Coach Cade Hoggard believes this team has the potential to be great because of the leadership that this team shows. The leadership helps set an example and influence those younger players on this team.

“Last year, we were young and very inexperienced,” Hoggard said. “This year, we’re still on the youth side. We have a great senior class with some guys who filled some roles and played in a good number of games last year, but we kind of bring back our entire core.”

Although the team faced tough losses against Tupelo and Lafayette at the beginning of the season, the team is starting to rally together. They recently defeated North West Rankin and MRA. Even though those games are not in district play, they are still good wins to put under their belt.

“Through the challenges at the start of the season, I feel like it has brought us together as we face adversity instead of it tearing us apart,” senior captain James Blackwood said. “I feel like we’re coming together more.”

Having good leaders is a key part of coming together as a team when facing those challenges and not falling apart. Senior captain Whitten Ellis says that their leadership has helped them grow further together.

“Whenever we have been losing games, we seem to give up on ourselves. Having strong leadership helps our team to never give up,” Ellis said.

This team has a lot of pitchers in the bullpen, which helps because if someone isn’t having their best outing, there is another pitcher to back them up.

“That’s probably one of the strongest parts of our team is our bullpen,” Blackwood said.” I feel like the best part about it is whenever guys don’t have their best stuff, which they’re not always going to. We can go to the next guy, the next guy in the pen.”

As the team approaches some tough district play games, they are confident that they can play well and set themselves up for a good run in the playoffs. Ellis is confident that if they play up to their potential, they have all the talent to do well.

“I’m most excited to see how far we can make a run in the playoffs. I really think we have a chance, but we just need to put it all together,” Ellis said.

The Oxford baseball program has not won a state championship since 2016. The goal every year is to win the state championship, but this year the team is very hopeful. They have a lot of belief in themselves and know that they have the potential to win it all.

“The motto is 2026 is the year, and I think they believed that,” Hoggard said. “We’ve been close in the past, and I think they feel like we have the capability of making a run. Our goals have been getting better day by day and week by week, but our end goal is winning a district championship and North Half Championship, and then having a chance for a state championship.”

“Winning North Half has really shown me what hard work, dedication and motivation can accomplish,” Balkin said. “I have been a state champion before, but becoming team champions will be a whole new level. Wrestling is not just an individual sport; it is just as important to have a good team behind you and supporting you constantly.”

Head coach Joel Deere believes the team-first mentality has characterized the Chargers’ season.

“What stood out to me the most is how this team has come together,” Deere said. “They’re really believing that Oxford can be ‘that team’ and are hungry to wrestle.”

The North Half tournament was the first true test of the season. Regular-season matches prepared the team for championship-level pressure.

“The North Half tournaments are the first of the ‘big moments’ of the season,” Deere said. “Everything up to these last few weeks has been a rehearsal for the opportunity to chase glory at state competition.”

Balkin emphasizes the importance of the team’s mentality, especially in these high-pressure situations.

“Although the pressure of North Half can get to you mentally, what our team was constantly reminded of was that we are the best,” Balkin said. “If you lose mentally, you will lose physically. Getting over that mental barrier helped us so much in winning North Half, and it’ll continue to help us as we fight for the overall state title.”

The North Half win highlights the growth and development the wrestling program has undergone in a remarkably short amount of time.

“When we won North Half it made me realize how far the Oxford girls have come,” Balkin said. “Our very first year, we had five girls on the team, which automatically made us give up 42 team points before the dual even started. Now we have close to a full lineup, the majority of which are new wrestlers.”

Kelly Charette, assistant coach of the Oxford Chargers, praised both the team’s North Half championship performance and the mindset the girls have developed.

“What stood out most to me was the way the girls competed for each other,” Charette said. “It wasn’t just about individual wins—it was about the team buying into a bigger purpose. They wrestled with confidence, grit, and belief, even in tough matchups.”

That belief was not just talk; it showed up on the mat at North Half, where the girls set the tone from the beginning of the match.

“They were aggressive. They were intense,” Deere said. “They let their opponents know that Oxford Wrestling is on a different level.”

Still, both Balkin and Deere made one thing clear: North Half was not the finish line. The team has now turned their attention to the state championship.

“This doesn’t stop at North Half champions,” Balkin said. “Seeing what our team can accomplish, I know we can bring home a state title.”

Deere’s message further reinforced that a North Half championship was only a step toward something bigger.

“A North Half trophy is nice, and it’s certainly a testament to the work these girls have put in,” Deere said. “But we want more. We want banners in the gym. We want trophies in the case. We don’t train for a North Half title—we train for a state title.”

Carrying that momentum, the Lady Chargers finished third in the state, closing their season with one of the best runs in program history.

“Finishing third wasn’t just an accomplishment,” said Charette. “It was proof that the lessons learned at North Half helped shape a team ready to compete with the best in Mississippi.”

Unified basketball creates an environment where everyone has the opportunity to participate and succeed. As the new season approaches, athletes, coaches, and volunteers are preparing for another exciting year of competition and connection. Unified basketball head coach Tyler Reed will be coaching his third year this upcoming season. For him, the team is special because it combines two things he cares about: teaching his students and basketball.

“The majority of my students in my class are on the Unified basketball team,” Reed said. “I love working with my students and I love the game of basketball. Combining the two has been awesome.”

For Reed, the most rewarding part of the program is seeing the excitement the athletes experience during games.

“I love seeing the joy our athletes get from playing in front of their peers and learning the skills it takes to be a good teammate,” Reed said.

Reed believes that programs like Unified basketball play an important role in creating a positive and inclusive environment at Oxford High School.

“I think the inclusion of our athletes is huge for the culture of Oxford High School,” Reed said. “It is important for our athletes to get to team up and build friendships with their non-disabled peers.”

This season, Reed is looking forward to traveling with the team. This is a new experience for them.

“We have never been to Pontotoc for a game,” Reed said. “I’m also excited to team up with Pontotoc’s team after the game and go eat somewhere with them.”

While the team enjoys competing, Reed says the main goal for the season goes beyond wins and losses.

“My goal for the team is to make memories that will last a lifetime and see growth in our athletes that will help them down the road,” Reed said.

Unified basketball athlete Jaylon Moore has been a part of the program since his freshman year and says he is excited for another season with the team. Moore says one of his favorite parts about being on the team is the competitive aspect of the games.

“I love winning and wearing the jerseys,” Moore said. “I am competitive and aggressive, so playing against other schools makes the competition different.”

Senior partner Sydney Glahn is also looking forward to being involved with the team this season.

“I wanted to get more involved at school and help support students who want to play sports and be part of a team,” Glahn said.

Glahn hopes to make a positive impact by helping athletes feel confident and supported throughout the season. She also encourages other students to consider volunteering with the program.

“It’s a really fun and rewarding experience,” Glahn said. “You get to help others, make new friends and be part of a positive team environment.”

As the season begins, the Unified Basketball team is looking forward to another year of playing together and making memories. Their first game will be Wednesday, April 1 at 10:00 a.m. at Oxford High School. The OHS community is encouraged to come out and support the team as they start the season. Unified basketball continues to be a program that brings students together and shows the importance of teamwork and inclusion.

“It is so fun getting to watch how much fun the athletes are having,” Senior partner Anderson Shows said. “I can’t wait for our first game so everyone can see the joy this team brings.”

Another big reason I love spring is because it is baseball season, one of the greatest traditional sports. People enjoy going to games, watching their favorite teams or playing baseball themselves, and the excitement of the ballpark brings families and friends together. There is something special about sitting in the stands, hearing the crack of the bat, and enjoying food while cheering for a team. Whether it is a professional game, a college matchup, or even a local high school game, baseball in the spring creates a sense of community and excitement that is hard to match.

Additionally, spring brings the most exciting sporting events of the year: March Madness. The NCAA basketball tournament creates nonstop excitement with buzzer-beaters, underdog victories, and bracket competitions as people fill them out and cheer for their picks. Even people who are not huge basketball fans get involved because the energy of March Madness is contagious and fun to follow, turning ordinary days into exciting moments shared with friends and classmates.

Spring weekends often feel packed with games, outdoor events, and opportunities to relax while enjoying the beautiful weather. Whether it is going to a park, having a cookout, attending a sporting event, or just spending time outside, there is always something to do. It is also a great time for school events like prom, field days, and other activities that bring students together and create lasting memories. These events are a perfect way to finish off the school year in a fun way.

Spring is also special because it signals that the school year is almost over. Teachers begin wrapping up lessons, which means students have a new sense of motivation knowing that summer is right around the corner. They begin to think of summer plans like vacations, sports, jobs, or simply enjoying time off. The combination of warmer weather, exciting sports seasons, and the anticipation of freedom makes school days feel more positive and rewarding.

The season truly feels like a season full of excitement, renewal, celebration, and endless possibilities for everyone. It is a time when people feel refreshed, motivated, and ready to enjoy life more fully while appreciating the beauty and excitement that surrounds them every single day.

The biggest cause of test anxiety is the pressure to succeed. Many students feel like they have to get a high score just to protect their GPA, instead of using tests to show what they have learned. Grades start to feel more important than the actual learning, which makes students stress over numbers rather than focusing on comprehending the material being taught.

Test anxiety can also occur when students do not study enough, or at all. Not being prepared naturally causes more stress, but even students who do study can still feel anxious. They might worry that they forgot something or studied the wrong material, which can cause self-doubt. So studying and being prepared can drastically help students who experience test anxiety.

Parents may also cause some of the stress that comes with school without even realizing it. Some parents pressure their children to get all A’s or B’s, which causes their kids to focus on the letter grades, and not the goal of school or tests, which is to see if they are learning. Teachers can also have a similar effect. Teachers may stress the importance of tests because schools put pressure on them to have high test scores to show that they are doing a good job. Even classmates can add to the problem when they compare grades or brag about their test scores. When everything adds up, students can get very overwhelmed and add unnecessary pressure to themselves.

Test anxiety also affects students in other parts of their lives, not just in the classroom. Some students may be so stressed while studying that they will end up being less productive because they are too caught up worrying about the test and not actually studying. Over time, this can make students dread going to school because they know that they will be anxious about their classes. Students can get stuck in this cycle if their work keeps stacking up.

We can help reduce or minimize this anxiety and stress that is occurring by prioritizing learning in a way that puts understanding before grades. Teachers can give students more chances to show what they know through small assignments like projects and class work instead of big tests. Parents can help by reminding their kids that effort is more important than the letter on their report card. When students realize that school is not all about grades, and know that it is okay to make mistakes, school will become a much less stressful place where students will be able to enjoy themselves and look forward to coming back. Students can also take steps on their own to minimize test anxiety. They can do this by keeping up with their classes and being prepared beforehand. By doing this, students will not be worried about cramming before a test at the last minute. Learning how to handle stress on their own helps students feel more in control and less worried, which can help them perform better on tests and enjoy school more.

Trends are constantly reshaped and revived. If we were in a fashion time machine, then it’s safe to say we are going back ten years. Brands like Brandy Melivile supporting the “Tumblr girls” who are the well-known aesthetic, effortless persona, are making their comeback. Celebrities like Gigi Hadid and Kendall Jenner were the it girls a decade ago with their effortlessly off-duty model
and streetwear fashion. Fashion in 2016 was also much more expressive, with animal prints like cheetah and zebra on everything. Oversized jackets, slip dresses, and influencers created a sleek but edgy aesthetic that had minimalism and boldness. This clean and cool style is becoming the new trend with a modern twist. 2016 outfits are recreated with a clean girl aesthetic, sleek basics, gold accessories, and the occasional leopard print. This year, Kylie Jenner brought back her iconic “King Kylie” era, along with her famous lip kits. Jenner launched her improved limited edition lip kits and started the revival of 2016. This revival also reflects how brands rerelease older styles for nostalgia and new customers. By bringing back these familiar trends, we are able to all connect through the shared fashion experiences.

Music is also cycling back through and bringing back 2016 vibes, with upbeat, catchy songs that made everyone feel carefree and happy. Songs like “One Dance” by Drake and “What Do You Mean” by Justin Bieber are unforgettable and songs everyone knows the words to. Not only are those songs still played, but now the same style of song is coming back.

The recognizable aesthetics of social media are also a reason 2016 feels so similar. Instagram, and “VSCO” had a very specific style that is so recognizable in coffee shop photos, polaroid cameras, minimalist ootd’s taking over everyone’s feed. That same idea is seen today in film-style pictures with vintage filters, digital cameras, and all the famous “VSCO” filters. Instagram and Tumblr were the platforms that made 2016 what it is. The content styles are also very similar, including outfit checks, mirror pictures, and many others.

There is also an emotional point of view on why people are drawn back to this era. 2016 was a time that felt simpler and more positive for many, compared to the chaotic 2020s. Nostalgia is also comforting, resurfacing the fashion, music, and aesthetics that allow people to go back to a time that was familiar and fun. This is not just following a trend, but reliving brighter days.

2026 is not exactly the same as 2016. Trends do look similar, but the culture is different. Today, a lot of people lack originality, and are always trying to keep up with the next trend. TikTok trends spread so fast, encouraging repetition, the same songs, the same outfits, and even lifestyles. Whereas 2016 was full of uniqueness and authentic personalities. Trends seem to be looping back; could 2026 be relying on 2016?

At the end of the day, culture and history are clearly always built on the past. While 2026 definitely has its own identity, it’s certainly safe to say we are borrowing inspiration from a decade ago.

At Oxford, being well-rounded hurts a student’s GPA. Students have to figure out what they will prioritize for colleges: attempting to be valedictorian or pursuing each of their passions. To become valedictorian, one cannot be on a sports team, be editor of the yearbook or newspaper, sing in choir or play in the band or orchestra. These extracurriculars count as 4.0 in the GPA calculation and therefore will lower the GPA of students that are primarily taking Advanced Placement (AP) or Dual Credit (DC) classes. This
is unfair for students because they are forced to choose when they should not have to. Being well-rounded is also important for college applications, so either decision could possibly hurt a student. Some students drop their extracurriculars solely to boost their GPA.

Extracurriculars, especially sports, taking place during the school day also hurts a student’s chances of being valedictorian because they have less time to fit challenging classes into their schedule. This means, to participate in all the classes an advanced student wants to take, they must sacrifice sports. Students who do not play sports are at an automatic advantage because they have more blocks to fit in classes that boost their GPA. This limits the extracurriculars a student pursuing valedictorian can participate in to clubs that occur outside of school, such as speech and debate or envirothon.

To become valedictorian, an understanding of how GPA is calculated is necessary. OHS’s system has a cap on how many AP credits count towards GPA. The maximum amount of credits is 16. There is no cap on the number of credits a student can earn for Pre-AP (honors) courses or DC courses, though there are contingencies on what DC courses count for OHS GPA (they must be courses offered by the high school or required for Scholastic Institute coursework). This encourages taking a mix of AP and DC courses. At a certain point, taking DC classes boosts GPA more than taking AP classes as the credit limit for AP’s is hit. This can cause issues for students who want to go out of state for college, as DC courses are often not accepted outside of schools in Mississippi. They must sacrifice their GPA, and their chances of becoming valedictorian become slimmer.

DC’s come with another issue. OHS charges students $200 for each course. This creates inequity as those who cannot afford to take the classes, a factor they cannot control, cannot boost their GPA as other students do. This means GPA will not truly reflect intelligence of students as some do not have the same access to classes as other students. A very intelli- gent student could be cut from the running for valedictorian if they do not have the funds to take DC courses.

The way GPA is calculated at OHS allows for many ties. It becomes difficult to decipher who the true valedictorian is, and arguments have been created due to the closeness in GPA. This is due to the fact that OHS’s GPA is calculated on a 4.0 scale where all A’s count the same (whether that is a 90 or a 100), all B’s count the same, and so on and so forth. Students with a 90 in a class have the same calculation put into their GPA as students who have a 99. Students who have actually done worse in multiple classes than their competitors have still managed to be valedictorian due to ways they have worked the system. The 4.0 scale allows for a student to scrape by with an A, and still be credited as the smartest student in the grade. The difference between a 90 and a 99, or even a 95, is massive. A five percent difference can demonstrate a large difference in fundamental understanding of a subject. It is not fair for a student with a 99 in a class to earn the same GPA as a student with a 90 because they have shown throughout the course a stronger understanding of the material. To accurately reflect intelligence, a different scale should be used. A 100-point scale would ensure the difference between a 99 and 90 is reflected in students’ GPA’s. Even a 12-point scale where A+’s, A’s, and A-’s are used would more accurately reflect intelligence. The gaps between valedictorian and salutatorian would be more obvious, getting rid of the possibility of ties and arguments surrounding who the valedictorian should be. OHS needs to take a look at their calculating system and re-evaluate.

One of Moroney’s biggest strengths has always been her ability to write lyrics that feel relatable to the listener. Many of the songs on “Cloud 9” focus on experiences that young listeners easily understand, such as relationships, heartbreak and learning and from difficult moments. Her storytelling style makes the songs feel honest, like reading pages of a book from her life. When Moroney leans into this, the album feels genuine and emotional, which is something her country music fans often appreciate.

However, one challenge with “Cloud 9” is that several songs focus on very similar themes. While heartbreak and relationships are common topics in country music, hearing the same emotional ideas repeated across multiple tracks can make parts of the album feel predictable and recurring. Instead of exploring a wider range of stories or experiences, some songs blend together. Because of this, certain tracks are less memorable than they could have been.

The production of the album also plays an important role in how the songs feel. Many tracks mix traditional sounds, such as acoustic guitars, with modern production. In some songs this balance works very well, creating music that feels fresh while still keeping a country sound. However, a few tracks sound overly polished, which can take attention away from Moroney’s voice and lyrics. Since her storytelling is one of her greatest strengths, simpler production might have helped those moments stand out even more.

Even with these issues, “Cloud 9” still includes several strong highlights. Moroney’s voice remains warm and expressive, helping listeners connect to the emotions behind each song. When the music focuses on her vocals and storytelling, the album becomes much more engaging. These moments remind listeners why Moroney quickly became, and is becoming, one of the most talked about young artists in country music.

Another positive aspect of the album is the confidence Moroney shows as a performer. Compared to her earlier work, she seems more comfortable experimenting with different melodies and song structures. While not every experiment is perfect, it shows that she is trying to grow as an artist rather than simply repeating the same formula. In today’s music industry, where new artists appear constantly, it can be difficult to build a lasting career. Megan Moroney has already shown that she has the talent and personality needed to stand out. “Cloud 9” may not be a perfect album, but it demonstrates that she is still developing her sound and learning how to balance creativity with the expectations of fans.

Overall, “Cloud 9” is a big step forward in Moroney’s career. The album features heartfelt lyrics, strong vocals and moments of real emotion. At the same time, repetition and overly polished production hold it back from reaching its full potential. Still, the album shows promise and that Moroney’s best work may still be ahead of her.

“The Miss Mississippi Teen program includes talent, interview, on-stage questions, fitness, evening gown and it provides tens of thousands of dollars in scholarships for teens,” Madalyn Sullivan said. “I love every aspect of the competition, but I especially love that it gives me a bigger opportunity and larger audience to talk about Millie Sullivan and autism acceptance.”

Millie’s Mission is Madalyn Sulivan’s community service initiative. It is dedicated to her thirteen year old sister Millie Sullivan who has autism.

“The purpose of Millie’s Mission is to promote love, kindness, compassion and understanding toward children with autism with the hopes of creating a more inclusive and accepting society for children with autism,” Madalyn Sullivan said.“Part of Millie’s Mission is getting to know her through our children’s book, Meet Millie.”

Madalyn Sullivan’s book is about her sister. It is a children’s book designed to help young readers learn about autism and the value of kindness and acceptance. Her sister has given her a firsthand understanding of the challenges and strengths that come with autism. Through their relationship, she has developed a strong desire to educate others and create a more supportive community for the individuals and families impacted by autism.

“Millie and Madalyn worked together and put Meet Millie together at our kitchen table,” Madalyn Sullivan’s mom Shannon Sullivan said. “They used scrapbook paper, pictures, and glue to make all of the pages together. It was truly a labor of love by Madalyn and Millie, and I could not love it more. It is so special to me that Millie had such a big part of putting the pages together and writing her name on the cover of the book. Millie loves going with Madalyn to classrooms and handing out stickers. Millie knows what Millie’s Mission is all about, and it is sweet to see her have something that is all about her.”

Madalyn’s mom has truly supported Madalyn through all of the different aspects of creating a book. She has also helped Madalyn come up with different ways to support her sister.

“We love Millie very much and want her to have the best life possible,” Shannon Sullivan said. “Millie’s Mission is all about making life better for Millie and others with autism. Hopefully, through Millie’s life we can all learn ways to show love, kindness, compassion, and understanding toward everyone. If so, Millie’s Mission was successful.”

Those closest to Madalyn Sullivan say that her dedication to the cause is what makes her efforts so meaningful. Friends and family have watched her continue to grow her initiative while staying true to herself.

“Since I first met Madalyn, I’ve seen how naturally she impacts people just by being kind,” one of Madalyn’s best friends Savannah Chen said. “She makes everyone feel important and accepted. She also sets a great example to younger girls and girls of our own age.”

While pageantry often focuses on crowns and titles, Madalyn Sullivan sees it as an opportunity to create lasting change. Through her community service initiative, her book and her outreach efforts, she hopes to continue spreading understanding and acceptance for individuals with autism.

“Millie impacted my life in so many unexpected ways,” Madalyn Sullivan said. “Having a loved one with Autism can be challenging at times. However, Millie’s life with autism has taught me a lot about patience, perspective, and better ways to treat people. My family’s journey with autism has taught me to try and put myself in other’s shoes before being so quick to judge because I never really know what someone is going through. We all have challenges no matter how it appears. Millie has taught me to be more loving and not stress over the small things.”

“I have been working towards this award since freshman year, and it’s really cool to see all my hard work pay off,” Anderson Shows said. “I am also so excited to join the list of amazing high school journalists from Oxford who have also won this award.”

Anderson Shows feels that none of this would have been possible without the support of his parents. They have learned about journalism with Anderson Shows over the years.

“When Anderson started working with the media, I do not think I even knew awards like this existed,” Ashley Shows said. “But, I think, as his parents, we are most excited about this award because we have watched how much time and effort he puts into this, so to receive some acknowledgment has been awesome for us as well.”

At OHS, Anderson Shows began his journalism career as a staff writer for theCharger. He is now co-editor-in-chief of theCharger, head director of Oxford High Sports Productions, Activities Media Specialist Assistant and Manager of Creative Content for Oxford Football and Oxford Baseball.

“Anderson is one of the hardest working, most passionate students I have had the privilege of teaching,” advisor of theCharger Diala Chaney said. “He is so driven and loves making films about all the sporting events at our school. His vision for media days and graphics for the jumbotrons are just a few examples of the many different ways he showcases his talent.”

One of the most notable things he has done at OHS is reviving the Sports Productions department, more specifically The Season during his freshman year. He spends many hours making documentary style films specific to sports teams and their journey to where they are now.

“Seeing our school lacking in that side of journalism really struck me the wrong way, and I knew I wanted to fix that,” Anderson
Shows said. “Seeing how far The Season has come since then is one of the coolest things I am able to be a part of.”

Something that has really helped to improve Anderson Shows’ in his abilities has been interning with Ole Miss Sports Productions. Through this he gets to film at various sports events, edit and assist with The Season.

“Anderson’s drive is a part of it,” Ashley Shows said. “But he is also very fortunate that Micah Ginn, Merrick McCool and the team
at Ole Miss Sports Productions have allowed him to learn under them.”

He takes all that he has learned at Ole Miss and applies it to his work at OHS. The most fulfilling part to him is seeing people enjoy his work and be so excited to see it. He also really enjoys getting to cover the sports that do not typically get as much attention.

“I’m so proud of Anderson for his constant dedication to his craft,” Chaney said. “He works day and night to create a product that he can be proud of. He does a wonderful job representing his fellow students and the Oxford School District.”

Chaney has had the privilege of having four of her students win Mississippi High School Journalist of the Year in the last ten years, including Davis McCool, Winnie Wilson, Caroline Berry and now Anderson Shows.

“He joins an amazingly talented group of individuals,” Chaney said. “It means so much that I’ve been blessed to teach students like these who are so passionate about the subject I teach.”

It is very impressive to see how far Anderson has come and how he will continue to grow throughout the years to come when he is in college.

“Next year I will attend the University of Mississippi and am planning on continuing my career in journalism at the collegiate level,” Anderson Shows said. “I love everything about journalism, and being able to work for this to be my full time job is a dream come true.”