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< Back Misunderstanding in the Classroom What Lahainaluna Students Really Want Stella Pogni Keely Benson Education May 20, 2026 at 10:33:09 PM “Ugh I have so much work to do,” “I just wish the teachers understood us!” “Their class is so boring, I want to skip!” Complaints about teachers and classes fill the halls as tired students groan, waiting out the last two weeks until the end of the year. Has it always been this way? Are these genuine complaints or are they just making up excuses? Beyond the complaints, students have different ideas about what “being understood” in the classroom really means. Isla Carrol wished that school work was more interesting, pushing for “creative ways of learning subjects so you actually can understand the topic and memorize it in a fun and exciting way.” “Teachers should be more patient and recognize how draining school can be,” said Gianna Pogni, who expressed how a heavy workload can be overwhelming and tiring. The students who want change often suggest adding more interactive lesson plans. Muriel Hazlet suggests games like “Kahoots, 4 Corners, and Booklets" to play during class to bring an entertaining element to assignments or studying. Alexandria Poulsen also mentions the need for “hands-on labs and experiments,” sharing how they “allow students to create something of their own,” ultimately bringing learning to life. Not all students, however, wish for lessons to be changed. Many appreciate the current curriculum. Skye Carroll thinks that “it can be challenging sometimes, but it pushes me to stay organized and really learn the material.” She feels that the lesson plans provided already prepare her for harder challenges in the future, especially when time management is key. Enari Tuala adds that “not everything has to be turned into a game.” He thinks there should be a balance between class work and fun activities. Of course, making a class more fun or engaging sometimes depends on the class. Sophomore Taven Draper dislikes the “flipped math” curriculum “when teachers give me YouTube videos to watch. I prefer a more hands-on and interactive way of learning," he said. Draper thinks that the YouTube videos are teachersʻ attempts to “make their teaching more interesting.” “I love when teachers actually interact with the class, encouraging experiences like group discussions," says junior Miranda Sommers who claims that her personal learning heavily relies on her teachers' subtle teaching styles. When it comes to teachers who prefer to teach right out of the book, she “tends to struggle more and starts to mentally check out." Sommers thinks group discussions and engaging conversation will, overall, help the entire class understand best. Student responses suggest there should be opportunities to increase engagement through different teaching methods. This could be replacing passive instruction and generic videos with hands-on activities or class discussions. Lena Granilo, a senior, wants teachers to reflect on their students' performance and classroom feedback. She thinks it can help them identify opportunities to adjust their teaching. “If a class, as a whole, fails one test on a particular lesson, it might be how they teach it.” Granillo thinks that if the material could be presented in a different way, it might help students understand the concepts more effectively. Yet, some students think students should take more responsibility for their learning. “Teachers shouldn't have to change their curriculum if their class were to struggle on a test,” says freshman Drew Briones. He thinks that we already have a “solid structure” at our school, and feels that “while some of it is challenging, it's the material that really prepares the students for their futures out of high school.” Michelle Brummel teaches Geometry and Algebra classes. She has been a teacher for 12 years and has taught all grades, nine to twelve. Different from other classrooms Mrs. Brummel often includes games as a review to create a fun way to study and sees them as a way to help students transition “between notes and homework.” I witnessed Brummelʻs class as a whole participating in a game. It was group work where students had to work together to solve an equation. After getting it correct they would try to throw a tiny ball into a miniature basketball hoop. If they made the shot they would be able to take away “lives” from another group. If your group runs out of lives you lose but are still able to participate and the winners get extra credit. It was a brilliant activity that turned standard studying into an unforgettable experience. Brummel also thinks it is important to provide a quick mental reset after lessons. Giving students time to talk and interact with each other, instead of passively listening. She believes that these “brain breaks” help students stay engaged. Sure to take her time with notes and lesson plans, Brummel wants to make sure that the whole class understands the unit before moving on. She says that she provides time in class to go over homework questions. The goal? This helps students feel less nervous preparing for quizzes or tests. Brummel believes that students remember information better when lessons are more interactive than listening or taking notes. Freshman Ace Palacio doesn't really enjoy these activities. “I feel like it takes away some of my time for studying or completing my homework,” he explained. The brain breaks were good, but he doesn't feel they are necessary for everyday classes. Another teacher at the school, Mr. Granillo shared that he “tries to keep classes engaged by bringing current information or current topics into the classroom and connecting them to whatever it is that we’re studying.” He says that he tries his best to be an “active teacher in the room, not just sitting at my desk behind the computer.” Regardless of teaching style, students absorb information differently which can be difficult for teachers to find a “perfect way.” But change can help, when both teachers and students actively participate it can create a more positive learning environment. “When us students feel heard in class,” says Isla Carroll, “learning stops feeling like something we have to do and becomes something we want to do." Previous Article Next Article Copy link Stella is a freshman, c/o 2029, who contributes to the newspaper Keely Benson is a freshman, c/o 2029, who contributes to Ka Lama

< Back Forward > Lahainaluna vs. Leilehua Lunas Ready for Playoff Clash Against Leilehua Samantha Shibao Previous Next This week is a very special one! The Lunas are set to play against Leilehua after defeating Baldwin with a score of 7-3. Although it was a tough game, the Lunas managed to push through and make it to the playoffs against other D1 teams from all across the islands. If they manage to grab this win, it will push them up a bracket for states, and they will be up against Konawaena. Team captain, senior, Michael Rayray, stated that this game will be a “we go home or they do” type of game and that they simply have to win this. Junior team captain Joe-boy Archangel agreed and added that it is a very important game as it pushes them to the next level in the playoffs. Rayray predicts that this game will definitely not be easy. “It’s gonna be a well-fought game,” he said. “It’s not gonna be easy, but I feel like if we work together and minimize our mistakes, we can end up on top. It’s about how we start and finish the game.” Archangel also added that he anticipates “a hard time with our offense because we have a lot of packages and we do a lot of motions as well.” Yet, he added, “Our defense has been solid all year as well, so I'm excited to see their offense match up against us.” For those unfamiliar, the term "package" refers to a specific grouping of players designed for certain situations or plays. Archangel also predicted that they will win (“knock on wood”) and that “Leilehua will go back and forth. Our team has lots of heart, so in the end, I think we’ll come out with the win.” Team captain, Kawika Kaili, says the Lunas have prepared for this. “We have been watching a lot of films on them, learning what they are going to run, what formations they are going to do, and relaying that on the field, just practicing to win the game.” Collage of photos from the recent game against Baldwin Bears. Lunas won 7-3. Pictures taken by: Samantha Shibao Kaili has been playing football since he was 5 years old. He is now a senior who is notable for having played the most games consistently over his high school career. On the coming game, he thinks that “whoever makes the least mistakes and becomes the most disciplined team will win the game.” The Lunas will be playing at our home stadium, Sue D. Cooley Stadium, this Saturday against the Leilehua Mules at 6 p.m. It will be their 11th game of the season and second game for the playoffs. So be sure to come up and support our boys as they fight for their spot in the next round of playoffs! Go Big Red! Heading 6

< Back The Digital Leash Is Location Tracking a Sign of Trust or a Tool for Control? Ashlee Hufalar Student Life “When we got together, he was like, ‘oh, you want to have one too?,’ And I'm like ‘sure’,” says sophomore Hanan Oleiwan, explaining how she and her boyfriend began to use the Life360 app to track each other’s location. “It was first when we were [band] officers, they made a Life360 for us to join so that they'd know where we are.” Sometime after Oleiwan and her boyfriend became “official,” he suggested having a private circle just for them. “It was like a random decision,” she said. Life360 is a real-time location tracker with over 200 million downloads worldwide. Simply having the device with the app on you allows it to follow your every move. Whether you’re walking, running, driving, or even biking—Life360 detects it and puts a little icon beside your profile for others in your “circle” to see. It’s not unheard of for teen couples to use such apps to share their location. While Life360 is among the most popular, other apps include Apple Find My, iSharing, and even an Android app called Couple Tracker. Social media apps such as Snapchat, Instagram, and even location-based features on other platforms also have tracking features. While Oleiwan mentioned that her situation was simply a “random decision,” the question remains: why would couples share their location in the first place? “... you can keep track…” “I feel like it does have an effect,” says freshman Alejandro Baldez, who shares his location with his partner. He was the one who suggested it, he said, reasoning that it has made him feel closer “because, you know where they are, and that way, you can keep track or just make sure they're safe.” Oleiwan also sees the value of couples sharing locations for safety reasons. While in her case, doing this doesn’t exactly make her feel “closer” to her partner—explaining that “it's just there”—she points out that “couples might want to share their location with their significant other to make sure they're, like, okay and stuff.” “My lady and I share our location,” said John Borge, a U.S. history and participation in democracy teacher. He attributed this decision “first and most importantly” to the fact “we obviously have nothing to hide.” Knowing when his wife gets home and when he needs to leave school are just a few things he uses the app for. It “makes life much much easier,” Borge added, explaining that location tracking helps him juggle family responsibilities, especially with kids. Though the circumstances of high school couples are a little different—it is almost unheard of for them to live together with a family of their own—safety doesn’t seem to be the only appeal of having your partner's coordinates. Erica Domogma, a sophomore, doesn’t use the app herself, but she thinks that its primary value is “To know if they're cheating.” Junior Kaliyah Cutty strongly agrees, saying location tracking lets couples “see if they're like...I don't know at somebody else's house or something.” Cutty offered a short anecdote about a situation she heard of, where “this guy would have his location off when he was on island, but anytime he'd go off island he'd feel comfortable enough to turn it on.” In her perspective, she thought “the fact that he felt the need to turn it off when he was home was a little bit concerning.” “...seems like the couples don't trust each other..” While location tracking is more common with couples to ensure safety or reassurance, for some, the expectation of openness doesn’t end there. Sharing passwords, whether it’s for their phone or social media account, “is also very common,” says Cutty. “For the same reason-–like cheating-–you can access their phone and see who they're contacting and all that.” Domogma suggests that in a lot of cases, password sharing could actually lead to suspicion. She described a scenario where she might like a guy's post and her significant other sees this by logging into her account through her password. “He's gonna assume, ‘Oh, why you like that post? Are you cheating on me’.” Sophomore Tia Faiva mentions that some “people nowadays think if you don't do that (allow your partner digital sharing access), you're not really trustworthy.” She admitted that the reason she started sharing her location and accounts with her partner was only because “he betrayed my trust” “It seems very controlling,” said vice principal Nicole Heinlein. “It seems like the couples don't trust each other, that they want to check each other's messages and notifications.” “I would think,” she concluded, “that you wouldn't check each other's messages if you trusted each other.” Heinlein isn’t the only one who sees this as eroding rather than creating trust. Oleiwan mentions that she’s seen a lot of instances on social media where one person is on their partner's account, “opening every single message that they had.” “It would definitely cause a bunch of arguments, and some of them even did break up.” An anonymous junior shared that a couple sharing an account had once led to a serious misunderstanding. “Someone hacked into my [instagram] account and messaged my friend something insulting,” she explained. Her friend's boyfriend saw this and misunderstood the situation, texting an entire paragraph and calling “me out for insulting his girlfriend, even though it wasn’t me.” “It’s done and over with,” she said. Although, she mentioned it was frustrating and made it difficult for her to properly communicate with her friend, since she had already sent a message explaining that someone hacked her account before her boyfriend tried to intervene. On another note, sharing accounts could be used in a healthy way. “I know a couple that does share accounts,” says sophomore Kristina Meguro, who explained that it’s a necessary situation: “Since one of them lives in an area with poor connection, the partner is able to message for the person.” “...stalker style…” Aria Abut, a senior, thinks that shared accounts and location sharing between couples looks “a lot like paranoia.” “I do know that some couples like to do that, um, to ensure that their partner isn't doing anything weird, but, um, it feels kind of unsafe in a way.” While not in a relationship, she mentioned that she’d be okay with her “hypothetical partner “ looking through her phone with permission, though she feels her trust would be destroyed if they went through it without telling her. “I personally take my privacy very seriously.” “If you were obsessively checking your partner's messages,” said Heinlein, “I would think that that would be unhealthy.” PE teacher Ms. Watson shares similar views when it comes to location sharing. “If you're just trying to figure out where they are, perfect. But if you're constantly tracking them, like you know, stalker style where you're trying to figure out where they are every second of the day. Then that's kind of taking it a little overboard.” Senior Lawakua Haia-Shim, who doesn’t share passwords or his location with his significant other, says he's willing to, though he acknowledges that there comes a point where it crosses the line. “I don't think it’s comfortable if she checks my location status like every what, 30 minutes to see what I'm doing,” he said. Faiva also thinks that there’s a high risk in having constant access to each other's location, statuses, and accounts. “I think it can make them overthink. Makes them more possessive. Toxic, as people say.” An anonymous sophomore recounts a time where their past partner “would keep constantly checking my location.” And at times, when their partner saw they were home, “he thinks that I'm not busy when I'm really doing my work and then keeps on messaging me even though I asked that I needed space.” Frustrated at the distraction, her partner would insist by saying, “but you're at home. So why can't you just have the time to talk to me?’” “...you don't have to share everything.” In today's digital world, students are navigating a lot of things online, especially through social media influence, comments Borge. “We really don't know fully the extent to which and how bad social media is damaging Gen Z, the first generation to grow up with unbridled access to social media.” Oleiwan sees a pattern in the need to know everything about a partner and the surveillance that comes with constant social media use. “They see people on their social media sharing everything with their friends or partner, and they're like oh that's the norm then we should do it too.” Cutty added a point about the impact of “doom scrolling”: “you'll always find a cheating scandal or story on social media. And I think that makes people worry.” Borge advises that students should “develop healthy habits on how to perceive the information you're seeing on TikTok” or other social media. “Talk about it. Make sure you're both comfortable with it. And find a happy balance. You don't have to share. Like I said, you don't have to share everything,” says Watson. For those that want privacy and prefer not sharing these things with their partner, Faiva states “it should be respected. 'Cause I don't know, what if I don't want you seeing where I am and what I'm doing? Even if I'm not doing anything wrong, why do you need to know? Why is that in the way of our trust?” “I mean, you might be in a committed relationship, but you're not married or, you know, finances that are tied together,” says Heinlein. Rather than sharing things like passwords, she highlights that “it's much healthier to just have open conversations with each other and to be honest with each other and not hide things from each other.” Many students think the same; it’s all about open conversations and mutual respect for one another. “It's just communication. Just talk to your partner. See what boundaries you guys want to set when it comes to social media and your phones and all that,” said Cutty simply. Previous Article Next Article Copy link Ashlee Hufalar is a sophomore and a staff writer for Ka Lama Hawai'i.

< Back Do I Have Your Attention? Why students can't put down their phones. Keyla Jimenez Student Life September 5, 2024 at 3:39:11 AM A teacher is talking and the students are zoning out. Most of them are on their phones. Some might argue that as long as they are getting their work done, there’s really no problem with this scenario. You at least wouldn’t expect students to disagree with the idea. Yet, many of them do. Senior Zhi Clark admits that easy access to social media leads to procrastination. “I feel like once I get on my phone,” she said, “I could scroll for like hours.” Sophomore Jaelyn Galasinao also regrets the effect of phone use on her studies, saying that, without the distraction, “I could have done my homework this weekend…so much earlier.” Senior Kamaile Kulukulualani thinks that phones prevent kids from “getting a full education.” Confidence and Multi-tasking According to a 2022 survey, 41 percent of Lahainaluna students felt that they had no problem staying “quite focused,” despite sometimes being in situations with lots of distractions. Yet, 47 percent said that sometimes they were unable to “pay attention and resist distractions,” and 30 percent admitted to “frequently” or “always” “waiting until the last minute” to complete their assignments. Something is distracting LHS students from their work, though somehow they feel good about their ability to tune out those distractions. Danial Felisoni and Alexandra Godoi argue that students may be too confident about their ability to simultaneously scroll and stay on task as they “often overestimate their ability to multitask, which could eventually lead to academic underperformance.” As a result, when “cellphones are commonly used in class for purposes unrelated to the discipline, it is likely that students may be distracted during lectures or activities.” Addiction While students are generally aware of the problem, they nevertheless find it difficult to put their phones down. As Venice Gallegos describes it, “I think social media is just, like, a really easy way to get stimulated quickly, so when you’re not on it, you can kind of miss that…and have like, withdrawals.” Similarly, sophomore Ariana Lara Rodriguez stated, “When I’m in class, all I think about is watching Netflix and finishing my series or playing dress to impress.” Jack Pope, a new English Language Arts teacher at LHS, says that grabbing a student’s attention is “a problem that teachers have been dealing with since the beginning of time.” Part of what makes this problem difficult now, says Pope, is “the accessibility of having it (the distraction) right in your pocket.” “You do get a lot of that dopamine rush from getting on your phone,” Pope said. “The attachment is something that’s very difficult for kids, for teenagers, to pull themselves away from.” English Language Arts Teacher, Ryan Granillo, has taught at Lahainaluna for 22 years and says that he has noticed a change. “I would really say that once cell phones became prevalent in the classroom, it became really difficult for the students to manage both classroom instruction and discussions and like the desire to be on their phone,” he said. “How many TikTok videos can you go through in like, five minutes?” he added. “They might not think it’s a big deal because it’s only five minutes, but then they just, it’s that addictive quality that makes it really bad.” He added, “It doesn’t help that there’s no real policy, school-wide policy regarding use of phones in the classroom.” Granillo states, “Everywhere you go, adults, kids, everybody in between has them (phones) out all the time, and even to the point where students do their classwork on the cell phone. And so in that regard, you have to, kind of, as a teacher, you just kind of deal with it, but it’s never going to go away. Cell phones are part of our lives.” Annika Yucua thinks that social media can affect you somewhat but that it “is honestly not that bad of a problem.” Taking that idea further, Kimberly Hernandez says that social media is actually of help in a school environment and claims that “you can use social media for, like, many things. You make projects about posts and you just look at the post like to see, to give you an idea.” It’s Me, Hi, I’m the Problem Jack Pope notes that the problem doesn’t just lie with phones since “there are some students that are completely capable of pulling themselves away from that device and holding attention.” Zhi Clark also thinks that “It’s honestly like your own self-reflection on how well you can stay off your phone, how interested you are in what’s going on.” On the other hand, Pope again pointed out, “grabbing a student’s attention” is a teacher’s job. “I need to make this interesting enough to where they want to pay attention to what I have to say and the content that we’re learning, rather than, you know, going straight to their device.” Jaelyn Galasinao says it another way, “If they (teachers) don’t care, I don’t care.” 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 You Can't Always Park Where You Want Limited Space, Rising Frustrations, and Calls for Change Jersea Borneman Student Life March 15, 2025 at 6:43:48 PM “This campus was designed before the idea of having so many students and staff,” said Vice Principal Christopher Webber. “As we’ve grown, we just don’t have the infrastructure to accommodate everyone.” To park at Lahainaluna in the paved lot, there are rules. According to Uncle Tommy Akima, all students who park in the upper lot must have a parking pass, which costs fifteen dollars. To get this, they must present their vehicle’s registration, driver’s license, proof of insurance, and school ID. “Without a parking pass you parked on the lower dirt parking lot.” Yet, not every student who has parked on campus has had a pass. Some have parked with much less. Also, recently, parking spaces have become harder to find. Again, the main parking lot is for the drivers who purchase a parking pass. Seniors get priority for parking, but lately this hasn't been happening. “Even though I paid fifteen dollars for my sticker when I get to school sometimes there isn't enough spots,” senior Anuhea Coon said. One reason for this, offered senior Stasia Pililani, is because “a lot of sophomores are getting their licenses, and so then once they get their license, they think that they can park up top.” She thinks this is unfair and that “the freshmans and sophomores need to just stop parking in our parking spots and we'll be fine.” There is currently no requirement for where to park based on grade level. Yet, if all the spots are full, the dirt lot is an alternative. Some students may even choose the dirt lot for other reasons. An anonymous senior admitted that “when I was a sophomore and a freshman and I was driving with no license, I would park down in the dirt because I didn't want to steal a spot—If you don’t have your license you don’t have a spot.” Unlicensed students may be contributing to the fact that the dirt lot, according to some students, has also become full. Junior Giana Pogni offers another reason: “over winter break everybody got cars so now there's like ten times more cars then there were.” Junior Isabella Higgins relates the difficulty of parking now in the dirt lot since “You need to park between a lot of cars and there's usually not a lot of room.” Parking in Restricted Areas Without a pass, students should be in the dirt lot. Yet, Uncle Tommy observes that “nobody wants to park in a dirt parking lot.” Students like Coon have started to find other places to park, such as the gravel area by the portables. She says, “I’ve had to park in the dirt lot and then I've also like resorted to parking in the upper lot. Not like the staff lot but like the upper grass lot.” Vice Principal Webber has noticed students are starting to try to park in the trainers’ lot next to the trainers’ room. This has led them to close off the area. This is not the only off-limits place they are parking. “Students are taking the initiative,” says Webber, “to park just below borders field.” Uncle Tommy has seen students parking in the administration lot as well. Japanese teacher David Esselburn says that sometimes when he goes up to the library during the day, he “will see student vehicles up there.” More Cars, More Problems “It’s hectic to go out of the parking lot,” says Isabella Higgins. Webber thinks a reason for this is because “You’ll be in line trying to get out and some people will just cut in front of you.” “We don’t actually have assigned parking spaces,” Webber notes. “So the way that students park may be sort of haphazard and that might make it difficult for some kids to get in and out as well.” Junior Higgins thinks, “We need to expand the parking lot to get more parking so everyone can fit.” To this, Webber notes that “we cannot magically make more parking spaces on campus,” but he thinks that “maybe we can designate proper like parking spaces, chalk out some lines, and maybe that will have people park more orderly so that we can fit people in better.” There was a time at our school when we had this. Webber recalls, “Two or three years ago we had designated spots for each student in the student lot. You had your spot with a number and you as a senior, you could even decorate it.” Webber admits, “We have talked about maybe doing that for next year again.” Previous Article Next Article Copy link Jersea Borneman is a staff writer for Ka Lama Hawai'i.

< Back BJ Alvarez Head Custodian He’s a chill man riding around in a golf cart, in a red t-shirt, blue work jeans, work boots, camo hat, and sunglasses. He's calm and familiar. He’s BJ Alvarez, the Head Custodial Supervisor at Lahainaluna High School. Since 2009, the year he began working at Lahainaluna, Mr. Alvarez has woken up before his children. He now has three: 3, 6, and 11-years-old. Two of them, his 6 and 11-year-old, are enrolled in Hawaiian immersion. As Head Custodian, Mr. Alvarez directs the custodial crew of 6 who maintain the cleanliness and sanitation of our school. When he’s not at work, he’s probably at the beach, a barbeque, or both. He’s also a musician and enjoys the fluid and laid-back feeling of island reggae music. For Alvarez, playing music “helps with coping.” In turn, listening to music “helps other people cope.” Alvarez described music as “medicine.” Alvarez is the keyboardist for the local band, Lahaina Grown. Their self-titled 2005 “Lahaina Grown” took on a new significance for Lahaina locals after the recent wildfire. Alvarez grew up listening to Lahaina Grown and is now one of their newest members. Alvarez said that, to him, “Lahaina Grown” “represents home and the struggles people are going through. If you listen to the “ Plantations ” song in the Lahaina Grown album, you can see that this song still has meaning in current problems, we are still fighting our fight.” His favorite song to play is “He Iwi” from the same album. Mr. Alvarez has a few gigs lined up with them for graduation parties, so if you want a sick graduation party when you graduate, then try getting Lahaina Grown to play. In 2021 Alvarez received the Kimo’s award for his outstanding work managing the cleaning and sanitation at our school. He was also acknowledged for his positive attitude, hard work, and for caring for the community. He graduated in 2004 from Lahainaluna, where, according to him, he was just a “normal local boy, you know, getting into trouble now and then.” He remembered two teachers from his school years, Mr. Fujii and Mr. Pizano, who were both part of the SMC (Special Motivation Center) for students who misbehave. SMC was before the ALC (Alternative Learning Center), a program designed to promote the success of at-risk students. The SMC program was housed in P12. Alvarez claims he “never got bad enough” to advance to the ALC program. That’s probably because Mr. Fujii was “a scary guy.” Despite that, he still remembers his number. When asked about the students in our school and if they are respectful, he said “they're awesome, but you will always have a few disrespectful ones now and then who make a mess.” This just makes more work for Alvarez and his staff who are also required to handle the landscaping on campus. Between this chore, he said, in addition to “cleaning the bathrooms, landscaping, and irrigation, there isn't enough of us to pick up after the disrespectful students.” He proudly said that this school is one of a kind and he wouldn't change a thing, but he wouldn't mind having more custodial staff to maintain the school. Speaking as a former student and an employee, Mr. Alvarez has a message for current Lunas: “try and be nice to one another, you might not know what they are going through. Do the basic things like cleaning up after yourselves and respect the rules like no eating in the classrooms, that's just more trash in the rooms.” The next time you see Mr. Alvarez or any other custodial staff around campus don’t forget to say “hi.” Trinity Guiza is a staff writer at Ka Lama Hawai'i.

Explore the latest sports updates from Lahainaluna on our news magazine page. Stay informed with engaging content on all things sports at Lahainaluna. Sports at Lahainaluna Football Wrestling Wrestling At King Kekaulike Read More Lahainaluna vs. Leilehua Lunas Ready for Playoff Clash Against Leilehua Read More Lunas v. Maui High Sabers If they win, the Lunas have a chance at the state championship. Read More Lunas’ Fighting Spirit Overcoming COVID Challenges Read More

< Back Artificial Intelligence The Future is Here? Trinity Guiza Science & Technology February 7, 2025 at 5:36:28 PM “It makes my job easier,” Judd Levy, a science teacher at Lahainaluna, said about using AI to assist his teaching work. “When I'm developing lessons, I can't think of everything, but the AI knows everything.” Even so, Levy objects to students using AI as a replacement for their own work and thinks that the problem is that “we haven't taught students how to use it ethically,” and that students more often are using AI as a “cheating tool.” Coming across AI-created assignments is “frustrating,” he shared, “because I don't want to give an assignment and have to read what AI wrote, you know, from twenty different students.” Jenifer Ariemma, an English teacher, repeats this frustration. “I stand firm with my students,” she says, telling them that “I would rather them write the worst paper that was ever written as long as it was theirs.” The majority of students and staff at Lahainaluna are familiar with artificial intelligence. They all have some notion as to what they think it has done for us and for our future. Yet, many disagree on or are unsure about what that future looks like. “There is a lot of uncertainty” Vice Principal Christopher Webber thinks about AI a lot. He connects confusion over AI to the fact that “we are right at the beginning of what it might become.” “Because of this,” he continued, “there is a lot of uncertainty at school, not just our school but all schools, about how to utilize it, or if we should utilize it.” Levy says that the use of AI in schools is “a slippery slope, because the technology is changing so fast.” Despite the lack of an official policy, Ariemma says that she and others in the English Department give students a chance to redo the assignment or take a zero on the assignment. She adds that “we have a gentleman from the DOE who comes every couple of weeks telling us how important AI is and how we should have all of our students using it.” Webber claims that he isn’t sure about how AI is being used in school. “What they are using it for and how they are using it, I don't actually know. [...] It seems to be shrouded in this kind of secrecy.” But students are using it. Freshman Amaziah Irrobis noted that other students “use it a lot to help with exams and answers, but they also use it a lot to cheat.” An anonymous senior admitted that “I've used it before, mainly used it for like procrastination. I write down something fast and it writes something for me.” Many teachers assume that this is the case. Ariemma offered an example: “Right now my classes, they’re doing an assignment that's due on Tuesday,” she said as she was interviewed just outside her classroom door. “I guarantee you if I walked in there, none of them will be doing it. They’ll wait, they’ll wait until Monday night and then they go 'uh oh,' so they run it through AI. I think it’s borderline laziness.” Talaofa Sulunga, a junior, agrees, and thinks AI “is just a lazy way out for many people.” The Artificial Intelligence Race Webber has concerns that are bigger than the school. Specifically, he worries that AI is the future and that if students are not able to use it, the school is “leaving our students behind in terms of what their lives and their world’s gonna be.” While he is concerned about whether our students will need AI, he of course sees that it might be affecting our “academic rigor.” He has seen an increasing number of AI plagiarism cases, the majority coming from English classes as well as “the school’s credit recovery program, EdGenuity, where students are using AI to plagiarize their essays.” Aurora Webb, a senior at Lahainaluna, said, “I think it's awful. I think if you need to use AI to pass a class, then you should not be in that class.” Freshman Irrobis (above) has a similar opinion: “AI could help us in many different ways, but it can also harm us.” Webb mentioned that “I do think education around AI as a subject should be something people receive. We have already seen that without that sort of understanding, AI can be handled improperly.” She believes “that education should be about AI as a topic and not as a tool for other topics.” Webb agrees that AI has potential, but currently doubts students can be trusted to use it responsibly. “I think it’s really useful and 100% has a place in today's society,” she said. “But it's being used the wrong way.” “I think it would be great for analytical things,” she added. “It would be awesome if AI could do our taxes.” Given the dangers, however, Webb thinks “it should be completely banned,” or “out of the hands of the general public.” Similarly, Freshman Edger Ortiz thinks that “AI can be used to study, not used for plagiarism. You shouldn’t get a grade for something you didn’t do.” The best use for AI, Ortiz thinks, is as a tutor or a tool that will “simplify” complex ideas “to help students better understand.” Mikayla Vergara, a junior, disagrees and thinks that AI “overcomplicates the questions that it is asked. In my experience in using AI, I’ve often had to tell it to simplify the given answer in order to understand what it is trying to say.” There are other problems associated with AI. For instance, in the worst case, AI “could harm our education because sometimes it could use fake information which overall isn’t good.” Ortiz refers to a phenomenon called hallucination or artificial hallucination in which a response generated by AI contains false or misleading information presented as fact. Though many seem to share Webber’s concerns about AI’s role in the future, few know how we should be using it or doubt it is being used properly. Ariemma thinks that “at this stage of the world, where we are right now, it’s really important that we start developing critical thinking skills.” She added, “Critical thinking and AI do not go together.” Levy sees the issue differently. For him, knowing about AI is unavoidable and important. To be relevant, “Students need to know how to use it because it's going to be a part of everything they do in the future. It's gonna be everywhere.” He paints a picture for the future with the past: “There was once a time where students had to do all their math calculations by hand,” he said. “When the calculator was first invented, it was really frowned upon in school, and students were told not to use a calculator. Now it’s an essential tool that students use in school, and I think AI will be the same way, as soon as we discover how to use it efficiently and ethically.” Planning Ahead Webber is in the process of creating a new policy on AI that will be different from the DOE's current policy . “I will tell you I used AI to write the policy,” he said earnestly, “which is kinda where I am right now.” Because of how new the issue is, Webber admitted to having a hard time finding examples. “Many DOE schools that I researched simply disallow the use of AI.” The thinking behind them, he assumes, is “that students are gonna plagiarize or use it irresponsibly.” Webber said that his draft policy “seeks to be ethical” since “we want to make sure that people are not disenfranchised, that they have access to AI, but all the time keeping in mind the need to have ethical classroom experiences.” Despite these concerns, there are still hardline clauses in Webber’s policy that say you can’t use it to “take the place of original students' thought and effort.” Ariemma has other concerns. “I said in the meeting,” she said, referring to one of the meetings with the DOE gentleman (above), “that I want all of my students to write by hand, and the feedback in the meeting was that there will come a time when you won’t need to be writing anything, with your hand.” “My heart sank,” she said. “I pray that that never happens. I really do. I don't ever want to lose handwriting because that’s so unique to each of us. I may be the last man standing with all this, but I'm gonna hold on to it as long as I can until I'm told otherwise.” Previous Article Next Article Copy link Trinity Guiza is a staff writer at Ka Lama Hawai'i.

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< Back Devaki Murch Accidental Archivist Kristina Meguro Arts and Entertainment March 11, 2026 at 7:37:27 PM “In order to acknowledge a story or experience, you need to understand its boundaries.” Devaki Murch recently said this to a room of Lahainaluna students, admitting that she lacked this knowledge when she started her first project. Murch tours schools and colleges discussing Operation Babylift, a military operation authorized in 1975 to rescue orphans from Vietnam, and her search for details within archives. According to Murch, most of the knowledge she gained about her history found her, rather than the other way around. She claims these accidental discoveries directed her path toward different goals for her first project. Murch described how her first project, which she called “The Secret Ability to Fly,” was about showing gratitude to her caregivers: “I wanted to write letters to all these people that have influenced and supported me.” She did this until she realized that not everyone was as fortunate as she was. “Number one,” she said, “when I started talking to people, [I realized] regarding the letters of gratitude, not everyone is grateful for being over here.” Murch talked a lot about stability and her gratitude for being raised by a supportive, loving family. As she changed her focus, she realized how important it was to have “people that will be there to catch you.” “That, to me, is the huge thing,” she added, “and I'm finding that a lot of the adoptees don't have someone there to catch them and they never have. And I didn't know that.” Her project never caught on. While everyone she talked to shared a connection to the Vietnam War, they did not share the same identity or experience of growing up. Through listening to so many perspectives, Murch realized that “gratitude” was not the right word and shifted to questions about memory and connection. “When I think about it,” she said, “what do we have to pass on and how do we relate to things?” The Details That Are Never Shared Operation Babylift was one of the largest emergency child evacuations in history, leading to the evacuation of over 3,000 children. In April 1975, President Gerald Ford authorized the operation to evacuate orphans by aircraft, sending C-5A Galaxy cargo planes to pick up infants, toddlers, and their caregivers to rescue them from the fall of Saigon. One of 314 passengers, Murch was on the first C-5A Galaxy plane to arrive in April. She and others were put in the plane’s upper level, while older children who could walk were put in the lower level. Twelve minutes into the flight, the rear cargo door blew out due to broken hydraulic locks, causing the plane to make an emergency crash landing near the Saigon River. Pieces of the plane were scattered across nearby rice fields. Only 175 out of the 314 passengers on board survived. After her first moment of good fortune, Murch and the other children were rescued a second time and eventually reached San Francisco, where they met their adoptive families. Murch’s family was from Kauai, where she would spend her fortunate childhood. Growing up on the Garden Island, Murch felt that she fitted in, at least in appearance. “When you walk around, I look like all the other kids. We donʻt have a lot of Vietnamese in Hawaii... people just always thought I was like a Filipino or something just like that." This sense of belonging provided the comfort and stability every child needs. “In order for you to question your history and your origin,” she said, “you have to have a place to stand on. If you don't have a place to stand on, you have no bandwidth for uncertainty.” "Records are Alive" Later in life, Murch used her extra “bandwidth” to reflect on the difference between who we are born to and who raises us. She now prefers the term “First Family” over "birth family" because “it might not be birth. It might be truly this collective larger multi-generational family that you were raised [in]... it's much more encompassing.” As Murch got older, the pieces of her past seemed to be drawn to her. A friend’s dad found an old newspaper article in an attic. A reunion attendee gave her a piece of the metal from the plane crash. “The newspaper article found me. The piece of the plane came and found me… it was not me searching out any of this. But to me, records are alive and they came and found me.” She described that it was kind of weird but it was all those pieces that urged her to tell her story. Murch’s good fortune has not ended, though it’s not always as obvious as something that was handed to her like the newspaper piece. For instance, before interviewing Murch, my research lead me to an interview she had done with Thoa Nguyen on PBS. This led me to wonder if she ever looked back to past interviews or thought about what she would have said differently. Murch said that she does not look back at interviews often, but she does take feedback from her audiences that help tell her story more effectively. “The way that I present, the way that I share the story has completely changed from yesterday to today,” she said. She had spoken at UH Maui College the day before she visited Lahainaluna, and says that she had prepared a completely different slideshow, based on feedback from the students at UHMC, for when she came to Lahainaluna. Yet, to her disappointment, the USB she used contained an outdated presentation, so she wasn’t able to put the advice to good use. And yet, it could be argued that this was another lucky break since, without the new slides, she was caught off-guard and forced to speak from the heart about her unique story. Murch could’ve decided not to present her ideas at all, but her choice to present, even with the wrong slides, may have changed the performance and gave he more to reflect on. To her, these opportunities are always not a one way street at all. She had taken from them "not only what I need to communicate, but the perspectives and the impacts that we have, [...] understanding what we can actually do to make change, [...] the power that all of you have by doing these interviews and making change and recognizing our past, and where we're going with what you're learning and what you are recording.” Previous Article Next Article Copy link Kristina Meguro is a sophomore and a staff writer for Ka Lama Hawaiʻi.

Want to Advertise on Ka Lama Hawai'i? PRICING COPY: YOUR $50 ADVERTISEMENT TEXT TEXT TEXT TEXTTEXT TEXT TEXT TEXTTEXT TEXT TEXT TEXTTEXT TEXT TEXT TEXTTEXT TEXT TEXT TEXTTEXT TEXT TEXT TEXTTEXT TEXT TEXT TEXTTEXT TEXT TEXT TEXTTEXT TEXT TEXT TEXTTEXT TEXT TEXT TEXTTEXT TEXT TEXT TEXTTEXT TEXT TEXT TEXTTEXT TEXT TEXT TEXTTEXT TEXT TEXT TEXTTEXT TEXT TEXT TEXTTEXT TEXT TEXT TEXTTEXT TEXT TEXT TEXTTEXT TEXT TEXT TEXTTEXT TEXT TEXT TEXTTEXT TEXT TEXT TEXTTEXT TEXT TEXT TEXT. Shop Now In 1834, only three years after the creation of Lahainaluna, its principal, Lorrin Andrews, started a student-run newspaper called Ka Lama Hawaiʻi , or “The Hawaiian Luminary.” The paper’s first issue explained the importance of knowledge. “In enlightened lands,” wrote its editorial staff, “it is believed that the spreading of knowledge is a good thing. When wise people ponder and come upon good new thoughts not known before […] they then desire to disseminate it abroad, and not hide it, so that all men may know” (61). Andrews described Ka Lama’s purpose in three goals. The first was to “give the scholars of the High School the idea of a newspaper [and] to show them how information of various kinds was circulated through the medium of a periodical.” The second goal was, generally, “to communicate to them [students] ideas on many objects.” Thirdly, it was designed as a “channel through which the scholars might communicate their own opinions freely on any subject they chose" (Qtd in Silva 109). Almost two centuries later, Lahainaluna’s current principal, Richard Carosso, sees Ka Lama as a space where students are “discussing among yourselves,” or where student voice is amplified. “It’s one of our only resources for students to voice their opinions and to get the input from, you know, their classmates about what's going on at school,” said Carosso, adding that the paper also brings student voices to the school’s administration so the school’s leadership “can tell what matters to you guys.” Historians remark that the original Ka Lama was mostly a way to send messages from missionary leaders to students; in 2025, it does the opposite. Both then and now, though, Ka Lama Hawai’i has encouraged discussion and literacy on campus while letting students engage with unfamiliar topics. Our History When the missionaries first arrived in Hawaiʻi in 1820 during King Kauikeaouli’s reign, they intended to use literacy or a knowledge of reading and writing to introduce Christian ideals. When they did that, though, they turned literacy all around the islands into a form of power. Ka Lama Hawaiʻi began under the control of missionaries at Lahainaluna Seminary with questionable intentions. Nevertheless, it created an important tool for promoting literacy: Hawaiʻi’s first newspaper. It was run by students of the seminary out of the printing house in the admin parking lot, Hale Pa’i, right here on our campus. On the 14th of February, 1834 Ka Lama published its first issue. It was only four pages written in Hawaiian, and, like every issue after, it contained an illustration by Alonzo and Mary Anne Chapin. The “Elefani,” or elephant, was the picture featured in issue one. Below it, Andrews and his students provided facts about elephants, their diet, habitat, and lifespan. The descriptions depict the characteristics of an elephant in an interesting matter, but they could only compare it to things people back then were familiar with. The elephant's nose is described as “being as long as a tree branch” (15) and its height is described as “if a man should stand upon the head of another, then their height would be that of the Elephant’s” (13). Presenting this content, historian Helen Geracimos Chapin writes that all the paper’s issues “delivered new and exciting information” to the students of Lahainaluna who had never known animals like that. The pictures, carved by Chapin, a physician at the seminary, brought “an air of immediacy about the world thousands of miles away” (16). As Chapin describes, Ka Lama , and all early Hawaiian papers, helped to colonize Hawaiian people with non-Hawaiian values by presenting such new and attractive information and images. Sometimes the captions and notes to Ka Lama’s pictures “spoke to the "superiority" of American culture, the Christian religion, and the Protestant work ethic.” “By such ʻtruth in an attractive formʻ,” writes Chapin, “were Hawaiian readers indoctrinated into the new culture” (16). Students printed the original Ka Lama and contributed to it. For instance, among them was the famous Lahainaluna graduate and royal advisor, Davida Malo, who published a song titled “He Kanikau No Kaahumanu,” in Ka Lama ʻs August issue (Silva 110). It was written in honor of the ali‘i wahine Ka‘ahumanu. While students were allowed to contribute to Ka Lama , missionaries controlled the paper and used it to spread their values. Most of the content discussed religious topics. An article not written by a student in the paper’s first issue was titled “The Reason For Ignorance.” It connected knowledge to religion and argued that “Sin is the reason for ignorance.” The authors of the article were “not identified” but they concluded that “returning to God with a new heart is what is needed” (Antonio 66). Articles like these were written by the missionaries, says Chapin, “to bring enlightenment to those they considered benighted,” or ignorant and unenlightened. Despite this, according to people living at the time, “upon receiving their copies, students would immediately sit down to read them through” (Chapin 16). In a recent documentary on literacy in Hawaiʻi, University of Hawaiʻi Professor, Puakea Nogelmeier describes the coming of the missionaries and their impact on Hawaiian society. He describes how literacy was encouraged because "High-level government positions often went to English-speaking foreigners because this interaction was critical for national continuity.” English literacy was recognized as important not just because of the opportunities that arose from being fluent but because of the opportunities that were being taken away by not being literate in the English language. As Nogelmeier describes “When Hawaiians questioned why there were so many foreigners in government, the King wrote back, saying they needed that interface until they could improve the pool of Hawaiians they could draw from” (Lihlihi). This is exactly why Kamehameha III “announced a mobilization of literacy ," Nogelmeier adds. "He was already literate, so he wasn't just aspiring; he was sharing. Everyone took pride in learning to read and write, and it became a national project.” English was a form of power that Kamehameha wanted everyone in the islands to have (Lihilhi). Ka Lama only lasted one year, but the papers that followed still give historians insight on public perspectives during Hawaiʻi's history. While missionaries did abuse their influence and power, according to Noenoe Silva, the newspapers served a further purpose for Hawaiʻi’s people. “While the common denominator of the early newspapers discussed here is the desire that their editors had to convert Hawaiians to a radically different system of beliefs and practices,” she states, “the opening up of spaces for written expression, coupled with the Hawaiian embrace of reading and writing, made the newspapers a vital arena in which crucial questions about culture, knowledge, and politics could begin to be publicly debated” (3). Ka Lama Hawaiʻi built the foundation for all other newspapers in Hawaiʻi. One of them, Ke Kumu , was published out of mission headquarters in Honolulu right after Ka Lama ʻs first run. It lasted from 1834 until 1839 and was edited by missionary Reuben Tinker. The name of the paper, Ke Kumu , or “The Teacher,” signaled its focus on educating through missionary voices rather than having the focus be on student thoughts. The content of Ke Kumu “was mainly evangelizing by missionaries, with some letters from students and community members” (Silva 18). In this way, Ke Kumu was not so different from its predecessor, Ka Lama . According to Silva, Ke Kumu Hawai’i was used to represent “the broad aim of the Mission to create a nation that was not only Christian in name and spirit but also intelligent and industrious” (112). Most of its articles were written by Tinker’s fellow missionaries, writes Silva, but “it did not take long […] before both ali‘i and maka‘äinana began to use the publication space for their own purposes” (112). During its run, Ke Kumu featured approximately 146 writers, including Davida Malo (112). In his contribution, he wrote about his relationship with religion, combining Christian and Hawaiian terms. “Jesus, have mercy, Or I, your servant, will die. [I am but] the dust on your shoe. The grass upon your path. If you leave us forever, That will be our death forever, Death in the pö, Under continual darkness” (10). Ka Nonanona soon followed in 1841. It was run by missionary Richard Armstrong who had been a part of the printing staff of Ke Kumu . Its first issue declared that it would focus on “news; support for school children, teachers, school directors, and parents; a bit of assistance for the pono of the ali‘i, in publishing new laws and new positions in the government, as well as… point out the things that will be pono and the things that will harm the government.” The paper had a larger audience and covered larger topics than Ke Kumu . As Silva states, “Its primary intent was to be a newspaper that carried news from the capital, Honolulu, to all the other islands.” She adds, however, that it was “still in the hands of missionaries and still evangelical in some ways” even though it had “greatly expanded its scope in content as well as in intended readership.” Ka Nonanona , for Silva, marked the shift of newspapers from tools of missionaries to sites “for public debate and discourse” (118). Ka Elele Hawaiʻi started the same year. It was less focused on religion and more on government. It helped inform the public on Hawaii’s rapidly changing society and “served as a site of public debate over the role of foreigners in the government and the sale of lands to foreigners” (Silva 21). Ka Eleleʻs focus allowed citizens to express their opinions on the changing laws surrounding owning land and kept them informed. Ka Elele was a new kind of newspaper. Its format was “opening up of spaces for written expression,” argues Silva. “Coupled with the Hawaiian embrace of reading and writing, [ Ka Elele ] made the newspapers a vital arena in which crucial questions about culture, knowledge, and politics could begin to be publicly debated” (3). This is the purpose Ka Elele Hawaiʻi had up until 1855, when the paper stopped publishing. Hawaiʻi’s first four newspapers all served their individual purposes and proved important to how society interacted with each other. Early newspapers led to a burst in literacy in Hawaiʻi. Katherine H. Au and Julie Kaomea report that “by the late 1800s, the literacy rate in Hawai‘i compared favorably to that of any nation in the world, an accomplishment much to the credit of the Native Hawaiian teachers in the common schools” (6). They Learned by Their Mistakes For over a century since Ka Lama , Lahainaluna seems to have had no school newspaper. Then, in 1928, Ka Nani ‘O Hawaiʻi (“The beauty of Hawaiʻi”) appeared under the guidance of Miss Maurine Watson and Miss Margaret Chapman. Miss Watson also ran a journalism club in 1950 that seems to have had no direct connection with Ka Nani . The early issues of Ka Nani are lost. Yet, the issues we have show us small pieces of life on campus in the 20s. An issue published in July of 1928 contains an article where an anonymous alumnus reflects on her days at Lahainaluna. “It was customary to have people carry away bags full of mangoes on every commencement day,” she says, unaware that a century later the only thing people would do with the mangos is step over them. In the June issue of 1929, students of the glee club found it important to talk about the success of their musical performance, Pickles . It was, they claimed, “a great dramatic and financial success.” The paper’s establishment was purposeful and was announced by Principal Alton Rogers who wrote in a December 1928 issue about “School Publications” and their importance above all other school publications. “School publications, and especially the newspaper, are among the most worthwhile school activities,” he wrote. “Because of their function of carrying news, encouraging enterprises, and representing the entire school and its activities, they are of inestimable value in unifying the school.” Rogers was sad to say, however, that problems often blocked the creation of a high school newspaper. Instead of a regular newspaper, “[f]rom lack of skill,” or literacy, students “are prone to make the annual (yearbook) like all others.” By this time, Ka Lama , had become the name of Lahainaluna’s yearbook. The solution, Rogers thought, required students and advisors to be consistent and constant with their work, to “impress all with their uniformity rather than individuality.” Ka Nani was short-lived. It started and ended between 1926-1929. In 1929 it was taken over by Mrs. Margaret Tompkins who also wrote that year about newspapers, and described the passion needed for good journalism. “Journalism in the Islands is a bit of a crusade,” she says. “Those who rally to its banners must of necessity have stout hearts, imagination, patience and a goal.” For Thomkins, the school newspaper was mostly useful for the language training it gave students: “Any medium which will help us to use Better English consistently has much in it’s favor.” She complained about the challenges faced by the faculty advisor. At the end of the day, “before an issue comes out, the poor instructor with the large glasses and the red pencil rewrites paragraphs." This was one of the last things Ka Nani would publish. Ka Nani finished a year later, starting another 30 years before another school paper was published at Lahainaluna. Yet, in its last year, the paper’s staff coined a motto, “Hitch your wagon to a star.” The first issue of Lahainaluna’s third newspaper, Ka Leo Luna (Ka Leo means “The Voice”) ran in 1952 under the direction of English and “publications” teacher Alma Kaiama. Like other the other papers, Ka Leo announced its simple mission: “To inform the students and teachers of the activities of our school.” An issue printed in its first year reported on the activities of the “Future Homemakers, Leaders Today and Tomorrow,” Hawaiʻi chapter. They were set to hold their “annual territorial convention at Camp Erdman, Oahu, from April 5-8.” Staff included a list of delegates who would be representing our school. On the same page “Morikawa, Kozaki To Reign Over Junior Prom” titled a plan for the “Orchids in the Moonlight” prom. “Strands of vanda orchids streaming down on kahilis,” are imagined by the student writer alongside “colored balloons giving the room a gay, festive air; soft lights and a centerpiece of a vanda-filled pond.” All this, the writer said, would “transform the gym into a moonlit paradise.” Two years after starting Ka Leo , Kaiama left the school to educate others on Maui and eventually got hired at Maui’s community college. In 1980, she became the provost there. Ka Leo ran for 64 years, under the direction of fifteen advisors until 2017 (see figure below). Kaiama influenced advisors after her to keep student journalism going. She was born in Hana in 1930 and picked up a wide range of talents during her life. She taught at nearly every grade level, from elementary school to college (Rupenthal). After leaving Lahainaluna, she worked from her position at the college to get the school funding and joined a push for its transition from a technical school to a “community school” in 1967. Probably because of Kaiamaʻs early influence, Ka Leo Luna gradually became associated with a unique motto that appeared regularly in the English Department’s section of Ka Lama , again, the school’s yearbook: “They learned by their mistakes and tried very hard to make the next issue a better one.” The Voices According to the school’s registrar and the paper’s second-to-last advisor, Shanda Sasai, Ka Leo Luna was “all about wanting to know what people thought and then sharing that out and getting that out to people." To accomplish this, Ka Leo Luna covered school news, features, and sports. The feature that stood out to her the most in all her years of being an advisor for Ka Leo was titled “You know you’re from Lahaina if…” that featured student commentary on living here. She recalls how she loved the concept of it as it allowed for positive discussions on student life. This was a reference to Jeff Foxworthy’s famous saying “You might be a redneck if...” Sasai went on to describe the process Ka Leo students went through. “Every student wrote,” said Sasai. “They had to get interviews, they had to get pictures. We ran through drafts like crazy. --the highest drafts was like… twenty-eight.” Sasai was Vice Principal Debralyn Arellano’s advisor when Arellano worked on the paper. Arellano managed the ads that went through Ka Leo in order to pay for printing. In her role, she had to “cold call” businesses downtown in order to sell ads. ”The paper did not have a budget,” she said. Ka Leo was exclusively a paper newspaper and Arellano noted how they had to print out issues on the mainland since it was more cost efficient. “We would stay up till like 10 at night in there. Just we knew it was deadline day, so we'd go run down and get our frappuccinos snacks and head back up and we'd just work on drafts and drafts and drafts,” said Arellano who looked fondly on her late nights in J-201. According to Arellano, Ka Leo journalists “were given that creative freedom to just pursue and talk about the columns that existed. And it was just fun. It was a lot of fun.” She added that, “in terms of creativity, that was nurtured and encouraged, and so it was just a great space.” Ka Leo Luna published its last issue in October of 2016. For 8 years, Lahainaluna students were silent. Then, in August of 2024, Ka Lama Hawaiʻi , now an online publication, published its first issue. Its first story, a feature on the endangered Kāhuli (snails), was written by Trinity Guiza. Ka Lama Hawaiʻi (Again) Ka Lama Hawaiʻi was named in honor of the first newspaper in Hawaiʻi by a small group of students, The News Writing Club, under the direction of its current advisor in Spring of 2023. The News Writing Club did not produce much content, though over the course of several meetings, they determined the paper’s layout, its sections, and that the name should point to the school’s history as the birthplace of the news in Hawaiʻi. They also planned the paper’s purpose, which included the amplification of student voices as well as the voices of people at Lahainaluna that students rarely meet–such as the custodial staff and office workers–a “We <3 LHS Staff” for student-generated profiles. Much more writing for Ka Lama was produced after it became a class. In the Fall of 2024, the school offered Journalistic Writing and enrolled a small team of student reporters who spent their year learning interview techniques and practicing an objective reporting methodologies. They covered school policies, student wellness, sports, and student life. Since its first issue, many have recognized Ka Lama’s significance to not only our school but to the state. Jean Martin Alternado, currently a junior, thinks that the paper points to the fact that “we are the most historic school in the state.” He thinks that the paper may help to spread awareness about Lahainalunaʻs legacy since “there's only a few students who really care about it.” Alternado published a story about students being held in the cafeteria and the issue of teacher shortages in Ka Lama’s first year. “[ Ka Lama Hawaiʻi ] is for people to share stories, to keep people updated, to see different perspectives of things that people didn’t really have resources to know,” said Alternado. Freshman Grayson Guzman, also a contributor to the paper, thought that Ka Lama was “important back then and now as we hold this legacy of having the first newspaper in Hawaiʻi published here by students.” Students recognize Ka Lama not just for its historical important on campus but for its impact on students' engagement with difficult topics, which is something that Ka Lama continues to do to this day. As Guzman notes, “today we still have this with students publishing articles giving voice to important topics.” “Our school newspaper is important so students can shed light on topics within our school and enlighten others.” Alternado has seen what the newspaper can accomplish, referring to recent coverage of sensitive student issues. “It spoke a few words that some people were too scared to say,” he said. “If we don’t have a voice, then what are we really going to change?” Student Stephanie Rubio Aguirre agrees: “Student voice is important because we want to hear the opinions on what students think about certain opinions.” She continued, saying “I feel like [ Ka Lama ] is something that students can look forward to whenever someone wants to read something about our school.” Current sophomore class president, Brianne Lagazo, comments on how when articles come out she “usually skim(s)” because as she states, “I enjoy reading what’s being presented and I am impressed by how these students are so good with writing and journalism itself.” Lagazo recently published a story about a controversy at private high school in the Lahaina community. Nicole Heinlein notices the usefulness of Ka Lama as “we don't necessarily have like, a comment box where students can voice their concerns.” The Future of Journalism at Lahainaluna Ka Lama brings attention to the fact that our campus has problems, and that we must acknowledge them to fix them. The newspaper's legacy, and the legacy of literacy in Hawaiʻi that it created, is carried by this new Ka Lama . There’s no way to measure if we’re doing it justice, but we do know that with it, students are being heard. Or, to leave with something that Aguirre said: “I feel represented.”

< Back Love on a Budget Why $0 Might Be the Magic Number. Brielle Em-E-Li Ramelb Student Life February 13, 2026 at 6:05:50 PM As Valentine’s Day approaches, students are looking at a familiar dilemma: is love a matter of how much you spend, or is it the thought that counts? Recently, some students notice a pattern in their classmates’ approach gift-giving and showing affection. “One of my classmates wants someone with money,” said freshman Brenda Cuando, who worries that the true meaning of love is under attack. “They shouldn’t only focus on the money,” she added. According to junior William Alden Palacio, the right gift isn’t necessarily about the price tag. “I don't really care if I spend money on my partner,” he said. “It’s just picking out the right things for her. The only thing that I care about is putting in enough effort.” While some prioritize effort, others struggle with the reality that sometimes they simply can’t afford to spend. In fact, 36 percent of respondents to a recent Ka Lama Hawai’i poll reported feeling direct pressure to spend money on their partners for the holiday. This pressure is significant since many students may not have the financial means. Moreover, according to Lahainaluna’s Title I data for the 2024-25 school year, more than half of the student body qualifies for low-income programs such as free and reduced lunch and Upward Bound. Title I is a federal program that provides funding to schools with high percentages of low-income students to improve their academic performance. “...sometimes I can’t afford it.” While some students earn an income on their own time, not all students are employed. “It is hard for me to spend money since I don’t have a job,” says Cuando. “I am a big gift giver, but sometimes I can’t afford it.” Like many students in February, Cuando admits to feelings of guilt when she finds herself unable to give her partner the "perfect" gift. "I'd be taking them on dates if I worked a job,” said freshman Harana Peralta, who noted she would be “spoiling my partner if I had money.” Despite these regrets, poll data painted a much more confusing picture. Among respondents, the average suggested amount that a “good partner” would spend was approximately $40. This data was distorted, however, by the fact that many said $0, and one respondent suggested $300. "Struggling with someone by your side.” “Building a relationship around money and gifts isn’t going to work out in the long term since people's feelings will get hurt and expectations won't be met,” said social studies teacher Sarah Eubank. She believes that materialistic values shouldn’t dictate relationships, as focusing strictly on money can have negative consequences. In fact, most respondents saw financial struggle as something that produces closer relationships. As one respondent wrote, "Struggling with someone by your side is better than struggling alone." Other students claimed that a "deep feeling of care," "natural connection," and "choosing someone over and over again” are of greater worth to them than financial output. According to 91 percent of poll respondents, money has nothing to do with showing true affection. “It doesn't have to be about money,” said sophomore Hazzylyn Manuel. “It’s just how much love you put into your gift, and how much effort you put in there.” This shows how the connection between partners is often prioritized, proving affection and love aren't confined to monetary displays. Palacio agrees, noting there’s more value in a connection that survives without money. He feels his girlfriend is “the type of person that would stick next to you, even when times get tough.” “...a lot more meaning…” One of the most common responses in the survey pointed to the value of homemade gifts. “I use things that I have at home to make something for my partner when I don’t have money,” says Cuando. “I like seeing my partner happy,” she added. “Money shouldn’t matter; it should be about the love and connection you have with them.” Other respondents echoed this, noting that “handmade gifts have a lot more meaning” and that “commitment and time to the other person is the least you can do.” As one student put it: “Affection can be shown through handmade gifts, which can be free if you're using materials you have at school or at your house.” “...it's the meaning behind it” “High school relationships should be about fun, I don't think that it should be about gifts and materialistic expectations,” says Eubank, emphasizing that the price of a gift shouldn’t determine who you're with. Sophomore Mei-Lin Aipa agrees. “No matter the price, it's the meaning behind it.” According to most students interviewed, employment status isn't a requirement to be a good gift giver, and, as Aipa notes, “Money doesn’t change how I see someone. It doesn't get to decide who I love.” This Valentine’s Day, Lahainaluna students will be celebrating with the knowledge that love costs nothing—or it costs somewhere around $40. “Love will teach you a lot of things,” said Palacio, “financially and in general.” Previous Article Next Article Copy link Brielle Ramelb is class of 2029’s stuco treasurer. She loves playing music, playing the guitar, and collecting vinyl records.