducing daily homework loads or offering flexible deadlines—made a noticeable difference in reducing panic and burnout.
Looking Ahead
When asked point-blank whether Highland does enough to help students facing troubling situations, not a single survey respondent answered with an unqualified "yes." The majority answered "no" or "somewhat," signaling an urgent need for institutional change.
As high schoolers, we are often told that these years prepare us for the real world. But preparing students for the future requires meeting them where they are in the present. The survey data makes one thing clear: addressing and students' needs cannot rely on the good luck of getting the right teacher. It requires a school-wide commitment to empathy, consistent accommodations, and real listening.
Scrolling Through Deception: How Fake News Is Hijacking High School Feeds
by Arlette Reyes
October 18,2026
Between second period and lunch, most students at our school do the same thing: pull out a phone, open an app, and start scrolling. Within seconds, our feeds bombard us with viral drama, breaking headlines, and sensational video clips. But how much of what we are consuming is actually true? A recent survey conducted right here in our school community reveals a startling reality about how teenagers interact with online media, mirroring national studies that highlight a growing digital literacy crisis among young people.
In our school’s recent survey of 22 students spanning freshmen, sophomores, and seniors, TikTok emerged as the single most popular platform where students encounter news and information, cited by 40.9% of respondents (9 students). YouTube followed close behind as the primary news hub for 31.8% of students (7 respondents), while other platforms like Instagram, Snapchat, and independent websites accounted for the rest.
With news moving at algorithm speed, fake news effortlessly slips through the cracks. According to our survey, 59.1% of surveyed students (13 out of 22) admitted they have believed something online that later turned out to be completely fake. Another 22.7% (5 students) stated they weren't even sure if they had been tricked, leaving fewer than one-fifth of respondents confident that they had never fallen for fake news.
Why is misinformation so effective at fooling us? When asked what makes it hardest to spot fake news, the top reason given by students was surprisingly simple: "It looks real." Over 40% of surveyed students (9 respondents) noted that sleek editing and convincing graphics make false stories nearly indistinguishable from legitimate reporting. Meanwhile, 27.3% of students (6 respondents) confessed that "it is hard to know which sources to trust," and 22.7% (5 respondents) pointed out that social media peer pressure plays a role, explaining that misinformation spreads quickly simply because "too many people share it".
When it comes to verifying suspicious content, 45.5% of students (10 respondents) said they check another news source, and 27.3% (6 respondents) search for the topic online. However, 13.6% of students (3 respondents) admitted that they usually do not check suspicious claims at all.
These local findings mirror broader national trends published by major research institutions. A national study by the News Literacy Project revealed that 84% of teenagers express deep skepticism toward news media, often using words like "fake," "false," and "lies" to describe online reporting. Researchers emphasize that teenagers struggle with the sheer speed, volume, and complexity of today's digital landscape, frequently judging content based on emotional appeal rather than factual accuracy.
This environment of constant exposure is further documented by the Pew Research Center, which found that nearly half of U.S. teens report being online "almost constantly". Furthermore, Pew's research indicates that 48% of teenagers believe social media has a mostly negative impact on people their age, driven in part by digital drama and misinformation overload.
The stakes of this problem extend far beyond high school hallways. A landmark study by the Stanford History Education Group warned that high school students nationwide are largely unequipped to evaluate digital sources critically. Researchers found that students routinely accept websites and social media videos at face value without investigating who posted them or verifying underlying claims. As many upperclassmen prepare to reach voting age, the ability to separate fact from fabrication becomes essential for participating in civic life.
As students navigating an information ecosystem designed to catch our attention rather than inform us, we cannot afford to scroll on autopilot. Spotting fake news requires us to pause before sharing, read past headline clickbait, and check secondary sources. If we want our feeds to reflect reality, we have to start questioning what we see before we hit "like" or "repost."
Fresh Greens, Local Farms, and the Great Salt Debate: Inside Our Cafeteria's New Menu
by Tyson Grout and Hunter Seibel
October 18, 2026
If you’ve walked past the cafeteria during lunch period lately, you might have noticed something unexpected: actual color on the salad bar and fewer mystery casseroles on the main line. This fall, our school’s lunch program officially partnered with Farm to Table to supply fresh, locally sourced food directly to our cafeteria. To see how students are taking to the overhaul, a schoolwide survey collected 17 responses between October 1 and October 2, 2026, offering a direct snapshot of student opinions.
What the Numbers Say
The survey gathered input across multiple grade levels—12 freshmen, 3 sophomores, and 2 seniors. While opinions vary depending on who you ask at the lunch table, the general consensus is that the food quality has taken a noticeable step up.
Several underclassmen praised the upgraded menu for being fresher and providing broader choices. One freshman noted that the food feels "a lot healthier," while another pointed out that they prefer the new options because the "food is more fresh" than last year. The newly introduced salad bar earned wide praise, with students highlighting fresh additions like strawberries as a major perk.
When it comes to current favorite menu items, crowd-pleasers include:
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Walking Tacos & Salsa: A clear favorite among freshmen, along with taco chips and salsa.
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Chicken Classics: Chicken strips, drumsticks, and nuggets remain top-tier comfort picks.
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Cafeteria Staples: Bosco sticks and pizza continue to hold down their loyal fan base, even if a few students admitted they wouldn't mind seeing fewer Bosco sticks in rotation.
Despite the thumbs-up for fresh greens, students haven't held back on their culinary wishlists. Requested additions range from mac and cheese, ramen, and lo mein to soup, pasta, and dedicated brunch options like bacon, eggs, or breakfast pizza. Furthermore, seasoning remains a hot topic: an overwhelming majority of surveyed students voted "Yes" to bringing salt and pepper packets back to the condiment station.
A National Push for Local Plates
Our school’s transition to Farm to Table isn’t happening in a vacuum—it aligns directly with broader national trends in school nutrition. According to the School Nutrition Association’s SY 2025–2026 School Nutrition Trends Report, 73.0% of school districts nationwide are actively working to incorporate more local foods into their meal programs. Additionally, 66.1% of districts now offer locally grown or raised foods to students on a daily or weekly basis.
Recent national evaluation reports on the USDA's Local Food for Schools (LFS) initiative show that 80% of participating school districts used local sourcing funds specifically to expand fresh fruits and vegetables. Furthermore, 61% of districts reported that introducing fresh local items directly improved overall meal quality and boosted student participation.
While a few students noted that navigating the new lunch lines felt "a bit more complicated" during the initial rollout, the move toward farm-fresh produce and expanded salad bar options puts our school right on the cutting edge of national cafeteria reform. Now, if the administration could just pass out the salt and pepper packets, the lunch hour might be complete.
High School Survey Highlights Urgent Call for Student Mental Health Days
by Kensley Ellefritz
October 18, 2026
Between October 1 and October 3, 2026, a student-led survey conducted across 9th, 10th, and 12th-grade classes revealed unanimous agreement on one central point: mental health is "very important." However, while student support for mental health awareness is high, opinions remain divided on whether school-sanctioned mental health days are the complete solution.
Student Voices Call for Relief
Written responses to the survey underscored the heavy daily pressures that high schoolers face. Freshman and sophomore respondents noted that official mental health days would "give a break after being stressed," "help clear your mind," and provide "more time to chill and do homework." Others emphasized the potentially positive impact on self-image, stating that designated days off would "help my anxiety and self esteem" and "show awareness and that it is ok" to acknowledge mental health struggles.
For some students, the need for rest appeared especially critical. A sophomore respondent explained that a mental health day would help "so I can sleep because I don't get enough sleep during the week," while another sophomore candidly wrote, "I wouldn't wanna die as much."
Concerns Over Schoolwork and Policy Misuse
Despite broad agreement on the importance of mental health, student sentiment was split on whether time off would directly improve grades or lower overall anxiety. Survey ratings spanned from "Strongly Agree" to "Strongly Disagree."
A senior respondent highlighted a common trade-off regarding student absences: "I could get some rest. But I might also worry" about falling behind on schoolwork. Other respondents voiced concerns about fairness and attendance, pointing out that while mental health days "would help some people," others might misuse the policy just to skip class.
National Data and Legislative Trends
The findings from the school survey reflect broader national trends in youth mental health. According to recent 2026 data from the Centers for Disease Control and Prevention (CDC) Youth Risk Behavior Survey, roughly 33% of high school students report persistent feelings of sadness or hopelessness, and only 24% report getting the recommended eight hours of sleep on school nights.
In response to these challenges, more than a dozen states—including California, Illinois, Washington, Oregon, Virginia, and Colorado—have passed state legislation permitting public school students to take excused absences for mental health reasons, placing mental health on equal footing with physical illness.
As school administrators and student councils continue to discuss school attendance policies, the survey results indicate that students across all grade levels see a clear connection between mental well-being and academic success.
Do Video Games and Social Media Hurt Our Grades?
by Aidyn Kemp
October 18, 2026
Many teens play video games after school. Many scroll on social media for hours. It is hard to balance screens and homework. A new student survey looked into this problem. Recent reports show similar results too.
What the Survey Found
Freshmen and sophomores answered questions about their daily habits. They talked about screen time, homework, and grades.
Here is what the survey showed:
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Screen Time: Some students do not play games or use social media at all. Others spend up to 10 hours a day on screens. Most students spend one to four hours on devices each day.
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Homework Time: Some kids do no homework at all. Others spend over five hours on homework every day.
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Grades: Kids with one to two hours of screen time mostly get A's and B's. Kids with five to 10 hours on screens get lower grades like C's, D's, or F's.
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Parents: Parents have taken away phones or computers from many students.
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Student Thoughts: Most students admit they could get better grades. They know screens affect their schoolwork.
What Other Studies Say
Other national reports show the exact same thing. Researchers studied how screens affect high school students.
Using screens for more than three hours a day makes grades drop. Screens take away time from reading and sleeping.
Keeping a phone nearby while studying is also a bad idea. Every notification distracts your brain. Homework takes twice as long to finish.
Staying up late on phones ruins your sleep too. Blue light keeps your brain awake. Tired students do worse on tests the next day.
How to Fix It
You do not have to throw your phone away. Video games are still fun. You just need a good plan.
Put your phone in another room when you study. Turn off notifications. Finish your homework before you turn on your game console. Small changes like these can help you get better grades fast.
The Secret Power of Laughter: Why Giggling Is Bad for Stress and Good for Your Brain
by Lucely Cruz
October 18, 2026
Have you ever burst out laughing at the most awkward moment imaginable, like right when a teacher calls on you in third period? Or noticed how cracking a joke in a group project instantly makes everyone feel less stressed?
It turns out you’re not alone. A recent survey conducted with 13 local participants reveals how laughter affects our daily lives, mood, and social connections. To figure out if there’s actual science behind the giggles, we broke down the survey data and compared it to recent health publications.
Here is what the numbers say—and why your brain might actually need a good laugh today.
What the Survey Data Says
Out of the 13 people surveyed about their daily habits and feelings surrounding laughter, the feedback was overwhelming: laughter isn't just something funny—it's a tool we use to survive school, stress, and awkwardness.
Question
Does laughter help you connect to people? Yes (76.9%)
Does laughter impact your health? Yes / Agree (92.3%)
Can laughter impact your feelings?100% Agreement-- Every single respondent voted Agree or Strongly Agree
Do you laugh on a daily basis?Yes (61.5%)
Do you find it hard to laugh? Mixed: 5 said No, 4 said Sometimes/Maybe, 4 said Yes/Agree
Do you laugh when you are nervous? Yes / Sometimes (76.9%)
The two biggest takeaways?
First, 100% of respondents agreed that laughing changes how you feel emotionally. Second, over 76% of people experience nervous laughter—meaning chuckling during tense situations is way more common than you think.
What Recent Science Says
It turns out our survey takers were spot on. Recent medical studies show that laughing causes real, physical reactions in your body that boost your health and relieve mental pressure.
1. It Kills Stress Hormones
According to a July 2026 report by Mayo Clinic, a hearty laugh fires up your body's stress response and then cools it right back down. Laughing reduces stress hormones like cortisol and adrenaline while triggering your brain to release endorphins—the body's natural feel-good chemicals. It even relaxes your muscles for up to 45 minutes afterward.
2. It Protects Your Heart and Immune System
A 2025 Healthline review noted that mirthful laughter increases heart rate and oxygen intake, followed by a drop in blood pressure. This pattern mirrors the cardiovascular benefits of light exercise. Over time, reducing stress through laughter boosts immune cells and infection-fighting antibodies, helping you stay healthy during flu season.
3. Why We Laugh When We're Nervous
Ever wonder why 10 out of 13 people in our survey said they laugh when they're anxious? Research from Yale University psychology studies explains this as an "incongruous emotional display." When you're overwhelmed by anxiety, embarrassment, or bad news, your brain uses nervous laughter as an automatic self-regulation mechanism to restore emotional balance and lower panic.
The Bottom Line
Whether you're cracking up at a meme in the lunchroom or letting out an awkward giggle before a presentation, science proves that laughter is one of the easiest ways to protect your mental health and build friendships.
So the next time you feel stressed about exams or caught in a weird silence, don't hold back that smile—your brain and your body will thank you for it!
High School Survey Reveals the Lifeline—and Strain—of Friendships
by Blakely McSorley
October 18, 2026
A newly released classroom survey offers a candid look into how ninth graders navigate peer relationships, highlighting both deep emotional support and underlying distress among teenagers.
The survey, titled The Power of Friendship, gathered raw responses from students regarding their social circles, emotional well-being, and perceptions of peer dynamics. When asked about friend group sizes, student answers varied significantly, ranging from 1 to 5 close friends up to networks of 10 or more. These findings reflect national data from the Pew Research Center, which indicates that roughly 64% of U.S. teenagers report having between one and four close friends, while 34% report larger groups of five or more.
For many students, peer relationships serve as an essential support system. Respondents defined friendship as "unconditional acceptance, a good listener, shared values and beliefs, and good conversation," with others describing friends as "chosen family" who "comfort me over everything," Descriptions of best friends ranged from lighthearted praise like "awesome sauce" to deep emotional ties described as a "ride or die" bond where peers "can finish each other's sentences." One student noted that their best friend meant the world to them, humorously adding, "Other than when they eat my desserts."
Research published by the Society for Research in Child Development emphasizes that high-quality friendships during early adolescence play a crucial role in fostering emotional resilience and reducing symptoms of anxiety. Furthermore, national youth health data shows that nearly 90% of teens rely on close peers as a primary line of support when experiencing personal stress.
However, the survey responses also exposed significant social vulnerabilities and emotional distress. Multiple students reported feeling "angry," "sad," or "scared" around their friends. Another respondent shared the feeling that "all my friends are closer with other people," leaving them without a true best friend, while expressing a need for peers who won't get angry over their requirement for "constant reassurance due to low self esteem."
Most alarming was a response to a prompt asking where students turn during a crisis, in which one participant wrote, "[something] in my bag." Recent publications from the Substance Abuse and Mental Health Services Administration (SAMHSA) highlight that nearly 18% of adolescents experience severe depressive or anxiety episodes, underscoring the urgent need for mental health awareness and crisis resources in school environments.
The survey concluded by asking students to imagine a world entirely devoid of friendship. Respondents characterized such a society as "terrible, like Anthem," "very depressing," and "filled with violence." One response noted that a society without connection would be "a lot more tense and probably with less people due to the stress caused when you don’t have people who lessen worry," predicting that "mortality rates would be higher" as a result of unmitigated stress.
The findings demonstrate that while ninth grade brings complex social pressures, strong peer connections remain a fundamental buffer against youth isolation and emotional strain.
The Bot in the Back Row: How Hallway AI Habits Match Up with National Trends
by Kiera Stanerson
October 18, 2026
If you walk down the hallway before first period, you are almost guaranteed to hear two things: someone complaining about homework, and someone asking if ChatGPT can summarize a chapter of Night.
Artificial intelligence has quietly moved from tech blogs into our backpacks. But how are students actually using it, and what do we really think about it? To find out, a recent survey polled students across grades—primarily freshmen and sophomores—to get a pulse on local AI habits, ethics, and environmental concerns.
What the Hallway Survey Tells Us
According to our school's survey data, student usage ranges from daily power users to total abstainers. While a few respondents reported using AI "everyday" or "sometimes," the most common response was using it "only when needed" or "never."
When asked if AI is inherently bad, student opinions were surprisingly nuanced. Most students answered "a little" or "yes," pointing out specific harms rather than just writing off the technology entirely. The top concerns highlighted by survey respondents included making people lazy, damaging the quality of education, wasting clean water, and harming the environment.
The survey also exposed a deep gray area surrounding academic integrity. When asked if they had ever used AI to cheat, students gave mixed answers ranging from a straightforward "no" to "depends on teacher." Similarly, when asked if teachers check for AI or use it in lessons, students noted that enforcement and integration vary wildly from room to room—answers ranged from "yes" and "maybe" to "rarely."
WHAT STUDENTS THINK AI DOES
Makes people more lazy
Affects education & critical thinking
Wastes clean water & energy resources
Creates inconsistent classroom rules
The Big Picture: How Our School Compares Nationally
Our local survey results reflect a much bigger national conversation happening across high schools nationwide:
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Daily Usage & Schoolwork: A Pew Research Center survey found that 64% of U.S. teens use AI chatbots, with 54% using them specifically for help with schoolwork and nearly 30% using them daily.
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The Cheating Debate: Pew Research also found that 59% of teens believe using AI chatbots to cheat is a regular occurrence at their school.
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Learning vs. Shortcuts: A Common Sense Media study revealed that 66% of student AI users feel chatbots help them better understand their schoolwork. However, 39% admitted feeling like they miss out on real learning when relying on AI, and 38% said having AI around causes them to generate fewer original ideas.
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Teacher Confusion: Common Sense Media also reported that 28% of teens say AI rules vary considerably depending on the teacher, leaving many students unsure of where the boundary sits.
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Teacher Burden & Skill Loss: Research from the Center for Democracy & Technology (CDT) revealed that 71% of teachers feel detecting AI-generated work creates a significant extra burden on them. Furthermore, 64% of students and 71% of teachers worry that overusing AI weakens key critical thinking skills.
Ecological Footprints and Ethical Dilemmas
One of the most notable takeaways from our school survey was how aware students are of AI’s physical footprint. Multiple respondents explicitly called out environmental concerns, such as the massive amounts of electricity and clean water required to cool high-powered AI data centers.
For a generation already stressed about climate change, pressing "generate" on a essay outline carries an extra layer of guilt when you realize data centers consume millions of gallons of water daily just to run server farms.
Where Do We Go From Here?
As sophomores preparing for up
perclassmen workloads, standardized testing, and college apps, AI isn't going to vanish from our phones or laptops. But using it responsibly requires clearer guidelines from teachers and more honesty from students.
AI can be a helpful tutor when you're stuck on a math proof at 10 PM, but if we rely on it to do our thinking for us, we risk trading away our own problem-solving skills—and wasting a lot of energy and water in the process.
Scrolling Through High School: How Our Phones Are Holding Us Hostage
by Katelyn Thomann
October 18, 2026
Between endless group chats, late-night TikTok scrolls, and checking notifications every five minutes during class, smartphones are officially controlling our daily routine. A recent survey of 14 students across our school—spanning eight freshmen, four sophomores, and two seniors—reveals a clear picture: while screen times vary across hallways, almost everyone is struggling with the exact same phone habits.
Screen Time: Local Trends vs. The National Picture
In our school survey, individual phone usage varies widely:
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Less than 1 hour per day: 3 students
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1–2 hours per day: 4 students
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3–4 hours per day: 3 students
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5–6 hours per day: 3 students
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More than 6 hours per day: 1 student
While half of the students surveyed cap their daily screen time at two hours or less, nearly 30% are logging over five hours a day on their devices.
When you zoom out to national statistics, American teenagers are spending even more time glued to their screens. According to data from Common Sense Media and Pew Research, the average U.S. teenager logs between 7 and 8.5 hours of daily screen time for entertainment alone. On top of that, Pew Research reports that nearly 38% to 54% of teenagers across the country feel they spend way too much time on their phones.
The Late-Night Scroll: How Phones Are Wrecking Our Sleep
One of the biggest takeaways from our poll is how phones are interfering with our sleep schedules. Out of 14 students surveyed:
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1 student reported that their phone affects their sleep "A lot."
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6 students said "Somewhat."
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5 students answered "A little."
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2 students said "Not at all."
That means 85.7% (12 out of 14 students) admit their phone disrupts their sleep to some degree.
This mirrors national findings: research from the CDC shows that over half of high schoolers log four or more hours of daily screen time, and heavy phone use right before bed is directly linked to chronic sleep deprivation among teens.
Sleep Impact
A lot: 7.1%
Somewhat: 42.9%
A little: 35.7%
Not at all: 14.3%
We’re Trying to Cut Back—But It’s Hard
The good news? Most of us know we have a problem. An overwhelming 85.7% (12 out of 14 students) responded that they have actively tried to reduce their daily screen time.
Students in our school have tried several tactics to break the habit:
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Turning off notifications (4 students)
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Setting screen-time limits (3 students)
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Putting phones away while studying (3 students)
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Deleting social media apps entirely (2 students)
Nationally, Pew Research shows that about 36% to 39% of teens have taken steps to cut back on phone or social media use, making our local group even more proactive than the national average.
Why Quitting Is Easier Said Than Done
If so many of us are trying to put our phones down, why is it so hard? When asked what makes it difficult to spend less time on their devices, students pointed to a few major culprits:
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Boredom (5 students): The most common trigger. Whenever there's downtime, reaching for a phone is automatic.
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Staying Connected with Friends (3 students): Especially for students with friends who live far away, texting and calling are the primary ways to maintain relationships.
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Fear of Missing Out / FOMO (2 students): Worrying about missed group messages, updates, or social plans.
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Habit (2 students): Unconscious muscle memory of unlocking the screen.
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School, Work, & Entertainment (2 students): Needing devices for assignments, job schedules, or simple relaxation.
As high schoolers balancing classes, sports, jobs, and social lives, put simply: our phones are where our entire lives happen. But with almost all of us losing sleep over our screens, finding ways to turn off notifications—and put our phones in another room before bed—might be the best upgrade we can make to our daily routine.
Behind the Wheel: What High Schoolers Are Really Doing on the Road
by Avery Philips
Every morning, the student parking lot fills up with freshly licensed drivers and permit holders trying to find a spot before the final bell rings. Getting your driver's license is basically the ultimate high school rite of passage, but how safe are we actually when we step on the gas? A recent survey given to our classmates asks tough questions about what goes on behind the wheel, and the responses reveal a pretty wild gap between what we know we should do and what we actually do.
What We Think Safe Driving Is vs. What We Do
When asked what makes a safe driver, almost everyone surveyed had the right answer on paper. Classmates defined a safe driver as someone who "follows traffic laws," "pays attention to the cars around them," and "is smart and observant."
However, when asked about their own habits, the reality gets a lot messier. While almost all respondents claimed to wear their seatbelts, many admitted to doing things behind the wheel that are far from safe. Common confessions included eating while driving, speeding, brake checking other cars, and even doing burnouts or donuts in school parking lots. Furthermore, multiple students admitted to driving outside permitted areas while only holding a school permit.
The biggest distraction by far? Cell phones. When asked about phone usage, classmates listed apps like Snapchat, TikTok, Spotify/music apps, texting, calling, and even watching full movies while operating a vehicle. On top of that, almost every student surveyed said they have been a passenger in a car where the driver was driving unsafely.
The National Picture: We Aren't Alone
Our school survey highlights a trend happening all across the country. According to recent publications from the Centers for Disease Control and Prevention (CDC) Youth Risk Behavior Survey, roughly 46% of high school drivers admit to texting or emailing while behind the wheel.
The National Highway Traffic Safety Administration (NHTSA) emphasizes that taking your eyes off the road for just 5 seconds while driving at 55 mph is the equivalent of driving the entire length of a football field blindfolded. While police reports traditionally estimate that distracted driving plays a role in about 7% to 8% of fatal crashes, in-car video research from the AAA Foundation for Traffic Safety paints a much scarier picture: video footage revealed that distraction was a factor in 58% of moderate-to-severe teen crashes.
Passengers also play a huge role in how we drive. Studies from the AAA Foundation show that a 17-year-old driver's risk of a fatal crash increases by 44% when carrying just one passenger under age 21, and more than doubles when carrying two or more peer passengers.
Keeping Each Other Safe
It is easy to think "that won't happen to me" when scrolling through a Snapchat notification or skipping a song at a red light. But with crashes remaining one of the highest risks for teenagers, taking driving seriously matters more than ever. Putting your phone on Do Not Disturb before putting the car in drive, waiting until you park to reply to a text, and speaking up when a friend is driving recklessly are simple steps that can save lives.
We all want the freedom that comes with driving, but keeping ourselves and our friends safe means keeping our eyes on the road every single time we turn the key.
AAA Study: 58 Percent of Teen Crashes Involve Distractions
This news report highlights the AAA Foundation study showing that distracted driving plays a role in nearly six out of ten moderate-to-severe teen crashes, visually reinforcing the real risks high school drivers face every day.
Tired in the Classroom: Local Teen Survey Exposes Chronic Sleep Debt, Screen Pressure, and Mental Health Strain
by Blakely McSorley & editors
October 18, 2026
If you walk down the hallways before first period, you'll see many students with a caffeinated drink in their hand. To figure out why we’re all so exhausted, a recent survey asked students at our school about their sleeping habits. Twenty-eight responsded. The numbers were pretty shocking, but honestly, as a high school freshman, they also make total sense.
Out of everyone who answered, 85.7% of students get less than the 8 hours of sleep that health experts recommend. In fact, 28.6% of kids get 5 hours or less, another 28.6% get 6 hours, and 28.6% get 7 hours. Only 14.3% of students actually reach the 8-to-9-hour mark. Because of this, 75% of kids said they definitely wish they could sleep more. One student who averages six hours said they feel like a "walking zombie" and end up distancing themselves from people, while another getting five hours or less admitted, "I fall asleep in all my classes... I have a hard time focusing because of how tired I am, and I have no motivation to do work."
So why are we staying up so late? When students described their nights, it came down to a huge mix of things:
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A lot of kids blamed tons of homework, late-night job shifts, or having to wake up super early to help get younger siblings ready for school.
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Other kids talked about staying up late gaming, talking on the phone with friends, or scrolling online.
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One person even admitted they eat candy late at night while watching TV and get too hyper to fall asleep!
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On top of all that, stress, overthinking, ADHD, and insomnia keep a lot of us awake.
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To try and survive the week, 85.7% of students try to "catch up" on sleep on weekends.
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When asked about a four-day school week, 71.4% felt like having three days off helps or sometimes helps them get more rest.
Mental health was another huge part of the survey. Over half of the students—53.6%—said they deal with anxiety, depression, or both. Specifically, 39.3% suffer from both anxiety and depression, 7.1% have just anxiety, and 7.1% have just depression. Most of these kids said their mental health makes it way harder to sleep, which creates a miserable cycle of feeling drained the next day.
What Scientists Say (The Stuff That Backs Us Up)
It turns out science totally backs us up on why waking up early feels impossible. Brain research shows that during adolescence, our internal clock shifts about two hours later because our bodies naturally release melatonin later at night. Asking a 9th grader to wake up at 6:00 AM is biologically the same as asking an adult to wake up at 4:00 AM! Studies from health organizations also prove that getting under seven hours of sleep doubles our risk for anxiety and depression because our brains can't manage stress properly when running on empty. Plus, researchers confirmed that blue light from phones and video games stops melatonin from working, keeping us awake for up to an extra hour and a half.
What Scientists Say (The Stuff That Calls Us Out)
However, research also shows that some of the ways we try to fix our sleep don't actually work. For example, even though 85.7% of us sleep in on Saturdays and Sundays, studies in Current Biology say "catch-up sleep" is kind of a myth. Sleeping late on weekends throws off your biological clock—something scientists call "social jetlag"—which actually makes waking up on Monday morning ten times harder. Also, while 71.4% of survey respondents thought a four-day school week helps them rest, national studies show that four-day school weeks make the remaining four school days longer, forcing kids to wake up even earlier Tuesday through Friday. Finally, 50% of students answered "it depends" when asked if they feel better after a good night's sleep, but brain scans show that sleep-deprived teenagers always lose focus and memory power, even if they think they feel totally fine.
How Our School Compares to the Rest of the Country
Looking at national data from the CDC's Youth Risk Behavior Survey shows how our survey stacks up against high schoolers across the United States:
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Getting Less Than 8 Hours: Nationally, 76% to 77% of U.S. teens don't get enough sleep, but in our survey, it was 85.7%. We are almost 9% more sleep-deprived than the national average!
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Severe Sleep Loss (5 Hours or Less): About 20% of teens nationwide get 5 hours or less, but in our survey, it was 28.6%.
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Getting Recommended Sleep (8+ Hours): Nationally, only 23% to 24% of teens hit the 8-hour target, but only 14.3% of students in our survey did.
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Anxiety and Depression: Around 42% of U.S. high schoolers report persistent sadness or hopelessness, while 53.6% of students in our survey report struggling with anxiety or depression.
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Weekend Sleep Catch-Up: Around 80% of teens across the country sleep in on weekends, which is super close to our 85.7%.
Seeing these numbers proves that being exhausted isn't just about kids staying up too late—it's a real health problem. Some states like California and Florida have already passed laws saying high schools can't start before 8:30 AM so teens can actually function. Until something like that happens everywhere, high schoolers are going to keep fighting the alarm clock every single morning.
Works Cited / Sources
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Local Student Survey: Teens & Sleep (Form Responses), high school student survey dataset.
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U.S. National Sleep & Health Benchmarks: Centers for Disease Control and Prevention (CDC), Youth Risk Behavior Surveillance System (YRBSS) Data & Reports.
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Adolescent Circadian Biology & Start Times: American Academy of Pediatrics (AAP) / American Academy of Sleep Medicine (AASM), "The Jet Lag of Adolescence" & Sleep Duration Guidelines.
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Social Jetlag & Weekend Catch-Up Sleep: Current Biology & Chronobiology Research Studies on Circadian Misalignment.
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Light Exposure & Electronic Screen Impact: JAMA Pediatrics & Sleep Foundation Research on Blue Light and Melatonin Suppression in Children and Teens.
Beat the Bell: How Music is Secretly Saving Our Brains
By Lucely Cruz
If you walk down the high school hallway before first period, half the school looks like walking zombies with AirPods jammed in their ears and looking at their phones. But according to survey data collected from 27 of our peers, those earbuds aren't just for tuning out morning announcements—they're practically a survival tool.
Out of 27 students surveyed, a whopping 26 respondents agreed or strongly agreed that music actually helps their mind and brain. In fact, 22 students emphatically checked strongly agree, while four checked agree, and one student simply noted they listen "for fun." Whether we're grinding through algebra or trying to decompress after gym class, music seems to be our ultimate mental reboot.
So why exactly are we constantly hitting play? The data shows that stress relief is the biggest driver. A total of 23 students reported listening to music to relax, while 22 listen to feel happy, and 21 tune in to stay calm. Another 18 students rely on beats to maintain focus during study sessions, while 18 others admit they press play simply because they are bored.
Beyond the main checkboxes, some classmates shared deeper personal reasons for playing their favorite tracks. One student noted they listen "to stop thinking," another plays music "when I'm sad," and one person wrote that they turn on songs "to feel heard." On the lighter side, another respondent listed practicing "while hobby horsing" as their main motivation.
When it comes to organizing our tunes, customization is king. An overwhelming 25 out of 27 students confirmed that they curate their own personal playlists, leaving just two respondents who don't keep a playlist of their own.
The actual soundtrack to our school day is wildly chaotic and diverse. Survey results revealed a massive mix of genres, ranging from heavy hitters like Country, Rap, Hip-Hop, Rock, and Heavy Metal, to Classical, K-pop, Musicals, Christian, and Indie Folk. One student hilariously summed up a major hallway subculture by listing "White girl (Taylor, Olivia, Sabrina, Ariana, etc)" as their main genre, while another admitted to blasting the "skibidi toilet song and cupcaake." Meanwhile, several students refused to stick to a single box altogether, choosing "all," "a lot of different kinds," or "whatever really sounds good to me."
Whether we are trying to lock in for a test, escape reality for three minutes, or just vibe on the way home, one thing is totally clear: music isn't just background noise for freshmen—it's the power source that gets us through the day.
Growing Pains and Greater Potential: Inside the Highland-Lone Tree Union
By Hailey McFarland
From the field to the cafeteria, big changes are happening at Highland this school year. With Highland and Lone Tree coming together to share football, cheer, and even the breakfast and lunch programs, the merger has been a topic of conversation in the hallways. To get the full picture of how our school is adapting, we looked at the numbers from a school-wide survey and sat down with Highland Principal Mrs. Hazlett to discuss what this union really means for our community.
"A Growing Year": Leadership in Logistics and Safety
While merging two districts brings excitement, the administration acknowledges that transition takes work. “I think there’s always going to be growing pains when you’re trying to connect two systems together, and it’s just going to take some time to work things out,” Principal Hazlett explained, describing this as a foundational “growing year.”
Logistics—especially transportation—have been one of the biggest focus areas. With junior high football players traveling to Lone Tree for practice, coordination is vital. "Communication is key," Hazlett emphasized, pointing out that families rely on clear schedules for pickups and ride shares between schools. As a community, making sure every family has access to transportation resources ensures that all students have an equal opportunity to participate.
Beyond logistics, player depth and safety are major advantages of combining programs. Last year, Highland’s football season ended prematurely due to a string of injuries that forced younger freshmen and smaller underclassmen to line up against experienced varsity players. Hazlett sees the union with Lone Tree as a crucial solution.
“There’s definitely potential—any time we've got more numbers I think that’s good, especially for things like injury and illness,” Hazlett noted. Reflecting on past depth issues, she added, “That’s tough, that’s why I personally was kind of hoping that maybe we could find a way to play 8-man. I think combining with Lone Tree speaks to our collective strengths.” She noted that 8-man football relies heavily on speed—something Highland has plenty of—and that she wouldn't be opposed to it if needed in the future.
By the Numbers: What the Survey Shows
To measure overall sentiment across both districts, a survey was conducted regarding the reunion of the HLT Raiders football team, the combined cheer squad, and the shared lunch program. A total of 76 people responded.
The survey pool consisted of 49 students (64.5%) and 27 staff members (35.5%). Student participation spanned every grade level:
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Freshmen: 11 respondents (14.5%)
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Seniors: 10 respondents (13.2%)
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7th Graders: 9 respondents (11.8%)
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Sophomores: 8 respondents (10.5%)
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Juniors: 6 respondents (7.9%)
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8th Graders: 5 respondents (6.6%)
Overall, the community strongly favors the merge. When asked if both schools would benefit from these joint programs, 76.3% of all respondents (58 out of 76) answered favorably:
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Agree: 33 respondents (43.4%)
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Strongly Agree: 25 respondents (32.9%)
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Neutral / No Opinion: 11 respondents (14.5%)
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Strongly Disagree: 4 respondents (5.3%)
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Disagree: 3 respondents (3.9%)
Staff members showed overwhelming support for the move, making up a significant portion of the positive responses. Out of 27 staff members, 25 (92.6%) backed the merger (14 "Agree" at 51.9% and 11 "Strongly agree" at 40.7%), citing low rural enrollment and tight budgets as primary reasons for collaborating. Only 1 staff member disagreed (3.7%) and 1 remained neutral (3.7%).
Students were also largely supportive, though with a wider variety of perspectives. Of the 49 student responses, 33 (67.3%) approved of the union (19 "Agree" at 38.8% and 14 "Strongly agree" at 28.6%). Many pointed to larger team rosters, safer playing conditions, and the chance to build new friendships. In fact, 14 respondents specifically rallied around the popular slogan: "Love it! Bring the Raiders back!".
On the other end of the spectrum, 6 students (12.3%) expressed hesitation (4 "Strongly disagree" and 2 "Disagree"), preferring that each school maintain its own independent identity and sports seasons. Another 10 students (20.4%) selected "Neutral/no opinion"—a category dominated by 7th and 8th graders who felt they hadn't heard enough details yet.
Looking Ahead
While scheduling practices and aligning two different school systems will take patience, the general consensus across Highland is clear: the community likes the merge. With safer team numbers on the field, shared cafeteria services, and broader participation across activities, Highland and Lone Tree are proving that working together makes both schools stronger.
Running on Empty: Local Teen Sleep Survey Reveals Chronic Sleep Deprivation Exceeding National Averages
By Blakely McSorley
September 29, 2026
A recent survey examining sleep habits, academic pressures, and mental health among local high school students reveals that the vast majority of teens are struggling to get enough rest each night. Across a local dataset of 27 surveyed students, 85.2% of respondents report getting less than 8 hours of sleep on average per night.
The figures highlight a growing sleep deficit among teens, surpassing even national alarming benchmarks set by federal health agencies.
Local Numbers vs. National Benchmarks
The American Academy of Sleep Medicine (AASM) and the Centers for Disease Control and Prevention (CDC) recommend that teenagers aged 13 to 18 get 8 to 10 hours of sleep per night to support healthy brain development, emotional regulation, and academic focus.
However, according to the CDC’s 2023–2025 Youth Risk Behavior Surveillance System (YRBSS) data, approximately 75 percent to 77% of U.S. high school students nationwide experience insufficient sleep on school nights.
The local survey data demonstrates an even steeper shortfall:
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5 hours or less: 25.9% (7 students)
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6 hours: 29.6% (8 students)
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7 hours: 29.6% (8 students)
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8 hours: 11.1% (3 students)
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9 hours: 3.7% (1 student)
Only 14.8 percent of surveyed students hit the recommended 8-hour threshold, compared to the national average of 23–24 percent. Unsurprisingly, 77.8 percent of students explicitly stated they wish they could get more sleep, while another 14.8 percent said "maybe".
What Is Keeping Students Awake?
When asked to describe why they fall short on sleep, students cited a mix of academic workload, late-night screen time, after-school jobs, and personal health challenges:
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Academic & Work Demands: Multiple students highlighted heavy homework loads and balancing late shifts after school. One respondent cited "homework and it also depends if I work after school," while another noted "trying to get ready for school/studying."
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Screen Time & Late-Night Socializing: Staying up on mobile phones, gaming, and watching videos late into the night were common patterns. One student admitted staying up late "talking to my friends on the phone," while another pointed to playing video games because night is the "only time I can because of homework."
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Family & Morning Schedules: Family obligations and early morning routines also play a role. One student shared: "I have to wake up early to get dressed before waking my sister up. Also, my family are night owls... Also, many of my online clubs happen later."
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Insomnia & Health Conditions: Several students noted medical or neurological struggles, citing "insomnia, stress, and adrenaline," ADHD, and clinical depression as primary sleep barriers.
The Mental Health Connection & Day-to-Day Toll
The survey highlights a heavy intersection between sleep loss and student mental health. Nationwide, CDC reporting consistently links chronic teen sleep deprivation with elevated rates of mood disorders, difficulty concentrating, and reduced emotional resiliency.
In the local sample:
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44.4 percent (12 students) reported suffering from both anxiety and depression.
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14.8 percent (4 students) reported suffering from either anxiety or
depression individually. -
In total, 59.3 percent of respondents indicated dealing with anxiety, depression, or both.
The qualitative feedback illustrates how exhaustion manifests in the classroom:
"Sometimes I'm ok, but other times I feel like a walking zombie and zone out a lot.
I tend to distance myself from others."
"Sluggish, tense, don't wanna be around people."
"I fall asleep in all my classes... I have a hard time focusing in some of my classes because of how tired I am, I have no motivation to do work."
Weekend Catch-Up and Schedule Adjustments
To compensate for weekday sleep debts, 55.6 percent (15 students) confirmed they sleep in on weekends to "catch up," while another 37.0 perent (10 students) do so "sometimes." Only 7.4 percent said they do not use weekends to recover. Sleep medicine specialists note that while weekend catch-up sleep can temporarily relieve fatigue, it often disrupts circadian rhythms, making Monday mornings even harder.
When asked whether the four-day school week helped them obtain more rest:
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37.0% (10 students) answered Yes
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40.7% (11 students) answered Sometimes / Not Sure
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22.2% (6 students) answered No
While modified school calendars provide some relief, the underlying combination of high workloads, digital distractions, and early morning start times continues to keep most teens from getting the rest they need.
Paws, Claws, and Comfort:
How Pets Are Helping Students Survive High School
By Kesley Ellefritz
September 29, 2026
Between staying on top of endless homework assignments, studying for quizzes, and trying to navigate high school social life, being a teenager can get pretty overwhelming. But according to new survey results from our school, a massive chunk of the student body has secret weapon study buddies waiting for them at home: their pets.
A campus survey gathered responses from 94 total students and staff members to find out how furry, scaly, and feathered friends impact our daily lives. The numbers show that pet ownership is huge around here, with 82 out of 94 respondents (87.2%) confirming they currently have pets at home. Only 12 respondents (12.8%) reported having no pets at all.
Dogs, Cats, and... Bearded Dragons?
Unsurprisingly, dogs took the crown as the most popular pet on campus, mentioned by 70 different respondents. Cats came in a close second with 51 mentions. Many students reported having both cats and dogs under one roof, with one student calling their labradoodle a "constant joy in our lives" and another admitting their big dog is "a big scary dog on the outside, but just a little puppy who makes me happy by running to me every time I get home."
However, high schoolers care for way more than just traditional canine and feline companions. The data revealed a surprisingly diverse menagerie across our school community, including:
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Farm Animals: Horses, mules, donkeys, cows, goats, chickens, roosters, and ducks.
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Small Pets: Hamsters, guinea pigs, rabbits, and a chinchilla.
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Reptiles & Amphibians: Bearded dragons, snakes, lizards, and frogs.
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Aquatic & Avian: Parakeets, birds, and fish.
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One respondent even listed an impressive household holding three horses, one donkey, four mules, two cats, and one dog, noting that their animals "have made me happier." Another student shared that caring for their reptiles, amphibians, and fish brings them "joy and a sense of purpose."
Stress Relievers on Four Legs
High school brings a lot of pressure, but pets seem to act as natural stress relievers after a long day in class. When asked if pets help decrease stress levels, an overwhelming 90.4% of respondents agreed. Specifically, 54 respondents (57.4%) said they Strongly Agree and 31 respondents (33.0%) said they Agree. Only seven people were neutral, one disagreed, and one strongly disagreed.
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Furthermore, 76 out of 94 respondents (80.9%) answered a definitive Yes when asked if their pets help them get through hard times. Another nine respondents (9.6%) said Maybe, while only 5 (5.3%) said No.
Many students left heartwarming quotes about how their animals get them
through tough days:
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"He helps me feel comforted and helps to calm my anxiety!"
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"They bring me comfort especially when having a bad day."
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"My 2 year old rescue cat has made my life significantly better."
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"My dog is my friend and he is funny."
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"They make me feel like I'm not alone in the house."
More Than Just Fun: Responsibility and Reality
It isn't all snuggles and playtime, though. A few respondents pointed out the extra work that comes with pet ownership, like having to walk them daily, clean up lots of pet hair, or find care for them when going on vacation. One student joked that their cats "drive me crazy," while another admitted that their daily task is "having to let him out."
Others pointed out how caring for animals teaches real life skills, with a respondent sharing that keeping farm animals and pets "helped me be responsible and learn new things."
Even students without pets acknowledged their positive impact. While one non-pet owner jokingly said having no pets "makes me wanna cry," most agreed that animals bring unconditional love to people's lives.
Whether you are coming home to a dog wagging its tail, a cat curling up on your lap while you study for biology, or feeding your chickens before school, the survey proves one thing clearly: pets play a massive role in keeping our school community happy, grounded, and supported.
Beyond the Vapor: New Survey Data Uncovers What High Schoolers Really Think About Teen Vaping
By Lillyana Amparo
September 28, 2026
Walk into almost any high school bathroom or take a loop through the student parking lot before first period, and the sweet, artificial smell of vape juice is hard to miss. While vaping has been an unspoken epidemic across high school halls for years, fresh data from a recent campus-wide survey gives us a direct look into how our student body views the issue.
Out of 30 students surveyed across all four grade levels—comprising 16 Freshmen (53.3%), 8 Sophomores (26.7%), 3 Juniors (10%), and 3 Seniors (10%)—the overwhelming majority expressed deep concern over the prevalence of nicotine devices on campus.
The Numbers Behind the Habits
While only 16.7% (5 out of 30) of respondents reported that they have personally vaped, the visibility of vaping in our daily lives tells a much bigger story. A full 63.3% of students (19 respondents) confirmed they know someone in our high school who vapes, while 76.7% (23 respondents) know an adult who uses vapes.
SURVEY SNAPSHOT (30 Student Respondents)
Have personally vaped: 16.7%
Know a high schooler who vapes: 63.3%
Know an adult who vapes: 76.7%
Believe vaping is dangerous: 73.3%
Believe vaping has gotten worse: 83.3%
Agree vaping damages health/future: 96.7%
Despite how common it is, students are not blind to the health risks. Nearly three-quarters of students (73.3%) explicitly stated that vaping is dangerous, while another 23.3% answered "Maybe". Furthermore, 83.3% of respondents believe the vaping problem has gotten progressively worse over the years. When asked whether vaping damages teen brains, lungs, and futures, 29 out of 30 students (96.7%) responded with a resounding "TRUE".
Stress, Mental Health, and the Search for Coping Mechanisms
If nearly everyone agrees that vaping is harmful, why do so many students continue to do it? The survey responses point directly toward mental health and stress as the underlying culprits.
An overwhelming 80% of respondents (24 students) believe there are healthier ways to cope with anxiety and depression without resorting to tobacco or vapes, while 16.7% (5 students) felt there might be. When asked what schools and communities should do to stop vaping, many respondents bypassed simple punishment and called for deeper empathy and mental health support:
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Addressing Root Stress: "Actually care about people's mental health and not just ignore people who have issues," urged one junior respondent. A sophomore echoed this sentiment, adding that schools should "stop making them stressed out so much".
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Understanding over Judgment: "Idk, actually try and understand why they do it," suggested one freshman, while another recommended "checking on how people are doing and trying to help them if something happens to be wrong".
PDF
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Breaking Social Stigmas: One freshman highlighted the need to "actually have a society that doesn’t consider discussing emotions and problems as taboo"[cite: 2].
Moving Forward: Prevention and Accountability
Students also offered practical alternatives to help peers kick the habit, ranging from replacing physical triggers—like using fidget toys, chewing gum, or taking naps—to picking up new hobbies, playing sports, and engaging in creative arts.
However, peer-level solutions only go so far when enforcement feels lacking. One freshman pointed out a glaring blind spot in campus supervision: "We need to have awareness of it in school, like things in the bathrooms. We need to talk about it. There are a lot of people who vape in their cars in the parking lot. Why isn't someone doing something about it?"
As our school administration looks for solutions, the survey data makes one thing clear: punitive measures alone will not solve the issue. Real progress will require addressing the academic pressure and mental strain driving students to vapes in the first place, while creating a culture where asking for help is easier than reaching for a device.
Scrolling Through the Stats: What Our Survey Reveals About Teens and Social Media
By Aidyn Kemp
September 20, 2026
Walk down any hallway during lunch or homeroom, and you will see the exact same scene: dozens of students with their heads down, glued to glowing screens, endlessly scrolling through notifications, direct messages, and trending clips. To get a clearer picture of how deeply digital habits are shaping our high school experience, a recent campus survey collected student feedback on teen social media usage.
The survey responses offer a relatable yet eye-opening look into our daily digital lives. While messaging channels and online platforms—ranging from group chats to messaging apps like Telegram—serve as the primary way students stay in touch, the data highlights a continuous struggle most of us know all too well: finding a balance between staying connected and staying focused on real life.
For many 10th graders, social media is no longer just a fun distraction after school; it is where our entire social ecosystem exists. From coordinating group projects to sharing study notes and sending memes during lunch, staying online feels less like a hobby and more like a daily requirement. "If you put your phone away for even two hours, you come back to dozens of missed messages and feel completely out of the loop," shared one sophomore respondent.
However, that endless stream of content comes at a steep price. Multiple responses pointed out how late-night scrolling disrupts sleep schedules, leading to groggy first-period classes, forgotten assignments, and short attention spans. Teachers have certainly noticed the shift as well, noting that competing with a buzzing phone in a student's pocket during lectures is an uphill battle.
Still, students in the survey did not view social media as entirely negative. Many emphasized that online platforms allow them to discover unique hobbies, build supportive peer groups, and stay updated on global news that matters to them.
Ultimately, the survey proves that deleting our apps isn't realistic—or even necessary. Instead, the real goal for our student body is learning how to set better personal boundaries with technology. As we navigate high school in an increasingly digital world, learning when to log off might just be the most valuable skill we master this year.
It’s Worse Than You Think: Survey Reveals Bullying Problem at Highland
By Avery Philips
September 20, 2026
A recent survey sent out to Highland students shows that bullying isn't just a minor issue at our school—it's something tons of us deal with every day. The data shows that students are facing mean behavior in person and online, and a lot of us feel like nothing is being done about it.
When you look at national numbers, it turns out that while bullying happens everywhere, the results from Highland students are pretty alarming.
How Highland Compares to National Numbers
To see how bad things really are, we compared our survey results to national studies from the Centers for Disease Control and Prevention (CDC) and the Pew Research Center.
Students everywhere feel like schools don't do enough, but Highland students felt especially strongly.
What Students Are Actually Dealing With
When asked what bullying actually feels like, people didn't hold back. Students defined it as constantly getting put down, left out on purpose, or treated like they don't matter.
One student wrote, "It means getting treated like crap over and over and over even when you try your best and are nice to everyone." Another student pointed out the physical and mental toll: "Someone is harming your mental, emotional, or physical health on purpose."
Why do people do it? Most respondents said it comes down to insecurities, people wanting to look cool, or just being mean. As one response put it, "They don't feel confident, so they bully others to make themselves feel big."
Nationally, appearance is the main reason teens get picked on (31%), followed by gender and race. That matches Highland almost exactly, where students reported getting shamed for their clothes, their height, and body shape (including both "fat shaming" and "skinny shaming").
Classroom Drama and Lost Friends
Bullying doesn't just suck in the moment—it ruins the whole school day. Multiple students said whether they feel safe at school literally depends on what class they are in, who sits near them, or which teacher is in the room.
It also ruins friendships. A lot of students said they’ve lost friends because of being bullied, or that it’s super hard to make new friends when people are targeting you. And for more than half of the students who replied, the drama doesn't even stop when school ends—it follows them home on their phones.
What Needs to Change?
The biggest takeaway from the data is the huge disconnect between students and the administration. Not a single student who took the survey said that the school administration has successfully stopped bullying, with almost everyone answering "no" or "maybe".
According to Pew Research, 58% of teens nationwide think schools do a bad job handling cyberbullying, but the frustration at Highland seems even higher. If things are going to get better, our school needs more than just posters on the wall—we need real accountability, better support from staff, and students standing up for each other in the hallways.
References
Haile, G., Arockiaraj, B., Zablotsky, B., & Ng, A. (2024). Bullying victimization among teenagers: United States, July 2021 – December 2023 (NCHS Data Brief No. 514). National Center for Health Statistics. https://doi.org/10.15620/cdc/168510 Cited by: 14
Pew Research Center. (2022). Teens and cyberbullying 2022. Pew Research Center. https://www.pewresearch.org/internet/2022/12/15/teens-and-cyberbullying-2022/
What It’s Really Like at School: Highland Safety and Behavior Survey Exposes Unfiltered Student Thoughts
By Highland Staff
September 20, 2026
A new survey sent out to Highland students takes a direct look at what goes on in our hallways, classrooms, and online group chats. The raw responses show how students actually feel about school rules, personal safety, administration, and peer conflicts.
When you compare our local results to national data from the National Center for Education Statistics (NCES) and the Centers for Disease Control and Prevention (CDC), some clear patterns show up about how Highland fits into what high schoolers across the country are experiencing.
How Highland Survey Data Compares Nationally
To see where Highland stands, we mapped our survey trends against recent national data.
Key Takeaways from the Local Responses
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Environment Matters: Students noted that whether they feel safe or comfortable during the period depends heavily on room dynamics, seat assignments, and individual teachers.
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Digital Footprint: Social media platforms—especially Snapchat and TikTok—continue to serve as major sources of off-campus conflict that leaks back into school.
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Targeted Criticism: Respondents pointed out that criticisms around appearance, clothes, or body type ("fat shaming" and "skinny shaming") hit harder than general teasing.
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Adult Intervention Gap: Most respondents expressed skepticism about taking minor peer issues to administration, worrying it either won't help or will make social situations worse.
What Students Are Saying
When asked about daily life in school, students didn't hold back. Responses highlighted how fast small comments can turn into ongoing drama.
One student noted, "It’s about how people treat you when they think nobody is watching, or when teachers are busy." Another student pointed out that rules often feel inconsistently enforced, saying, "It depends on who you are and who is enforcing it."
Nationally, the CDC reports that frequent social media use is directly tied to increased reports of electronic bullying and higher stress levels among teens (CDC, 2024). Highland students echoed this exact issue, sharing how screen time and group chats make school drama follow them home after the final bell.
Classroom Climate and Real Safety
Feeling safe at school isn't just about locked doors and security cameras; it's about the everyday climate in classrooms and hallways.
Multiple survey responses showed that students feel more comfortable when teachers set clear boundaries early on. On the flip side, unmonitored hallways, unstructured free time, and tense group dynamics make students feel on edge.
According to NCES data, while over 90 percent of schools use security cameras and strict entry controls, student perceptions of safety are far more tied to peer relationships and teacher support than physical hardware (NCES, 2024).
What Needs to Happen Next?
The biggest lesson from the survey is that students want real, honest communication. Rules and policies only work when students feel respected and heard by adults.
If Highland wants to improve school culture, it starts with acknowledging what students are actually going through—both in person and online—and building better accountability across the board.
References
Centers for Disease Control and Prevention. (2024, October 8). 2023 Youth Risk Behavior Survey results. U.S. Department of Health and Human Services. https://www.cdc.gov/yrbs/results/2023-yrbs-results.html
National Center for Education Statistics. (2024). Crime, violence, discipline, and safety in U.S. public schools: Findings from the School Survey on Crime and Safety: 2021–22 (NCES Publication No. 2024-043). U.S. Department of Education. https://nces.ed.gov/pubs2024/2024043.pdf
Pew Research Center. (2022, December 15). Teens and cyberbullying 2022. Pew Research Center. https://www.pewresearch.org/internet/2022/12/15/teens-and-cyberbullying-2022/
Li, J., & Wilkins, G. (2024). Frequent social media use and experiences with bullying victimization among high school students — Youth Risk Behavior Survey, United States, 2023. MMWR Supplements, 73(4), 45–52. https://pmc.ncbi.nlm.nih.gov/articles/PMC11559676/
Struggling to Breathe: New Survey Shows How Much
Anxiety Is Hitting Highland Students
By Payton Goff
September 20, 2026
A new survey about anxiety was sent around Highland, and the results show that a lot of us are struggling with stress way more than adults probably think. Most students who answered said they deal with anxiety, and it’s not just feeling a little nervous before a quiz—it’s affecting how we sleep, how we focus, and how we handle being at school every single day.
When you look at national data from places like the Centers for Disease Control and Prevention (CDC) and the National Institute of Mental Health (NIMH), it shows that what’s happening at Highland is part of a huge mental health problem affecting teenagers all across the country.
How Highland Compares to National Numbers
To see how bad anxiety is at our school compared to the rest of the country, we put our survey results next to national statistics.
For a lot of kids, anxiety makes it super hard to just get through a normal day.
Physical Symptoms Are Real
When asked what happens when they get anxious, students listed a lot of serious physical problems. It’s not just being worried—it's actual body reactions. Students reported having panic attacks, throwing up, fidgeting, shortness of breath, muscle tension, sweating, and shaking.
One student wrote that when their anxiety gets bad, "I fixate on something I'm worried about... I can't think straight, causing me to be extremely tired." Another student said, "I struggle to do normal tasks."
According to national studies by the CDC, high anxiety in teens directly impacts sleep and energy levels, which makes paying attention in class almost impossible. That matches what Highland kids said about being constantly exhausted and overwhelmed.
What Triggers Anxiety at School?
Almost every single person who filled out the survey agreed or strongly agreed that school makes their anxiety worse.
The main triggers students listed were:
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Public speaking and presentations in class
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Tests and homework overload
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Bullying and bad interactions with other kids
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Loud rooms and places with too many people talking at once
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Fear of making long-term mistakes or failing
Nationally, the NIMH reports that school performance and social acceptance are the top two triggers for adolescent anxiety. At Highland, students said being around huge crowds or having to speak in front of everyone makes their heart race and triggers panic.
Coping and What Needs to Change
A few students mentioned they have found ways to deal with it, like learning coping strategies to calm down when stress gets too high. But for most kids, anxiety is still a daily battle that follows them from the classroom to their bedrooms at night.
If Highland wants to help students succeed, teachers and staff need to realize how much stress students are carrying around. Giving kids better ways to handle stress, being mindful about presentation pressure, and creating quieter spaces could make a huge difference for everyone.
References
Centers for Disease Control and Prevention. (2024, October 8). Youth Risk Behavior Survey data summary & trends report: 2013–2023. U.S. Department of Health and Human Services. https://www.cdc.gov/yrbs/results/2023-yrbs-results.html
National Institute of Mental Health. (2023). Any anxiety disorder among children. U.S. Department of Health and Human Services, National Institutes of Health. https://www.nimh.nih.gov/health/statistics/any-anxiety-disorder-among-children
Feeling Empty: New Survey Shows How Depression Hits Highland Students
By Kiera Stanerson
September 20, 2026
A new survey on mental health was sent around Highland, and the results reveal that depression is a very real, ongoing struggle for a huge number of students at our school. Many respondents shared that they feel sad for no reason, hopelessly empty, or frustrated on a daily basis—and many are too scared to ask adults for help.
When you look at national data from the Centers for Disease Control and Prevention (CDC) and the Substance Abuse and Mental Health Services Administration (SAMHSA), the trends at Highland line up with a massive teen mental health crisis happening across the whole country.
How Highland Compares to National Data
To see how Highland stacks up against high schoolers across America, we compared our local survey numbers to national benchmarks.
Depression isn't just a temporary mood—it’s an ongoing, long-term struggle.
What Students Are Feeling
The survey asked students to share what symptoms they experience, and the responses showed just how heavy things get. The most common symptoms reported include:
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Feeling sad for no reason
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Feeling hopeless, empty, or worthless
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Feeling frustrated or angry
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Fixating on past failures and exaggerated self-blame
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Low self-esteem and drops in energy
One student wrote that they’ve been carrying these feelings for over 5 years, while another noted their struggles with self-image began "ever since I lost weight."
Nationally, the CDC reports that female students and LGBTQ+ youth experience higher rates of persistent sadness. At Highland, students across all groups pointed to self-image and school workload as major sources of emotional pain.
What Triggers It—and What Actually Helps?
When asked what causes these feelings, school and self-image were mentioned in almost every single response, closely followed by family problems and friend drama.
However, students also shared what helps them cope when things get rough:
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Spending time with pets (one of the most popular answers)
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Listening to music or using their phone
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Being alone to process things
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Hanging out with close friends or family
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Supportive teachers and staff
The Fear of Asking for Help
Perhaps the most alarming takeaway from the survey is that while some students are getting help or taking medication, a significant number answered: "I want to but am scared to ask for help."
According to SAMHSA, fewer than half of adolescents with a major depressive episode receive professional treatment. The fear of being judged, labeled, or misunderstood keeps many Highland kids suffering in silence.
If Highland wants to support its students, we need to make it easier and less intimidating to talk about mental health. Creating safe spaces where students can speak up without fear is the first step toward getting everyone the support they need.
References
Centers for Disease Control and Prevention. (2024, October 8). Youth Risk Behavior Survey data summary & trends report: 2013–2023. U.S. Department of Health and Human Services. https://www.cdc.gov/yrbs/results/2023-yrbs-results.html
Substance Abuse and Mental Health Services Administration. (2024). Key substance use and mental health indicators in the United States: Results from the 2023 National Survey on Drug Use and Health (HHS Publication No. PEP24-07-016). Center for Behavioral Health Statistics and Quality, SAMHSA. https://www.samhsa.gov/data/report/2023-nsduh-annual-national-report
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