Vol. CXXXII · October 10, 2026
At 8:05 a.m., you burst into your classroom, ready to start your in-class essay. Opening DigiExam, you enter a code as long as your phone number and brace yourself for the prompt. A clock counts down in the corner and reminds you that you do not have infinite time to experiment or think through your argument.
Imagine studying for hours every day for months—even years—to take the Law School Admission Test (LSAT), just to get an email three days before your test informing you that you were barred from the test and resources because you were part Iranian. This image was the reality for thousands of students on September 8, 2026. The Law School Admission Council (LSAC), under a sweeping interpretation of a new wave of sanctions against Iran, barred many Iranian students, dual citizens, and nationals from taking the LSAT.
Access to reproductive healthcare, once federally protected under Roe v. Wade, is now over 300 miles and three days of lost wages away from most low-income rural areas. Beyond the headlines of total legal bans, the strategic defunding and disappearance of healthcare infrastructure are eroding reproductive rights. In cutting Title X grants, blocking ways to get accessible abortions, and driving away maternity centers and doctors, policymakers are ensuring that a safe pregnancy becomes a privilege reserved only for those in certain zip codes.
Military victories are easy to measure, but strategic ones are not, and that distinction may define the Iran War. Since the Iran War began on February 28, the US has presented a myriad of scattered objectives in attacking Iran—from annihilation, to regime change, even to partial negotiation. Although the US’s sheer military power has severely damaged Iran’s offensive strike capability, instead of taking away Iran’s power, the US has essentially handed Iran strategic leverage through the Strait of Hormuz. As a result, as of April 13, more than a full month since the start of the war, we are in a tentative two-week ceasefire, and failed peace talks leave a very unclear path for how the US will proceed from here, despite the country’s clear position in the war as one of the most powerful militaries in the world.
According to a study conducted by MIT scholars, false news spreads six times faster than real news on social media. In our digital age, we experience constant exposure to news and content—especially through social media and quick posts disguised as journalism. With most people mindlessly scrolling on their phones, it’s easy to see a “breaking news” headline, accept it as true, and move on with your day. With the rise of short-form videos, the rapid spread of misinformation has shaped how teenagers think and react. English and History courses do teach skills of critical thinking and analysis, but such classes are not enough. Media literacy occupies too small a role in our current academic landscape. Milton thus should require all students to take a digital literacy course.
In our digital world, reading for fun across all ages is fading rapidly. According to a study conducted by University College London and the University of Florida found that, in the last twenty years, the share of Americans who read for pleasure fell by 40%. For teens in particular, while technology certainly plays a negative role, we often overlook another prominent cause: schoolwork. With after-school commitments and hours of homework piling on top of extracurricular activities, many students simply do not have the time or mental energy to read for enjoyment. As Anna Avdiu ‘29 puts it, “I really love reading, but with after-school commitments and homework, I don’t have as much time to pick up a book.”