Her entire family is from Sweden, according to Hilding, and every ancestor of hers has gone to college in Sweden. Family members’ experiences drew Hilding to pursue education in Sweden.

“My older brother, Max, got rejected from all of the schools he applied to in the U.S., so he was a little bit forced to go to Sweden, but ended up really liking it,” she said. “Before that, I hadn’t thought about going to school there, but now it seems very appealing.”

Hilding grew up speaking Swedish at home and visiting her family in Sweden frequently. A recent visit also infuenced her decision to go abroad.

“I hadn’t really thought about taking a gap year until I was visiting my extended family in Sweden, and I learned that it’s super common,” she said. “Hearing about their experiences defnitely persuaded me — it sounds really cool.”

Still, Hilding had some reservations about this decision.

“None of my other friends are taking a gap year, so it does make it more diffcult to make that decision,” she said. “It’s hard to do what everyone else isn’t doing.”

Hilding is currently deciding between immediately diving into studies at Lund University — tuition-free for her because she is a Swedish citizen — or opting for a more adventurous route of traveling through Europe and working in Stockholm for half a year each.

Eager to break out of the Palo Alto bubble, Hilding looks forward to embracing new experiences, whether that entails joining the workforce, exploring Europe or studying at Lund.

“After 13 years of school in the same town, I defnitely recommend not doing school for a bit or moving to a different country in order to go see new things,” she said.

At the heart of this dilemma is the oversimplification of astrology. While astrology is not truly scientific, authentic practice demands detailed calculations, profound understandings of celestial movements and nuanced interpretations of their potential impact on human life. However, this depth is often reduced to mere caricature on social media. Such a simplistic approach not only misleads viewers but neglects the discipline’s historical importance.

Astrology has been a pivotal cultural and scientific endeavor across civilizations, influencing everything from agricultural cycles to political strategies. Originating in ancient Mesopotamia, astrology played a crucial role in agriculture, guiding farmers on when to plant and harvest — essential for food security in their unpredictable climate. Astrology was also deeply connected to medicine, with practitioners using celestial charts to diagnose and treat illnesses, believing the stars at one’s birth impacted their health.

Astrology also has ties to other intellectual fields. For instance, Galileo Galilei, a key figure in the Scientific Revolution known for his advocacy of heliocentrism, engaged in astrological practices. He conducted astrological readings for wealthy clients and even incorporated astrology into his teachings, illustrating the discipline’s prevalence in the academic and intellectual circles of his time.

To grasp the essence of the current astrological revival, it’s essential to delve into the broader societal trends fueling its resurgence. The confluence of digital culture with the ancient art of astrology presents a compelling modern paradox: A practice rooted in detailed charts and celestial observations now intersects with the immediacy of the digital age. Alongside increased accessibility, this fusion elevates its allure as a medium for personal introspection and identity exploration in today’s era. During periods of personal or societal upheaval, people are naturally drawn to methodologies that provide a semblance of control or comprehension over their predicaments. The global pandemic’s profound impact on mental health and societal norms has notably increased astrology’s appeal as a beacon of certainty amidst uncertainty, offering many a personalized narrative of solace.

Moreover, platforms such as Instagram and TikTok have repackaged astrology as a mainstream, shareable element of online personas. The repercussions of this shift are significant, altering both the public’s perception of astrology and comprehension by newer generations. As content creators vie for attention in the digital expanse, the intricate details that define astrological practice are often obscured, supplanted by broad- stroke generalizations and sensational interpretations. In the quest for digital visibility, content creators often distill complex astrological concepts into simplified, engaging content. For instance, intricate personality analyses are reduced to sun sign attributes, neglecting the depth provided by moon and rising signs. This approach not only generalizes personalities based on a singular aspect of an astrological chart but overlooks nuanced insights into individual behavior and compatibility. Such broad, sensational interpretations risk diluting the detailed nature of traditional astrological practices.

Astrology’s migration from ancient archives to the screens of millions is a testament to its lasting appeal. The spread of superficial astrological content across social media platforms dilutes the core of the practice and promotes a misleading portrayal of astrology as a tool for amusement or a self-indulgent gimmick. This phenomenon is indicative of a broader trend of digital misinformation, where the quest for social media engagement often overshadows a commitment to thoroughness and substance.

The challenge, therefore, extends beyond merely addressing rampant misinformation on social media. It involves fostering a deeper understanding and appreciation of this age-old practice. Students must differentiate between the oversimplified, often inaccurate astrological content aimed at quick consumption and the thoughtful, comprehensive analysis that, while recognizing astrology’s lack of scientific rigor, respects its complexity and historical roots. Engaging critically with astrological content — questioning its origins, recognizing its limitations and valuing the insights beyond the memes — can help reinstate a level of respect for a discipline that, in many respects, has been co-opted by the relentless demand for digital content.

In the realm of dietary customs, few are as distinct and meticulously specific as the kosher lifestyle. The English word “kosher” emerges from the Hebrew root “kashér,” symbolizing purity, propriety and suitability for consumption. This concept, deeply rooted in Jewish tradition, is governed by a set of laws known as “kashrut,” outlined in the Torah, the central reference of Jewish sacred texts. The application of these laws extends beyond simple dietary restrictions and encompasses a comprehensive lifestyle that influences not only what one can eat but also how food is prepared, processed and served.

Kashrut divides food into three categories: “fleishig” (meat), “milchig” (dairy) and “pareve” (neither meat nor dairy), each subject to strict guidelines. For instance, meat must come from certain animals that chew their cud and have split hooves, and these animals must be slaughtered in a specific manner to be considered kosher. Dairy products, on the other hand, must come from kosher animals and cannot be mixed with meat. Pareve foods, including fish (only with fins and scales), eggs and plant-based items, serve as a neutral category, compatible with either meat or dairy.

These laws not only dictate the types of foods that are permitted, but also mandate the separation of meat and dairy products to an extent that even the utensils and kitchenware used for their preparation must not make contact. The period between consuming meat and dairy varies among communities, typically ranging from one to six hours, reflecting the diversity in observance levels.

While some Jewish families follow these laws strictly, others do not. Junior Ronnie Horowitz, who grew up in a secular Jewish family in Israel, doesn’t restrict what she eats based on kosher guidelines. This approach to Judaism means that cultural identity may not necessarily include strict adherence to dietary laws.

“It never made me feel more or less Jewish,” she said. “I practice in my own way and those practices don’t include keeping kosher.”

In contrast, sophomore Yoni Dadon and his family have always maintained a certain degree of kashrut. His family follows the traditional waiting period between consuming meat and dairy, separates utensils and plates for dairy and meat, and factors kosher laws into restaurant choices.

“It means a lot to me because when I eat kosher, I feel more connected to my Jewish identity,” he said. “I’m upholding Jewish tradition and doing what my family did before me.”

Navigating the practice of keeping kosher often intersects with social dynamics, leading to moments of hesitation and stigma. According to Dadon, keeping kosher can occasionally impact interactions with friends, particularly when going out to eat.

“Sometimes, it can be embarrassing when I have to eat something kosher or order something special in front of others, but I try not to let it affect me,” he said.

Keeping kosher proves a challenge outside of home, because there are limited kosher restaurants and options in Palo Alto. Dadon’s family often eats at pizza places such as Domino’s when going out, or at restaurants like True Foods, which has a plethora of vegan and vegetarian options. Horowitz also noted that some students hesitate to share their dietary choices, and choose to instead say they are allergic or vegan.

“Keeping kosher is something friends are embarrassed to admit,” she said. “For example, my friend wouldn’t say he won’t eat pork because it isn’t kosher — he simply says he doesn’t eat pork. It seems too complex to explain.”

Exploring the varied paths of keeping kosher reveals a profound sense of identity and tradition for many, including Dadon.

“As I get more freedom as I grow older, I think I will keep kosher because it means something to me,” he said. “It’s more than just a diet.”

Horowitz’s perspective values personal choice and the diversity of Jewish practice.

“I don’t intend to change my lifestyle to fit someone else’s definition of what being Jewish is,” she said. “You should never tell someone how to practice their Judaism.”

Recent statistics from the Anti-Defamation League and the Council on American-Islamic Relations highlight the urgency of addressing antisemitism and Islamophobia in schools. According to the ADL, U.S. antisemitic incidents reached their peak after Hamas’ Oct. 7 attack, a 337% increase from the year before. Similarly, in the four weeks following Oct. 7, CAIR received over 1,000 reports of anti-Arab and Islamophobic behavior, a 216% increase from the previous year.

Teachers play a crucial role in fostering analytical and critical-thinking skills as students try to grapple with complex geopolitical conflicts. Acknowledging this, PAUSD Board Policy 6144 mandates that instruction be presented in a balanced manner, addressing all sides of an issue without bias or promoting a particular point of view. While total objectivity may not always be possible, through presenting facts from a variety of reputable sources and holding space for informed discussions, teachers can allow students to form their own opinions while respecting others’.

The challenge, however, lies not in the absence of resources — materials were provided to teachers post-Oct. 7 to guide discussions on the war — but in the confidence and preparedness of teachers to engage with these topics openly and effectively, according to social studies teacher Tara Firenzi. Alongside being able to understand the conflicts themselves, teachers must be able to appropriately confront hate in the classroom. PAUSD has already implemented several equity and wellness trainings for teachers, including the New Hire Equity Training, which explores race, diversity and tolerance. However, the training fails to explicitly cover Islamophobia and antisemitism in the context of events in the Middle East, including the Israel-Hamas war — an incredibly complex subject that cannot be navigated simply with knowledge from general equity trainings. The complexity arises not from the conflict being more important than others, but from its deeply rooted history and the multifaceted political, religious and cultural tensions unique to the Middle East. This omission can lead to scenarios in which educators find themselves ill-equipped to navigate such a sensitive subject in the classroom. As a result, students may feel uncomfortable, unsafe or unsupported in their learning spaces. A staffwide antisemitism and Islamophobia education training that teaches staff how to identify microaggressions and biased learning materials will equip teachers with the necessary tools to discuss current events with students who are both deeply impacted by them and those who may just be curious.

This doesn’t mean that educators have to deviate from their planned curriculum to address current events. While all teachers should have the resources and training to discuss global events if they choose to, it is equally important for those who may not feel it is within their purview — including non-humanities teachers — to communicate their support to students. It is most essential to create an atmosphere of understanding, in which students know they have supporters among faculty who are prepared to assist them in navigating complex discussions and emotions.

This dual approach — equipping teachers with the necessary tools to address sensitive issues directly when possible, and fostering an environment of support regardless of the curriculum — ensures that all students feel seen, heard and valued in their educational journey at PAUSD.

In many ways, teachers are on the front lines of combating discrimination in classrooms, including tackling subtler microaggressions. PAUSD’s messy response serves as a call for a change in how its schools should approach the teaching of global conflicts as they arise. By equipping educators with the necessary tools to address sensitive issues like Islamophobia and antisemitism thoughtfully, PAUSD can foster a more empathetic and informed student body.

Grant’s legacy highlights the reckoning that traditional historical “heroes” now face. Changes in social norms prompt us to reevaluate historical figures through the lens of contemporary values — but this shift, realistically, cannot be done. It is crucial to understand these figures in the context of their times for a balanced perspective that recognizes their positive impacts as well as their shortcomings, while understanding that the society they experienced was notably different from ours.

“Canceling” these figures — including removing statues and renaming buildings — erases history, inhibiting our ability to understand them as complex individuals. “Canceling” a historical figure means perceiving them as unworthy of commemoration, often labeling them as wholly evil or irrelevant. Conversely, choosing not to cancel a figure entails emphasizing the importance of continued learning and commemoration despite their imperfections. Instead of removing and replacing, we should add and revise curricula to provide a more comprehensive perspective. Vandalizing or tearing down statues isn’t helpful; it disrupts dialogue and erases a piece of history. Similarly, excising books or outdated perspectives from curricula entirely can be counterproductive, as it limits our ability to confront and understand the past in its entirety.

History cannot be rewritten because its lessons are invaluable in shaping our future. Instead of erasing these figures from history, it is far more constructive to learn from their actions, recognizing both their positive contributions and failings. For instance, Thomas Jefferson, despite being an author of the Declaration of Independence and an advocate for democracy and individual rights, enslaved people. Analyzing Jefferson’s legacy in its entirety allows for a more profound understanding of history. This approach acknowledges the complexities of not only history but also human beings.

Moreover, renaming buildings or institutions creates further issues: Determining whose legacies are tainted and whose aren’t is a difficult distinction to make. The American Ornithological Society’s plan to rename all bird species named after people is a case in point. Unable to determine which birds’ namesakes were problematic, the organization took on the time-consuming task of renaming all species. These sweeping measures risk unwarranted changes in cases where the historical figures in question may not be as controversial.

Evaluating historical figures as a product of their times isn’t about endorsing wrongful actions, but about recognizing the complexities of their impact and learning from it. “Cancel culture” often leads to a hasty erasure of controversial aspects of history and fails to provide comprehensive learning. Instead, we should aim for an informed engagement with history by embracing a balanced view that acknowledges both figures’ achievements and failings. Then, we can draw meaningful lessons from the past to inform a more ethical and nuanced understanding of the present and future.

The former student was diagnosed with substance use disorder — specifically alcohol use disorder — as a sophomore at Gunn. After they completed a rehabilitative inpatient program, they transferred out of Gunn and are currently in early sustained remission. According to the “Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, Text Revision,” a patient is in early sustained remission if, within a year, they have not had symptoms of alcohol use disorder other than the urge to drink alcohol.

Throughout their years at Gunn, the former student struggled with the early stages of their addiction, which gave way to active addiction, or active substance use disorder, defined by the DSM-5-TR as “patterns of symptoms caused by using a substance that an individual continues taking despite its negative effects.” “People who aren’t affected by substance use disorder — people who aren’t addicts — are going to break their heads trying to understand what it’s like,” they said.

To many, “Don’t do drugs” sounds simple enough — it’s as easy as just saying no. Students are often taught the street names and psychological and physiological effects of various substances in middle school so they know exactly what to avoid and why. They encounter YouTube thumbnails with jarring before-and-after images of heroin addicts. These scare tactics should discourage young adults from future drug use, but ultimately don’t: An anonymous Paly senior who also struggled with alcohol use disorder emphasizes that addiction is often unexpected, and not a conscious choice. “People think it’s the life someone wanted to live, but it’s not,” they said.

The stakes of substance abuse disorder have become especially clear in recent years. According to the California Department of Education, fentanyl deaths accounted for more than 80% of all drug-related deaths among California’s youth in 2021, and the annual crude mortality rate for opioid overdoses in Santa Clara County in 2021 increased by 73% from 2019. In response, PAUSD has implemented staff opioid trainings and fentanyl overdose prevention and harm reduction strategies. Although the district doesn’t condone substance use, its response reflects knowledge of student use, according to Assistant Principal Harvey Newland. “It’s naïve to assume that students do not engage in any substance use over the course of their time at Gunn,” he said.

The American Addiction Centers cite “proximity to substances” as a risk factor for addiction, alongside aggressive behavior in childhood, parental neglect, poverty and peer pressure. However, the Paly senior says it’s not that simple. “A lot of people who use substances never become addicted,” they said. “You don’t know you’re going to be an addict until you are an addict.”

After completing a recovery program in an inpatient treatment center this past summer, the Paly senior is now five months sober. “I have a good set of therapists, my parents have been supportive and my friends have been supportive,” they said. “But at the end of the day, sobriety is one of those things where it has to come from within. Nobody can force anyone else to get sober.”

Mental health complexities

Many explanations of addiction fail to address it with appropriate complexity or confuse addiction with misuse. “Substance misuse and irresponsible use of substances is common and well-understood, but treatment for actual substance use disorders is completely misunderstood,” the former Gunn student said. “A lot of high school students misuse substances, but not a lot have substance use disorders, which is why people don’t understand them fully.”

Often, addiction is framed as a result of bad choices. Although the former Gunn student acknowledges the detrimental choices they made while struggling with alcohol use disorder, they explained that such choices were a result of the addiction, not the other way around. “On one hand, I put myself into a spot where I was severely addicted to alcohol, and I could’ve chosen to stop and put actual effort into recovery earlier on,” they said. “It was my fault, but when I was in a state of active addiction, I had no control over myself. I didn’t even know myself. I was barely a person.”

Psychology teacher Warren Collier explains that addiction at its most fundamental level is a product of repeated and regular drug use. “Usually, a person is using some kind of drug to achieve some kind of high or some pleasurable experience, and they enjoy it,” he said. “They go back and try it again because they want more of that experience, and if that happens over a short period of time, they will start to develop a tolerance and use more.”

Many substances, such as opioids, cocaine and nicotine, cause dopamine to flood the brain’s reward pathway. The brain remembers this flood and associates it with the substance. According to Collier, after a significant period of consistent drug use, students’ brains are no longer able to achieve the emotions or high without external assistance — the drug.

The Paly senior’s experiences with alcohol use disorder reflect this phenomenon. “I started drinking because it was a good time,” they said. “It was something to make the bad thoughts go away. Then, it ramped up, and I would think to myself, ‘I can make it more fun if I drink more.’ And that’s when I became dependent on it, so I couldn’t stop having fun, even if I wanted to. And then it stopped being fun.”

The Paly senior also began using cocaine at the end of their sophomore year. What began as an experiment with some friends turned into addiction. “I was spending a couple hundred dollars a week on it,” they said. “I accidentally detoxed at work one time because I miscalculated how much coke I had that day. I was throwing up in the bathroom at work. And after that day, I said, ‘Screw this. I can’t do it anymore.’ So I told my friends, ‘You need to keep me in check, I’m not doing this anymore.’”

Individuals are sometimes able to pull themselves out of addiction on their first try. Sometimes, they aren’t. The former Gunn student went to an inpatient rehabilitation center twice before exiting active addiction. Either way, both the Paly senior and the former Gunn student were supported by empathetic people around them who encouraged them on their distinctive paths to recovery.

Sometimes, mental-health struggles can lead to substance abuse. The Paly senior explains that their addiction developed partially due to depression. “I didn’t think I was going to have a future,” they said. “If you want to have the best year of your life and nothing past that, you should do a whole bunch of drugs. But if you want more than a year — you want a life — then drugs aren’t an option.”

The former Gunn student used substances as a coping mechanism for mental-health struggles as well. “I was at the worst point in my life with my mental health, and I found that being intoxicated distracted me from the reality of my situation,” they said.

A 2005 research paper published in the National Library of Medicine explored the comorbidity of substance use disorder and mood disorders. The researchers ultimately pointed to psychiatric treatment, which tackles both substance use disorder alongside the mental health issues that commonly occur simultaneously or are the root cause of addiction. “Nobody says they’re going to be an addict for fun,” the former Gunn student said. “Usually, they have an outside problem that they want to cover up. A lot of people’s way of coping is with drugs.”

Supporting students

According to Newland, the Gunn administration has no standardized protocol for supporting students with substance use disorder. In general, administrators first try to holistically assess the student’s situation and the factors contributing to their substance use through a Student Success Team meeting involving families, counselors, administrators and teachers. “It’s really up to them in terms of what they want to share with us,” Newland said. “We need to work with whatever we are given and come up with support and resources that we can provide.”

He explained, however, that situations which place students in urgent harm must be dealt with immediately under mandated-reporting rules for staff. “If something comes up that falls under the guidelines set for Gunn teachers and administrators, we have to report it and follow that exact protocol,” he said. “Administrators are not required to intervene beyond the protocol.”

The former Gunn student noted that, in their case, these protocols were not always helpful. “I appreciate that (Gunn administration) has been understanding and tried to see it as a mental health condition,” they said. “But aside from one counselor, I have not received any support or outreach from them — not when I was in active addiction, nor when I came back from rehab.”

The severity of addiction also informs staff response. “Are you calling paramedics?” Newland said. “How immediate is the situation? Those types of questions guide us in how we provide resources and move forward in supporting the student.”

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Regardless of the level of severity of a student’s substance use, both the Paly senior and the former Gunn student believe that schools should intervene with empathy. “I was lucky to have that one counselor who really empathized with me,” the former Gunn student said. “He was in contact with my (parents) a lot and understood the mental health aspect of (addiction). But if he wasn’t there and the Gunn administration didn’t have his input, I think the administration would’ve thought I was just a lost cause.”

Sometimes, this means repeated check-ins with students. “If someone was caught with a (wax) pen in their hand, the administration would confiscate it, send a letter home and maybe enforce disciplinary action,” the former Gunn student said. “But also make them meet with the counselor. Make them meet with one of the school therapists. (Students) should be able to see that it’s not normal to feel the need to be intoxicated at 11 a.m. More times than not, substance use is about mental health.”

According to the Wellness Outreach Worker Rossana Castillo, the Wellness Team’s first step when supporting a student suffering from addiction is to identify the origin of their substance abuse, whether it’s emotional or mental. While Gunn Wellness can provide immediate and short-term support, in situations where students require specialized treatment, the team works to connect the student and their family to long-term specialized resources.

The Wellness Team also highly encourages students to notify the wellness staff or any trusted adult when a friend may be struggling with substance abuse disorder. They will connect the struggling student to resources as well as connect with their friend to ensure that they don’t carry the load of supporting their friend on their own.