A writer argues that freshmen should meet with college counselors in order to reduce stress that comes from uncertainty about the college process.
Emma Hantman ’29 argues that civil discourse programming should allow students to more freely advocate for beliefs they are passionate about.
Dylan Kim ’30 reflects on her experience understanding her LGBTQ+ identity through social media and discusses the challenges that queer youth can face when confronting censorship.
Shira Wenthe ’27 argues that students should make an effort to attend events like clubs, performances and sports games to maintain a thriving community.
Brett Carter ’27 argues that more humanities classes should teach students how to analyze visual art.
Dominic Bloch-Prime ’26 calls on fellow students to promote free speech and civil discourse during and after high school.
Samaya Chandra ’28 argues that the school day should end earlier to allow students more time to sleep.
Maya Karson ’29 argues that students should take a closer look at local elections, both in D.C. and around the country, to prepare themselves for voting as adults.
Noah Kolker ’26 argues that GDS should not hold meetings in the quiet side of the library because it compromises a space students need to study.
Leo Johnson-Goldfrank ’26 argues that the Trump administration is impeding on racial progress, and GDS students need to stand up for equality.
Parker Dunbar ’28 argues that the new English department policy causes stress and hinders students' ability to write well.
Brooke Hughes ’27 encourages students to go to sports games and support their peers.