You see a familiar face in the hallway and pause, attempting to place it. There’s a moment of recognition as you identify them as a friend from years ago with whom you used to share classes, jokes, and memories. You both consider saying hi, but neither of you does.  The moment is lost as you walk past, each pretending not to notice the other. 

This situation is not an unusual one at NASH. Without the overlap of classes, students who once shared the same schedules often drift into separate worlds upon entering high school. Over time, these differences shape students’ social circles, perspectives, and even how they view their own potential. In a school where academic excellence is so often viewed as the determining factor for one’s success, how does the split between AP, Honors, and Academic classes create invisible boundaries that divide social spheres and expectations?

NA has long been known for its academic distinction, consistently ranking among the top schools in the region. This fact is exemplified by the signage in NASH’s foyer declaring NA the number one ranked district in Pittsburgh and number two in all of Pennsylvania — for many students, it is the first thing they see when they walk through the front doors, impossible to ignore.

It’s easy to see how these rankings become part of the school’s identity and reputation, in turn impacting students’ identities as they take pride in being a part of such a successful district. NA’s emphasis on achievement shapes both how students view their own capabilities and the classes they take.

The shift from middle to high school marks a turning point. Schedules, once shared with a familiar group of classmates, begin to diverge. Students are faced with the choice to take AP, Honors, or Academic courses, a decision that ultimately determines more than just class rigor. 

Separate groups begin to form as AP and Honors students start to recognize a similar pool of students in their classes; similarly, Academic students form their own familiar circles. As course offerings expand, students increasingly encounter those within their own track, while interactions with peers on differing tracks grow more limited. 

“I had a friend I was really close to all throughout elementary and middle school,” said one NASH senior who asked to remain anonymous, “but somewhere along the way, with different classes, we stopped talking. This year, we had study hall together and I considered saying hi, but it felt like it was too late.”

Though everyone walks the same halls, students begin to experience school and its responsibilities in ways that overlap less and less. Those in Academic-level classes may have a lighter workload and therefore more time for jobs, hobbies, or practical skill development. AP or Honors students, on the other hand, may be motivated to dedicate more time to coursework that strengthens their resume for college.

These invisible boundaries can also shape how students perceive one another. Peers on different tracks may make unconscious assumptions about the types of people taking less advanced classes and vice versa. Divisions can influence how they perceive another student’s ambitions, priorities, or potential, even when those assumptions are biased or inaccurate.

With time, these judgments reinforce the divide. The constant exposure to like-minded peers may even narrow students’ perspectives. They may unconsciously adopt views of those on their track, affecting their ambitions and how they gauge their own capabilities.

“I feel like I don’t even recognize half of our [graduating] class,” NASH senior Margot Anderson said. “That’s also probably because of its size, but sometimes I can’t help but wonder, if I had taken different classes and interacted with other people, would my whole friend group be different? Would I be a different person than I am now with different motivations or priorities? I just feel like so much about our personalities and values are determined by the people we surround ourselves with. It makes me wonder what could have been.”

Some students define what is realistic or achievable based on the experiences of their immediate group. They might assume that certain colleges or career paths are out of reach based on comparisons to their peers — comparisons that greatly impact their confidence and ambitions. 

The separation created by academic tracks determines both coursework and students’ social lives. When students spend years surrounded by the same people, facing similar experiences, certain expectations of them begin to feel like the default, and differences can seem like deviation from the norm rather than welcomed variation. 

As a result, students may rule out opportunities not because they lack ability, but because those paths fall outside the norms of the social and academic circles they inhabit. These assumptions shape decisions about college and careers, having effects that last long after high school. 

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Editors’ note: All opinions expressed on The Uproar are a reflection solely of the beliefs of the bylined author and not the journalism program at NASH.  We continue to welcome school-appropriate comments and guest articles.