Features Magazine Volume 70, Issue 8

Cryptocurrency’s Evolving Influence

By Eric Khodorenko

Graphic By Yiying Zhang

Cryptocurrency took the world by storm in 2017 when a single Bitcoin cost up to $20,000. It quickly plummeted around 50% within two months and it bottomed out at around $3,000 in December, 2018. Since then, crypto has made a major comeback with hundreds of new cryptos. Bitcoin was worth around $60,000 as of April 13th. More and more investors and companies are seeing cryptocurrency as a viable investment opportunity. Electric car company Tesla has invested $1.5 Billion into bitcoin and has begun accepting Bitcoin as a way to pay for their cars. Paypal has begun to let you buy and sell cryptocurrency from its app and also send and receive. Retail traders have also contributed to the crypto boom as newly minted traders are using the popular cryptocurrency investment app By Coinbase to get in on the excitement. Bamboo Asia, a restaurant in San Francisco has begun accepting Bitcoin as a way to pay for food. Similarly, Easy Breezy, a chain of stores in San Francisco, has also begun to accept crypto. As Bitcoin becomes more of a mainstay, businesses will begin to adopt crypto as a legitimate way to pay for services and products. However, the crypto boom has had some collateral damage; a popular way of obtaining crypto is by mining it, which is basically making your computer do complex problems and then be rewarded with small fractions of various cryptos, with the most popular being Ethereum. The boom has created a graphics card shortage as people rush to buy powerful computer components in order to begin generating currency passively. Furthermore, crypto mining uses up lots of energy, which has led Bitcoin to have an energy footprint comparable with New Zealand which produces 39.65 megatons annually sparking environmental concerns about the digital currency.

Features Magazine Volume 70, Issue 8

The Foods Class During Hybrid

By Jack Abells

Graphic By Jackie Veliz

Over a year ago, the campus closed and school continued remotely. Only now, during the final quarter of the 2020-2021 school year, have some students returned to campus. The past year alone has easily been one of the most turbulent times for teachers and students. This has especially been difficult for classes built around hands-on work and specific materials. The Foods courses in particular have been impacted by this change to remote. The classes are intended to teach students how to cook, but without being in the school kitchens, and possibly without the proper materials, students have been put at a disadvantage. Now that some students are able to go back to campus for the course, how has that changed? 

Jill McTaggart, one of the Foods teachers, explained to The Page how, even from the beginning of distance learning, students without materials have been accommodated. “One year ago, we had students make one dish a week or a homework assignment. There was always an alternate assignment that could be accomplished and submitted through Google Classroom,” said McTaggart, “Classes were not mandatory, so it was a very hard time to not be in direct contact with students.”

Though distance learning may not be the ideal way for this class to be taught, junior Wolf Marsh still feels as if he has adequately learned cooking skills this year. “Foods class often makes use of online recipes to teach students to cook, and because the recipes are designed to be read from home on a computer, they are very good at teaching students to cook without the presence of an instructor,” said Marsh. This is his first year taking the class, though his teacher is not McTaggart. “We ran our classes by introducing a cooking skill and then I did a cooking demo live or on a video. Then students were to practice that skill to the best of their ability,” said McTaggart about distance learning earlier this year. “If students were not able to get the ingredients we accepted a dish with ingredients that they had on hand. That being said, students did wonderfully.”

For hybrid, McTaggart still does demos, in addition to research projects. “To be honest it was a rough start. My Zoomers felt like I wasn’t paying enough attention to them. But I am lucky that students feel comfortable giving me direct feedback and I feel I am doing a better job with both groups. Although it is like trying to juggle while swimming,” said McTaggart. For Marsh, he opted to stay remote during hybrid. “During hybrid, in the first half of class we have Zoom lessons, which often involve watching informational videos and reading presentations. In the second half, it’s most common for Ms. Tate to let students who are distant learning go early, either to cook or do classwork by themselves, while the students in class stay until the class period ends.”

Despite the odds being stacked against all classes, the Foods classes have adapted well under the circumstances. Although in-person classes are the ideal way for Foods to be taught, McTaggart acknowledges how that may not be an option for everyone. “I think that if it is possible to be in person at school that is much better. But I empathize for all the students that would like to be back but cannot because of health or other reasons.” She continued, “I became a teacher to build connections with students and to give them a safe place to learn. It is hard to not have that in-person contact with most of my students. But I love being with the students that are here, and I hope that the Zoomers had a good enough experience under these terrible circumstances.”

Features Magazine Volume 70, Issue 8

How Have Students Grades Changed Throughout COVID-19

By Mateo Requejo-Tejada

Graphic By Jackie Veliz

Eight months into distance school, numerous students have mastered the learning curve of Zoom. However, the multiple aspects of COVID-19 still account for the struggle that many still face with their grades. Samuel Westbrook, a Las Lomas junior, said, “There have been times in which I’ve simply focused on maintaining my mental health during these difficult times. Which of course, would cause my grades to slip and would tend to create a vicious cycle.” The balance between school and mental health is a common theme between most students, and exactly what many are wrestling with this year. 

Although the negatives of COVID-19 have overwhelmed the positives, for some, online school has been beneficial. Sandra Safein, Las Lomas junior, commented, “It has made it keeping up with grades much easier for me and has allowed to me to adjust my toxic habits of procrastination because now, I have a better sense of my time, instead of being rushed as I had previously felt attending school in person.”

Many students fall in between the spaces of amazing grades and falling grades. Cameron Tran, a Las Lomas junior said, “COVID hasn’t made keeping up with my grades any harder than actual school (at least for me). Sure, in person and online are two wildly different experiences but they both have the same goal: to do well.” In one way or another, Las Lomas students have had to find new ways to adapt to online school, and many have taken steps to hold themselves accountable. Safein added that in order to keep up with her work, she started using a planner: “I learned to write everything that teachers posted in my planner so that I could refer to it anytime I wasn’t sure if I was forgetting to complete an assignment.”
Each student has adapted in their own way to meet personal needs. While many briefly staggered on the school aspect, they were still able to take care of themselves and that is truly something to be proud of. COVID-19 has been more than a school adjustment or routine change. For many, it has forced a shift of mindset. Westbrook similarly said, “Obviously, COVID has done more harm than good but when it comes to me as an individual I have definitely changed the way I prioritize things in my life. Which has made a major impact on how I view the world and the people around me.”

Features Magazine Volume 70, Issue 8

Hybrid by Grade Level: Is Hybrid More Popular Among Freshman then Juniors?

By Grace Gonsalves

Graphic By Sara Valbuena

The senior transition versus the freshman transition. Sophomores became juniors months and months ago, but does it feel more real now that we’re on campus with hybrid learning?  The pandemic has allowed for many transitions but also halted others.  I have wondered if different grade levels have felt the effects of transitioning grade levels more intensely now that we are on campus. To find out, I polled each grade separately and received approximately 100 responses in total. 

The two things that all four classes agreed on were that seeing friends has been the best part of hybrid learning and that hybrid is “good” compared to online school.

The freshman class has transitioned from not only WCI bridges to Las Lomas hallways but also WCI Zooms to Las Lomas Zooms. An overwhelming majority of 71% of the freshman class of 2024 answered that Las Lomas online  school was better or much better than the online school they completed at Walnut Creek Intermediate. When asked about hybrid, another large majority of 75% said that hybrid has been “good” or “very good.” In all, there is a consensus among freshmen that Las Lomas is better than WCI in terms of online and hybrid learning, an outcome I was not surprised by.  An anonymous freshman said, “It was so hard finding my classes at first, and then [I] wouldn’t go to that class in person for another week so it took me about 3 weeks to learn where all my classrooms were.”

The sophomores have transitioned from baby high schoolers to more middle ground, which has affected each of them a bit differently. 

A staggering difference in enjoyment was shown between freshman and sophomores. 17 freshmen said that hybrid is “very good” while only one sophomore said it was “very good.” Why could this be? One sophomore said, “I feel kinda overwhelmed, very scared I’m gonna flunk out. I don’t have any social skills anymore and the classes I’m failing in give me horrible anxiety. I don’t know where to go when I have an anxiety attack. The only thing I look forward to is sports and I’m scared I won’t make the team.” 

However, sophomore Bogdan Yaremenko said, “It’s definitely been different than freshman year, but for me personally, in some rather good ways. The halls are less crowded, lunches are free, and I have ample time between periods and to talk with friends. To be totally honest, I definitely wouldn’t mind if we never switched back to full normal school.” 

Juniors have felt the transition rather acutely; one junior said, “I still feel like I am a sophomore since we never got an official end last year. I like being an upperclassman and sitting in the rally court, but there is not a big difference from last year.” It’s possible that it would have felt this way even without the pandemic, but it seemed to be a general consensus among the juniors that many didn’t feel like upperclassmen quite yet. 

Despite this lack of transition, 23% of the juniors described hybrid as “very good” and another 61% said it was “good,” bringing in the very largest enjoyment among the grade levels. Quite interesting that, despite the transition, juniors like hybrid the most of all the grades. 

Seniors, as I would say, with bias, have been impacted possibly the heaviest transition-wise. The seniors have enjoyed hybrid the exact same amount as the freshman, 71% answering that hybrid has been “good” or “very good.” 

76% of seniors responded that they have what is called senioritis, a common occurrence among seniors where they feel less inclined to turn work in and more focused on the future or anything that isn’t school. When asked if hybrid had increased their senioritis, a majority of 56% said it “had not.” Senior Isabel Shic said, “I feel less burnt out at the end of the day in hybrid. Online learning gets tiring much faster and I always pile up work after closing out of Zoom.” 

One of the most frustrating issues for the senior transition has been the lack of activities and in-person time. Senior Emma Spivak said, “It’s been a breath of fresh air, going from not seeing people and being isolated at home to being able to socialize safely.” Another senior, Joey Anderson, said, “I mean it’s better than purely online I suppose, though I still don’t get to see any of my friend’s at school. At least I get to interact with people.”

While many are still struggling with the transitions between grade levels, the happiest news I can relate from this survey is that most of the 100 students surveyed are enjoying hybrid learning.

Features Magazine Volume 70, Issue 8

Evolution of Students’ Lives Through COVID-19

By Riley Martin

Graphic By Sara Valbuena

As we are now entering a state of greater comfortability and safety, more and more things are returning to normalcy. There were not only changes to our daily lives throughout COVID-19, but immense self-involved changes as well. Now, we are left trying to figure out how our “new” selves fit into the world we see re-developing today. 

Holly McKay, a junior at Las Lomas, noted that the biggest impact on her current self was all her regular extracurricular activities her schedule was filled with. She commented, “I had to adjust to this very relaxed schedule which normally sounds like a good thing, but I personally just want and need to be busy all the time.” McKay found herself not having much alone time prior to COVID-19 due to this constant business. As a result of being forced to have alone time, she said, “I think as a result of that, I’ve kind of developed my personality to what’s true to myself.” This change was unexpected for McKay and wasn’t realized until it had come full circle. While at the beginning, adjusting to this new alone time was difficult and finding new ways to keep the boredom back was difficult, she ended up with a change that was all too familiar: her true self. 

Gavin McCommon, a junior at Las Lomas, has gained the skill of enjoying and fully understanding the importance of the small things in life as a result of COVID-19. When thinking about COVID-19, he believed it was a necessary perspective check. He said, “I think this year has been a very good example of things not going as planned and showing us how important the little things are and I had lost sight of that prior to all this happening. COVID-19 in a way has almost grounded me and given me this realization that as important as the big things are such as school, work, and your future, the little things still require just as much attention.” Undoubtedly this was a horrible price to pay in order for so many to be grounded and truly understand the importance of those little things. As McCommon said, “COVID-19 was a good reminder of this, however, not in the most orthodox way.” COVID-19 forced many to subconsciously or consciously reflect on themselves and ways they could improve themselves that ordinarily wouldn’t have happened without such a shock to their lives. 

Kaia Doyle, a sophomore at Las Lomas, describes COVID-19 as “something that I will despise and thank for so many beginnings in my life.” Similar to many students in the beginning of COVID-19, Doyle was ecstatic to have time off from school especially in hopes of improving her grades and her mental health. Unfortunately, the change in herself wasn’t as positive as others, as she felt extremely affected by the fact that she couldn’t see any of her friends or play the sport that she loved, volleyball. Not only did her own mental health impact her well-being, but the thought of others going through the same thing did as well. She said, “The world was at an all time low with everyone going through the same struggles, but no one could go help one another.” Although Doyle has experienced some intense lows during quarantine, she still feels grateful for the skills and values that COVID-19 has taught her. “I took for granted the freedoms and abilities I had when there was no such thing as COVID-19 and now I appreciate every moment.” Gratitude is both a value and skill that COVID-19 has commonly taught to the majority of the people, including Doyle. 

Hannah Pell, a junior at Las Lomas, has witnessed fundamental changes in herself that she thought were simply a part of her personality. In her words, “People used to exhaust me, still do sometimes, but the time I’ve spent away from everyone has made me realize I like them a lot more: teachers, classmates, strangers in the grocery store, and even my friends. I was never a really a people person, not until I spent a year without them.” When Pell described her old self, she described how little interest she had for school or even getting out of bed, but now, “Things I used to dream of doing, sleeping all day, staying in bed through all class periods have become mundane.” All these realizations drove Pell to understand how much she truly changed through the strange circumstances of COVID-19. By stripping away what was originally interesting to Pell, it allowed her to adapt and find new things that she found were more interesting than the contrary and as a result: “I changed too, I got healthier, happier, I got a job, I reconnected with family.” 

Through COVID-19, values and interests were changed as a result of such a shocking change to our lives. A thematic value throughout all of these biographies is gratitude and appreciation. These values have now allowed students to make the best out of their days. As Pell said, “After this year, my grandma’s Christmas candle ceremony is sounding as thrilling as Coachella.” Although horrific things transpired in the past year with COVID-19, these events have also enabled so many students to change into people that they are proud to be.

Features Magazine Volume 70, Issue 8

Revolutionizing Model Rocketry

By Kate Beeby

Graphic By Yiying Zhang

Team Kugelblitz, a group of high-school students including members of the Las Lomas community, seeks to innovate traditional model rocketry through shifting towards increasingly modern techniques. The team centers their work around traditional rocketry while specializing in 3-D printing technology. Team Kugelblitz plans on competing in The American Rocketry Challenge, a national competition between middle and high school teams and their model rockets.

“We use 3D-printing, paired with control systems which are embedded within the rocket,” Junior Eric Du, Website and Media Marketer, said. The team is set apart from their competition by one factor: “It is very uncommon for a model rocket to have two control systems.” 

The rocket’s structure is entirely 3D printed. “The 3D printed material we use is carbon-fiber nylon, a material with an exceptionally high strength to weight ratio that allows us the use of heavy electronic systems on the rocket,” Acalanes Junior Cem Adatepe said. “We also have a printed circuit board (PCB) on the rocket which hosts all of our sensors and our microcontroller, of which the code is uploaded on. Our rocket also has a parachute, which is deployed by an electromagnetic ejection system at a time determined by our flight algorithm.”

To test the rocket and make sure that everything is working properly, the team goes to a launching site to perform various tests. “To test the rocket, we do two things,” Du said. “One, we can launch the rocket to gather data…Two, we can test certain control systems at our workstation to make sure they are functioning properly.”

The team is currently preparing for The American Rocketry Challenge. “TARC is a model rocketry competition that involves some 5,000 students nationwide who compete for first place,” Adatepe said. “The top 100 scoring teams go to finals each year where the winner is decided.” 

The competition consists of a specific challenge that tests each rocket’s abilities. “The goal is to launch an egg to 800 ft, land with the egg intact and within 42 seconds of launch,” Senior Glenn Moore said. 

Team Kugelblitz has been working hard to earn a spot in the finals. “We have been preparing for the past few months, making changes to our current rocket design based off of the data we collect from our launches,” Du said. 

Facing numerous challenges, failures, and rewarding successes in the past two years, Team Kugelblitz has stuck to their team ideology of hard work and persistence. As they continue to innovate model rocketry in our community and beyond, the team sets an example for the future of model rocketry through their new inventive methodology.

Features Magazine Volume 70, Issue 8

A Final Month of Celebration for the Class of 2021

By Katelyn To

Graphic By Jennifer Notman

Ever since the pandemic hit and school went online, it’s fair to say that the class of 2021 hasn’t been able to experience the typical senior year that many had anticipated. With limited options for school activities, students have organized events under the current circumstances, such as a senior parade, virtual bingo night, “Senior Movie Knight,” a pumpkin carving contest, and Senior Sunset. However, as the end of the school year approaches and senior graduation nears, the month of May will be full of many more events to enjoy before the senior class parts ways.

On May 3, seniors will be invited to the soccer field at Las Lomas to enjoy a “Senior Picnic” with friends. Students will enjoy provided “pre-packaged food for covid safety,” as well as drinks and games, and they will expect “to be outside sitting six feet apart from others,” Senior Class Vice President Summer Randolph said. 

“Personally, I’m most excited for the drive-in event,” said Student Body President Campbell Zeigler, which will take place on May 15 at the West Wind Solano Drive-In in Concord and will be in replacement of Las Lomas’s traditional Senior Ball. Stacey Schweppe, a parent advisor for the senior class, said, “We have rented out one screen just for Las Lomas. We will be showing a movie, and there will be food and drinks, games and lots of fun.” Randolph also added, “We decided to make [the dress code] “Pj’s to Prom Dresses,” so those who are sad that we don’t get a traditional ball can totally wear a dress or tux.” Tickets and permission slips will be required to attend the event. 

On May 17, seniors will come to campus for a senior breakfast, as well as to pick up a cap and gown for graduation. Food and drinks will be provided, and it will be a time for students to have fun and take photos with friends. 

The Senior Awards will take place on May 20. This event will be streamed virtually, and it will “[honor] the accomplishments of our talented seniors,” as stated in an email sent by Principal Benson. Likewise, Senior Reflections will be streamed online on May 23, and it will consist of a video presentation that looks back on memories of the class of 2021. 

The most significant event of all, graduation, will occur on May 28. While there is no set-in-stone plan as of now, Principal Benson outlined three possibilities for how graduation may play out. A few things that are certain are: it will take place in person and on the football field, everyone will be required to wear masks and social distance at least three to six feet apart among different households, each graduate will not be able to invite more than four guests, those guests must live within 120 miles and all guests will require a ticket to enter. What isn’t certain is the number of students and guests that will be allowed on the field at one time. It is likely that all students will be able to graduate together with four guests per person because Contra Costa County is predicted to enter the orange tier by the time of the event. However, other possibilities entail all students graduating together with two guests per person, or two graduations with half of the senior class in each one and two to four guests per person. 

Lastly, seniors will be able to attend one final event after graduation, taking place on the same day. From 10 PM to 2 AM, students will be invited to the “All Knighter Graduation Celebration.” The exact plans are subject to change, but the current plan is that students will enjoy the event at Dave & Busters in Concord.

Features Magazine Volume 70, Issue 8

Summer Before College

By Roxy Schneider 

Graphic By Jennifer Notman

Summer is fast approaching, with the excitement of college on the horizon. It is the first summer for seniors to not worry about AP classes and where they are going for college. For many people, it’s the last time they will see their friends for a few months. Having those final three months with friends and family is a big part of seniors’ final months before packing up and starting a new life.

I sent out a survey to the senior class on what their plans were for this summer. Whether their plans were to spend it with friends, family, working or traveling. 73.3% of seniors all said that they were planning on working this summer in order to save some money for college or moving to another city for community college. While working was a big one for seniors, traveling was the biggest. 93.3% of seniors all said they planned to travel. A popular trip for a lot of seniors was going to the beach, whether that was Santa Cruz or San Francisco. Other seniors plan to travel the world, such as going to Tokyo, Italy and Mexico. While some seniors are traveling the world, others plan to kick back at home and relax all summer long. 

In the survey, every senior said that they planned to spend their summer vacation with their friends and family. When the survey asked what fun things seniors had planned for this summer, many responded “sleeping.” Being able to sleep with nowhere to be exciting for many seniors.

Features Magazine Volume 70, Issue 8

How Do TeachersFeel About Hybrid Learning?

By Ella Neve

Graphic By Sara Valbuena

Over the course of hybrid we have centered on students: their wellbeing, mental health, education, technology needs, COVID boundaries, etc. A little over a month into the Las Lomas hybrid model, teachers are sharing their experiences with hybrid thus far. 

This year’s formatting of education has drastically changed and priorities have shifted in terms of education and mental health. Ms. Maria Laws, a Las Lomas Living Earth and Chemistry teacher, has observed, “When I think about this year, it’s like when you think about concentric circles. The middle part is, ‘how is everyone?’ That’s the first thing. Then there’s the tech life, ‘what’s happening, is your Wi-Fi still like in existence?’ Then it’s the curriculum, all building out.” This really speaks to the way in which much of Las Lomas’ curriculum has had to adjust to the Las Lomas community needs. In terms of curriculum, students have felt the extreme change in their everyday education; however, the responsibility and process of making that change was left to the teachers to figure out. Ms. Wendy Reeves-Hampton, the Las Lomas Public Speaking teacher and Health and Social Development teacher, commented that in regards to curriculum, hybrid has made it so that she has to “cover less in both content and skill.” Living Earth, on the other hand, is considered to be a very “hands on” class. Laws added, “It’s experiential, as much as it is conversational or mathematical, and that’s been pretty much missing. That’s been a bummer because it’s really one of the fun parts of teaching science.”

As the teaching aspect of hybrid is constantly changing, so is the emotional aspect. Reeves-Hampton said that her mental health was “at its worst last fall.” The emotional low helped her to adopt a helpful mentality, “‘I don’t have much control over going back to hybrid mentality, it helped me go with the flow as we transitioned to hybrid. I’m not going to lie–it was hard. But, the transition to hybrid wasn’t the hardest part of all of this mess.” Laws shares a similar positive outlook on the harder parts of COVID, adding, “This is a very challenging scenario but when I think about the glass half full, I mean not very full, but something that’s a bit of a silver lining. I think about how resilient we are and how adaptable we are, like how we’ve been able to change some of the expectations we have on ourselves to perform and say, ‘you know what we all showed up today’.” As for Laws mental health goes it is not as centered on her work life, “Most of the challenges have not been in the classroom, it’s been the worry of ‘what is the world?’ I haven’t seen my mother in a year and a half, when do I see my mother again?”

Laws and Reeves-Hampton were both hesitant about going back to school, Laws considered herself “reluctant,” and Reeves-Hampton said she was “bummed” hearing about the possibility of going back. Laws, on one hand, feels that hybrid isn’t very different from before, “Most of my students are still at home. I had a chemistry class yesterday, and I have only one student in my cohort. So even though we’re in hybrid, I don’t think it is very different from what we were doing before.” 

As expected, connections between students and teachers have been overall difficult to establish and maintain. Reeves-Hampton attested to this, “My connection with students has been crummy. It’s mostly because I feel myself… try so hard to connect and see how they [students] are doing, and it’s exhausting. I realize now how important it is for me to see my students in order to glean how they’re doing. This lack of connection, and not knowing how kids are doing is a drain. A literal drain because I feel so helpless.” The bright spots in this lack of student-teacher relationships are the small ways students engage and express gratitude. When asked about a message she wanted to send to students, Reeves-Hampton commented that she wanted to say: “Thank you to those students who say thank you at the end of classes. I am thankful for those who engage more.” Laws spoke similarly about student engagement and also added that the connection between students and teachers has shifted for the better, “I think there’s something beautiful to see that we’ve been relating to each other on a more human level, rather than the power structure level. It makes me think ‘how can I make sure we keep getting to do that together.’ That space feels more like we’re in this together.” Humanity and “togetherness” are what both teachers are relying on during this transitional time. We are all working to be patient with each other and address the emotional needs of both the student and teacher. As we go forward, it is important for all of us to keep our mental health in mind. Laws summarized perfectly, “Giving ourselves the same kind of ‘Hey, I’m glad you showed up. I know you had a hard time. It’s okay, tomorrow.’”

Magazine News Volume 70, Issue 8

Wellness Center Activities

By Ally Hoogs

Graphic By Jane Wilson

Throughout the year, the Wellness Center has held various webinars and talks, and offered opportunities for students to access mental health resources for students on and off campus. Some events take place on  Zoom or there are sign-ups for confidential counseling during lunch. These activities are promoted on the school website and in the weekly email sent out by Principal Benson. 

Wellness Coordinator Amelia Whalen explained that through these opportunities, students can connect through “mindfulness workshops, cooking classes, and other activities.” The Wellness Center is working hard to provide a safe space for student support, counseling, and mental health education. 

Sophomore Grayson Wylie mentioned that although he did not participate in any wellness activities, “From the way it has been advertised it seems as though it is well-coordinated and easily accessible.”

Others, however, find themselves struggling more. A Las Lomas student, wishing to remain anonymous, said that “it made everything worse” once they were sent to the hospital to receive further help apart from the wellness center.

In a survey of eight students, seven agreed that the activities are helpful for those who participate. Six agreed that planning could be better with more promotion on social media such as Instagram and via the leadership class. One student added, “There could either be more events or better advertising. From my perspective, the majority of the student body is unaware of the opportunities for wellness activities.”  In the survey, many other students also explained that they have not heard a lot about these activities, and did not know events were planned for the student body. 

During the year, the Wellness Center has served more than 250 students so far, and is always available to support all students in times of need. If you are in need of counseling or mental health resources, visit the Las Lomas Wellness Center on the school’s homepage and fill out a google form through Ms. Whalen.