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The Hawaii State Board of Education (BOE) implemented a new statewide policy set to take place for the 2026-27 school year, setting requirements for how public schools manage students’ cell phones. This was developed after multiple rounds of statewide surveys and stakeholder inputs regarding the effects technology (cell phones) has on student learning and wellbeing. The BOE set forth phone restrictions based on grade levels. Elementary and middle school students are prohibited from using their phones throughout the entire school day, and high schoolers aren't allowed to use their phones during instruction time. For High School, the BOE states, “Schools may exercise discretion regarding use outside of instructional time, including before and after school, and during designated breaks, recess, lunch and free periods.” Exceptions include emergencies or threats to safety, authorized use for instruction, health purposes such as one required by a licensed physicist, and when a student's Individualized Education Program (IEP) includes phone usage. After hearing about this new policy, many students voiced their opposition to this change. “I think it's kind of stupid” junior Jaylee Vierra says. “I'm someone who goes on her phone, and I still manage to do my work perfectly fine.” Senior Kamahao Frias-Kaauamo believes students should be able to use phones because it helps them be more productive. “For me personally,” he said, “listening to music from my phone helps me do my work and get it done faster. You don’t always know what people are going through, and at certain points, music really helps me.” “I use my phone a lot for school, including interviews (for the school newspaper Ka Lama) and a calculator because I don’t have one, and some teachers don’t provide it,” said freshman Brielle Ramelb who has written for Ka Lama in the past. Ramelb is not sure about whether the policy is necessarily good or bad, as she says she’s heard other teachers talk about this: “they told me the good sides, like how our grades will improve and things like that.” Teachers suggest it will not only create a benefit regarding student habits, but also social life. Mari Finn, technology coordinator thinks “it would be a positive for their mental well-being because now they can talk to others instead of texting things, and they don’t cheat on assignments or tests. They are forced to interact socially instead of staying isolated with their cell phones.” Micah Kawaguchi-Ailetcher, an art teacher, had a unique perspective, citing scientific evidence that points to studies about how cellphones heighten dopamine levels, which is one reason why students are constantly on it. “It’s addictive in nature,” said Kawaguchi-Ailetcher. “You habitually and continuously get dopamine hits and want to come back to it. If that’s the premise, then if you deprive that during class periods, the 30-minute lunch period is going to predominantly become cell phone use.” This is written about by Keyla Jimenez who found that 47% of Lahainaluna students are unable to stay focused in classes, particularly due to the dopamine of being on your phone watching social media or other entertainment. “It makes students want to pull out their phone more,” said sophomore Edgar Ortiz. Ortiz shared an example where other schools have phone boxes “and people come up with a way to keep their phone or take their phone out. So I feel like that can, like, sort of happen like where students find a way to, like, go past the policy. So I don't think it would work.” “I mean, there's obviously going to be people that don't follow the policy,” mentioned sophomore Kai Guzman. Even so, he thinks “it's fair because you still have the ability to go on your phone. It prevents people from not paying attention.” Finn also thinks the policy could lead to a positive change in habits. “I think we rely on our devices way too much, and that students not being able to use them in the classroom will hopefully help them become more well-rounded learners and people, not just keyboard warriors.” “With how teaching is right now these days, I feel like we kind of do need our phones in class,” said junior Wesly Hallems who thinks there’s no problem with cellphones but with how teachers are teaching. Vierra explains “I think people will find other ways to not pay attention, 'cause I don't think it's necessarily the phone. I think it's just a problem of the curriculum, like if students really care enough to pay attention. And I think phones are just a way for them to just not.”

You can hear the clicks and clacks everywhere. Kendamas aren’t just trending toys, but an item of obsession for students. Due to their popularity, there is a new debate on whether kendamas are distracting students from their education. “Students are enamored in achieving difficult kendama moves rather than school work”, says Jon Shigaki, digital video technology teacher. Disappointedly, Shigaki noticed that the quality of his students' work dropped since they are more interested in playing with their kendamas. Marc Watasaki, a transitions-to-high-school teacher agrees, stating that kendamas “take peoples’ focus on their studies” since they tend to get distracted and use their class time to work on assignments unwisely. Whether kendamas are an issue remains to be seen. They are so prevalent right now, however, that many wonder if they are a positive tool for students looking to blow off some stress or a distraction. Originating during the 17th or 18th centuries, Kendamas are versions of a classic Japanese cup-and-ball game. It consists of a handle (ken), ball (tama), and three cups (sarado) that are all connected with a string. The ken (handle) consists of a sarado on one end while the other end of the ken forms a spike (kenasaki) that fits the tama. Although kendamas started as a simple toy, hallways and classrooms are now filled with them because students enjoy challenging each other with their skills. Teachers have noticed this recent trend has been especially disrupting during class time. “Just the noise that it makes, it’s very distracting”, explains Zachary Bularon, a long-term substitute. Bularon often moves from class to class and he realizes that the clicking and clacking of a kendama affects nearby students. “It should be contraband,” said Bularon. Nolan Redaus, a freshman, concurs. The “loud clacking noise and swinging movements distract me,” he claims. Carlitobv Lopez, a freshman, has noticed how annoying his kendama has become to others. During class time, more teachers “tell me to put it away.” Although teachers believe that kendamas distract students from their school work, students think otherwise. Abram Castro, a freshman, thinks kendamas help him “throughout the day because I get to take my mind off of working.” Because of the pressure that is being put on students, kendamas "relieve stress especially from school work”, explained Walter Sunio, a freshman. John Paul Yabo, a sophomore, agreed: “it not only acts a distraction…but also a fidget in a way.” Another problem has followed distraction. Some students are stealing kendamas, claims Watasaki, who thinks that this could lead to a “crime life” as it influences students to steal each others’ kendamas. He believes that this further shows why teachers should consider taking them away. Regardless of whether or not students understand the distraction or effects kendamas cause, they cannot separate themselves from “an addictive toy,” as Yabo calls it. Even though it is an addictive thing for students, “it gives me the opportunity of less screen time during class hours”, says Redaus. Jane Francis, a long-term math substitute, agrees. At least “they don’t use their phones a lot and they use their brain and hands.”

Summer break is right around the corner, and many Lahainaluna students hope to catch up on sleep. Freshman Sofiya Cartagena says, “I’m excited to finally fix my sleep schedule over break.” However, some students end up doing the opposite and gain unhealthy sleeping habits. At Lahainaluna, it’s common to see students yawn during class and fall asleep at their desks. Students involved in extracurricular activities, sports, and jobs complain about losing sleep over studying and homework. How much is sleep loss impacting their energy, mental health, and academic performance on campus? Freshman Lucia Granillo believes that having a good sleep schedule is important because sleep gives students “better focus, less stress, and more energy.” She shared her exhausting weekday routine, which often involves going to sleep at 1 a.m. only to wake up five hours later. “I am tired at school and that makes me feel less motivated to do my homework,” she said. “I go to sleep around 12 a.m. and wake up around 6 a.m.,” said junior Faith Andres. Despite getting little sleep, she believes that she performs well academically. But, she admits, “I could perform so much better if I got more rest. I feel more clear-minded whenever I have enough sleep.” While some students use weekends, holidays, and breaks to catch up on sleep, others continue to stay up, falling more deeply into bad patterns that become difficult to adjust to once school starts. Seilala Samisoni, a freshman, states that she was inspired by getting better grades to fix her sleep schedule. “School has helped me get a healthier sleep schedule after summer break… School set up a regular wake-up schedule for me. Over the summer, I woke up at random times, but now I consistently wake up at 6:30.” According to Jessica Solodar, a health writer for Harvard Medical School, it is important for students to get enough rest. “One-third of young adults in the U.S. don’t get enough sleep,” Solodar writes. “Common struggles like digital distractions, inconsistent schedules, and what and when you eat can significantly disrupt sleep.” Freshman student Khloe Delacruz notes, “Ever since I started using my phone more and began procrastinating on my assignments, I’ve noticed a drastic negative impact on my sleep schedule.” To prevent sleep loss, Solodar writes that the best thing is to have a consistent wake-up and sleep schedule, or practicing good “sleep hygiene.” Student Maya Weeks says, “I noticed that it’s harder for me to sleep these days. Recently, I’ve started drinking energy drinks more often and I’ve eaten my dinner later than usual.” Experts recommend lowering caffeine intake and eating two to three hours before you sleep. Math teacher Michelle Brummel sees the value in recharging over break. “Students often seem more rested after summer vacation,” she said, though many of them seem to “struggle to transition back into healthy sleep schedules once school begins.” Junior Leilani Sa-Weeks says that her sleep schedule has stayed healthy and consistent. “Throughout the entire year, I’ve slept for around nine hours every day,” she states, adding that she performs her best inside and outside of school. “You can prevent yourself from being exhausted at school and when summer break starts if you just have a consistent sleep schedule.” Adjusting sleep schedules after summer can be difficult, says junior Jannel Leah Palacio, who thinks that it depends on what you do during break. “Going on vacation in a different time zone can make it hard for students to return to early school mornings,” said Palacio, whose family often uses breaks to travel internationally. While summer break may help some students recover from months of exhaustion, others return to school with even worse sleeping habits. “Students can always catch up on assignments, but it’s harder to catch up on months of lost sleep,” said transitions teacher Marc Watasaki. As Leilani Sa-Weeks puts it: “Whether students recover or lose sleep over summer break depends on the habits they create when school is out.”

On March 5, Lahainaluna boys JV volleyball team made their 2026 season debut against Maui High Sabers, losing both sets:  the first set score was 23-25 and the second, 19-25.  Despite the loss, Coach Sarah Eubank believes the match pointed to new potential for the team in later years.  “When you already have a team with some skills and some talent coming in,” she said, “by the time these experienced freshmen are juniors our varsity team is gonna look really good.” Returning this year from a 4-9-1 season, JV has gained new prospects.This year, more than half of the JV Lunas are part of the class of 2029. This means that our JV team is full of kids who have been in the system, and can already play at a varsity level. Yet, some players think that there are serious obstacles preventing the team from reaching its full potential.  Freshman captain, Jermaya Arzaga, has been playing for four years and notes that the Lunas “can do better as a team.” In the second set, said Arzaga, the team suffered mostly from communication issues. “We had a lot of errors. We really need to work on our communication rotations and where to go on the court.” In his four years, Arzaga says he has faced team chemistry issues before.  An anonymous JV player thought that the issues were more about personal interactions rather than team dynamics. “Past conflicts between me and certain teammates have created some tension when we are together,” he said. He doesnʻt think this should be a problem, however. “When I step on the court I learn to put it behind me and work towards goals we have all set for each other." A former volleyball teammate that used to play with Arzaga offered advice, noting that JV “lost around three or more points due to rotations and substitutions.” Rotations are a required strategic cycle, while substitutions allow coaches to put specialized talent onto the court. If the players arenʻt able to get to where they need to go, and when they need to be there, the teamʻs coordination breaks down.  Rotations and substitutions are vital for strategy, but they cannot be performed without communication.  JV middle Ksyn Kahoaliʻi thinks many of the teamʻs obstacles can be overcome with camaraderie.  “After a while, when you play with them, they’re not just friends,” says Kahoaliʻi. “They're your imua!” Every practice his teammates help him move forward everyday and better himself as a player. “I’ve improved more as I spend more time around this team.” “If we fix these silly mistakes and don’t just kill ourselves, we can win,” said Eubank, referring mostly to the teamʻs communication problems.  ”We are very open with each other and work to build each other up instead of putting each other down,” said Drew Brione. “We are Ohana.”

On a scale of one to ten, sophomore Edgar Ortiz rates the importance of the upcoming PSAT a ten. “I'm going to take it even more seriously,” he states, determined to get a better score than he did last year. The upcoming sophomore PSAT is set to take place on March 5th, with 30 available spots for whoever signs up first. The PSAT 10 is a standardized exam covering math, reading, and writing, designed as a practice test before the official SAT in junior year. Students have the opportunity to take the PSAT once a year up to 11th grade. To sign up, students fill out a short Google form. “In January, an email was sent to sophomores saying the Google form to sign up for the PSAT 10 was open,” explains Ginny Yasutake, College and Career Counselor. “Flyers on our website and in the parent newsletter were available with QR codes” as well. The deadline to sign up was February 6th. The form also provides instructions on where to go and what to bring; this year, students report to the library at 7:50 a.m., and testing lasts for a duration of two hours and 14 minutes. Yasutake noted that “currently, 17 sophomores are signed up to take the PSAT 10 this year and 19 students took the exam last year,” pointing out the similarity in numbers. She urges students to take the PSAT, although it is optional, as "it serves as excellent practice for the PSAT/NMSQT (National Merit Scholarship Qualifying Test) and the SAT,” opening up “doors to prestigious scholarship opportunities.” Unlike freshman year, some sophomores seem to be taking this PSAT more seriously. “Last year I forgot I was taking it until the day of, so I like barely tried,” explains Murphy Crossman. While he says he’s not necessarily “super focused” on this year's PSAT, he aims to improve his score because “from what I've heard, you can take it as much as you want, and they'll take the higher score from both sections of it.” Most students, similar to Crossman, see the value of the PSAT as preparation for the real SAT. “I really want to know my general knowledge on math and English so I can study for what I don't know when the time comes that I do have to take the real SAT,” says Khimberly Baniqued. In her case, practice is important because good SAT scores are crucial to the college she wants to attend. “I really do need to take it seriously.” Venice Gallegos agrees, pointing out that SAT scores are important for future opportunities with college or scholarships. “Now that COVID is kind of dying down, a lot of better schools are bringing back their SAT requirements,” she explains. Getting a good score can “really open up a lot of opportunities for me.” Even so, she’s not too stressed about the PSAT. In the end, it is meant as a practice test, and to her and many other students, “my score doesn't dictate anything about me because I know I can improve upon it.” Some students remain unaware of the PSAT; one anonymous sophomore questioned, “What is that… it’s like a standardized test that’s like all the main classes?” with uncertainty. Kalea Markulis said, “I wasn’t sure how to sign up,” but even so, she plans to take the PSAT next year because she sees the value of the experience. “If you don't take it, then next year when your score actually counts, you'll just be blindsided by the questions and you won't know how to prepare.” Gisele Miller mentions that not all colleges require SAT scores, and that taking the PSAT is more of an individual preference. “If you want to go to a prestigious school or an Ivy, you have to take it. It really just depends on what colleges you want to go to.” Skye Carroll agrees, though she also thinks it’s just good to take the PSAT and SAT because future plans could always change: “It's good to have regardless of the colleges, if you want to try some reach schools and just have kind of like a backup.” Senior Teiva Gerling advises that whether or not you’re planning to take the SAT, it’s good to take the PSAT to help you familiarize yourself with how the test runs. “It's free as well, so I honestly would just take that chance to just get myself acclimated to the test,” he says. “This is so if the real ones come, and you do decide to take it, you won’t be sitting at your computer and wondering how to do this or how to type in this answer.” For students who are committed to earning a good score, Yasutake emphasizes that there is no magic trick to mastering the SAT or PSAT, but that “success comes from truly understanding the concepts covered on the exam.” She suggests a study plan and practice, saying additional resources such as “SAT prep material is available in my Post-High School Google Classrooms.” She also points out that while students may feel anxious, “it doesn't have to be a barrier to success.” “If you feel anxious due to a lack of preparation, commit to a study plan. If you are nervous because you’re hungry, prioritize a good breakfast. If you need rest to focus, ensure you get a full eight hours of sleep before test day.” Ultimately, what’s most important is to avoid cramming the night before, Yasutake added. “It’s rarely effective. Instead, build your confidence with practice tests before exam day.”

Throughout the first semester, two fights have occurred near the bathroom in J building. Along with these incidents, teachers have also reported issues such as smoking and vaping. Some staff have discussed permanently closing the bathroom to prevent future problems. So far, the upstairs bathroom in J building has been limited to staff only because of these issues. With hundreds of students moving between classes throughout the day, J building is one of the busier areas on campus. Bathrooms are often unsupervised during class time, which can make them gathering spots for students. Fights aren’t as frequent, but smoking is. “We want to have a lot of bathrooms available so that during class kids have a close bathroom to go to so that they don't miss class,” said Vice Principal Nicole Heinlein. Having too many bathrooms closed can cause kids to go searching for another one, affecting their learning time, she explained. Heinlein noted that closing the J building bathroom is just a “bandaid fix,” recommending student education and limited bathroom use as more effective strategies. John Pope, an English teacher in the J-building, explained that student misbehavior is the main reason the bathroom is being discussed. “Misbehavior by students including fighting and smoking” has raised concerns among staff, Pope said. While he believes closing the bathroom could help, he does not think it would fully solve the issue. “This is a big campus and there are always other places where people aren’t looking,” he said. Anne Cook, another teacher in the building, shared additional concerns about property damage. Cook pointed out that custodians are heavily affected by the vandalism and mess students leave behind. She emphasized that most students are respectful and that only “a handful” are causing the problems. Student Sofiya Cartagena noted that closing the bathroom would cause more problems than solutions. She explained that students with classes in the J building may need quick access to a bathroom, especially in emergencies. “Closing just the J building bathroom will not make a difference with fights or any other violence students choose to do,” said Cartagena, who suggests that more adult supervision is key. Student Cami Yasutake agreed, stating that closing the bathroom would not address the root issues. “I don’t think the bathrooms need to be closed because people can go to other places to do those things,” she added. Yasutake suggested that stronger consequences for students involved in fights or vandalism might be more effective. As staff continue to discuss the issue, the school must decide whether closing the bathroom will truly improve safety or if other strategies, such as increased supervision and stricter disciplinary measures, would be more effective.

The spring season is approaching and like girlʻs soccer last year, both water polo and girls golf are at risk of being cancelled as they do not have enough players.   “I think participating for Lahainaluna is a very big honor,” states water polo head coach and agriculture teacher Bradley Mason. While the team currently has “about 10 girls,” Mason said that while “that's enough to have a team,” a roster of “twelve or fourteen (girls) would be ideal.” Without substitutes, the risk of forfeiture due to injury or illness increases. “I also don't want to, like, have a season with where it's hell because we don't have enough girls to, like, actually play a full game,” says Jersea Borneman, who swims and plays water polo for Lahainaluna. Despite the low numbers, Mason sees “an opportunity for us to build a very strong core group and build from that.” Borneman attributes the recruitment struggle to students who “already have so much other commitments.” If the teams are cancelled, student-athletes lose a year of development. ”For like the juniors, like me, I'm just gonna take a year off from it and then have to come back next year, when I could have gained, like, more experience this year in the water,” Borneman said. Girls’ golf is facing a similar shortage. Athletic Director Jonathan Conrad is “working hard to allow the student athletes that are interested in participating to recruit some of their friends in order to make this happen.” Former player Nora Arnds believes the sport “isn't talked about enough for enough people to know about it and even think about joining.” Her message to interested students is simple: “even if it's just you, just get out there and practice, even if it's with the boys team or by yourself it can still be fun.” The potential loss of these programs is a major concern for the athletic department. Last year, the girls’ soccer team was disbanded for the same reason. Junior Nuala Ruiz-Rockett, who played on that soccer team, remembers the struggle. “It made me feel bad for them, because, like, I had that struggle last year, like, and I don't want anyone to feel that.” ”It messed up our season," Ruiz-Rockett added. “We missed out the season on getting better.” Soccer returned this year with a full roster. Ruiz-Rockett credits the comeback to “Just the effort. Everyone's there, everyone shows up.” English teacher and swim coach Jack Pope, who helped start the water polo program, remains a staunch supporter. “This is a program that I believe in,” he states, encouraging students to try out. “I’m a very passionate believer in that trying new things that are hard is the best possible thing you can do.” Conrad remains “hopeful that we will have a water polo team as well as a golf team.” The water polo season begins Feb. 9. Interested students should contact Coach Bradley Mason for water polo, or Athletic Director Jonathan Conrad for girls’ golf.

The students of the Lahainaluna Band & Choir (BAC) held their annual winter concert on Saturday, December 13. This year, the winter concert featured three ensembles: concert choir, concert band, and symphonic band, who all performed new sets of holiday-themed songs after rehearsing for only a month and a half. They usually need to rehearse for two months or more. The director of the BAC, Jalen “Mr. B” Baraoidan, described the challenge. “We had 4-6 songs per group but only had 6 rehearsals to prepare.” Students use their personal time in order to attend rehearsals because “not every kid in band or choir is in the class… trying to hit that balance between those who are in the class versus not in the class… and to get them caught up is challenging within a short amount of rehearsals.” Another big challenge was the song list, which featured unique, harmonic, and newly introduced melodies. Nevertheless, the concert band students were pleased with many songs. They talked about “Serengeti Dreams” by Robert W. Smith, and the majority of the symphonic band members said “March Chagu Chagu” by Satoshi Yagisawa was their favorite piece. Most of the choir members said that they enjoyed the harmonic song list and didn’t have a single favorite, but “Katakataka” by Santiago Suarez, arranged by Donald Dilley, might be the most liked. Precious “Zen” Pante, a junior and president of the BAC, is in all three ensembles. She is also a student conductor who conducted two concert band pieces for the winter concert. Pante worried about her performance, noting how conductors influence the band through their stature. During the performance, she said she worried about her self-presentation and wanted to seem “a lot more confident.” Yet, Pante says she was able to pull through the concert and presented herself as confident as a conductor should be. The time crunch was only worsened by the number of new pieces presented to the BAC this year. Senior Thrisean Japh “TJ” Lorenzo compared this year’s lineup to past winter concerts and notes that “the pieces are much more mellow in difficulty but there is a plentiful amount.” When they perform throughout the year, the ensembles wear their formal attire. During the winter concert, though, they add a holiday twist. Students donned Santa hats, reindeer antlers, and elf ears. Brielle Ramelb, a freshman and a first-year in band, said, “I feel like it gives us more freedom to express Christmas and the holidays.” Baraoidan added that the winter-related additions make everyone “very enthusiastic, cheehoo!” In addition, the officers of the BAC decided to decorate the audience railings this year. They arrived early that day and wrapped garlands, taped bows, and added a bow to Baraoidan’s podium. To Kelani Gonzalez-Gonzalez, a senior, the decorations were festive. “It’s Christmas!” she exclaimed, adding that these touches are what makes the concert special. Before and during the concert, Baraoidan repeated his need to give credit to the students who are “working really hard… I hope people come to our concert to see that, see how much they’ve grown. People take it for granted, in my opinion.” “Come to the winter concert!!” said Ramelb, adding, “Although this is gonna be published after.” If you couldn’t make it to the concert, the videos of the winter concert are up on the Lahainaluna Band and Choir YouTube Channel: @lhsmusic1

Lahainaluna High School held its annual Kalikimaka Craft Fair on Saturday, December 6 from 10 a.m. to 2 p.m. at Boarder’s Field. The event brought together students, families and local vendors for a day of food, entertainment, and holiday shopping. The fair also served as a major fundraiser for Papa Hula o Lahainaluna, which is raising money for a cultural exchange trip to New Zealand in March 2026. This year’s fair was the first one organized by Papa Hula advisor Kumu Ewa, who helped coordinate vendors, activities, and student-run booths. She explained that the event’s success depended on people coming together to support the school. “Anything that we do here at Lahainaluna can only be successful through community support, so everyone can thrive in our community,” she said. The funds raised will help Papa Hula travel to New Zealand, where students will learn through a cultural exchange and experience what it is like to be around native Māori speakers. According to Kumu Ewa, opportunities like this are rare and meaningful for students who want to deepen their cultural understanding. Papa Hula performer Mina Nagasako said she enjoyed seeing the fair bring people together. “I’m excited to see everyone share aloha and the community come together,” she said. Mina explained that the fair helps show what Papa Hula contributes to Lahaina. “This event is important because it puts our name out there and shows what we contribute to the community, which is our culture, and showing what aloha is,” said Nagasako, adding that it felt “really fulfilling” to see so many people show support. Many vendors participated, including Lahainaluna alumni. Nohili Hong, who graduated in 2019, sold her handmade clay pua kenikeni leis. She said events like this help keep the community connected. “I think it’s great to be a part of the community, especially in Lahaina.” Current students also joined as vendors. Cy Yasutake, president of the Lahainaluna Aloha Club, sold handmade Christmas ornaments like painted wooden designs and crocheted ornaments. He says, “I think events like this matter for Lahainaluna because it acts as an opportunity for our vendors to get together and make an impact.”   According to Yasutake, a significant number of  alumni participated. It was meaningful, he said,  “to see current students meet those who have made an impact on our school.” As the day went on, the fair offered live entertainment, food trucks, giveaways, and dozens of craft booths. Even though the event only lasted a few hours, it brought the community together in a strong way and helped Papa Hula move closer to their 2026 New Zealand trip.

Jean Martin Alternado’s “Kids in The Cafe” (5/13/24) points out the pros and cons of having classes in the cafe here at Lahainaluna High School. At one point he includes a 2021 Study by Hansen and Quintero that reported that for every teacher’s absence, students have a reduced 3% chance of not taking the course information. Yet, overall, the article seems to suggests that most students favored being in the Cafe as a way to have a study hall. Those opinions have come from just a handful of students whilst the article does mention that so many students spend time in the cafe not doing their course work. From data gathered on the 2022-23 Smarter Balanced Test, Lahainaluna has been scoring below the national average with most students scoring in the 30% percentile. As of 2022-2023 U.S News has reported that at Lahainaluna only 84% of enrolled students end up graduating; for the 1,037 students enrolled at the school only 871 would graduate. With an increased amount of teacher absences, classes are increasingly held in the cafeteria and are given online materials rather than in-person instruction. The information is conflicting in itself since a student-paced study hall in the cafe is determined by what the students do themselves. Classes in the cafe are not a reliable solution. The only solution to a part of the problem would have teachers accommodate big classes--but a lack of teachers is part of the reason why students are in the cafe. This solution would only be temporary as it would only increase the already heavy workloads of Lahainaluna’s teachers.

Dear Kaia, I wanna try out for football season next year. I am a girl and I am worried that next year I will be criticized by the boys. I am also nervous because I would love to do football but I barely know anything about football. What should I do? Puamana   Hi Puamana, You want to join the football team, which is great! It’s important that you are one hundred percent committed when doing this sport. Football requires very hard training. You need to make sure you are fully committed so that you can do your best. The best thing to do is to watch some videos about football. If you are wondering what the positions are, they depend on your body size, mobility, and the coach's preference. Football has a spot for everyone, including you. Now, if you are big(ger), you will most likely have a lineman position. If you are fast and medium-to-large, you might be a linebacker. If you are small(er) and fast, you probably would be a wide receiver, running back, or corner back. For almost all these positions, you must know how to read your plays and apply them in the game. You should watch and study these positions or study at least the basics of football. You should also watch football games, whether they are school games or NFL games; watching football will help you a lot when trying to learn it. And when it comes to you being worried about the boys criticizing, you shouldn't care about what the boys say. When it comes to your tryouts or the training, prove to them that you should be there with them. And if you do the training and find that you don't like it and it's not for you, then that's completely fine. All in all, study and watch football. It helps if it's your own NFL team or high school team so it gets you interested and involved with what you're watching. Lastly, don’t let the boys make you nervous or worry you. Just focus on the actual game and training. Sincerely, Kaia

Lahainaluna believes in “excellence and equity in education,” but as our proficiency rates reach new lows, and the majority do not pass their AP exams, it’s time we turn this belief into something more. Students are being asked to strive for excellence, but can Lahainaluna provide it? As I previously reported  in March of this year, “From the 2020-2021 to the 2023-2024 school years, Lahainaluna students' proficiency rates in math and reading dropped. Math declined from 14 percent to 5 percent, and reading from 57 percent to 28 percent.” Curiously, these drops have shown no significant effect on our students' ability to graduate. Between the 2020-21 and 2023-24 school years, our high school completion rates have barely changed. In the 2020-21 school year 95.5 percent of students completed high school, and in the 2023-24 school year 92.9 percent completed high school. Our proficiency rates have now reached the single digits while year by year there has been little difference in how many students are completing high school. Graduation rates have shown no difference despite all the evidence that they should. This fact implies that graduates who are not proficient in core subjects have moved on, unprepared, to higher education. Over time, it seems like we have begun to accommodate the low scores each year brings. Excellence through education cannot be asked for because an environment for growth has not been created. As Lucia Mejia reported earlier this year, the issue extends to our most advanced students: in all but one subject, the majority failed their AP exam. In 2024 only 33.9 percent of Lahainaluna AP test takers passed. It’s clear that even though students sign up for more challenging work, most have not been prepared to apply the rigor AP asks for, or the work asked from them does not meet AP standards. Lack of standards in students' education results in them lacking an understanding of the content, making it generally harder for students who want to achieve more. All this can only result in students being unprepared for their education, not only in high school, but beyond. Authors Andrea Venezia and Laura Jaeger found this experience to be shared, stating how “far too many students enter college without the basic content knowledge, skills, or habits of mind needed to perform college-level work successfully” (2). Eric P. Bettinger and Bridget Terry Long further expand this, explaining how while two-thirds of recent graduates enter college every year, many aren’t prepared for the rigor higher education requires, at times resulting in students being expelled. This is the future for Lahainaluna students if we do not find a solution. Solutions start here, with standards. Students need to be proficient in core subjects when they enter college. Based on the numbers, Lahainaluna clearly falls under this description. We can only escape this description by having more rigorous standards for the education we give our students. Expecting work from students that shows proficiency and understanding is the result of being given work that is thoughtful and based on deep expertise in a subject. Our current grade inflation, that allows students who lack proficiency in subjects to move onto more advanced thinking, does not promote proficiency. Venezia and Jager further support this , stating that adequate preparation “should take a systemic, comprehensive approach to provide students with both academic and nonacademic resources and opportunities” (16) such as “integrating academics with comprehensive support, so that students are prepared to be successful in college” (16). Implementing standards will prove to be difficult. If we create greater standards, it’s not realistic to fail everybody who does not meet proficiency. This only forces us to solve the core issue: Most of our students are failing proficiency in core subjects. We need to reevaluate how we teach in order to find a solution to a system that has proven flaws. Lahainaluna believes “that the commitment to continuous improvement is imperative, to enable students to become confident, self-directed lifelong learners.” Despite this, grades are inflated. Leaving most graduates lacking proficiency in core subjects, and a majority of our “advanced” students failing their AP exams. Is our school committed to improvement, or a failing system? It’s clear that a “commitment to continuous improvement” should not only relate to our students, but to the education we provide them.