Being back to full in person school sophomores are trying to embrace the high school experience while still trapped in the past
Learning through a bright screen for the first part of their freshman year, the class of 2024 has experienced three different schedules in the short time they have been bearcats. From distance learning as freshmen, then later switching to an in-person schedule that was broken up into mornings and afternoons, that same year, the decision by the school board on Aug. 11 to allow students to be in-person for eight hours a day for the 2021-2022 school year came as a surprise to many. With 85% of students preferring a full day at school rather than the abridged hybrid schedule from the prior year, many have gone through a series of emotions: relieved to finally be on campus, confused by their lack of experience on campus, and ecstatic for the new year.
According to a survey offered to tenth graders, being on campus for a full six period day after 17 months of either no or some time on campus created an awkward atmosphere for 47 out of 90 tenth graders that felt more like freshmen than sophomores. The same survey demonstrated that 52.2% felt as if they were still in middle school or still stuck in freshman year because of the haphazard transition in the school schedules.
Moreover, with the lock-down in place, many teenagers couldn’t socialize with students not in their class, so they had no opportunity to interact outside their already established friend groups. The survey demonstrated a tension between the sophomores and the grade levels both below and above them. 4.4% of sophomores stated that the combination of feeling more stressed this year with still feeling younger, put a strain on the relationship between the grades above and below them.
Over 55% of students enjoyed being back on campus while 28% were somewhat happy coming back to eight hour school days. Bianca Rangel, a sophomore coming from Daniel E. Lewis middle school has experienced both the positive and negative aspects of returning to school.
“Being back in school has affected my life because during hybrid learning right when I would go into my breaks for class I would go and help my younger siblings with their schoolwork or their meetings, my parents weren’t home because of work, and then right after school I’d either go to work or to go straight to [cheer] practice,” Rangel said.
Rangel is in her second year of the cheer and stunt program, a side base on the varsity cheer team. She had started her cheering career last year during the hybrid/online schedules, juggling being an athlete and a dedicated student. Rangel had ended her freshman year with a 4.0 gpa even during her difficulty in the hybrid schedule.
“It’s affected me in the sense that I’m not home, so I don’t have much time for myself or my schoolwork, so I just have to stay up later.” Rangel said.
Rangel has also liked the in-person schedule more so than the hybrid because she is able to see her friends more and understand concepts better from her teachers. She enjoys learning hands on from her teachers while immersing herself in a normal classroom environment filled with about 30 to 35 students per class.
“So it does make learning a bit easier. I think the main thing though is just seeing people physically, actually being around others.” Rangel said.
Sophomore Jack Tobin has also had similar struggles with the transition from DL to hybrid learning to the fully in person schedule. He found that it impacted his lifestyle and involvement with extracurriculars.
“I don’t sit on my couch all day, and I’m not at home all day. I can go outside.” Tobin said, a Varsity track and field athlete during the 2020-2021 school year.
By the end of his freshman year and his season, Tobin reached a vaulting height of 10’6 foot tall pole. Through his involvement in sports and the ability to be in person during school, Tobin perfected the key to success in pole vaulting, his academic eligibility. With his 4.2 GPA, Tobin is striving to keep his grades up in rigorous classes so that he will be able to vault once again this spring.
Rangel and Tobin agreed that one experience they missed participating in are school dances. So on September 17 when PRHS hosted its first dance of the 2020-21 school year, called the Pound the Hounds dance, Tobin and Rangel enjoyed the spirited, lighthearted atmosphere that surrounded them on the dance floor.
“…I would have wished to experience more dances my freshman year, because I had a lot of fun,” Rangel said.
The experiences have been different for Rangel and Tobin but they have not been the only ones to undergo a pretentious start of the school year. Many sophomores have been in need of advice from others on campus.
Sophomore counselor Natalee Johnson also stated that double the amount of sophomores have come into her office this year compared to last year. The first time having the whole sophomore class on campus, approximately 618, this year was different for Johnson as well.
“We’ve seen a lot more activity in the counseling office as students are seeking out support both academically and emotionally… it feels like the counselors are seeing twice as many students a day as we did while on hybrid.” Johnson said.
Johnson has personally been happy with students being back on campus full time, she has been able to help with the not-so-simple transition back to in-person while staying positive.
“I feel like we are doing everything we can to recreate and recover those lost experiences,” Johnson said.
Most of the sophomores have enjoyed being back on campus full time, even enjoying classes as they used to with about 25% finding english to be the best class thus far. From screens to laughing with their peers, being able to hear the sound of their voices not muffled by a speaker and the crinkle in their eyes has been a positive experience for 55% of sophomores. The further the year progresses the more experiences that the sophomores will have, starting with being able to be back on campus.
