All posts by : Piper Cooke

Caption: Dissecting the art of well-being with Colleen Greene and “The 8 Pillars of Health” in relation to our school community.

Well-being is an intricate tapestry to which Colleen Greene has devoted her 28 years at the University of Michigan to unraveling. As a senior health coordinator, Greene has had the opportunity to learn more about well-being beyond the physical and mental and to work with the concept of “The 8 Pillars of Health.” These pillars weave a personalized blueprint applicable to anyone.

“The 8 Pillars of Health” include physical, emotional, mental, environmental, financial, occupational, social, intellectual and spiritual.
The creation of the pillars required dedicated work and the usage of nationally-recognized research from various facilities. The concept of the eight pillars has been around since the late 1980s, proving its credibility and accuracy with almost 40 years of application.

“It is so important to know that every bit counts,” Greene said. “The whole point of the pillars of health is that they’re supposed to be individualized.”

Each pillar is interconnected to another: well-being flourishes when it’s nurtured in its entirety. As you delve into these pillars, Greene finds it important to consider how each thread of this intricate tapestry can be tailored to your own narrative of health and fulfillment.

Physical wellness extends beyond exercise, encompassing managing medical needs, nutrition and sleep, among other things. In order to be physically healthy, research tells us that it’s essential maintain every aspect of our bodily health.

The emotional and mental pillar can be one of the most important, especially to high school students, though it can also be a challenge to take care of. Greene encourages those in need to reach out for help. Stress management, healthy relationships, self-awareness and more, are all crucial keystones to mental and emotional health.

The environmental pillar emphasizes creating safe, healthy and sustainable spaces. It may take some trial and error to figure out what you need from your environment, but nurturing this pillar benefits overall wellness.

As people – especially students – our financial situation can be a foreign responsibility. Regardless, it’s essential to learn financial literacy and assess your finances, especially during the transition to adulthood.

Occupational wellness revolves around career satisfaction, work-life balance and financial stability. High school students can explore career paths, set goals and seek experiences that prepare them for fulfilling future careers.

Social well-being focuses on healthy relationships, effective communication, respect and inclusion. We can nurture this aspect of our well-being by developing social skills and assessing our connections with other people.

Intellectual wellness stretches well beyond school; it also ties in lifelong learning and exploration of interests. Staying curious is one of the best ways to get the most out of this pillar.

According to Greene, spiritual well-being takes on many shapes and forms. It covers broader horizons than religion, encouraging individuals to find purpose in life, explore passions and goals and discover motivation to pursue passions.

“The 8 Pillars of Health” offer a comprehensive approach to wellness that can be applied to anyone’s life, including high school students.

ENVIRONMENTAL

Nina Beals has experienced various environmental changes over the past year, including a new school and job. These changes have entailed immense personal growth and taught Beals more about connection and what she needs from her environment to be successful. From her experiences, Beals knows what she needs from her environments to best support her environmental well-being.

FINANCIAL

Wilson Zheng emphasizes necessity in regard to financial well-being. Employed at Sweetwaters, Zheng is saving money for college and other costs. He expresses gratitude toward his access to transportation, food, somewhere to live and enough money to support himself.

SOCIAL

Freshman Ella Weinberger moved to Michigan about one year ago, where she initially attended Rudolf Steiner. Now enrolled at CHS, Weinberger has had the opportunity to make more connections given the amount of unscheduled time in comparison to Rudolf Steiner. As a result of the growth of her social well-being, Weinberger has noted a generally positive effect on her mental health.

OCCUPATIONAL

Currently working two jobs, Tia Cocciolone understands the impact that a positive work environment can have. “Working is a lot more fun when I feel comfortable in the environment,” Cocciolone said. She advises all high school students to be aware of how their work environment may have an impact on their occupational well-being.

INTELLECTUAL

Cassidy McKenna was previously homeschooled for two years. Due to her unique experiences with different education methods, McKenna understands how to best support her intellectual well-being and understands that some people need different things to be supported. “Right now, I am enjoying some of the topics in school, and I am enjoying the curriculum…but if people don’t enjoy the curriculum then it’s probably not the intellectual journey that would be the best for them.”

SPIRITUAL

Regarding her spiritual well-being, Lila Sarnecki harnesses her drive and motivation for future success from the fear of failure. Sarnecki wants to make her family proud while providing for herself and her future children.  “I want my children to have more opportunities than I did, and for them to know that failing is okay because they’ll have the backup option,” Sarnecki said.

PHYSICAL

CHS counselor Brian Williams has sparked a new interest in physical well-being. Recently, Williams has witnessed the people around him experience various ailments, which have motivated him to intensify his preventative fitness measures. “If I feel physically better, it will help me feel mentally better,” Williams said, “When we feel better about ourselves, everything’s better.”

EMOTIONAL & MENTAL

Claire Theiss has learned the value of therapy and emotional-mental well-being through experience. “Right now, I am in a space that is so much better than I could have imagined a couple of years ago,” Theiss said. They believe everyone should try therapy and it’s surprising how far this one resource can take you.

Caption: Gathering a better understanding of a beloved CHS staff member, Robert Lavelanet.

The ingenuity Robert Lavelanet brings to the classroom is infectious – but who is this educator we have grown to know and love?

Lavelanet’s call to teaching is personal. He has two grandparents who are passionate educators, from whom Lavelanet has drawn inspiration and adopted their understandings into his own life and career path.

After his traditional high school experience, Lavelanet’s college education journey began at the University of Michigan but took an unexpected turn over a phone call with his mom during his junior year.

“My mom said to me, ‘What are you doing?’ and I said, ‘I don’t know, you know, just kind of thinking about it’…she did not think that was a very good answer,” Lavelanet said, “So then my mom said, ‘Why don’t you go into education?’ and I said, ‘Okay.’”

Lavelanet’s experience with both teaching and learning has taught him many things and has left him with a sagacious perspective.

“Teaching is a lot like singing,” Lavelanet said, “You can be a really good bluegrass artist. But some people don’t like bluegrass. You might be the best History teacher in the world, but some people just don’t like history. It’s not their cup of tea; they’re not here for it.”

Teaching has taken Lavelanet many places and allowed him to work with a handful of influential mentors, including Chloe Root, the head of the history department at CHS and a fantastic teacher.

Root’s first impression of Lavelanet was from a talent show hosted by BSU (Black Student Union), which Lavelanet participated in while still working as a student teacher at CHS. Root vividly recalls Lavelanet’s incredible disco dancing skills, which left a playful first impression and became a catalyst for a great friendship.

“I could tell that we were going to be good buds,” Root said, “He is now one of my best friends on staff…Our school is really lucky to have him.” In Root’s recounting, Lavelanet’s infectious energy shines through, illustrating his impact on our school community.

“I was always really good at English in high school – then I took my first English class at U of M,” Lavelent said. “I wrote my first essay and got a C minus. My professor was like, ‘It was terrible and boring,’” From this adverse experience, Lavelanet was able to see the value in choice and the benefit in failure.

From this life lesson, he has been about to implement an alternative grading system, which he discovered from a U of M presentation earlier in his career.

“I think failure and failing safely is really important to everyone, especially students,” Lavelanet said.

While Lavelanet has very stylish outfits and funny jokes, he also has copious amounts of insight to offer.

“The world is a very strange place,” Lavelanet said, “it’s really easy to get bogged down in this mundane day-to-day stuff…But it’s also important to remember just how much life you have. Because isn’t everything so fascinating?”

Lavelanet is urging his students to be curious. Embrace everything because all of us are so lucky to be here. At CHS, we are surrounded by amazing people, go talk to them, meet people, and understand how amazing the world is.

As an educator, Lavelanet is deeply committed to fostering an environment of growth, curiosity, and resilience. Drawing inspiration from his mentors and experience, Lavelanet’s teaching philosophy is characterized by empathy and emphasis on the importance of individualized learning experiences. In Robert Lavelanet, we encounter not merely a teacher but a guide who invites us to navigate the uncertainties of life with courage, humility, and an insatiable thirst for knowledge.

Caption: Jasper Forgey navigates the intensity of working life, relationships, education and balance.

In the bustling world of teenage life, the demands of school, work, and social life often collide. For Jasper Forgey, time management has become second nature as he regularly navigates an intense schedule.

Forgey got his first job at 14 years old as a dishwasher at the Ypsilanti Food Co-op where he stayed for about one year. In the last two weeks, Forgey has begun a new job as a busser at Mani Osteria and Bar. 

“[Ypsilanti Food Co-op] was very solitary, but I found [Mani Osteria and Bar] to be a very fun place to work.” Forgey said. “It’s a lot. It’s a lot more fun to work there.” 

Though Forgey has a new job, the usual schedule strains and stress are still present. Last week, Forgey worked three shifts, totaling to 15 hours. The latest clock-out time for him was 11:20 p.m, yet items such as calc homework, piano practice, and eating dinner were still on his to-do list. With such intense hours, a little planning goes a long way. 

By planning a strict schedule, Forgey can avoid getting caught up scrolling on Instagram or with other unimportant tasks. This planning routine takes many forms, such as a mental run-through or writing it down. It’s all a balancing act: homework is completed when not working, shifts are devoted to hard work, and his social life fills in the gaps.

Though Forgey enjoys working, he also believes it is a pillar in productivity and character. 

“I think I’m a pretty hard worker,” Forgey said. “I’ve learned more in a restaurant than I ever would at university. I think working in a restaurant is an important experience for most. I think that more people should work in restaurants.”

In addition to a prosperous work environment and beneficial skills, Forgey also makes money at his job. With a low-mileage car and an extensive commute between school, work and home, gas is a cumulative expense. 

Additionally, having money is always a benefit, regardless of the situation. Forgey’s employment leaves him flexible to drop a few dollars on any given purchase, such as clothing, a sweet treat, or pencil led. 

Forgey believes everyone should work if feasible. Employment provides new perspectives and skills that cannot be harnessed in a school environment.

Caption: CHS students navigate social media, which can aid in developing connections, but it can also lead to disconnect.

Social media can give people a chance to communicate in all kinds of ways, but what happens beyond the screen?

Emma Goblirsch’s TikTok feed is full of videos about dance and horses. But sometimes, there are random posts that have nothing to do with her interests.

“Everything’s so fast on social media,” Goblirsch said. Goblirsch is a student who spends time on TikTok, Instagram and Youtube.

Goblirsch thinks staying safe on the internet is a must.

“I would say to not post any personal information on social media,” Goblirsch said. “I would be careful with what platforms you trust, and I’d be careful with what people you trust.”

While trust is a big thing, being able to control who and what you see on social media — if you choose to use it at all — can be a very important issue too. Freshman Walker Ledbetter has never used social media and plans to stay away from it for as long as he can.

“I did not have a phone until I got into high school, so I’ve had a phone for maybe three or four weeks at maximum,” Ledbetter said. “Secondly, my parents don’t allow me social media at all, and then thirdly, personally, I feel that either calling somebody or texting somebody is enough.”

Ledbetter thinks that social media should be mostly used for communication like it was before. In today’s world, some parts have shifted to picture-posting and false information central.

Fake news is often spread in order to get people to learn things quickly so that they don’t have to wait for a newspaper or other publication with a slower turnaround. We’re now at a point, though, where social media spreads so fast that the popularization of potentially untrue ideas can’t really be stopped. For example, there could be false information circulating that could be anything from a simple rumor to a conspiracy theory that can influence an entire nation’s politics.

As soon as that message is sent or that post is publicized, boom: a whole lot of people now believe something — whether it’s a fact or not. Those who don’t do their research tend to only believe what they see, which can be extremely detrimental and even very dangerous.

Ledbetter began to sense these dangers when his sister was confronting some difficulties with social media use. Ledbetter’s sister began to use social media for only

about an hour a day initially before doing something else. Over time, that hour began to increase gradually each week. As this progressed, Ledbetter noticed that she hadn’t been talking to him as much or communicating with others face-to-face in general like she used to. He felt a sense of disconnect and surmised that she had become somewhat addicted to her screen.

Ledbetter hopes to not get pulled into the “fake” world of social media, because as he now personally knows, social media can change people significantly.

For others though, social media can be beneficial in plenty of ways and can even help students to maintain friendships.

For sophomore and German exchange student Emily Walker, social media is an excellent means of communication for her and her friends who are 4,188 miles apart. Checking their stories and sharing posts with each other helps the group to stay connected.

“But I think social media also has a really negative side,” Walker said. “Influencers sometimes post very edited photos… I am not a big fan of it because it’s just not realistic.”

Unfortunately, Walker had to watch as misinformative content affected her friends’ lives and permanently changed them.

Though Instagram has been a great resource for exploring her many hobbies, such as photography, the negative effects are still prominent, and watching the people around her struggle with body image has been extremely difficult.

Walker and many others know that the effects of social media are real. This is why she thinks keeping harmful things at arm’s length is so important.

Despite these challenges, Walker’s personal connections remain strong thanks to social media, and she tries to stay away from the damaging aspects. She supports and empathizes with those facing body image issues and encourages them to seek help.

Walker’s experience with social media in Germany has a few interesting contrasts to her new American lifestyle. In her German social circle, having a relatively low following count with minimal posting was typical. However, she has more recently found that Americans are more active on social media, with higher followings and frequent postings. Overall, Walker has found the most significant cultural difference to be the following counts.

“I have friends who were like, ‘Emily, how do you have 300 followers?’” Walker said. “If someone has 1000 followers, then good for them. I do not really care how many people follow me.”

She understands how popularity could be very easily tied to this number, but it is not a concern of hers.

Since the creation of social media, it has been a resource to communicate and interact with others. Students’ stories uphold the fact that Instagram and a variety

of other platforms can keep connections in a multitude of ways. While it is a tool with many strengths, virtual connection also has a dark side, and it is important to support those around us when feasible and remember to use it responsibly, as social media has the ability to change someone forever.

Like Walker, Autumn Klus-Salisbury has also been able to maintain connections using social media. Klus-Salis-Bury first got social media when she was 11 years old. Klus-Salisbury has found social media to be an accessible tool for bridging distant relationships.

“I think social media helped me get back in touch with people during and after we were done with online school,” Klus-Salisbury said.

She feels that social media was damaging to her during the pandemic because it replaced in-person connections. Shannon Kawata is yet another student who doesn’t have social media but worries it could hurt her. Kawata doesn’t want social media to make her feel insecure,

“I don’t find social media necessary for me, so I don’t really use it,” Kawata said.

She sees the positive and negative ways that social media can influence people, and she is not interested. One thing Kawata thinks social media would be good for is connecting with friends.

“I feel like there are ups and downs, but I feel like overall, I can live without social media,” Kawata said.

Another student who is recently learning to live without social media is Jean Gold. Gold has spent her time on social media comparing herself to others for the last three years.

During freshman year, Gold often found herself prioritizing how other people felt about her over her own happiness.

This frequent comparison quickly started to become a problem to the point where the people around Gold were noticed the change, even her parents. Thanks to the concern of friends and loved ones, Gold was able to recognize the issue and address it.

Since eliminating social media personally, Gold has been able to heal her relationship with herself and form and deepen connections beyond social media.

“In retrospect, I let myself be who I am,” Gold said. “I feel better about myself. I am better now.”

However, this sacrifice did not come without its challenges. Naturally, Gold sometimes feels the need to go back to old habits and use social media in a harmful way. But, her friends have been able to help her through these new adjustments, always asking permission to post photos and generally respecting Gold’s boundaries.

In a social media-saturated environment, navigating our connections can take time, but Gold’s experiences prove that balance is possible.