By: Amaiah Bennett, Makena Freier, and Belle Hughes
Category Archives: School Life
The great homework drop: Are teachers assigning less homework?
By: Damon Trent

Across the country, after-school worksheets and late-night study sessions are slowly becoming a thing of the past. Recent data confirms that there’s been a shift in K-12 education: teachers are assigning significantly less homework than in previous years, and some aren’t even assigning any at all.
According to a survey conducted by the EdWeek Research Center, about 40% of surveyed teachers reported assigning less homework over a two-year period, another 24% stated they do not assign homework at all, and only 3% of educators reported an increase in out-of-school assignments.
There are so many different things that could have caused this shift. About 47% of teachers who cut down on workloads said that students are refusing to complete assignments as the leading reason. Additionally, another 29% pointed to the rise of AI and other digital tools, noting that tech misuse undermines the learning value of traditional homework. Some teachers also have equity concerns seeing as they also play a major role, as 28% of educators recognize that not all students have equal access to quiet study environments, internet access, or parental help at home.
Research highlighted by Edutopia shows that heavy homework loads aren’t very beneficial to a student’s academics, as it causes younger students to feel an increase in stress and burnout. Studies referenced by Point Loma Nazarene University reinforce that while targeted practice can help older students, too many assignments can often backfire on student engagement and mental health.
Educators are beginning realize they should try to prioritize quality, in-class learning over quantity at home, giving students more time for sleep, extracurriculars, and family life. As classrooms change to better understand new technologies and students needs, the era of heavy nightly homework appears to be fading.
For more information, please visit:
- EdWeek Research Center Survey: https://www.edweek.org/leadership/are-schools-assigning-less-homework-a-new-survey-offers-answers/2026/02
- Edutopia Homework Study Analysis: https://www.edutopia.org/visual-essay/the-pros-and-cons-of-homework-in-6-charts/
- Point Loma Nazarene University Educational Insights:https://www.pointloma.edu/resources/education/should-teachers-still-give-homework
Laziness Is A Lie
By: Avi Wyler and Louise Wallraff

When I was in 7th grade, I was a huge procrastinator. When teachers gave me homework assignments, I was much more likely to put them off then do any of it. I’d go home, stay on my computer until bedtime, go to bed late, rinse and repeat. At my very worst, I was ignoring over 35 overdue assignments, wasn’t participating in extracurricular activities and was barely participating in class.
What I have just described is something that many people would consider laziness — I wasn’t getting work done, I wasn’t taking care of myself and, most importantly, there were no obvious signs that I was trying to change, or even cared. But here’s the thing: I was trying to change, and I did care. A lot. So much, in fact, that every afternoon spent on my computer was a desperate attempt to distract myself from how much stress my overdue work was giving me.
That feeling of anxiety is often felt by others that have had similar experiences to me. Most people want to do well and live good lives. Most people care about the work they put in. It’s not an issue of morality, or even work ethic. But then what is the issue? Why can’t so many people get themselves to do work? And is laziness even a thing?
To understand this, we first have to look at where the idea of productivity comes from, and that question is easy to answer. Since the moment America was founded, values of “self-reliance” and “diligence”, rooted in religious beliefs, have always been core principles of society. In fact, they were historically used to rationalize slavery and are still used to justify economic oppression: it was your fault you couldn’t do the work, not the fault of those who were putting it on your shoulders.
Today, we start preparing for our future jobs from kindergarten, and don’t get a break until 65, the average year of retirement. This is in order to make enough money to survive in America, with the average household expenditure costing 80,000, but also because it becomes our only purpose. When how hard we work is tied to our value as people, we live to work instead of work to live. It should not be this way. But what is actually happening in our bodies that causes us to feel that motivation at all?
Our motivation is tied to a host of different things. According to psychiatrists Elenor Simpson and Peter Balsam at the New York State Psychiatric Institute, whether we’re motivated to do something at all is related to the weighing of costs and benefits. This cost/benefit balance can change drastically depending upon how rewarding doing a task feels and the physical/mental state of our bodies.
If you are in an environment that causes you anxiety, being in a constant fight-or-flight mode can significantly impact your motivation. People that have less dopamine in their system also struggle with motivation because completing a task doesn’t feel as rewarding. And if you feel stuck, or overwork yourself, motivation can also crash significantly in the form of burnout.
Unfortunately, most people that suffer from motivation issues aren’t given the help or understanding necessary to get back on their feet, causing a cycle of procrastination that can lead to feelings of hopelessness.
The idea of laziness and a non-stop work ethic ingrained in our culture is detrimental to us as students. We are surrounded by it: from parents pressuring us to work harder and get A’s, from teachers and coaches piling more work on our plates, and from never ending clips on social media of successful people teaching us new strategies and techniques to achieve perfection. Our brains constantly checking off items on an imaginary checklist makes us feel like we can never get a break, and on top of that, phone notifications streaming in force us to always be “on.”
We need to stop being so hard on one another. Equating our bodies’ response to a stressful world as “laziness” only makes things worse. Instead, we should treat signs of toxic productivity seriously so we can stop feeling so burnt out all the time. To paraphrase Harvard Health Publishing, feelings like a false sense of urgency, the inability to relax, and guilt or shame about not accomplishing enough can be combatted with deep breathing, journaling, and examining your relationship with downtime.
Take a break! Make sure to find time in your week to actually relax or do the things you enjoy! Even if those suggestions don’t help, be comforted by the fact that many others are going through the same thing. There isn’t something wrong with you; the whole concept of productivity being tied to self worth just comes from a system that is trying to blame you for its own faults.
For more information, please visit:
- https://arhsharbinger.com/33739/opinion/laziness-doesnt-exist/
- https://www.eane.org/the-evolution-of-the-american-work-ethic/
- https://doi.org/10.1007/7854_2015_402
- https://www.health.harvard.edu/mind-and-mood/beyond-the-grind-toxic-productivity-and-how-it-sabotages-your-well-being
- https://proteanmagstaging.wpcomstaging.com/2021/07/29/laziness-does-not-exist-an-interview-with-dr-devon-price/
- https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4864984/,10.1007/7854_2015_402
2026-27
And…we’re back!
Yesterday, hopefully you had a chance to check out some photography taken by a student from last year’s class. In the upcoming days, there will be a few more pieces released that were held over from last year as well.
Starting next week, we hope to start publishing work from this year’s fall semester students. They are working on some really interesting things, so make sure to keep your eyes out for exciting new content!
Interviewing Juniors about Senior year
By: Alexsia Williams
Pros and cons of being homeschooled (high school edition)
By: Arturo Benitez-Osorio
Homeschooling in high school is all about freedom and responsibility. On the pro side you can skip the social drama of high school and focus entirely on your own goals. You can also finish your work faster instead of the 7-8 hours of being at school waiting for the bell to ring giving you time for a job, sports, hobbies and more.
On the other hand, it can get very boring since you’re not socializing with people that much. Like going to a fun school event, daily classes with your friends and lunch. It’s also harder because you and your parents have to make sure to actually learn difficult subjects without a professional teacher standing there teaching y’all.
Is it a good idea?
It is good if you’re someone who wants to get a head start on life and doesn’t mind studying alone. It is bad if you use it as an excuse to sleep in all day and not do work or if you feel sad when you aren’t around with your friends.
Who should do it?
- Someone who has a big goal and needs a flexible schedule
- Someone who is bored in class but gets the work done early
Who shouldn’t do it?
- Someone who loves to socialize and loves being part of a crowd and would feel left out
- Someone who needs a teacher watching them to get any work done
Conclusion
If you need more time and need to have a flexible schedule, but you will know that you’ll do the work on time and wouldn’t have trouble learning alone without a professional teacher and have everything turned in, then homeschooling is for you. But, if you struggle to stay motivated on your own then stay in a traditional school.
Why is it more important that we have more teachers of color in the education system?
By: Alexsia Williams

As someone who has grown up their whole life attending the public school system, there’s only been one teacher of color I recall having, which was in elementary school. Given that I’ve been in the Spanish immersion program my whole life, one thing I’ve noticed is that all my teachers teaching me Spanish have all been white. Now, there is nothing wrong with being a white Spanish teacher, but sometimes I do wonder what it would be like if I was actually being taught Spanish by someone who has grown up speaking Spanish their entire life and that’s their family’s native language. For this reason I believe that representation truly matters because when you have someone teaching you who also may happen to look like you, there is a more likely chance that you will end up building a better connection and a stronger relationship with that particular teacher.
Studies have shown that having teachers of color can be very beneficial for several reasons. The first one being is that having teachers of color can improve a student’s academic performance, and the outcome with that is that they have the potential and a more likely chance of being referred to gifted programs when they have a teaching professional who looks like them.
The second reason being is that when students have a teacher of color they often build more trusting relationships between themselves and the teacher. With building a trusting connection with a teacher who looks like them, students of color often have a role model and someone who they can look up to.
The third and last reason why teachers of color are important is because they can bring culturally responsive teaching practices which can improve the curriculum and make learning both more fun and engaging.
Although I haven’t had a lot of teachers of color through my education experience, I hope as I leave high school and continue on with my education in college, I hope to see professors who look like me.
Asking Students’ Opinions on School Dances
By: Story Houghton and Damiya Payne
Smoking in schools
By: Janessa Castro Cruz

All over the world, but mostly in the schools of the United States, children under 18 use e-cigarettes, vapes and carts more than any other tobacco product. The smoking begins to start as early as 6th grade. Teachers around the world claim to see it more in middle schoolers and in older students, it’s harder to tell as they get better at hiding it.
Smoking has a huge impact on students’ mental health and they either depend on nicotine or cannabis during the school day. School smoking policies can be difficult to apply to students, and many require proof of possession which has made students more capable at hiding their products. Tobacco and nicotine products are daily issues in schools and in children, and educators report that “it’s everywhere”.
The World Health Organization released 2 statements: to “free schools from tobacco and vapes” and a “nicotine and tobacco free school toolkit”.
The toolkit is a guide for schools to create nicotine and tobacco free environments, and it also contains topics on how to support students to quit and implement policies and how to enforce them.
Some of the guides for schools to implement a nicotine and tobacco free environment are:
- Banning nicotine and tobacco products on school campuses
- Refusing sponsorship or engagement with tobacco and nicotine industries
- Banning direct and indirect ads and promotion of nicotine and tobacco products near schools
- Prohibiting the sale of nicotine and tobacco products near schools
School-wide policies are difficult to enforce when it comes to tobacco use; some schools all over the world have requested for stronger policies and some educators only use the school resources while others demand a social wide shift. A lot of schools worldwide were successful at implementing those policies after the WHO’s statements were released, and were also successful in implementing policies that support tobacco and nicotine free environments. Even though the tobacco use in schools is still big, schools try their hardest to apply those rules.
Why ethnic studies is an important class
By: Calvin Westin

Ethnic studies was created during the longest strike in United States history at San Francisco State College to include marginalized groups and to re-enroll a student who was suspended for political speech. The strike lasted 80+ days and brought many different people from different backgrounds together, for example: Black, Asian, Latinx students, the Black Panther Party, the Third World Liberation Front, and many more. This strike led to the spread of ethnic studies across the country. The strike reformed the curriculum where white culture was dominant and changed how American colleges showed diversity.
At Highland Park Senior High School, Critical Ethnic Studies is taking these ideas and making them real for us right now. Instead of just reading out of a textbook, we get to see the actual stories of people from our communities whether that’s local, statewide, or internationally. In a city where 50% of the population belongs to minority groups, it is important that the things we do in school are current and reflect our communities. We learn about indigenous people in Minnesota, the history of Rondo, and the struggles of Hmong and Somali families who moved here. It’s different from a regular history class because it focuses on the deeper parts of history. We learn about systematic racism but also how people have practiced resistance against it.
This class at Highland Park is helping us become better at thinking for ourselves instead of just memorizing things. For example, we look at the 1969 San Francisco college strike and connect it to things that are happening in our world today. It also makes you realize that speaking up is important and your voice matters and that you can be part of making a change. By focusing on marginalized groups, the class shows us that all history is worth learning. It is one of the only classes where you can see and compare yourself in the lessons and understand how you and your family fits into the history of the US. Critical Ethnic Studies is not just about learning the past but instead it’s giving us the opportunity to understand our own lives and respect the people who came before us.
