Kelly Clancy, an editor, parent and grassroots organizer, is leading a push for a two-year moratorium on AI in public education. In an open letter to school leadership, Clancy’s organization argues that school districts are rushing to integrate AI tools without understanding their long-term cognitive impacts—effectively repeating the exact mistakes made with smartphones a decade ago. 

“We knew 10 years ago that cell phones were really bad for attention,” Clancy said. “And we did nothing about it.” The petition urges officials to temporarily halt the integration of AI in classrooms while researchers, educators and policymakers evaluate its impact on learning, privacy, mental health and child development.

Clancy continued, “There was a whole decade of kids who had phones… and there was never any sort of central message. We know that there were really terrible impacts.” She points to research indicating that the constant distraction of screens has actively hindered cognitive development across an entire generation. While the recent phone bans have been a massive success—restoring social interaction and classroom participation—advocates worry that districts are undermining this victory by pushing one-to-one laptops and AI tools into every lesson plan.

The Cognitive Harms

The argument for a two-year pause on AI isn’t just about screen time; it’s about how fundamentally different adolescent brains can develop when focused on screens. While AI tools may be helpful shortcuts for adults who already know how to think critically—a process called cognitive offloading—Clancy warns that for students, the technology poses a deeper threat: cognitive stunting.

Clancy explains, “[Cognitive stunting] means that you never develop those neuro pathways to begin with. There’s also a lot of research talking about how it’s leading to the cognitive flat lining, the lack of diversity in terms of thought and it’s streamlining the types of language that’s used.”

For student writers, this “flattening” of language is alarming. Beyond the academic shifts, advocates are raising flags about severe mental health risks, data privacy concerns and the rise of cyberbullying and deepfake harassment tied to AI tools in schools.

Clancy points to a real-world example of an adolescent who died of a drug overdose, whose ChatGPT logs revealed a tragic truth: the student would alternate between asking for math homework help, seeking relationship advice and asking how high he could get on specific substances. 

Without human interference, these platforms can quickly become a buffer rather than a tool for genuine support. 

Clancy continued, “A two year moratorium would allow us to figure out where AI is, because right now we have no idea–there’s no list–it would allow us to figure out what we want and what our goal is in terms of a public education system that prepares kids to live in the world. And it would help us make sure that we’re not making the same mistakes that we did allowing phones in the school.”

Furthermore, there are data privacy risks also at hand. Large scale tech corporations rely heavily on data mining to train and refine their models to feed back to students and therefore turning student work and interactions into corporate property.

“Tech bros’ incentives align with enriching their shareholders,” Clancy said. “What they want is to create a generation of kids who are hooked and addicted to their products, and they want to mine your data. Those two things are not commensurate with the goal of public education.”

The Double Standard: AI in Grading and Lesson Planning

One of the most contentious aspects of the current AI system in schools is the transactional environment it creates between educators and students. While students face strict consequences or accusations of cheating by utilizing AI, a growing number of teachers are turning to the very same technology to generate lesson plans, worksheets, and even provide feedback on student work. 

Clancy calls the reliance on AI grading software “educator malpractice,” arguing that it dismantles the very foundation of the learning process.

“The world doesn’t need 50 more essays on Macbeth,” Clancy said. “What the world needs is 50 more humans that have written essays on Macbeth and thought about that process. The only way we can make that process worthwhile is if we entrust educators to evaluate it.”

According to Clancy, automated grading programs reduce nuanced writing to baseless, superficial feedback.For students, the argument is simple: if they are putting in actual human effort into their assignments, they have a contractual right to demand that their work be read and analyzed by a human.

Keeping the “Human” in Public Education

A common defense for AI adoption in schools is the pressure to make students prepare for a future that is dominated by advanced technology and AI. 

However, Clancy points out a stark contradiction among the technology’s founders, There’s a Wall Street Journal article where they asked all of these AI executives how they’re educating their kids in the age of AI, and not a single one of them said that they were having their kids learn how to use AI.”

Clancy continued, “The people who want to make money off of you using AI—they’re not doing that for their kids. I believe in investing in a system where I would be happy if my kids went to any school. I want to build something that’s for all kids, not just for my kids.”

As the job market shifts, the exact skills that cannot be mechanized such as deep analysis, original writing and empathetic human connection are proving to be the most resilient. Clancy notes that while technical fields like computer science are facing intense job market corrections, fields that require human thought and analysis remain vital.

Ironically, the pushback against over-digitization is increasingly coming from students themselves. While the initial reaction to cellphone bans and Yondr pouches was met with frustration, the reality on the ground has shifted. Without the constant anxiety of what students can be described as a self-imposed surveillance state, where any minor mistake might be recorded and uploaded to various social media platforms, classrooms and lunchrooms have naturally become more lively and collaborative.

Ultimately, the call for an AI moratorium is an effort to protect, strengthen and ensure the longevity of human connection. While technology can optimize tasks, students ultimately thrive on structure, routine and real relationships built with educators—not with algorithms.

For Eliza, the emotion was understandable. She’s been playing softball since she was seven years old – more than a decade of early practices, tournaments and innings that added up to something she’s still trying to put into words.

“A little sad,” she said, though her smile told a fuller story. Her parents and sister were in the stands and the highlight reel in her head runs long, including three home runs in a season alone.

Her coach, Breman, remembers her time on the team, “I have no idea what I’m going to do without Eliza leading off every game. She’s amazing.”

Z has been playing with the Blue Devils for three years and senior night hit her with a particular weight. She’s grateful for the friendships she has made, for the games she’s learned to cherish and especially Coach Breman. She’s even found inspiration to keep playing in college.

“Softball holds a very special place in my heart,” she said.

Shamer joined the team as a freshman and has watched herself grow in ways that go beyond her stats. What she values most aren’t the wins — it’s the bonds. Friends made their way uptown to cheer her on and she credited the seniors around her for setting the tone all year: putting in the time, putting in the effort, “genuinely caring about each other and the game”.

Coach Breman has coached softball for six years and this senior class holds a place “unlike any other” in his coaching tenure. None of them had ever played real softball before they walked into tryouts freshman year. He took them in anyway. What followed was something he described as “amazing.” His softball team made it to the quarterfinals two years ago, then the semifinals last year, fueled by a group that brought “positive energy every single day”.

Coach Breman said, “I have never had a group that came in and never played a sport. The growth from that — it’s been wild.”

His favorite part of coaching, he’ll tell you, isn’t the trophies. It’s about being part of a group as they learn from each other, bond and become more than teammates. And this group, he says, gave him all of that and more.

As the pregame celebration wound down and the music faded out, the moment carried the particular sweetness of something ending well. Dimples and contagious smiles all around, through the tears. For these seniors, the regular season may be over, but what they built here will last a long, long time.

Matcha is known for having many health benefits and it contains less caffeine than coffee, while also offering a good amount of energy for the day. Matcha is considered an acquired taste due to the different and complex flavor profiles. 

There’s a lot of matcha in New York but it’s pretty hard to find good ones. There are many qualities to look for before buying a cup from a shop. I think it’s important to see what milks they use. As well as the syrups, the color of the matcha and what powder they use before I accidentally pay $10 for an unsatisfactory matcha. 

Here’s a list of the tried-and-true matcha places from a matcha connoisseur. This list consists of places all over the city, including the price range. 

Sorate – 10/10

Locations: SoHo and Flatiron

Best for: traditional tea ceremonies without actually going to Japan

Price: $$$$

My Go-to Order: House Matcha Latte with whole milk and agave syrup or Matcha Coconut Water with agave syrup

Sorate is a nice tea house where you can see your matcha being whisked right in front of you. Sorate gives you this traditional experience instead of that busy and overstimulating feeling you get when you walk into a coffee shop. Sorate doesn’t offer any specialty drinks so if you like a simple matcha, this is the place for you. The best thing is that there are three types of matcha powders that you can choose from, depending on your taste. Gelato is also served in Sorate, as well as Hojicha and simple tea for people who want to try other drinks. 

Matchaful – 7/10

Locations: West Village, SoHo, Nolita, Williamsburg

Best for: specialty drinks that are high quality

Price: $$$

My Go-to Order: Double Matcha Cold Foam

Matchaful is either a hit or miss due to the amount of matcha they put in. Personally, I prefer a matcha that is very vibrant and green so I usually have to ask for extra matcha and unfortunately it’s an extra charge. Matchaful works with a Japanese tea farm where they grow plants without pesticides. Their plant milks are made in store and have their own delicious treats. They also have a bunch of specialty drinks and seasonal options so I would say it’s a good place to try something new. 

Mika’s Direction – 9/10

Location: Midtown/Koreatown 

Best for: customizing your own matcha profile 

Price: $$

My Go-to Order: Hinata Matcha Latte with Vanilla 

Mika’s direction is a Japanese owned cafe that makes amazing matcha lattes. They whisk your matcha right in front of you which is a great experience especially if you’re a beginner matcha drinker. They offer many specialty drinks and seasonal options where they use very high quality matcha. They have three matcha options that you can choose from, depending on your tastes. If you want to try something else, they also offer Hojicha lattes, regular americanos, cookies and regular teas. Besides food and drinks, they also sell materials to make matcha at home, which is a great addition to the store!

Choji – 10/10

Location: NoHo

Best for: desert-like matcha 

Price: $$

My Go-to Order: Jasmine Matcha or Vanilla Matcha

This is another store for people who like specialty drinks. The store has seating with cushions where you can get comfortable while waiting for your matcha since this store is quite popular, especially with their Fig Cream Matcha. Depending on what you get, the price can range from $7-$10. Besides matcha, they also offer bubble tea and fruit teas for something different. I love their Jasmine Matcha as it has a nice Jasmine flavor, while also not overpowering the matcha flavor. Again, Choji has hand-whisked matcha which makes it better.

Noa, a Café – 8/10

Location: Midtown/Koreatown

Best for: high quality matcha with a cozy ambiance and fresh pastries 

Price: $$

My Go-to Order: Matcha Latte with almond milk, vanilla syrup, and extra matcha

This cafe is actually in a hotel lobby which contributes to its nice cozy ambience. To top it off, their matcha is pretty nice especially because it’s hand-whisked. There’s many especially matchas such as the banana cream matcha. I like to ask for a little extra matcha since the syrup can be a little overpowering. Fortunately the baristas are very nice and accommodating so don’t be afraid to ask for a little extra!

La Cabra – 4/10

Location: SoHo, East Village, Bushwick

Best for: minimalistic scandinavian style cafe 

Price: $

My Go-to Order : Matcha Latte with Oatmilk and Simple Syrup

I would say this place is pretty average. They do use matcha from Kettl, which is another good matcha place but somehow the matcha is off. I’ve bought from here multiple times just to force myself to like it but it doesn’t work. The oatmilk somehow overpowers the matcha flavor and all you taste is the clay-like flavor from the milk which isn’t really yummy. I don’t know if it’s the matcha powder or the milk, but not for me. 

MXDIN (Mixed Ingredients) – 9/10

Location: Lower East Side 

Best for: real ingredients and clean drinks

Price: $$$

My Go-to Order: Matcha Latte with simple syrup

I think their matcha is pretty great since there’s a nice balance of the matcha and milk. I feel like MXDIN is more of a health focused cafe because they use clean ingredients. There’s not many options on the menu which are simple for people who are indecisive. There’s a few specialty drinks such as their watermelon matcha and coconut water matcha. They also have coffee options. 

In a recent poll conducted on the official 411 Press Instagram account, a staggering 62% of students voted “No” when asked if the new system worked. However, 15% voted “Yes” and 23% remained unsure. While this data does not include the entire student body nor staff, it does incite debate. Although over half of the poll participants voted no when prompted, that sentiment does not seem to reflect the overall boost in morale I have observed over the past few months.

Return to Analog:

Students are now picking up hacky sacks, playing cards and sharing word search puzzles. While at first this shift felt like a fit of nostalgia, it soon became the new normal. Without phones, students are presented with a rather rare opportunity to engage with each other in real life.

Senior Nathalee Chimbay reflected on how the Yondr system changed the way she spends her free periods.

“I feel like I am better off in a way because I’m talking to way more people than usual, but it still feels weird not talking it out whenever I have free time and having to go down the lobby to unlock it.”said Chimbay. 

One of the activities Chimbay has returned to is  word search puzzles, “I always did them as a kid with my uncle, and recently started getting back into it by finding random books in the teacher’s room. It’s fun to find the words and really makes you think where it could be if it’s vertical, horizontal, or even backwards.” said Chimbay. 

Card games have also become pretty popular around school as during a free moment students can easily pull out a deck of cards and gather into large groups. Senior Ryan Xiao believes the absence of phones has strengthened connections between students.

“I think we are able to engage with one another more as opposed to everyone just doing their own thing. Social interactions are very important to build community, 

and Baurch does this very well because we are such a small school, but with the added bonus of no phones, we are even more interconnected.” said Xiao.

Though for Xiao, card games also carry a personal meaning, he says, “Card games are generally very fun, and they are universal. I play with my grandma, and I wanted to bring a part of my culture to school. I’ve noticed my friends have enjoyed the games and grown into them as well, so it’s become a staple for us.”  

Meanwhile, senior and hacky sack enthusiast Julian Avellaneda says activities like hacky sack have become an outlet for students adjusting to life without constant access to their devices.

“I think we are better off without our phones because without them, people communicate more. I don’t care either way, but I think other people are opening up and actually interacting with each other.” said Avellaneda.

Avellaneda explained that the physical nature of hackeysack is part of what makes it so appealing and exciting.

“I love playing hacky sack because it promotes teamwork, and it’s something you can do on the go. It’s way better than just getting stimulated by your phone–I think the physicality of it is what makes it more popular. Without our phones, we are a bit antsy, but a hacky sack gives us an outlet.” said Avellaneda.

While students are finding their own ways to adapt, the administration sees these hackeysack circles and card games as a direct result of their policy goals.

The Teacher View:

While students focus on the social shift, faculty members are observing a change in “brain work.” Science teacher Angela Oldenburg believes the ban has made for “fruitful” discussions, even if it meant sacrificing tech-based tools like Kahoots.

“I think in a nutshell, it’s easier to teach because there are less distractions,” Oldenburg said. “For science, the curriculum is a lot more heavy on scientific literacy… You have to read something, look at data before you have your response. I think using technology can help those skills, but I think those skills need to come from you first.”

Oldenburg also highlighted the importance of critical thought in the age of AI. “We have to be smart to know how to use technology to our advantage, but before you can do that, you have to think for yourself first.”

A Policy of Empowerment or Policing?

Despite the general consensus of benefits, Baruch’s administration acknowledges that the method—the pouch itself—is a point of contention. Assistant Principal Diana DiRico admits the situation is complicated.

“ It’s complicated—I absolutely think we are better off with a cellphone ban… the presence of cellphones in academic environments has long been causing distractions,” DiRico said. “However, the Yondr pouch itself is not necessarily the best mechanism. It is a semi-flawed plan; It would be nice if we could allow young adults to have access to their phones to use responsibly during their free time.”

DiRico noted that while she loves seeing the cafeteria become “chattier” and her board

games being used more, she understands the plight of the student body. “I never want

students to feel like school is policing them because the goal is to always empower them—and Yondr pouches happen to be a bit of both.”

Striking a Balance:

As the school year nears its end, the debate continues. Is the “authentic connection” DiRico describes tangible whilst also maintaining digital autonomy? For now, the “No” votes on Instagram suggest students aren’t totally sold, but the lively circles of card games and conversations in the hallways suggest that, socially at least, the “buzz” of Baruch has never been louder.

“I look forward to [phones] not dominating so much of our attention,” DiRico concluded. “Can we strike a balance?”

The first New York State Regents Examinations were administered in 1865 to eighth grade students. It wasn’t until 1878 that high schoolers began taking them, and from then until the late 1900s, different subjects and versions of the tests were administered as high school curriculums changed. 

Over the years, examinations in art, Latin, and agriculture among others circulated through the subjects that were offered, but many were discontinued. In 1979, the Regents Competency Tests (RCTs) were introduced that allowed students to take tests that assessed their basic proficiency in the areas of reading, writing, math, science, and social studies to earn a “local” high school diploma as opposed to the Regents diploma. RCTs stopped being administered in the summer of 2018 and since then there have only been minor changes made to the Regents that we take today.

In November of 2024, state officials released a timeline for a proposed plan that would mean that New York students would no longer be required to pass Regents exams to earn a diploma starting in the fall of 2027. It’s been two years since this information was first unveiled, but the details since then have been vague.

We talked to Principal Perez-Katz, who is a part of a fellowship called “New, Now, Next” that is working on the proposed Portrait of a Graduate, a new standard that would be phased in to measure students’ academic progress and character building through projects, internships, and more. (Under the proposal, students could demonstrate skills through presentations, long-term projects, work-based learning experiences and other alternatives to standardized testing.) Perez-Katz is optimistic about this new standard and how it could look for Baruch.

“New York State is one of the only states in the country that still has exams as a graduation requirement, so it’s a pretty antiquated system,” Perez-Katz said. “Because there’s so many schools in New York City, one school can’t do all the things, and so if there’s some flexibility in helping schools identify what they do well, [The Portrait of a Graduate] can really, at its best, provide different pathways for students to demonstrate proficiency.”

Ms. Perez-Katz’s comments highlight one of the major arguments behind the proposed changes: allowing schools to offer more individualized ways for students to prove their understanding beyond standardized testing.

However, Ms. Perez-Katz brought up the question that we are all wondering: are the Regents Examinations really ending? Perez-Katz  doesn’t think so. “The misunderstanding that’s going around is that the Regents are going away,” she said. “My understanding is that they’re not going away. There will only be one diploma, so that is being phased in. It’s just going to be a Regents diploma.”

There are mixed reactions to the changing of graduation requirements in New York, and as the state sorts out the future of Regents and other plans, these feelings will continue to evolve. As of right now, New York state is saying that the Portrait of a Graduate will be phased in starting in the fall of 2027 for freshmen in high school. At Baruch, we may see the effects soon.

Whether the Regents examinations disappear completely or are defined by a new meaning, the graduation requirements that have shaped generations of New York students will certainly look distinctly different for years to come.

While both students reached the top of their class, they both have had incredibly personal journeys that reveal the determination and resilience behind the accolade. In a conversation with both Xiao and Lahfid, we discussed the reality behind their accomplishments: 

What proved to be the most challenging aspect of your high school career? 

I think the most challenging aspect of my high school career was for sure staying motivated. At times, motivation was just not super high and especially seeing other people not trying as hard or being more relaxed about school work, it really demoralizes me and makes me feel like I shouldn’t be working as hard. [Xiao] 

Coming from parents who did not finish their schooling in America, I grew up without much academic guidance — not because my parents didn’t care, but because they simply didn’t have familiarity with the American educational system. The most challenging aspect was that every project, every homework assignment, and every deadline was completely on my own. Nonetheless, I was never short on emotional support from my parents. [Lahfid] 

How did it feel to be awarded valedictorian? 


I was very shocked because I had heard from the grapevine that it would be someone else. So I just completely gave up and didn’t really expect it, so definitely surprised, but also just happy because I feel like I put a lot into school and to see it finally pay off was very nice. [Xiao] 

Which teacher or staff member had the biggest impact on you and why?

Ms. Benowitz and Ms. Grove—honestly, they are both my school mothers. Both were there for me whenever I needed. Ms. Benowitz was always willing to listen, read through my college supplements and serve as a true mentor. Ms. Grove was the person I could go to for anything, a shoulder to lean on throughout the college process and across the last couple of years. She supported me in every way possible. [Lahfid] 

What advice would you give your freshman yourself? 

I would say to, in spite of all things, work harder. I mean everything will work out in the end, and all the hard work will pay off, so it will all be fine even if it doesn’t feel like it. As much as I’ve already accomplished, a part of me feels as if I could’ve accomplished more.  [Xiao] 

Don’t overwork yourself. I stressed over school and grades far too much, and I’ll admit that I feel somewhat burnt out now. At the same time, I would still encourage that younger version of myself to keep putting in the hard work and commitment because it does pay off eventually. So, I’d also say: Keep going. [Lahfid] 

How do you want to be remembered by your peers?

I think I want to be remembered as someone who was hardworking and who put in that effort. And someone who just never gave up, even in the face of obstacles. Positively.  [Xiao] 

In a positive manner. I had fun with the people I’m close with in high school!  [Lahfid]

As they prepare to lead our class one last time at graduation, their stories serve as a reminder that while the titles are prestigious, the characters they have built along the way is the true reward. It has been an incredible privilege to watch and work alongside both Xiao and Lahfid over the years. We are all proud and cannot wait to see what the future looks like for the two—no doubt it will be bright. 

Last month on April 22nd, Ms.Hawrylewicz’s annual art show turned the school’s gym into a gallery filled with community pride and imagination. With the help of Baruch’s amazing parent-teacher association committee, students and teachers were able to gather and celebrate months of hard work. The showcase of artwork served as a reflection of stories and cultures that make up the student body itself.

Every piece carried its own personality—whether it was the abstract paintings covered in loud colors or the carefully sculpted clay figures. However, a specific captivating section of the evening, according to viewers and Ms.Hawrylewicz, was the manuscript assignment display. According to Ms.Hawrylewicz, this project became her favorite one she ever proposed to her class because it “allowed students to express where they came from,” she said during and after the art show.

Each student approached different artworks differently and that’s what made the evening so meaningful. The assignment encouraged students to design illuminated style-pages inspired by personal histories and cultural heritages. Some works included Caribbean traditions and Asian influences on patterns and design elements. Together, the collection formed a striking visual conversation about identity and its relation to art.

Many students stood proudly against their artwork, explaining the techniques and intentions with the stories they are trying to portray.

Of course, Ms.Hawrylewicz was able to make this possible for her students to showcase their deserving artwork by personally individually framing the art herself. Preparing for the show required help from many other faculty members and the students themselves. However, it was through Ms.Hawrylewicz’s dedication to her work and her students that the art show and its experience meaningful.

The effort elevated the experience, giving students the feeling that their work truly mattered; organizing displays, labeling artwork, and framing each project for students to view the creations presented professionally showed the accomplishments of the students and teachers who were involved.

This year’s art show was a great reminder that the students’ experiences, cultures and creativity deserve to be seen. Ms.Hawrylewicz’s optimism about keeping students’ artwork alive, as she stated she “definitely wants to continue for years to come,” will keep ringing in the Baruchian hallways as this annual showcase is bound to become a tradition students will remember long after they leave the classroom.

One of the first steps in getting into photography is deciding what type of photography interests you most. There are many different styles, each focusing on distinct subjects and techniques. Nature photography captures landscapes, sunsets, plants and outdoor scenery.

Wildlife photography focuses on animals, often requiring patience and timing. Sports photography is all about capturing fast action and important moments during games. Portrait photography focuses on people and expressions, often used for professional photos, family pictures or social media content. Exploring different types of photography can help you discover what you enjoy the most.

Another important part of photography is learning how to edit your photos. Editing can improve lighting, color, sharpness and overall quality. A great free resource for students is TeachHub. Using an NYC student email, students can get free access to Adobe Premiere and other Adobe tools. Adobe Premiere is especially useful for editing videos, while Adobe Lightroom and Photoshop are popular for editing photos. These programs are helpful for beginners who want to learn professional editing skills without paying expensive subscription fees.

You also do not need an expensive camera to begin photography. Many people start with just a phone camera and still take amazing pictures. The most important thing is learning angles, lighting focus and composition. Practicing often and experimenting with different settings can improve your skills over time. Watching tutorials online and studying other photographers’ work can also help you learn new techniques.

Photography also teaches important skills such as patience, creativity and attention to detail. It encourages people to look at the world differently and notice things they may normally overlook. Over time, photography can even become more than just a hobby. Some people turn it into a career through sports media, event photography, social media, content creation or freelancing.

Overall, getting into photography is easier than many people think. With free tools, different styles to explore and plenty of opportunities to practice, anyone can start building their photography skills. All it takes is creativity, dedication and the willingness to learn.

For many adolescents today, dystopian fiction no longer feels completely fictional–it’s getting real. 

Unlike earlier generations, Gen Z has grown up in a world surrounded by many global crises: climate change, economic instability, school shootings, wars, political division, censorship, surveillance and the effects from the COVID 19 Pandemic. As a result, many teens feel connected with stories that reflect real life conflicts.

English teacher John Downes-Angus believes that dystopian fiction attracts readers because it forces them to think critically about the world around them. “I think that it’s fun to read fiction—a story—that does what reading history can also do, which is make an argument about the world,” Downes-Angus said. “Sometimes fiction sets out to try to convince me of something, or to try to get me to think about something, and I like that experience.” 

For Downes-Angus, dystopian stories are more than forms of entertainment. They are tools for discussion and reflection. He explained that books like “Animal Farm” and “1984″ encourage different types of conversations that people don’t usually have in their day to day life. 

“There’s just not a lot of places where we can have these kinds of conversations…There’s space in a classroom to have conversations that don’t really fit anywhere else…So having a designated place in our city—which is the English classroom—can be a good way for us to have these conversations,” said Downes- Angus

Many Gen Z adolescents may feel connected to dystopian themes because dystopia mirrors parts of our modern society. Social media tracks users constantly via algorithms which collect personal information. Politics dominate the news. All these pressures make the future seem uncertain for our generation, we don’t know what to expect. 

Lina Nouari, a junior, explains that while dystopian books can sometimes be difficult to follow, dystopian movies and shows feel exciting and familiar. “They all somewhat relate to what’s going on,” Nouari said. “There’s a lot of real world elements to these shows and movies, so you can understand why this is happening or how this could happen.” 

Nouari mentioned watching dystopian entertainment such as “What Happened to Monday”, “Bird Box”, “The Platform”, “Maze Runner”, “The 100” and “The Hunger Games”. She explained how it creates suspense and different emotions for the audience. 

“It gives me this thrill,” Nouari said. “You’re really interested, like, ‘What is going to happen next?”

Another dystopian film that strongly connects with the audience is “Leave the World Behind.” This movie focuses on a mysterious technological collapse that cuts off people from communication, transportation and information. What makes this film unsettling for Gen Z is how realistic it feels. 

The movie doesn’t rely on fantasy elements or unrealistic worlds, it shows how dependent their society has become on technology. The loss of it creates panic and division, something that many young people recognize today. 

Popular dystopian stories often reflect different themes. “What Happened to Monday” explores the government’s control over population growth. Nouari connected the movie’s themes to real-world concerns about the government and its control. 

“Seeing that a lot of these dystopian worlds are coming to reality is making me worry how far these dystopian worlds can really become,” she said. 

Katie Caba, junior, explained how dystopian stories can be appealing to the audience for different reasons. While some readers enjoy them simply for entertainment, others look and feel the deeper political and social messages behind them.

“I choose dystopian themes for a mix of both entertainment and to learn more about corruption in our government and the different ways it can go over our heads without realizing,” Caba said. “They have well-written messages within the books, and I think there’s a lot of depth to them.”

Many well known dystopian stories often reflect fears that already exist in society. In “The Hunger Games”, children from ages 12-18 are forced to fight to the death for entertainment while the wealthy watch from a distance and only see them as characters on a screen. 

Earlier this year, President Trump announced a Patriots Games where one boy and girl from each state will compete against each other during a four day athletic competition as it is the US 250th anniversary. Many people have connected this to the Hunger games because of the dystopian-like selection process. “The Purge” portrays a society where the government of the NFFA

legalizes crime for a 12 hour time period at night each year, exposing class inequality and violence for their own economic gain and covering it up with a psychological meaning. These fictional “worlds” exaggerate real-world issues but also make the audience think about how far society could go. 

“Fictional Teen Dystopias Reflect Real Capitalist Nightmares” by Eileen Jones was published by the political magazine “Jacobin”. Jones argues that many young people already feel trapped within systems that prioritize profit and power. “We live in a modern society that sacrifices everything, most heartbreakingly children, to the brutal workings of the free market,” she explained. Jones also describes schools and workplaces as a system that “chew them up as we’ve chewed up ourselves.”

The article explains how dystopian entertainment reflects people’s interest with violence and competition like seen in “The Hunger Games” and “Divergent”. 

“At the end of a long day, we can relax while watching the entertainment version of this story. And in many films and shows, the public watching such deadly contests is typically an important part of the plot. It’s quite a hall of mirrors,” Jones said. 

Even though there are many opinions behind dystopia, Downes-Angus believes it serves a purpose, “I think dystopia as a form of art is a reminder that the most important thing is to think and then talk about it,” he said. 

This may explain why Gen Z continues to gravitate towards dystopian stories. They give them a way to process fears about the future, reflect and question about the systems around them, and imagine what life would be like if society stops paying attention to what happens around them. For a generation growing up in uncertain times, dystopia feels more like a reflection of the world around them. 

As “The Hunger Games” character Effie Trinket said, “May the odds be ever in your favor.”

The seal uses a score system for students to demonstrate their understanding of civic responsibility, government, and societal issues.

So what do students really have to do to earn this?

Students must earn a total of six points– at least two from each of the “Blue” and “Green” categories. 

The Blue “Civic Knowledge” Category awards points on the Academic aspect of readiness. Taking Social Studies Classes 9-12, showing proficiency or Mastery on History Regents, AP Social Studies courses and a research project all contribute 0.5 to 1.5 points. 

The Green “Civic Participation” Category awards points for Societal Engagement.  Civic, Service Learning, or Capstone projects all contribute to a student’s score, as well as Extra-Curricular participation and civics-related electives. 

Students might note that many of these are requirements already built into the Baruch Curriculum. Clubs and electives like Model U.N, Student Government, Key Club, and Debate are all offered at the school. Current 9th graders have social studies projects built in to fit the requirements. Additionally, 11th grade English classes are incorporating civics projects into their curriculum through speeches or argumentative essays. 12th grade Social Studies classes are also working on designing projects to fulfil these requisites for Seniors. 

Social studies teachers Ms. Glick and Mr. Segreti debuted the program to Baruch this school year. 

“It’s a great opportunity not just to take history classes, but to become an informed and active member of society, to become civically engaged,” Segreti said.

“It provides critical thinking skills that will help students become more mindful of why they’re doing certain projects to encourage them to think about how to be an active participant in society.”

For future freshman and Baruch’s current ninth and 10th graders, the Seal of Civic Readiness is a built-in opportunity. The school’s humanities courses “check off” many of the boxes that the seal requests. Students, through the seal, have the framework to become civic leaders and engaged members of society.