Camp Fire, a century-old nonprofit dedicated to community-based learning and outdoor leadership, is responsible for a broad base of educational programs nationwide. But for the children of Central Oregon, it is associated with one program in particular: Tumalo Day Camp.

For 36 years, Camp Fire’s local branch has hosted three weeklong summer camps at Tumalo State Park, providing local youth with an opportunity to forge relationships, learn new skills and connect with both their community and the outdoors.

Supported by a dedicated group of volunteers, campers explore the Deschutes River, sing traditional Camp Fire songs and participate in creative activities.

A group of campers participate in a craft project at Tumalo Day Camp on July 21, 2025. / Photo Credit: Laney McDonald

For volunteer Kari Szukalski, the most valuable part of Camp Fire Camp is “watching the kids get more independent as they grow.” 

The camp curriculum is designed to build on itself over the years, and Szukalski said that this concept is particularly striking when it comes to the campers’ paracord bracelets: Each year, as the children advance their knowledge of knot-tying, the bracelets become more complex.

A Counselor-in-Training demonstrates tie-dying techniques to his group at Tumalo Day Camp on July 21, 2025. / Photo Credit: Laney McDonald

Though the camp’s programming ends when campers reach eighth grade, participation is still encouraged. The Counselor-in-Training (CIT) program enables dedicated campers to assume leadership roles, guiding younger attendees through activities with the help of adult volunteers.

According to Camp Director Cece Valceschini, it is the CITs who make Camp Fire Camp special. Serving as role models for young campers, they encourage continued involvement and contribute their own unique flavor to the camp’s culture.

“I wanted to stay involved in it because I thought the CITs were really cool people,” said Mars Thiel, a recent graduate of the CIT program who served as a counselor this summer.

Counselor Mars Thiel shows off their wood cookie, a Camp Fire tradition, at Tumalo Day Camp on July 21, 2025. / Photo Credit: Laney McDonald

Like many who return to camp, Thiel was drawn not just by tradition, but by the energy, friendships and memories that make it feel like home. From skits and campfire songs to arts and crafts, the fun is what keeps kids coming back.

However, for many, Camp Fire offers more than summer entertainment: It’s where lifelong bonds begin.

“New friendships are built here,” said Valceschini, who met her best friend at camp 34 years ago. Now, she helps new campers find connection, encouraging them through silly songs and skits. The goal of Camp Fire Camp, she said, is to provide a space where all participants’ voices are heard and even shyer children have an opportunity to forge friendships with their peers.

“My favorite part of summer camp is hanging out with my friends,” said 9-year-old camper Alta.

Campers make mud pies at Tumalo Day Camp on July 21, 2025. / Photo Credit: Laney McDonald

However, as Bend’s population continues to grow, the camp faces increasing challenges in securing space. Valceschini noted that Tumalo State Park, where the camp occurs, grows “fuller and fuller” each year, making it increasingly difficult to reserve the site. 

Yet, despite more construction, higher demand for public spaces and limited access to outdoor facilities, Valceschini is optimistic about continuing traditions. After all, she said, the camp runs largely on community support, and as long as there is a need in Central Oregon for Tumalo Day Camp, she trusts that volunteers will step up to keep the camp alive.

“Come to camp,” Valceschini said. “New volunteers are always welcome.”

Camp Director Cece Valceschini and Counselor-in-Training Director Cayden Jones celebrate pajama day at Tumalo Day Camp on July 21, 2025. / Photo Credit: Laney McDonald

Over 30 years have passed since the inaugural Tumalo Day Camp, and over that period, little has changed. It has seen generations of children pass through — including Valceschini’s three children and her grandchild — and the camp’s relevance to Central Oregon youth hasn’t waned. Instead, it continues to encourage connection, allowing campers to experience nature, friendship and fun in a way that, for many, is all too rare.

The post Community, Connection, Camp Fire: Tumalo Day Camp Makes Lasting Impact on Bend Youth appeared first on Obsidian News | Oregon Youth Voices.

On Jan. 17 and 18, Bend High Theatre presented a series of 10 minute plays, performed in Summit High School’s black box theatre. Ranging from a comedic and inspiring story about a group of superheroes with untraditional “powers” to a profound commentary on life and death, the short scenes bridged a variety of topics and themes. The seven cast members delivered a high quality show, particularly impressive in light of the extenuating circumstances.

For Bend High’s performing arts programs, this year has been unusual to say the least. Following the destruction of the auditorium and theatre classroom, theatre classes, auditions and rehearsals were held in the choir room, a much smaller space than the students and cast members were accustomed to.

The 2024–25 school year represented a period of change for Bend High Theatre in yet another crucial way: This fall marked the beginning of theatre teacher and director Madeline Williams’s time not only at Bend High, but in the profession. Starting out as an educator and taking over a theatre program would be difficult no matter what, but the lack of performance space presented an unanticipated challenge.

“It’s been really, really weird,” said Maddie Taylor, a junior who played Carol in the production. “We use the auditorium every single day. For class, we would go in there, and obviously for productions and rehearsal.”

However, Taylor and her fellow cast members recognize Williams as a guiding light in these dark times, fostering positivity and making the process as smooth as possible. The students involved in the production came armed with passion and determination, and Williams’s leadership helped them turn this into something extraordinary, regardless of the challenges faced along the way.

“I think it just really shows what we can do and how we can adapt,” said Bend High freshman Avery Brown, who played Wabbit Woman, Jessica and Teddy.

But for the program to grow and improve, continuing without designated performance space is not a viable option. Their latest production was impressive, but much smaller-scale than the plays they could put on prior to the loss of their auditorium.

Although members of the theatre department hope that a new auditorium will be built quickly, they recognize that this day will likely not come before they depart Bend High. As it stands now, the reconstruction of the auditorium is slated to occur between June 2026 and August 2028, long after Taylor’s graduation this year and potentially after Brown graduates in 2028.

“If [the Bend High Theatre] were to do something well-known, like a musical or a more well-known play, then I would really hope that they would have a proper auditorium for that,” said Brown.

However, as uncertain as Bend High Theatre’s future remains, they are here to stay. Having successfully executed the series of 10 minute plays, Williams hopes to direct another production this spring. Although plans are not yet set in stone, Williams and her students have made it clear that they will continue to make their mark on the local performing arts community, with or without an auditorium.

As Williams put it, “When the time comes that we do have [an auditorium], it’ll be a great celebration of what we’ve accomplished without one.” An auditorium is important of course, but Williams and her cast of actors have proved that it is not what makes or breaks a theatre group. Passion is the heartbeat of the arts, and as long as dedication flows through their veins, Bend High Theatre will remain, stronger than ever.

The post The Show Must Go On appeared first on Obsidian News | Oregon Youth Voices.

Due to the construction of the new Sisters Elementary School (SES), relations between Sisters School District students have increased in numerous ways. 

Earlier this month Sisters High School Interdisciplinary Environmental Expedition (IEE) students worked with SES kindergarten and 1st graders on plant identification. After the teachers of these classes realized that they were covering similar content, they decided to collaborate. Juniors at SHS led hands-on activities with the younger students, focusing on analyzing physical parts of native plants.

“Collaboration between high school and elementary school students is super important because it helps develop crucial life skills like communication, leadership, and problem solving skills,” states SES science teacher Jocelyn Blevins, “My favorite part is students get to learn about and solve real world problems and have real world applications to scenarios where there are people of different ages and expertise who work together to solve problems.”

The classwork lasted two days, with juniors reserving one hour for kindergarteners and one hour for 1st graders each day. Every junior teamed up with a peer to lead a group of two to four SES students, taking them outside and showing them the variety of vegetation surrounding them.

“It was so fun! I wish we could do this every day!” stated one eager 1st grader.

“I don’t really remember what I learned but it was fun,” confides another kindergartener.

“I liked when my high schooler did a scavenger hunt with us, it made learning really fun,” says one elementary student.

Although learning is a part of the goal, relationship building between generations was another main objective. This aspect is an underrepresented part of creating a welcoming school community, because increasing understanding and connections between different ages is essential.

Other efforts made through SHS, including freshman biology classes teaching 2nd graders about endangered species and the garden club working with kindergarteners about the evolution of insect life cycles, have aided this mission. 

As the year continues both teachers and students of all ages hope these partnerships will continue, with the possibility of  becoming an annual event.

The post Sisters School District’s Intergenerational Student Relationships appeared first on Obsidian News | Oregon Youth Voices.

The students piled into cars and drove out to a designated area off the side of a small road, grabbed shovels and plants and got to digging. They split up into groups and claimed areas of the reserve to bring the habitat back to life.

“I had a wonderful experience seeing all of the Bend High students giving back to the environment and the community,” Keown said. She’s been part of many environmental advocacy efforts in the past, and is delighted to “facilitate the field trip as the leader, and share my joy and excitement around restoring habitats to their natural conditions.” Now, she is happy to involve these students in environmental efforts as well.

Out in the field, students had a great time working together and being part of the community. “It was very educational and hands-on…and very beneficial, not only for me, but for everyone that wants to learn about the environment and how to contribute to it,” said Amelia Helwig, who has been a member of the club for three years. This mindset was the general consensus of all the students that took part. What normally would be considered a tedious activity was brought to life by drive and excitement to be involved in something that truly matters. 

They also had the opportunity to see the progress of the plants that were planted two years ago, when the club first volunteered to help on the Ochoco Reserve. The results were very satisfying, as that part of the creek was now so lush with plants that they were unable to walk through it. It’s fulfilling to see that the work they are doing actually has a measurable and important impact. 

The Bend High Environmental Club recently became a certified Oregon Green School because of their many efforts to improve sustainability and give back to the community, such as the annual clothing swap, hosting educational speakers, composting school wide, an anti-idle campaign, and many more. 

At McKay Creek, Mowry helped everyone understand the purpose of this project. She showed the students the assortment of plants that were laid out, including Showy Milkweed, Jacob’s Ladder, Oregon Checkermallow, Large Leaved Lupine and Rydberg’s Penstemon. The others, such as Narrowleaf Milkweed, Sulfur Buckwheat, Showy/Royal Penstemon, Munro’s Globemallow and Lewis Flax were for drier areas. The wet plants were placed closer to the edge of the creek and more muddy places, and as they grow, they will work towards reducing soil erosion and providing shade and habitat for wildlife. The dry plants were placed in rockier, looser soil, further from the creek to provide more habitat for pollinators like butterflies and bees. Milkweed was planted in both wet and dry areas, because it is the most vital for Western Monarch butterflies. This is due to the fact that Monarch butterflies can only lay their eggs on Milkweed plants, and there has been a decline in these plants as of late, ultimately leading to a decline in the population. 

Photo Credit: Lisa Keown

The Deschutes Land Trust is working with many collaborators to restore Monarch habitats all along their path of migration, and this project at McKay Creek is only a small part of this massive restoration. Monarch butterflies are the key to get this area blooming with wildlife again. 

Events like this are very important for creating awareness because if everyone knows and understands how to help, they can share their knowledge and be a factor in the bigger picture. The more volunteers that give their helping hands, the more hope and progress towards the final goal of Ochoco Reserve.

The Bend High Environmental Club urges everyone to take part in sustainability, even in the smallest ways, because community is not only the people, but also the natural world all around it. When you gather a group of students passionately dedicated to a cause, vital steps towards making a difference occur, and this is what the Environmental Club accomplished at the Ochoco Reserve.

The post Bend High Environmental Club Lends Their Green Thumbs to Aid Habitat Restoration appeared first on Obsidian News | Oregon Youth Voices.

As AI infiltrates numerous aspects of many people’s lives, it’s also worked its way into schools. This new tool comes with both benefits and drawbacks, but one of the rising concerns many teachers are facing is the rise of plagiarism.

“I define plagiarism as using anything that isn’t your own idea and claiming it as your own and AI plagiarism is achieving the same thing as the copy-paste technique,” said Sisters High School English teacher Brittney Hilgers.

As AI-based websites such as ChatGPT become more accessible by students through phones or personal computers, the urge to find an “easy” way out of a large homework load increases. Most of this misuse occurs in essays for classes such as English or history, where AI can create a convincing answer to the prompt given.

As a result, this growing pattern has had a considerable effect on the way schoolwork is analyzed by teachers and how classes are carried out. 

“I’m trying to be more creative with my assignments where, yes, you have a thesis but [you] also have something you can’t AI such as personal connections,” said Hilgers.

Teachers at SHS noticed an AI usage peak in the spring of 2024, leading a group of SHS educators to take an AI training course on the risks and benefits of the tool.

“A goal for me is teaching students how to think, not what to think,” says SHS History teacher Gail Greaney, “and AI only works if you have a base level of knowledge, which is where we see it’s only helpful if you evaluate it,” said Greaney.

The idea of AI being helpful if you have a certain quantity of understanding on a topic is vital in weeding out students who plagiarize their work. Teachers describe being able to usually tell when students are using AI because of small mistakes that go unnoticed or the wording used. 

“The difficult part is getting students to confess if the AI detecting system doesn’t flag the work. I’ve had many instances where there were students that weren’t detected and they lie about it when confronted,” said Hilgers.

Looking at this growing dilemma, it’s easy to pick one side to stand by. However, research shows that while AI has many negative effects in the classroom, it can also enhance student experiences.

Artificial intelligence is able to personalize student learning. By analyzing student performance data, AI-powered tools can determine which students need support to improve their learning experience, and the best way to help those students, in a study done by Walden University. 

AI exists as both a powerful tool and a detrimental source of information. Learning how to thoughtfully and morally use Artificial Intelligence can make or break your assignments, and more importantly, how well you learn.

The post What is AI Plagiarism and How is it Impacting Schools? appeared first on Obsidian News | Oregon Youth Voices.

Once Norman has confirmed that everything is in its place, the crew members pile into their truck, which has a pride flag draped over the dashboard, and discuss their plans to clean up the Cultus Lake day use area and do fire mitigation work around the Fall River Guard Station. One crew member, Grace Lickwar, takes her turn calling out to dispatch on the truck’s radio, stating their schedule and intended destination. Afterwards, they cue up a playlist of their favorite songs and lapse into a comfortable silence.

In many ways, this group of dedicated youth is just like any other COYCC crew working around Central Oregon this summer—they are teens aged 16–18, working for eight weeks and earning $15 per hour, all with a mission of familiarizing themselves with the conservation field. But there is something unique about Norman’s crew that sets them apart: Every member is part of the LGBTQ+ community.

The LGBTQ R.I.S.E. (Respect, Inclusion, Strength, Equity) Crew was founded this year through the efforts of Norman and her colleague Madi Cunningham, Summer Programs Manager for COYCC’s parent organization, the Heart of Oregon Corps. Cunningham was the one to propose the idea, and Norman was thrilled to receive an invitation to lead the crew. 

Coming from a wildland firefighting background, Norman knows firsthand what it’s like to work for the Forest Service as a queer person, and she has made it her mission to teach the members of the LGBTQ R.I.S.E. Crew that there are opportunities for them in the conservation field. They participate in the same activities as any other COYCC crew, including cleaning up local recreation areas, maintaining trails, mitigating fire risk and managing invasive species. Over the course of the summer, they explored many out-of-the-way places across Central Oregon and learned valuable skills that could put them at an advantage in a variety of careers. However, in addition to their hands-on conservation work, the crew has met with a variety of LGBTQ+ representatives and Forest Service employees. By introducing the teens to older queer role models, Norman hopes to inspire them to pursue their dreams.

LGBTQ R.I.S.E. Crew members and crew leader Mack Norman spend a day at Lava Butte with OUT Central Oregon President Lauren Rose and Vice President Stefanie Siebold. Credit: Mack Norman

“I think that the major [difference between the LGBTQ R.I.S.E. Crew and other COYCC crews] right now is just [that we are] getting people to show up and be who they are and show the youth that it’s possible to be out and it’s possible to be a strong leader in a workplace, even as an LGBTQ person,” Norman explained. “[Conservation] is grueling work and it tends to be a more stereotypically masculine, tough space, and I think it’s important to have the diversity and be able to find different strengths within the affinity space.”

The conservation field may not always feel like a safe space for queer people, but the LGBTQ R.I.S.E. Crew certainly has been. For Alexander Haley, a transmasc Redmond Proficiency Academy (RPA) student, the program has been an incredible chance to explore his interest in forestry and conservation in a queer-friendly environment.

“I’ve felt nothing but acceptance, I feel comfortable, I feel no hatred towards me or my identity, and I feel safe,” said Haley.

Lickwar, a transfem Realms High School graduate, has had a similarly positive experience with the R.I.S.E. Crew. When she began thinking about summer jobs in the spring, she was concerned that she may not feel comfortable in her workplace. After seeing an informational flier about the crew posted at her school, Lickwar quickly made the decision to apply.

“Being with other queer people is always great because you already have that base level of shared experience,” she said. In addition to the strong sense of community she has felt as a member of the LGBTQ R.I.S.E. Crew, Lickwar has appreciated the opportunity to spend time outside and explore remote areas of Central Oregon.

“I think that having spaces where people can learn about themselves and express themselves at the same time is great, and I think being outside is a wonderful place to have that [experience],” she said.

Mountain View High School student Makenna Lambert also appreciated the opportunity to be open about her identity in the outdoors and in the workplace.

“I feel like I can be a part of the team and do my job without constantly feeling like I need to hide,” said Lambert. All the members expressed satisfaction with their time working on the LGBTQ R.I.S.E. Crew this summer, and encourage other teens to consider the program.

RPA student Hannah Waldeck, for one, hopes that her peers will take a chance and apply, even if they aren’t sure that they will like it.

“[I would recommend the LGBTQ R.I.S.E. Crew to] anyone who’s queer, even if you’re not an outdoorsy person,” said Waldeck, who was pleasantly surprised by how “welcoming and open” the crew has been.

The LGBTQ R.I.S.E. Crew poses with a pride flag in Drake Park. Credit: Mack Norman

Norman echoed this sentiment, saying “I think if any youth wants to [join the LGBTQ R.I.S.E. Crew], it could be a really amazing start to their career and it could also be a really amazing start as a human being, entering the world and into their adult life.” This is Norman’s main goal of the program, after all—to show the next generation of queer people that there’s a place for them, both in their career and in their lives as a whole.

“It’s really exciting to be a part of this,” said Norman. “Being queer and being out is still a very new thing. There are still some places where we are not safe in our own country, and I think it’s really amazing to be a part of something where we can actually make it happen and be out and show people that it’s okay to be different.” The LGTBQ R.I.S.E. Crew is an incredible opportunity for Central Oregon’s queer teens, and its first summer was a resounding success. With Norman at the lead, it will surely be the first of many.

The post Central Oregon Youth Conservation Corps Provides Opportunities for LGBTQ+ Teens appeared first on Obsidian News | Oregon Youth Voices.

Gap years help young adults gain vital experience in the real world before going off to college, such as getting a first job or internship or even renting an apartment. They give graduates a good opportunity to travel while they’re still young. After college, they’re most likely going to join the workforce. 

By taking a year off, students can see places they might not have the time to later in life. Traveling during your gap year can also help them gain independence and teach them to be more self-reliant. It gives them time to find a career path that best suits them or even simply to give themselves a break from school. After all, they had just spent the past twelve years in school. 

Emma Bowadt, who graduated from Mountain View in 2023, took a gap year to take pressure off of her shoulders and not have to worry about applying for colleges. 

“I had an amazing time in Denmark from August to February of my “gap” year and it took the pressure off school for a while,” said Bowadt. “I got to travel and learn on my own terms for the first time in a long time.” Bowadt talked about how giving herself that time allowed her to choose the college she wanted without the added pressure. 

“[When I] got home, I got to work while going to Central Oregon Community College and really thought about my school choice. This year, being at OSU, I’ve felt so secure living away from home.” Allowing time to think about school choices will help graduates make decisions they won’t regret in the future. 

However, gap years can also provide unwelcome distance between students and their peers. Despite the positives, they cause students to fall a year behind their graduating class. This could lead to difficulty connecting with others in their grade, and eventually, social disconnect. 

Some gap year students have found that it makes getting back into the groove of studying and learning again much more challenging. It is more difficult because you are no longer in the routine of things. Taking a gap year also tends to cause students to forget what they’ve learned in their previous school years. 

Additionally, if gap year students plan on seeing the world, they often face high travel costs and other fees, especially if they do not work during the break. Living costs are already rising to begin with, which is only made worse when high travel costs come into the picture. All in all, taking a gap year depends on a student’s life trajectory.

The post Are Gap Years Worth Looking Into? appeared first on Obsidian News | Oregon Youth Voices.

Sisters High School English teacher Brittney Hilgers illustrated her thoughts after being questioned on the effects of assigned reading in high schools.

“The amount of kids who want to read differs from place to place, but there’s always a reluctance. My ultimate goal is to put books in front of kids, so in a perfect world I wouldn’t have to assign reading notes,” said Hilgers.

Hilgers has been teaching for over 10 years and discusses her relationship with reading as a college student. 

“You have to choose to be a reader. In college, I was burnt out and I forgot to pick books that I would like. It wasn’t until after I had kids that I got back into it,” said Hilgers.

In 2016, it was reported that the average number of 12th graders that read a book or newspaper every day dropped from 60% in the late 1970’s to 16%. There are numerous theories as to why, with most linking to the evolution of technology and social media that consumes the average teenager.

Many young readers are losing interest in reading due to a lack of connection with the texts they are assigned. The classic books taught in high schools, while excellent examples of literature, are often several decades old. In today’s rapidly changing society, it’s common for young readers to feel disconnected from the characters and themes in these older works.

“I think assigned reading can dampen the reading experience. I know my brother used to love reading when he was younger, but now because he associates it with school he doesn’t,” said Sisters High School sophomore Brooke Duey. “I used to like to read, but now I’m so busy I can’t find the time. I feel like most students have a commitment outside of school, whether it’s sports, dance or something else.”

There are a multitude of potential theories on why reading becomes less popular throughout teenage years, but after interviewing these students, a couple of things were made clear. 

Reading isn’t for everyone; attention spans range and the capacity to consume more difficult vocabulary varies. Being told to read usually sucks the fun out of it, especially when it includes seemingly over-analyzing the text. Books have the potential to give you a new perspective on life, but it can also be challenging to relate to characters that you can’t see yourself in at all.Knowing this, don’t be afraid to pick up a book that looks fun when you see it. Not all books follow the pipeline of “To Kill a Mockingbird” or “The Great Gatsby.” If you give reading a chance again and pick out books that truly interest you, you might even find yourself liking it.

The post Assigned Reading and Its Long-Term Effects on Students appeared first on Obsidian News | Oregon Youth Voices.

Today, I’m taking a look at the proposed BLP learning levy. What it does, how it does it, and everything else. I’m joined by district Superintendent Dr.Cook who answers all the questions about the levy. I’m curious as to if it will pass and if so, by what margin. If you go back and watch my video on the teacher’s union negotiations from last year, there is some massive foreshadowing.

The Bulletin story: https://www.bendbulletin.com/opinion/editorial-what-is-the-bend-school-levy-on-the-ballot-about/article_eacdc86e-064b-11ef-802a-db3c446a38d4.html

Bend La-Pine levy: https://www.bend.k12.or.us/district/news-events/2024-levy

Union negotiations video: https://youtu.be/-mzyhL0C95A

Instagram: https://www.instagram.com/theobsidiandigital/

tiktok: https://www.tiktok.com/@theobsidiandigital/

The post The BLP learning levy W/ Superintendent Cook! appeared first on Obsidian News | Oregon Youth Voices.

The Hawk Shop offers a variety of different drinks and snacks for LPHS students, yet the items they choose to sell have raised concerns among LPHS families. Celsius, a popular energy drink, is sold at the Hawk Shop. The drink, which according to the Celsius website, “is not recommended for children under the age of 18,” has 200-300 mg of caffeine per serving. In comparison, the median lethal dose of caffeine is anywhere between 5 and 10 grams, according to the National Institute of Health. Celcius’ introduction into the school market has stirred controversy among LPHS families and has them questioning what food items the school is allowed to sell to their students, and if those items meet health and nutrition standards. 

Other than the energy drinks that are sold, the Hawk Shop does offer healthier snacks than the vending machines do, which is why it is so popular among students and teachers. Items such as popcorn, seltzer and Gatorade are also sold at the shop.

“The Hawk Shop is not for profit and invests all of its money back into the shop to buy more supplies and offer more items to purchase,” said Cameron Broome, LPHS’s Leadership teacher. ”We plan to start offering trail mix and granola bars.” 

School policies and health regulations in Oregon only account for sugar, fat, and calorie content when determining what is considered “safe” for high school students to consume. The Oregon statute ORS 336.423 states that caffeine is prohibited from being distributed by schools to students in grades 8 and below. However, there are no caffeine restrictions for high school students. This leaves all LPHS students with seemingly endless amounts of caffeine at their disposal without having to leave school grounds to obtain it.

“If Bend-La Pine School District puts a policy in place to limit the amount of caffeine consumed by students, I would support that,” said Scott Olszewski, the school’s principal. 

The majority of LPHS students who have bought energy drinks from the Hawk Shop say the drinks give them a “boost” that helps them stay focused and energized during class. 

“It’s a quick way to keep me awake during class,” said Ashton Mccay, a regular Hawk Shop customer. Even though students consume highly caffeinated drinks like Celsius frequently, they are usually aware of their harmful effects. 

“I know the drink has bad stuff in it like caffeine,” said Kolten Kopachik, a student who refuses to drink Celsius and helps run the shop. Despite knowing this fact, students still choose to buy energy drinks and even vouch for its presence in the Hawk Shop. 

According to the Centers for Disease Control and Prevention, 25 percent of school districts nationwide have policies in place to limit the amount of caffeine that is consumed by their students. One of these districts was the Baltimore County Public School District, which implemented its caffeine policies in 2014. The school enacted this policy because of the overwhelming research conducted by the FDA that suggests caffeine negatively affects students’ behavior and academic performance. A caffeine-related death in 2011 also served as a further motivator for the policy. The victim was a 14-year-old student of Maryland that reportedly “[died] after drinking just two energy drinks”

Even though Celsius sits comfortably within school regulations and on the surface, helps students get through the day, that does not mean that it is best for students’ health. The Bend-La Pine School district may not be able to completely prevent high school students from drinking caffeine, but it is capable of installing policies that limit the amount of caffeine that is advertised and sold to students. 

The post Dangerous Doses of Caffeine Sold to LPHS Students appeared first on Obsidian News | Oregon Youth Voices.