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< Back "A shame I had to deactivate her..." Ari Abut Comics The Work This is the first of several comic strips. Enjoy. About the Creator Communication is not my strong suit. I would like to interact with you, but I must admit that first meetings are almost guaranteed to be awkward. I enjoy philosophical and psychological discussions and finding out more about how people work. I also enjoy analyzing media such as Neon Genesis Evangelion and Madoka Magica . If you’re interested in either of these masterpieces, contact me immediately. I look forward to hearing your insights. Previous Next Subscribe to our weekly newsletter Send Email

< Back "Cruelty is the Point" Inside Maui Prep's Anti-Transgender Policy Brianne Lagazo Student Wellness April 30, 2025 at 10:17:41 PM On the 21st of April, a deadline passed by which time Maui Preparatory Academy was asked to respond to the ACLU. On the A CLU Hawai'i website, the high school was asked to “rescind” their new anti-transgender policy, as it violates current law that prohibits gender identity discrimination. From the Maui Prep Handbook, the new policy read as follows: “Maui Prep recognizes biological sex assigned at birth as the basis for determining participation in athletics, overnight stays, and access to facilities such as bathrooms and locker rooms.” According to a staff attorney at the ACLU, Maui Prep has not responded to, or even acknowledged receipt of the ACLU letter. Maui Prep continues to receive strong backlash for implementing a policy many say harms students. “bad parenting” In September, Tim Hehemann, Maui Prep Board President, proposed that the school would only permit students to wear clothing, enforce bathroom guidelines, and participate in sports teams according to their birth gender. In their post, the ACLU states that Hehemann described transgender identity as a result of “bad parenting” and as a form of behavioral misconduct. While these policies will not be implemented until the 2025-2026 school year, many people worry about the emotional harm this may cause to students. It is also important to mention cultural as well as legal incompatibility of such a policy in Hawai'i. According to the ACLU of Hawai'i, Maui Prep’s policy is in direct defiance of a current law that prohibits gender identity discrimination by any school that receives state funding. Should Maui Prep fail to comply, the funds that the school receives from the State Department of Human Services, the State Department of Education, and allocations from the Emergency Assistance to Non-Public Schools program will most likely be rescinded. Because of strong backlash from parents and community members, the West Maui school agreed to respect student’s personal pronouns, but will continue to enforce strict bathroom and sports guidelines. Hehemann’s plans leaked to the larger community in December. Yet, it had been discussed in private throughout the summer of 2024. Once Hehemann and Jim Bozich, a major donor at the school (Maui Prep’s gym is named after Bozich) pushed the policy publically, the school’s nondiscriminatory policy was removed from their website. Board members who opposed it resigned or were forced out. “Those māhū’s were our protectors.” The problem is much larger than the legal battle. The issue of trans rights closely connects to an important social and spiritual identity in Hawaiian culture. According to Kumu Hina, a famous Native Hawaiian māhū kumu hula, the word “māhū” can be used to describe someone who is gay, lesbian, bisexual, or transgender. The tradition was recorded by missionaries when they first arrived in Hawai'i. The word was used to describe a person who embodies both male and female spirit, also known as the gender “in-between”or “third gender.” Despite the term being used in a derogatory way, the word “māhū” in Hawaiian culture means something important to Hawaiians. Hina explains that māhū were known as caregivers and teachers of ancient traditions, keepers and teachers of hula. However, when white colonists arrived from Europe and America, they were repulsed by māhū-identifying people, who they interpreted as immoral and unnatural. A local community member with connections to Maui Prep who we will call Mele, voices her opinion on the cultural aspect and the school’s impact. In terms of culture, Mele states that “growing up here, it is normal even though people may not agree with it.” She told a story about growing up with māhū kane nearby, and how “when we were in the bathrooms, they were in the bathrooms with us and keeping the boys out from causing trouble.” “Those māhū’s were our protectors,” she said. “It is kind of weird for me to hear them [Maui Prep] say that because I feel like they’re almost ignorant or scared of something they don't know,” added Mele who believes that Hawaiian culture, including the concept of māhū, taught people discipline, respect, and the meaning of ohana. By contrast, she said, American culture lacks discipline and can ultimately lead to disrespect and ignorance. “I think it’s interesting that a school here in Hawai'i is so happy to ignore the traditional Hawaiian māhū culture that has existed here as long as people have lived here,” said Kumu Kaui Spitalsky who teaches in Lahainluna’s Kaiapuni (Hawaiian immersion) program. “I suppose I don’t find it very surprising that Maui Prep is the school that would want to ignore Hawaiian culture and exclude those that they don’t agree with," Spitalski continued. "They are a private school. The point of a private school is to exclude the public - to exclude those that don’t fit into their view of the world.” Sentiments are similar among students like senior Kaui Wright Smith who proudly claimed her Hawaiian ancestry during our interview. “It's a very harmful way of thinking, this Western concept of homophobia that was brought on by colonization.” Mina Nagasako also thinks that “This organization is making a decision that excludes a whole group of people and others should know what this organization is doing.” While Maui Prep often integrates parts of Hawaiian culture on campus, Mele noted their tendency of “picking and choosing bits and pieces [...] that they want to incorporate at their school, which does not sit well with me right now.” “Māhū was a very important value,” Nagasako said. “To exclude that and continue to use Hawaiian language terms in your school is so disrespectful.” “cruelty is the entire point” Many Lahainaluna students seem to understand this point, though they may not speak about māhū culture directly. “This being a policy in Hawaii honestly makes us look bad knowing that we’re LGBTQ+ friendly,” says Annika Yu-Cua. Similarly, freshman Ako Peralta thinks that the policy "might be really unfair on their students" and that all this does is make people “feel like they dont belong there.” “We shouldnt be excluding people just because they’re part of the community.” Similarly, as an anonymous freshman noted, the policy “disregard[s] a whole demographic of students.” The school is “wrong in a multitude of ways,” says history teacher Sara Eubank. “It seems like they [Maui Prep] realize that trans and gender nonconforming people exist and they would rather reject and discriminate against them instead of accepting a child for who they are.” If anything, she suggests, the policy will only promote the “internalization of transphobia,” which “causes a lot of harm that can possibly last for years to come if not addressed.” Therefore, Eubank concludes, “It’s an attempt to force people to be ashamed of who they are and to bully them into conforming. The cruelty is the point.” “It is not a step in the direction that fosters acceptance.” says Biology teacher Arica Lynn. She agrees and notes that “these policies do not support a positive learning environment for our student population.” “If a student feels uncomfortable in their surroundings they won’t be willing to learn,” adds sophomore Jaylee Vierra. “I have friends and family that align themselves with the community and it harms their sense of self,” says Senior Kayla Mabalot. Freshman Elijah Cabanilla agrees. “People should also be aware that this hurts the student’s mental health because they can’t get the help they need at school.” “...they can do what they want…” In the spring of 2024, it is possible that Maui Prep approached the MIL asking if they could withdraw from competition with MIL teams with transgender participants. Yet, this cannot be proven and no one is able to confirm this story. Yet, Carosso confirmed that the MIL informed Maui Prep that they cannot withdraw from competition against an MIL team because of their transgender participants. This is due to the MIL’s responsibility of coordinating game and travel schedules. In this one case, said Athletic Director Jonathan Conrad, “They're basically in a situation where they [Maui Prep] need to conform.” Yet, as it is with their general trans policy, “they’re a private school and they can do what they want.” “If they [Maui Prep] are actively violating an MIL policy,” added Conrad, “then they’re not allowed to play.” Richard Carosso added that “we don't have the right to change their [Maui Prep's] policy.” But “if you [Maui Prep] want to play with us, you have to accept MIL rules.” “Fractures that feeling of ohana” A letter sent to all Maui Prep faculty memebers by a concerned Maui Prep parent pointed out that faculty members who have been a part of the community for years will not be returning next school year because of the new policy. According to the letter that Ka Lama obtained from an anoynymous source, Maui Prep’s college counselor, all four preschool teachers, and 17 teachers and faculty, will not be returning next year due to the Administration’s recent mistreatment. Concerned with how alienating and firing teachers will ultimately benefit their children, the parent group also claimed that the school lacks transparency. They criticised the school for failing to explain the changes. Former teacher Vashti Daise was reportedly fired for openly defying the anti-transgender policy. She had emailed faculty and staff stating that “if we are going to enact a discriminatory policy against trans children or any kind of children, I would no longer be able to stay at the school.” Sometime after her email, she told Maui News Now, she was called into the office, where staff informed her that “it was time for us to part ways.” Maui Prep’s administration informed the Maui News that they would not comment on Daise’s unemployment. “This policy has literally fractured that feeling of ohana,” Daise continued. “People are really experiencing low morale and fear.” Carosso says he doesn’t think that an anti-trans policy is “in the best interest of educating kids academically and emotionally. We need to always lean in with aloha and acceptance first [...] and I don't think this policy reflects that.” “The trend of us becoming a kinder, gentler world continues to progress,” Carosso added. “To some extent, this policy is a step back.” While some in the present may not agree with it, said Mele about the long-lived presence of māhū culture in Hawai’i, “we are always accepting. If you don’t like it, maybe you shouldn’t be here.” Previous Article Next Article Copy link Brianne Lagazo is a sophomore at Lahainaluna. She is currently the president of the class of 2027, attempting to shed light on issues inside and outside of her school. She enjoys working with others, being a part of student council, giving back to her community.

< Back Kawehi Kaina Custodial Staff Daven Kaina, or Kawehi, as he is called, is one of six custodians at Lahainaluna High School where he has worked for almost two years. He is one of the friendliest people you will ever meet, and always has a smile on his face. Behind this genuine smile, I learned that he is a man of faith. When Kawehi is not at work, he is helping out at his church with the youth. He is very passionate about helping the next generation thrive and is working towards becoming a youth pastor. In fact, the best part of his job, he said, is being able to connect with teenagers. He loves that he can “be God’s light in the school environment.” The worst part of Kawehi’s job, in his opinion, is the pay. But this doesn’t dim his passion for what he does. Kawehi loves his job at Lahainaluna High School and says his “mental state is thriving”. I asked Kawehi about the craziest thing he had seen in the campus bathrooms. He told me about how the custodians had to call a plumber because the toilets weren’t flushing properly and when “the plumber took out the toilet, and at the bottom where everything leaves the toilet, there were four vapes tetris'd together clogging the pipe.” At this time, all the schools on Maui were dealing with this issue, “but Lahainaluna won for having the most vapes clogging the toilet at one time.” The job is more than this kind of thing, however. As Kawehi sees it, his work is about “creating an atmosphere that people feel welcome in.” Of course, this includes cleaning and restocking the bathrooms, cleaning the classrooms, and beautifying the plants around campus. But it also means making the school a safer and more welcoming environment to be in. Kawehi loves his job at Lahainaluna, but he didn’t always see it as his future. When he was a teenager, he attended Lahainaluna and claims to have been “the naughtiest kid in school.” In high school, Kawehi wanted to be a Fireman. Custodian or fireman, Kawehi has always felt called to “service.” When Kawehi sees kids not in class, he has to tell them to get to class. Yet, as the former “naughtiest kid in school,” he sometimes feels “hypocritical.” Afterall, “I was the same way when I was in high school.” Yet, he does his job, he explained, because he just doesn’t want people making the same mistakes he did. When he skipped his classes as a teenager he knew all the best hiding spots for ditching. “Sometimes I’ll drive by those spots in my golf cart and just laugh to myself,” he said. Sequoia Pelletier-Yamasaki is a contributor to Ka Lama Hawai'i and was a junior at the time she wrote this.

< Back In the end, we’re on the same island Spirit, Silence, and Conflict Ashlee Hufalar Politics September 30, 2025 at 11:22:22 PM Last year, the 2024 dance fever ended in an explosion of confetti, candy wrappers, and shoes. During the event, a group of seniors danced up to the freshman section holding up a poster with the year “2028” written on it. Pausing for a second in front of the bleachers, they tore it up and continued on with excitement. It was done as a little playful rivalry directed at the freshman. Previous senior classes had similarly jabbed at the new class. Yet, suddenly, as if it were an act of war, shoes began to fly from the freshman section. Shortly after followed a pair of pants. No one was hit, though people felt disrespected. A few freshmen were identified and disciplined for their actions. “There's the average, like, oh, they're younger, you know, let's be mean to the freshman,” explained senior Coleman Riddell when asked about grade level conflicts. He mentioned that this was the main rivalry he had witnessed between grade levels, though students point out recent events that have stirred more drama. Skip forward to the 2025 dance fever. What was once a minor clash between the freshman and seniors escalated into a burst of accusations and hostility among grades. Competitive rivalries turned into something more personal, and students were putting up social media content and graffiti that put down other classes. People felt immense frustration, and rather than a fun competition, it felt like a battle with students putting pride before everything and showing disrespect for one another. “The competition was blown out of proportion,” says junior Mia Lee. “There were people tearing down things, and it's just like, what happened to the friendly competition?” To many students, school spirit has come to represent more than simple rivalry–it shows a broader issue of how students handle conflicts. Others have noticed that, oftentimes, disagreements escalate into trying to tear others down instead of working to actually navigate through differences. “...They Just Take it Out With Drama” Freshman Harana Peralta observes that “typically, most students handle disagreements with drama, silent anger, or even talking behind their backs.” Mariah Kauvaka, also a freshman, agrees. “They just take it out with drama or some of them add more to it,” she observes, “by feeding into it on their social media.” Some students say they haven’t seen conflicts as direct and out in the open. Junior Oliana Schur describes how people mostly “stay quiet or talk trash with their friends and people they think will agree with them.” Sophomore Leabelle Catuday has seen more aggressive displays of school spirit. She describes a classroom incident where “there were people who were having an argument, and they went straight up to calling them the N word … being very rude to each other.” She’s also seen a lot of students resort to physically fighting: “Straight fighting, like hands on, punch, punch. That's how they fix it.” Seeing how these conflicts unfold, Peralta doesn’t think that students at our school are “civil” to each other. The problem isn’t that students are having disagreements, but that some are choosing to approach them with aggression. There is a lack of civility behind their actions and behavior. “...Put Up with People That You Don’t Like” Teresa Bejan, a political theorist and author, spoke on how “civility makes our disagreements tolerable so that we can share a life together even if we don't share a faith -- religious, political or otherwise.” If this virtue is a foundation that allows us to stay together as a society, she says, then it’s important for people to understand what civility is and how to embody it. A some students are concerned about how to fix it. “Probably treating people with, like, respect and not like bullying them,” said one freshman. Similarly, an anonymous sophomore said "um, not being rude.” Another student added “treating others with kindness no matter whoever the person is.” Most people see civility as simply being respectful and polite to others, and while this is the basis, it goes far deeper than that. Daniel Schultz, Ceramics teacher, explained that civility is learning how to “put up with people that you don't like.” People will “have different thoughts, different interests, different opinions,” he says, “but you still need to be able to get along and not kill, hurt, or abuse other people because they have differences in opinions.” Lee echoes this, acknowledging disagreements are natural: “you believe that I believe this.” But it shouldn't interfere with how we live amongst each other, she said, “That should not affect our working relationship, our, like, school relationship, or just our friendship in general.” For Michelle Brummel, civility is how students, even if they don’t see eye to eye, are “able to get along and work together, being collaborative in an effort to reach a common goal.” “It's the idea of realizing that we're all in it together,” mentions Riddell. “…Shut Me Up to Try and Prove Their Point” So why do some students have trouble being civil towards each other? People usually have disagreements on what they’re most passionate about. When another person sees things differently, Schultz explains, “they get upset about something and they feel like the other person doesn't see it their way.” “They're not rooting for the same teams,” he continues, “and then they handle it negatively, like, ‘you don't see it my way, then I'm gonna. I'm gonna handle you.’” It’s hard to remain civil with people when they’re “really passionate about their belief,” says Catuday. This can come to the point where, she says, they “don't really care about what the others have to say.” In a situation like this, “it can get really heated.” Peralta describes talking to people that have different beliefs from her. Many would rather “talk over me or shut me up to try and prove their point. Honestly, it’s frustrating when they don’t wanna see my point of view.” When it comes to disagreements, Lee mentions “there's, like, that half of kids at our school who can have that civil conversation,” and then “there's that half that will take things out of proportion and, like, get offended or just, like, throw it out.” Is Silence Civility? Mr. Schultz mentions that “I don't know how often people are encouraged to share their opinions and how often people are understanding that there are differences of opinions while they're at school.” It can be difficult to engage with someone who has different perspectives you disagree with. Because of this, Catuday find it "more tolerable to be around them” if they don’t speak about their perspective. Senior Ricardo Solano is one of the "tolerable" people who avoid conflict by not speaking his opinion at all. He says that even if he disagrees with someone, “I just go with whatever they say, so, like, nothing happens, you know.” It seems that avoiding conflict, rather than communicating through disagreements, is a solution that keeps things civil. But is this silence a real solution, or a temporary way of avoiding the issues at hand? Riddell puts into perspective that “Weirdly, I think by not saying anything, everyone's kind of just comfortable with it.” Or, by staying silent, students don’t have to face uncomfortable conversations, disagreement, or larger conflicts, which helps to maintain a surface level sense of peace. However, students in this situation also lose their voices. “...We All Aren’t Meant to Have the Same Opinions” “I think we do need to start speaking up more when we feel differently on something, but we have to be accountable and have the courage to do that, and encourage others to do that as well,” says Schur. Mr. Schultz uses critiques as an example. In his class, when reviewing each other's ceramics, he encourages students to “disagree with each other and share their opinions.” But they must not do it in a problematic way. Instead, he encourages them to “have thoughts, articulate them and share them with other people, and then hear other people's opinions.” He mentions that “I think our school could benefit from doing that on a larger scale.” “We all aren’t meant to have the same opinions and way of thinking about stuff,” says sophomore Christopher Apilado. If he disagrees with another person, he doesn’t try to change their way of thinking or opinion” but rather he just wants “to make what I think clear, and make what they think clear.” “I think people have strategies of, like, ignoring the people or stonewalling them or, you know, just like, completely shutting them off, right?” says Mr. Schultz. Instead of doing this, says Lawrence Abut, a junior, “I would listen to their point of argument, their ideas, and then let them finish up what they're saying.” Such a strategy could have larger effects on us, says senior, Jowy Langaman. Being open to hear what others say, even through disagreement, “could change my own perspective.” Practicing Civility by Being Open to Differences “Our school can be a little bit cliquey,” says Brummel. She explains that students tend to cling to their groups all the way through, and while it’s natural to want to be around friends, it’s important for students to “learn how to talk and hang out with other people” who are different from them. Liana M Horovitz, history professor for the early college program, suggests that students should “build a diverse network of friends.” “Make it a practice not to use inflammatory or offensive language, sarcasm, or raised voices,” she recommends. “Withhold judgment” and “have a true curiosity about others.” Horovitz encourages students to engage more openly with each other: and to “Ask questions! Make it a practice to ask, ‘Tell me more.’ And then really listen.” “...we're so small.” Civility is what allows us to be able to disagree without seeking to hurt or destroy one another in any way. It's what makes it possible to tolerate differences we have and continue to live and work together as a community. It’s how we can approach homecoming competitions with good spirits, and not having it turn into something personal, which creates division and hostility. Digital media teacher Mr. Shigaki mentions that without having civility, “it's going to actually impact a lot of hatred to each other and that's what causes war.” He says that we shouldn’t put people down, because “in the end, we're on the same island. We going to have to talk to each other later.” For many students, community is something they take pride in. “Lahaina town…we’re really a close community,” says Abut. “You would just see somebody just down the store or on front street and be like, oh, yeah, that's my classmate or their mom.” “I don't think we should be fighting with each other, especially after everything that we lost,” says Kauvaka. Langaman added that because we’re such a close community, “school should be a safe place for all people. It also could help you build new connections in the future.” “So the idea that focusing on hurting another person–especially, again, when we're so small,” said Riddell. “What are you getting out of that? … like, there's no reason to.” Previous Article Next Article Copy link Ashlee Hufalar is a sophomore and a staff writer for Ka Lama Hawai'i.

< Back Between School and Extra Curriculars Finding a Balance Jersea Borneman Education January 13, 2025 at 5:55:44 PM Every year, students sign up for extracurricular activities including band, color guard, water polo, swimming, wrestling, football and more. Lahainaluna’s school website lists 23 clubs and 21 sports. Many of them take up time after school and even during weekends. For instance, water polo. This can fill up a student’s schedule as long hours are spent practicing five days a week. Games are on Tuesdays, Thursdays, and sometimes Saturdays. The hours students spend on sports and extracurriculars could be spent with family and friends, doing homework, or sleeping. But for some reason, students commit to their extracurriculars. “I forget all about it” Researcher Erin Massoni finds that extracurricular activities have a positive impact on mood , behavior, grades, and school and assignment completion. For Massoni, extracurriculars encourage the development of skills that help teenagers take more initiative and socialize. Yet, what happens when extracurriculars take more than they give? What happens when extracurricular activities negatively impact school performance and home life? Students are outspoken on the benefits of extracurriculars to their mental health. “Wrestling helps me relieve my stress because, like, after school, I'll be all anxious,” says sophomore Safirah Ladore who gets stress from school. She describes feeling “like, oh, I need to go home, I need to do this, I need to do that. But then when I go to wrestling, I forget all about it.” Similarly, dancing after school helps freshman Eli Hegrenes “release emotions in a positive way.” Hengrenes uses his dance time to “express how I feel [...]. I can use different shapes to express my feelings.” Being a part of a team or club can also give students a safe place and sense of belonging. At a new school this year, sophomore Isabella Higgins reflects on how being part of a team helped her fit in. “The team was very kind, and they welcomed me.” Striking a Balance Junior Cora Gruber agrees with this idea, and said “I love the girls, and the team is like another family to me.” Yet, Gruber worries about finding a balance between school and extracurriculars. “I get stressed out about performing physically and mentally, like in my sport and in my school,” she admits. “Academics and grade checks make it more stressful.” According to Lahainaluna’s grade check policy, students cannot participate in games or meets with an F or a GPA below 2.0. Students who do not meet these requirements will be in Academic Review Status (ARS) and will have to attend study hall on Wednesdays until they bring their grades up. “There's only a few that don't pass grade checks,” says Sabine Armstrong, the school's Athletic Department Assistant. “It's not because they're not smart students. It's because they don't manage their time well.” Students may have a lot of things they need to balance, Armstrong says: “They want to practice, and they have maybe a job, and they have school, and then they don't hand in their assignments.” Time management gets easier, said Armstrong. She pointed out that “Those people that are on ARS, most of them, a good percentage of them, are freshmen.” She added that this may be because they are new to high school and “don't know, and they–it's overwhelming.” In contrast to Freshmen, Armstrong said, “seniors take us more seriously, because they know it's time for college or time for trade school, and they need, you know, everything. So they have their time more managed than the freshman for sure.” “When I get off of school I feel very stressed out because I just have a lot of homework, and when I have to go to wrestling after, it just makes it very hard to do my work and get it done,” says freshman Reef Harris. Despite the stress, Harris is confident that “I can get my grades up in time whenever there's a grade check. But sometimes it stressing me out.” Junior Ozzy Serle says that “The hard thing is just balancing it, honestly.” Serle, a basketball player, explains that “Our day starts from 7:45. We don't get home to, what, like eight? Seven? Then you have to eat, shower—then you have to find time to do your homework.” Serle finds that when it comes to homework “you usually do it all [on] the weekends or during school. It's mainly about just managing your time.” Losing Sleep Over It Sophomore Jenna Basto commits two to three days a week to her color guard practice, which lasts 4-5 hours. Despite this commitment, she still manages to find “like an hour or two” for her homework. Hegrenes finds that he spends “more time dancing than doing homework.” He spends three hours doing his homework, which he compared to the two to six hours he spends at dance. Dance can be very stressful, he admitted, since “It takes up so much time.” “I usually go to bed late because of my homework. I usually go to bed around 12 or 1am.” Gruber finds that she gets less sleep during water polo season because she often won’t get home until 8:00 - 8:30, “and I still have to eat dinner, get ready for bed, do homework, and get ready for bed the next day.” Importantly, the CDC recommends that teenagers aged 13–18 years sleep 8–10 hours per 24 every hour period. Yet, the students interviewed reported an average of 6 hours per night. Figure 1 When the average day is calculated, (figure 1), students without extracurricular activities have 4.3 hrs of unused time. Yet, when practice time is added (figure 2) students only have 1.5 hrs of unused time. We might image unused time as open time that students could spend doing things like eating, talking to others, or taking care of an unexpected event or an emergency. Students in extracurriculars may not have this time or may need to lose time for eating, resting, or, again, sleep. Figure 2 Despite the time crunch, sophomore Safirah Ladore tries to stick to her sleep schedule. Safirah is a wrestler. “I try to just cut my line and go to sleep at nine or ten.” But for her, she added, “honestly, that's late for me, because I go to sleep at like eight o'clock.” One reason she is able to go to bed early the way she manages her time. She says she does homework for “like an hour to two hours like a night.” This depends on how much she is able to finish before her practice begins. “If I'm more productive after school,” she added, “I'll get, like, another hour or 30 minutes.” “...that’s every other kid…” While students like Safirah are able to balance work and play, many other LHS students struggle. During the 2024 fall season, for instance, JV football was affected by player injuries but also time management issues when critical players were unable to pass their grade checks. “It got so bad,” said sophomore Corbin Sales, “that some people just gave up completely and just accepted the fact that they won't be able to play.” JV had to forfeit their game because of “grades and injuries” Sales says. “We didn’t have a lot of people in the first place. It really just messed everything up.” “There was injuries,” says Armstrong. “A lot of people had injuries, and a lot of people that didn't make the grades. So the combination between both of it, I think, was then we didn't have enough players for a JV team.” She was sure to clarify that “it wasn't just the grades, or it wasn't just the injuries, I think it was a combination of both things that then resulted into the team that having enough players to safely play.” Freshman Cruz Dagupion played JV football this fall. “I couldn't really manage it,” he said. “It was just too hard.” Dagupion found “there's no time for anything because, like, once you're out of school, it's like, either weightlifting or you're just in the locker room waiting.” It was also hard because “when you get home, it's around like nine o'clock.” During the season, “I couldn't get my grade up in time,” Dagupion said, who thinks that the homework load is “Kind of too much for me. But I think that's good, because it kind of helps you learn what you can perform.” Junior Daniel Bandayrel doesn’t play any sports but still struggles with time management. “I just space out bruh,” said Bandayrel, who believes “The damn truth is that’s every other kid.” “I ain’t gonna lie,” he emphasized, “like have you ever noticed your classmates spacing the &@#% out?” “I manage my time by putting school first, before anything else,” said junior Timote Lino. Timote has become one of the student musicians that leads the alma mater at practice and assemblies. Despite this commitment to practices and performances, he believes that “education is most important.” Lino says managing his time becomes difficult when “I’m starting to run gigs with my band.” To fit everything in, Lino has to “time crunch everything to finish school work and then get to the gig right after.” Commitment or Excuse? History teacher Sarah Eubank thinks that “most of the time, the kids are using sports as an excuse to not do things that they don't want to do.” Eubank notices “When the sports over, they just continue to not do it, but now they don't have an excuse.” She feels that “they could get work turned in,” but “most of the time it’s a kid who doesn't really want to do a thing because it's hard to choose to do the thing that's that not that fun.” Eubank sometimes notices that students “might be tired, and maybe sometimes quality drops a little bit because they don't have as much time to put towards the thing.” Eubank notices a trend when the sports end. “The emphasis is to make sure you're passing so that you can play the sport, and then when the sport is done, a lot of the times boys grades do drop off a little bit.” After the season, “They struggle because they no longer care.” Differently, sophomore Basto insists that when students prioritize sports they are standing on business. “I do it because I was like, committed to like doing it.” “And, like, I don’t think I could like, back out.” Jenna is also committed because “I think the experience is really nice.” “I feel very stressed by dance,” Hegrenes said. “It takes up so much time, but since I’m so passionate about about it, I don’t want to let it go.” Previous Article Next Article Copy link Jersea Borneman is a staff writer for Ka Lama Hawai'i.

< Back Homecoming After the Fire At Lahainaluna, It's All About Pride Sequoia Pelletier-Yamasaki Student Life May 31, 2024 at 9:32:39 PM The Lahaina Wildfire on August 8th, 2023 delayed the opening of our school for weeks, leaving students with a difficult decision: transfer schools or wait and hope that Lahainaluna would soon open again. Either option created a situation in which students, for at least a month, were forced to attend a school outside of Lahaina. "Going to Baldwin felt weird because Lahainaluna was like my second home, and the people in it helped me a lot," said junior Kefu Mendoza. Mendoza transferred to Baldwin after the fire where he felt like an outsider. "Baldwin made me feel like I didn’t belong because the students there weren’t my type of people” he said. “I didn’t know anybody." Many students who transferred to other schools felt more than socially excluded, however. They also spoke about a difference in rigor. Sophomore Fenuki Fakavai talked about his time at Baldwin and how their education was "way better than Lahainaluna." When he came back to Lahainaluna, "all the work seemed a lot easier." Indeed, according to education rankings released by US News and World Reports, Baldwin highschool scored over 20 points higher on a scale that includes the number of students taking and passing AP exams, proficiency in all core subjects, and graduation rate. Importantly, Baldwin students’ college readiness is 25.3/100, while Lahainaluna scores just 10.4/100. Similarly, Cora Gruber, a sophomore, attended King Kekaulike where they seemed to have a "more efficient way of teaching." "I definitely miss the teachers and my other friends from King K," she added. “They were super supportive and kind and it was super easy to make friends there.” Some students learned to appreciate their teachers’ presence more after coming back to Lahainluna. "At HTA, it’s a lot more self-directed learning, and it’s harder to get a hold of teachers to ask questions," said Lena Granillo, a sophomore who briefly attended Hawai’i Technology Academy (HTA) while waiting for Lahainaluna to reopen. HTA is a semi-online school where you only have to be on campus two days a week. While there, Granillo realized "how helpful it is to have teachers around me all the time, ready to answer my questions." While she “liked not having to go to school every day,” she also missed being at Lahainaluna. "I love how Lahainaluna’s campus is outside," she said. "At HTA, you are indoors with no air conditioning" Before Lahainaluna opened back up, Kūlanihākoʻi, a newly built school in Kihei, opened their doors to our students. Among those who attend Kūlanihākoʻi temporarily, sophomore, Lawakua Haia-Shim, said that "My favorite part about going to Kūlanihākoʻi was being able to see familiar faces and reuniting with a lot of my friends after our town burnt down." For many students, the first day of school at Kulanihakoi was the first time they saw their friends and peers since the fire. "It was really relieving to know that a lot of these people were still alive." "I don’t miss Kulanihakoi," said Gigi Grande, a sophomore. "But my favorite memory there was when all the Lahainaluna students and staff members stood in front of the Kulanihakoi students and staff members and we sang our alma mater to them." Lahainaluna’s alma mater is a very significant part of the school, as it was written by a Lahainaluna student in 1898. Haia-Shim had originally transferred to Maui High and rejoined Lahainaluna as soon as he could. He did so to see his friends. After he came back, however, he discovered that the experience also gave him a new appreciation for our school’s history and tradition. Lahainaluna is the oldest school west of the Rocky Mountains, giving it a lot of history and making it a very special place. Transferring back from Maui High and finally being back at LHS gave Haia-Shim a new perspective on how "special Lahainaluna is." Once he was back, he said, "The biggest difference between Lahainaluna and Maui High is that Lahainaluna has so much school pride." After coming back to Lahainaluna, Gruber also noticed our school pride. "At King K," Gruber said, "people were definitely school spirited but not nearly as much as Lahainaluna students, and that’s one of my favorite things about Lahainaluna." So many students have so many different perspectives on being at different schools, but they all have one thing in common- their love for Lahainaluna. Whether it's because of the history of the school or that Lahainaluna makes them feel at home, they are all so glad to be back. I asked Sydney Villegas, a 10th grade ELA teacher at Lahainaluna High School what makes Lahainaluna special. "It’s special because of its community" she said. "There is nothing like Lahainaluna." Previous Article Next Article Copy link Sequoia Pelletier-Yamasaki is a contributor to Ka Lama Hawai'i and was a junior at the time she wrote this.

< Back Replanting Our Legacy Boarders Replant Liliʻuokalani's Famous Palm Kristina Meguro Keiko Wegner Traditions November 7, 2025 at 9:05:57 PM On November 2, 1906, Queen Liliʻuokalani visited Lahainaluna to plant a tree. “This popular lady, though out of office, still reigns queen in the hearts of her people,” reported Maui News in its coverage of the event. Event Agenda in Maui News article, Nove 2, 1906. Queen Liliʻuokalani was here for Arbor Day and to witness one of Lahainaluna’s specialties: the throwing of poi. As Valerie Monson wrote for Maui News a century later, “the students would lop up poi on a finger or two and fling it into the bowls on the table.” Apparently, our students did this with “such speed and accuracy” that they “never spilled a drop. Their talent became something to see.” While the Lahainaluna “boyʻs string band” performed “a number of pieces,” the royal palm was planted “by Her Majesty’s own hands” on the spot in front of what is now the principal’s cottage. “Its verdant leaves,” the reporter concluded, “will help to keep ever green, in the hearts of her people.” Today, there are at least 22 royal palms spread out around campus. Some of the most significant areas where you can find these magnificent trees are the pathway leading up towards the main office near the bandroom and boarders field. But none of them are believed to be the queen’s royal palm. Around 2007, the queen’s royal palm, it is suspected, was knocked down. Yet, no one is certain about that. Tara Nakata, the librarian and member of the Archive committee, says “because the royal palm was never properly documented, we could only theorize what might have happened to it”--or where it even was. “...it would be an honor to replace it.” To restore the palm and connect to this important legacy, the Lahainaluna Boarders Alumni Association, Lahainaluna Boarding Department, Kanaeokana, and Kamehameha Schools Kaiāulu are working together to hold the Lahainaluna Boarders Ho’ike. This event will take place on November 22, at our very own Hale Pā’ina from 2 to 8 pm. The Boarding Department will plant a few royal palms to honor our history with Queen Liliʻuokalani. A new tree will be planted and the history will be covered in depth. According to Holly Chandler, Vice President of Boarding Operations, the event has a deep purpose. We can’t preserve what is lost, or even really confirm that the tree was removed, she suggested, but “it would be an honor to replace it.” “Aunty Jane” Casco, a cafeteria staff member, agrees. The revival of the royal palm story and its ties to the Hawaiian kingdom will do us good, she said, because we are able to better acknowledge the rich history of the school. Casco added that “The royal palm is a way for us to mālama, y'know take care, the land. It is a way for us to teach the younger generation to care for each other. Technology doesn’t do that for us.” “There is a saying”, said Agriculture Teacher, Nathan Pallett: ”the best time to plant a tree is 20 years ago so you may bask in its shade today.” Pallett admitted “I do not know of any significance royal palms have to Lahainaluna,” but if he were to “guess,” he added, “they have become a symbol of our school due to their regal appearance and age. So many have seen the palms over the many years that it seems everyone may recognize them as a symbol of our school similar to the torch in our school seal.” Some other students think that the history of the royal palm makes is really why it's worth planting them. Annette Kohlepp, a freshman student thinks that planting could become a “tradition to bring back the history,” a reminder of Queen Liliʻuokalani’s legacy. Jaiden Rante, another freshman student, says “I come to Lahainaluna, I see these royal palms the most.” After being informed of the history, Rante exclaims “it’s really cool that Queen Liliʻuokalani planted one of these before and that makes it even better that these are called ‘ royal palms.’” “...most of it is all just either dirt or dead.” Senior border Kden Pu, thinks that there are more obvious reasons for an event like this. He mentioned how the area where the planting will take place “is all just either dirt or dead.” For this reason, he sees replanting “all the natural plants back and everything” as an act of “trying to give it back.” The campus, although filled with an abundance of plants, can be brighter. Pu believes that they are “doing it to try to revive what is mostly there. And try to make it green again.” Kaimana Borges, a sophomore, also agrees with Pu. Borges says replanting the royal palms can “add some color, as long as you guys water, keep on check.” Pallet, who again, knew very little about the event, notes that there are real benefits to this kind of thing. “Planting trees, or any plant, in a space with intention and for a reason allows others to later benefit in many ways,” he said. “Productive landscapes can feed, heal, and create a source of income. Forest rehabilitation with native plants on a macro scale can fight the impacts of climate change, reduce soil erosion, and provide habitat for wildlife.” “...I hope that they will grow also, strong and noble…” On the original Arbor Day event, the queen, after the planting ceremony, allegedly turned to the principal, then C. A. McDonald, and said, “Tell the boys that as that tree grows up in strength and beauty, so I hope that they will grow also, strong and noble, and that they will be a pride to their parents, to the school, and to the country.” This November we stand as proof of those feelings and as the school who has inherited this important legacy. Previous Article Next Article Copy link Kristina Meguro is a sophomore and a staff writer for Ka Lama Hawaiʻi. Keiko is a staff writer for Ka Lama Hawaiʻi. She is currently a junior at Lahainaluna High School.

< Back Are You on the Nice or Naughty List? On Karma, Consequences, and the Gray Zone of Morality Ashlee Hufalar Student Life December 3, 2025 at 9:47:24 PM This is the awaited day. Stockings stuffed to the brim, presents under the tree, and the house smelling of pine and cinnamon. A boy and his sister race down the hallway, the boy shoving the girl aside to discover the contents in his stocking first. Emptying his sock, his face quickly turns to dismay as hard blocks of coal spill on the floor. The radio plays "Santa Claus Is Comin' to Town” in the background: “He's making a list, and checking it twice, gonna find out who’s naughty or nice.” The boy frowns at this bitter surprise. Perhaps he should’ve listened more to the song's advice. “...it's just a bedtime story to make children behave themselves…” “In a way, I feel like it's just a bedtime story to make children behave themselves,” says junior Marcus John Palacio, referring to the popular holiday myth about the nice and naughty list. In this popular story, children with good behavior receive gifts from Santa, while ones with bad behavior get coal. Senior Coleman Riddell explains that this story teaches “general morals that you would, should, like people to learn.” That is, good things come to good people, and bad things to bad people. “It’s justified by a just-world hypothesis,” Riddell offered. Several other students agree with this perspective, and note that the story carries lessons that reflect how the real world works. “You get what you give, you know,” said sophomore Korynn Mouery. “If you put and do bad things into the world, then you're not gonna get good things back.” Sophomore Skye Caroll added that “good karma's definitely a real thing. People who have good intentions and are nice people often get rewarded by the world.” “Coal can be jail,” Sophomore Leabelle Catuday explains, describing a real world scenario for the nice and naughty list. “If you do something naughty, you can go to jail instead of receiving coal. But if you do something good, you get money or something.” While there’s truth in what’s taught in the nice and naughty list, Mark Watasaki, Transition to high school teacher, offered a deeper understanding of the topic. “I don't think it's as black and white as that. Just because, I mean, you can find a lot of examples of bad things happening to good people, but also good things happening to bad people and vice versa.” “I don't think people are punished for their bad actions,” said Palacio, who thinks the nice and naughty list is not an accurate representation of who’s rewarded or punished in the real world. Nicole Bear, who’s currently teaching math, agrees: “there's a lot of naughty people who get away with all kinds of things.” Even so, just because the real world doesn’t always reward good behavior or punish bad actions, ”Morally,” Watasaki advises, “I think that you should try to be on the nice list.” “...We're not always naughty all the time, nor are we nice all the time...” When asking where people believe they fall on the list, responses varied. With confidence, freshman Drew Briones thinks heʻs on the nice list “because I’m kind.” Catherine Apilado, a senior, also says she’s on the nice list because “I’m always willing to help others. Even though some people can be mean, I always try to be kind.” Many students who mentioned being on the nice list also acknowledged that they still experience shortcomings. Junior Bella Topino, for instance, says “I genuinely believe I'm on the nice list.” While there’ve been times she’s lied or acted in not so great ways, after all of that, she argued, she’s grown into a better person through those experiences. Caroll also acknowledges that she’s made mistakes, but she learns from them as she works to become “the best version of myself.” That, along with being open minded and kind, is what she hopes has earned her a place on the nice list. More lightheartedly, Catuday says “I'm on the nice list because I share my food. Yeah I'm nice.” She paused before adding “most of the time.” “...we all slip up every once in a while…” Senior Jowy Langaman said heʻs on the naughty list “unfortunately,” because “I do bad things.” When asked to elaborate, he ended with “I won't list.” Watasaki says he also “would be on the naughty list,” because “I have a potty mouth. And uh–you know, there are things we just can't put on the record.” “I’m naughty. And for why? Um, I don’t know–it’s just funny,” joked senior Elijohn Agbayani. “I feel like I’m in between. I always play around but I’m also nice to people.” Like Agbayani, many others say they can’t categorize themselves as either nice or naughty. Bear points out that we’re all human and “we all slip up every once in a while. We're not always naughty all the time, nor are we nice all the time.” “…Just trying to do the best that you can…” For most students, what truly makes someone as naughty or nice was not what theyʻd done but what they intended to do. Freshman Lilinoe Borges puts it simply: “if your intention is to be naughty, then I guess you'd be considered naughty. But if your intention is to do good things, then you’re nice.” “It's more on, like, deeper levels, like, their characteristics and what they're willing to do against others,” Palacio expresses. Someone who’s naughty may consciously harm people, and might be willing to do so again. When someone is naughty, Mouery thinks, “you're kind of just selfish and don't do things that benefit other people and you're just kind of self-centered.” When someone is nice, “You do things for the greater good of other people and don't expect anything in return.” While Sophomore Asher Magno agreed, he also pointed out that it’s important to look out for yourself. “Trying to be nice 24/7, with no mistakes at all–I think that wouldn’t be good. Even if it's good for people around you, people you're hanging out with, and keeping a good reputation, it's not good for yourself mentally.” The ultimate nice person is one who “wants the best for everybody, wants to become the best version of themselves, is selfless,” said Carroll. But, agreeing with Magnoʻs point, Carroll also thinks a nice person “prioritizes self-respect.” “It would be the perfect balance, I guess,” said Riddell, commenting on the idea: “someone who looks out for themselves, but also looks out for others.” Realistically, though, “I think that it's an impossible goal. So I think just trying to do the best that you can is what you can do.” “...what is happening in their lives…” Maya Hendrickson, a junior, thinks that “a lot of things can influence people’s behavior such as how they were raised, their family, friends, and what is happening in their lives.” Factors such as these “can make some people act out or make people be kinder.” “I feel like it all depends on how they grew up,” Junior Annika Yu-Cua also says, putting into perspective how someone’s upbringing can be influential to their behavior. Catuday explains that “if you had a really bad one (upbringing), you would probably lean more into the naughty side.” In agreement, Riddell explained that “if you were growing up in an environment where it is acceptable to do certain behaviors, you're going to be more tempted to do that just by default, unless you otherwise train yourself or see influences outside of that.” “Your peers and your friends, who you hang out with have a big reflection on who you are,” said Carroll. For Borges, friends can guide behaviors. She gives an example, saying if you see a friend doing something, “you can be like, ‘Oh, I would want to do that too’ or ‘maybe I should do it to be cool and fit in.’” She speculates that this influence is what leads to many students “vaping and smoking.” Others suggest that internal motivations play a big role in how people act and the choices they make. When an action can result in a reward benefiting a person, that possibility can influence how they behave when pursuing that award. “I feel like it's their desires and what they want,” explains Palacio. Is that want “in the red or the gray zone? And who is it gonna happen against?” “Fear of internal damnation is also a really big factor into how people behave,” Watasaki mentions. Possible consequences or punishments can alter the choices people make. “It’s like how the allure of heaven wasn’t enough on its own, so they had to make hell. And it's like ‘hey man, if you don't do this, you’re going to suffer.’” Similar to the idea on how those who aren’t on the nice list get coal. In the end, no one is perfect and “Some could also be having a bad day too, and they just can’t help but like be so mean,” suggests Briones. “…There's always room to improve…” But what gift should those who are really on the naughty list get? “You know, someone who's fought and has worked their butt off, they do not get the same results as someone who's committed a felony or something,” Riddell says. Regardless, those on the naughty list deserve something more than coal. They need, he suggested, “something to actually help you improve.” There’s hope, said Magno. “There's always room to improve, room to redeem, you can always redeem yourself.” Doing so involves “working towards being a better person and acknowledging your faults,” Caroll comments. Borges believes “people do change. It's just, it's up to that person if they want the change.” Change involves learning from your mistakes and making an effort to do so. Though it might be easier said than done. “It just takes time, energy, and grace, and compassion, empathy, for all parties involved,” Riddell highlights. “It's a lot of grace for yourself to even allow yourself to grow.” And it’s equally as important to let people grow, and “give them the space to work on themselves,” continued Riddell. “Everyone deserves a good gift, even if they’re on the naughty list,” an anonymous freshman insisted. “...Give Someone a Smile…” Whether you’re on the naughty or nice list–or perhaps the gray in between, everyone should try to do something nice for others–something nice that they mean. “Give someone a smile or like give someone a compliment,” Riddell suggested. Saying something genuine and true, even if you don’t realize, can make an impact. Even if they don’t take your words or actions in, your kindness truly reflects your efforts within. If a teacher is struggling to say a name, “help them out” Borges says. Even small acts such as those can go a long way. Throughout the year, we should do our best to be nice. During this season, be joyful as Christmas unfolds. While the nice and naughty list may only be a Christmas tale, it doesn’t hurt to put out some love into the world, and maybe you’ll leave a bright moment in someone else’s story that they’ll share. Previous Article Next Article Copy link Ashlee Hufalar is a sophomore and a staff writer for Ka Lama Hawai'i.

< Back School Lunch: Cutting Waste, Cutting Taste Students speak out about school lunch. Bryson Aquino Student Life September 25, 2024 at 1:56:33 AM A student looks down at a bright yellow blob of mac and cheese running into a chunky scoop of rice. A damp side of frozen vegetables sits in a nearby indent of the plate. The milk sitting nearby expires the next day. “The cheese looks faker than McDonalds cheese,” says senior Jackson Hussey, gesturing at his lunch. According to nutritional facts on the county menu page , this dish (see image) provides 710 calories, assuming there was also a side of fruit. This would need to sustain students for 6 to 8 hours on campus each day. And some students often stay later for extracurricular activities. According to credible estimates , the average teen may burn over 115 calories an hour doing less than moderate activity. A person who is thinking hard may spend 100 more calories a day . Free and Unwanted This year the Hawai’i DOE has expanded a USDA program that provides free “nutritious school meals” to all students regardless of household income. Earlier this year, the school released a letter stating that they would be participating in the Community Eligibility Provision (CEP) program in which all students are eligible to receive free breakfast and lunch, even if some of them do not qualify. According to the Hawai’i DOE , any qualifying school has “a minimum of 40 percent or more of its students eligible for free or reduced-price meals through the National School Lunch Program.” However, many of these lunches are going uneaten. According to a 2023 survey conducted by the Food Research and Action Center, students in Hawai’i are now 17 percent less likely to eat school lunch. KHON2 investigated this in February and found that students around the state saw school meals as unhealthy, unappetizing, and small. Kids interviewed claimed that “they’d take all of what was offered if it just looked and tasted consistently more edible, more local and fresh.” “I don't want to serve this,” says John Alexander, our Cafeteria Manager, who orders food for the Lahainaluna cafeteria. “I don’t get much say in the food we get,” he explains. “The food portion is held by a national standard.” Also, the DOE, he said, “is the one sending out the menu.” According to Alexander, portions are determined on a USDA portion method called Offer Versus Serve (OVS), which is meant to cut back on waste and allow students to choose the foods they want to eat. It is meant to give students “all five food components in at least the minimum required quantities” according to a USDA OVS memo . LHS students are “actually receiving a half cup more than the minimum requirement,” Alexander added. Nevertheless, students like Vi Nguyen, a senior, think that “the school’s lunch portions aren’t enough for growing teens especially since we are nearly adults.” She added that “the school should put more quality into the food they provide as students may be able to perform better and have a more energized attitude throughout the day.” “Prison food” Student Alexa Torres Perez, thinks that some school lunch items are enjoyable such as the kimchi cucumber or Korean chicken. Yet, some items are “almost inedible or taste artificial.” “School lunch isn’t consistently bad,” said Perez, “the meals that are higher quality are so much better and make me feel better, but when certain items are obviously frozen or low quality they make me feel gross.” Differently, senior James Queja thinks that school lunch “looks like prison food half of the time.” Band student Dhennico Cabading said that while “the food at school is proportionate to last me through a normal school day as a small meal,” he thinks that it is “hard to finish because I genuinely think that the food is not appetizing.” He added that he thinks “the DOE should give us more food with better quality.” “I’ll eat it if I’m hungry,” says senior Dylan Paul Lat, “but I’d prefer something else.” Taking the loss Athletes on campus are particularly concerned with the size and quality of school lunch. Or, as senior Jackson Hussey said, “If I were to only eat the school lunch I would probably be malnourished.” Hussey stays after school almost every day for football practice so his calorie needs are much higher than the average student. According to a fact sheet hosted by NBC Sports , “energy needs” for student athletes can be “as high as 3,000 to 5,000 calories per day.” This is 3 times more than what school lunch offers. “This stuff is bad, it's dry,” said senior students Micheal Rayray and Kawika Kaili when discussing school lunches they’ve eaten. Micheal and Kawika are both football players that spend as much as 12 hours in school because of afterschool practice. When asked if they think the school lunch is enough to sustain them throughout the day, they said “No, we need more.” To questions about improving the quality of school lunches, they just said “automatic.” What we can do Mr. Alexander felt for the students, but explained that fixing the problem was out of his power. He encouraged students to take their complaints a step further. A poll asking what food options students want would be helpful, he said, “I can make as many suggestions to the DOE about what the kids want to eat but it's more likely they will listen to students rather than me.” Previous Article Next Article Copy link Bryson Aquino is a senior at Lahainaluna. He’s a student reporter interested in shedding light on and writing about problematic issues on campus. He likes to interact with school institutions. A movie that he really resonates with him is called Not Without My Daughter because its main idea is how one person will go so far just for someone they love. A funny fact about him is that high blood pressure is hereditary in his family, so don’t make him mad!

< Back Should I Stay or Should I Go? Students Worry About Where They Should Attend College Keyla Jimenez Education April 22, 2025 at 5:51:09 PM “I always dreamed too that I would go off to an ivy league, or a UC, but I think I realized that I could make an impact in any school I go to,” says senior RJ Arconado who explained his reasons for staying in-state for college. “So far a lot of people I know are going in-state,” he said, since it allows them to be “closer to home, while gaining our independence.” Arconado, like other students’, are hyper aware of the decisions they have to make in the last two years of high school. After all, these decisions may determine what happens for the rest of their lives. One of the most important of these decisions is where, why, and if they are going to college. As many describe, these questions are connected. The Cost of Isolation Hawaii's pool of 16 colleges is small. Within this pool, only 2 rank in the top 1,000 universities nationally . Compare this to Connecticut that has a smaller land area but over 100 colleges and universities, 7 of which rank in the top 1,000. This is discouraging to some students who were hoping to find opportunities suitable for their interests close to home. According to Jessica Terrel for Honolulu Civil Beat, “Half of students leaving Hawaii’s public schools are moving to the mainland,” as of 2022. “College-industry data available to admissions offices across the U.S. shows that Hawaii students are one of the most likely to leave the state for college,” says Roxie Shabazz , Director of Admissions at University of Hawai’i. “Hawaii’s isolated island geography” she observes, “leaves many students wanting more than the state can offer.” Ethan Luck agrees. Because Hawai’i is so small, there are “less places to go to" in-state and students are presented with "less opportunities” in the future. There are big costs for Hawaii's students attending mainland schools. Those who leave the state are hit with high costs for relocation and out-of-state tuition. Many will need to take out student loans that will follow them throughout their lives. Kameron McNair for CNBC reports that Americans currently hold a total of $1.6 trillion in student loans and, as Sandy Hario Livingston for KHON2 reports , Hawaii residents make up approximately $4.5 billion of that total. “The biggest obstacle to attending college on the mainland is affordability,” states College and Career Counselor Ginny Yasutake. “[For] those who aspire to attend a mainland institution,” she advises, “there are ways to reduce your cost of attendance through scholarships and financial aid.” Yasutake wants students to consider the opportunities in-state schools can provide even though she acknowledges that “It is difficult for students from Hawaii just because of our location.” The WUE, or the Western Undergraduate Exchange program, is another option she mentioned. In WUE schools on the mainland, students pay a reduced tuition rate that is lower than out-of-state tuition. Sophomore Giana Bayudan feels “a little intimidated” by the costs of college. “If I were to want to go out of state, I'm gonna have to work really hard in school to get the scholarships to help me pay for it, or else it's not gonna be paid for." Cost is everything for some. An anonymous senior plans on “going to trade school at UH Maui college.” When asked why, he simply stated “because it’s free.” This is a reference to the recent extension of free tuition at UH to LHS’s class of 2025. “They don’t have that here” Some students are looking for colleges that meet their very particular needs and future plans. Bayudan recognizes this problem, stating "whatever you want to specialize in, in college, whatnot, you can find a school for that [here]. But even then, it might not be the best option.” “I want to wrestle in college, and they don't have that here,” says Sophomore Safirah Ladore who also wants to be a lawyer. She was disappointed to see that “They only have like, one law school here.” Ladore is referring to The William S. Richardson School of Law at UH, which currently ranks #99 in the US, according to US News and World Report . The University of Hawai’i schools that include: UH Mānoa, UH Hilo and UH West Oʻahu, rank in the top 1,500 4-year schools, Acknowledging these concerns, Yasutake want’s students to know that Hawai’i has much to offer. However she also hopes students take that risk of going to a mainland school if they decide to. “UH Manoa is considered one of the few land-, sea-, and space-grant institutions in the country,” she pointed out and noted that UH Hilo also has a new Pharmacy program. BYU-Hawaii provides a “unique work-study opportunity to help pay for tuition and room and board.” This was a reference to the Polynesian Cultural Center where students may give culturally Hawaiian performances for visitors for money. She also noted that the Chaminade Forensics program has internships with the Honolulu and Guam Police Departments and UH Maui College has “an amazing” culinary program and a new creative media degree. According to Yasutake, Kapiolani also has the only Rad Tech program in the state. Arconado said that he personally has found great opportunities here with “The Direct Entry to Nursing Program” which he describes as “huge” since “last year the acceptance rate was 3.7%.” "We're at a disadvantage” "We're at a disadvantage,” says sophomore Emma Batson who feels that she may be a less competitive candidate on the mainland because of the quality of education in Hawai’i. She feels “It's harder to get into schools in the states because of our education system here." The worry among some students is that being educated in Hawai’i may lead to other problems that aren’t directly connected to geography or what programs are offered. According to US News and World Report Hawaii’s public schools rank #33 overall in the country. As UH Manoa takes 58% of its students from Hawai’i schools , some may even fear that this drop in rigor could impact higher education institutions. Yasutake doesn’t think so. She believes that “UH Manoa and the other colleges in Hawaii have improved their programs to be more competitive and locally committed.” Nevertheless, she added, “If you are passionate about a program of study, and your dream school is on the mainland, I do hope students take a chance and see what the future holds.” Previous Article Next Article Copy link Keyla Jimenez is a former staff writer for Ka Lama Hawai'i. She is ajunior and currently the president of the Lahainaluna Newswriting Club.

< Back Ariel Pakela Cabrera Custodial Staff Ariel Pakela Cabrera is part of the custodial family at Lahainaluna. Soft-spoken and caring, Pakela, as he’s called, is a former Lahainaluna student who ensures the school grounds and classrooms are clean and that the environment is conducive to learning. One of his favorite memories from Lahainaluna is the lip sync battles. “Our class was pretty good, but we still lost to the seniors,” he laughed, adding that the seniors always seem to win due to their experience. Pakela has fond memories of the teachers at Lahainaluna. “The teachers made it fun. They were lenient but also made sure you got your work done and earned good grades,” he said. He recalled having good grades, with his highest GPA being around 3.6. “I was a naughty boy, but I did my work,” he admitted. Despite being a handful, he managed to complete his assignments and graduate. He reminisced about his freshman year, describing how large the school felt compared to the intermediate school. “I got lost all day. At one point, I sat in a class for about 10 minutes and wasn’t even supposed to be there,” he laughed, noting that the teacher didn’t notice his mistake. The most challenging part of Pakela’s job is dealing with “naughty kids” who create messes or graffiti. Additionally, he finds cutting and maintaining the grass to be a tedious task. Cleaning the cafeteria is also important to him, as he believes “kids need a clean environment to eat in.” Before the birth of his one-year-old daughter, Pakela enjoyed fishing for octopus and riding his dirt bike on weekends. Now, he prefers to spend time with her, saying, “I like to spend time with her the most.” He noted that, like him, his daughter is a handful. Pakela’s goal in life is to provide for his family. Pakela's message to Lahainaluna students is to “enjoy your high school years. Once it’s gone, it’s gone. There is no going back, only forward. So make the most of your high school years.” He explained that in high school, students don’t have to worry about adult responsibilities. “With school, you can miss a day or two, but with work, you gotta go to work.” His hope for Lahainaluna is to see “all the kids enjoying life and finishing off strong.” “This is mainly why we do it,” he said, referring to himself and the other staff on campus. “We do it for the kids here.” Trinity Guiza is a staff writer at Ka Lama Hawai'i.

< Back Student Sells Artwork Inspired by the Fire A Symbol of Strength Sequoia Pelletier-Yamasaki Student Life May 28, 2024 at 6:42:18 PM Following the Lahaina wildfire, Devyn Gruber, a senior at Lahainaluna High School, decided to “turn that grief into art.” She made two vases decorated with memories of Lahaina, which she sold for $900. Lahaina Town “was where I grew up, it was my entire childhood,” said Devyn, who was so heartbroken after the fire that she didn’t know what to do. She had made paintings and other things in the past. Though it was unclear why she finally chose to make the vases. Nevertheless, the process, she said, “really helped with my grief so much, it made things come to their senses.” Her first vase, Remembering Lahaina , is covered with representations of Lahaina: people's houses, the rock wall that goes through front street, the “Welcome to Lahaina'' sign, Nagasako’s, the Banyan tree, and many other things that made Lahaina Lahaina . At the top of the vase there are 101 crosses, representing everyone who was lost on August 8th. The second vase, Unity , has an upside down Hawaiian flag. There is an L with a hole in it, representing “the hole in our hearts that will forever be empty for Lahaina town and the memories we made.” Devyn also added a beautiful poem in Hawaiian that Kumu Jamie Palakiko helped her translate. The poem reads “We Together, are Lahaina Together we are one We are the people of Lahaina And together we will rebuild.” By making the vases, Devyn didn’t just hope to heal her own pain, but all of the community’s pain as well. “I want my vases to touch everyone’s heart and help them relive the memories of Lahaina.” She had her vases displayed at the student showcase where she had everyone write down their memories of Lahaina and put them inside the vase to keep forever. “It’s just like a keeper of our memories.” The details Devyn included on each vase are things from her personal experiences in Lahaina. “There’s not a single little part that isn’t meaningful to me,” she said. The first vase took Devyn around 5 months to make, and the second vase took 6 months. “It is definitely my favorite piece of art I’ve made. It has touched so many hearts, including mine.” Devyn’s auntie bought her first vase for $500. The second vase was bought for $400 by a woman named Holly, who saw Devyn’s speak about her work at this year’s student showcase, an event attended by students from several Lahaina schools. Devyn donated $450 to Lahaina Strong, and the other $450 went towards her college fund. In the future, Devyn plans on opening a ceramics studio or a space where people can do ceramics. “I want to make an entire business to help people grieve for the loss of our town. I want to help the community through ceramics.” She hopes that others can make art for Lahaina to help them grieve and heal, the way making the vases helped her. Devyn’s beautiful vases have touched the hearts of our Lahaina community, and hopefully will continue to touch more hearts. Previous Article Next Article Copy link Sequoia Pelletier-Yamasaki is a contributor to Ka Lama Hawai'i and was a junior at the time she wrote this.