Departments: Health
When Kids Don't Have a Straight Answer
All adolescents struggle
with issues surrounding sexuality and sex. But the pressures on gay
and lesbian youth are far greater due to the isolation and confusion
many suffer. Paul Sathrum of NEA's Health Information Network spoke
to Karen Anderson and Dusty Porter of the American Psychological Association
on health issues affecting gay teens.
Do gay teens face more significant health
issues than other youth?
Like all youth, gay and lesbian adolescents are navigating what can
be difficult and confusing years. But unlike other youth, many gay teens
are trying to find their way without the necessary support systems.
Consequently, studies have found a higher rate of risk-taking behavior
among these students.
For example, a national study on adolescent health indicates that lesbian,
gay, and bisexual youth reported higher levels of emotional distress,
greater use of marijuana, and earlier sexual debut. Gay and lesbian
youth are at higher risk for using alcohol and other drugs, becoming
a teen parent, and of having made a suicide plan or attempt.
Most alarming is the significant rate of HIV infection among young
men with same-sex partners. From July 1998 to June 1999, 50 percent
of all HIV diagnoses among adolescent males aged 13-19 were attributed
to this.
Why is it so critical to recognize the specific
needs of gay students?
Many gay and lesbian teens face violence and harassment at school. A
reported 69 percent have been verbally, physically, or sexually harassed
at school, and as many as 28 percent of all gay youth in high school
drop out to escape such treatment. School personnel need to recognize
that hostile hallways are a health issue, as well as a legal one.
Gay teens often report a sense of isolation and lack of visibility,
and the fact that relatively few messages are targeted to gay teens
compounds their sense of isolation.
For example, what does the message of "abstinence until marriage" say
to a gay teen? One possible conclusion they may come to is, "I don't
have to wait because I won't be getting married." By not developing
messages that are specific to gay teens, we potentially could be placing
them at greater risk.
It is important to note, however, that many gay and lesbian teens have
sophisticated coping and resiliency skills, according to recent studies.
These students use a broader range of coping resources than their heterosexual
peers and may be more likely to develop greater interpersonal problem-solving
skills.
Realistically, is it possible to identify
students who are gay?
This is difficult because there is no single standard to determine gay
and lesbian youth. Should a definition be based on attraction, behavior,
or identification? Depending on which standard is being used, the individuals
identified may be vastly different.
But we do know that gay and lesbian youth are coming out at earlier
ages. Only a few years ago, the age of self-disclosure was between 18-22.
Now gay youth are coming out as early as age 12. This trend may be due
to increased media visibility and availability of resources such as
the gay, lesbian, and straight student organizations that are forming
to help young people attempting to deal with their sexual orientation.
What can schools and school staff do to address
the health issues of gay and lesbian youth?
In a national conference that focused on the needs of gay and lesbian
students, NEA President Bob Chase offered some specific steps:
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First and foremost, it is imperative that all school personnel
ensure that the school is a safe and healthy place to learn. Harassment,
whether physical or emotional, has no place in the school building,
and school policy should clearly dictate that such incidents against
gay and lesbian youth should be dealt with as severely as those
involving any other segment of the student population.
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Keep in mind that gay, lesbian, bisexual, transgendered, and questioning
youth are as diverse as any other segment of the population. Stereotyping
perpetuates misinformation and results in a large percentage of
gay and lesbian students being overlooked.
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Assess your own feelings and behavior regarding gay and lesbian
youth, and examine your approachability. Whenever possible, use
language that is gender neutral, especially language regarding sex
and sexuality. Neutral language assures students that you are open
and willing to support all youth, including gay and lesbian students.
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Remember that school personnel can be powerful role models. If
staff allow jokes and inappropriate language to go unchallenged,
it sends a message that this type of behavior is acceptable.
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Stay informed about local resources for gay and lesbian youth.
This way, if you're confronted with a situation that you're unsure
about, you can refer the individual to sources of community support.
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Finally, assess all school services to see whether they are inclusive
or exclusive, and if they are addressing the needs and concerns
of gay and lesbian youth.
Remember, as with other sensitive social issues, we may never fully
agree on issues around sexuality. But we must create a safe environment
for all students.
Resources:
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The American Psychological Association's Healthy Lesbian, Gay,
and Bisexual Students Project works with schools to help prevent
risky behaviors and improve health outcomes for lesbian, gay, and
bisexual youth. www.apa.org/ed/lgbproj.html.
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The Gay, Lesbian, and Straight Educators Network combats harassment
and discrimination of gay students and school personnel. www.glsen.orgs.
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Just the Facts about Sexual Orientation and Youth: A Primer for
Principals, Educators, and School Personnel. For a free copy, E-mail
ccalhoun@nea.org.
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Lesbian and Gay Youth: Care and Counseling by Caitlan Ryan and
Donna Futterman, 256 pp., $50 from Columbia University Press, 800/944-8648.
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The NEA's "Strengthening the Learning Environment: An Education
Employee's Guide to Gay and Lesbian Issues." To order: 1/800-229-4200;
www.nea.org/books.
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Parents and Friends of Lesbians and Gays, www.pflag.org.
Squeezing Fitness into Your Busy Day
Think
it's too hard to find time to exercise and eat right? Take heart from one
NEA member who has found a will, and a way.
Finding out she was at-risk for heart disease gave Barbara Pollack
the jump-start she needed to make time for fitness and weight loss.
"Who has time to exercise?" thought Barbara Pollak, an English-as-second-language
teacher in New Jersey. She was too busy doing what busy educators do:
teaching all day, grading papers at night, and caring for her own children
when she got home.
But with a little creativity, and help from an at-work weight program,
Pollak--who splits her time between Clark Mills and Pinebrook schools
in the Manalapan-Englishtown regional district--has found great ways
to "sneak" exercise and nutrition into her hectic schedule.
"I used to eat two hamburgers in one sitting," she recalls. "And exercise
was for other people, not me."
But when she learned she was at-risk for heart disease, Pollak made
the decision then and there to live healthier.
"I started reading whatever nutrition and exercise materials I could
get my hands on and did a lot of research on the Internet," says Pollak,
who has since dropped two dress sizes and lowered her blood pressure
and cholesterol. She learned about appropriate portion sizes, moderation,
the importance of drinking water, and just how fun exercise could be.
"I use my prep period to do crunches in the corner, and I try to take
a brisk 20-minute walk around the school neighborhood at lunch," she
says. "If the weather is bad, I walk in the halls around the school.
I've actually been known to join in the children's gym classes, especially
if they are jumping rope."
Pollak also squeezes in fitness at night and on weekends--enough to
meet her goal of at least 30 minutes of exercise three to five days
per week. She takes a folk dancing class, walks four miles with her
friends every Saturday, swims, and lifts hand weights while watching
TV. She also bikes the four miles to her weekly meeting in good weather.
"I'm not an exercise freak, and I'm not one of those people who can
live on salads," she says. "Even though it's taken me the better part
of two years, I've learned you can be more fit at size 14 than models
who are size 2. I'm proud that eating healthy and exercise now have
a place in my daily routine."
As proof, Pollak found herself longing for crunches after a six-week
recovery following surgery.
"I couldn't wait to exercise," says Pollak, "because I wanted that
overall healthy feeling I get knowing I've done something good for me."
Easy Steps
1. Do sit-ups during your prep period
or break. If you don't have a carpeted area, bring a yoga mat.
2. Use soup cans for weights. They're
just as good as dumbbells.
3. Tape exercise shows on TV to provide
new routines and moves.
4. Don't keep your exercise machines
in the basement--you'll make excuses not to use them.
5. Bring healthy snacks to school and
take the time to eat them.
6. Sign up for E-mail tips on Web sites
such as E-diets, Prevention Magazine Online, and Weight Watchers.
--Dina S. Gómez
Quick Tip
By Cindy Brune
On
eating differently, exercising more, and reducing stress:
- Clear the kitchen and cook! Invite a friend over who can really
teach you the great art of a delicious meal.
- Walk, and breathe, and dream. Write down your worries and stick
them in a box. They will be there when you come back from your walk.
- Refuse to coach yourself out of a good night's rest, a well-deserved
trip to the massage center, or a heart-to-heart talk with a good therapist
or close friend. All three will do more for you than whining over
why the weight isn't coming off like you think it should.
Cindy Brune, guidance counselor at Iowa's Wilton Elementary,
conducts motivational talks on fitness and stress reduction. cbrune@mail.wilton.k12.ia.us
From the NEA Health Information Network
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Safe Schools Now
Tune in to two new Safe Schools Now broadcasts:
"Building Skills to Manage Student Anger" (March 22) explores
a range of school-based programs that help school employees help
students deal with anger against themselves or their schoolmates.
"Media Violence: Teaching Students Critical Viewing Skills" (May
24) teaches students to analyze the media's impact on their own
thinking and actions.
Co-produced with Court TV Cable in the Classroom. For broadcast
information, visit www.safeschoolsnow.org
Youth Anti-Drug Campaign
The National Youth Anti-Drug Media Campaign has relaunched the Youth Anti-Drug.com Web site, which provides information on substance abuse and drug prevention to parents and other adult caregivers. www.theantidrug.com
Quitting Smoking
The U.S. Department of Health and Human Services has published "You Can Quit Smoking," a booklet with resources to help folks quit smoking. For free booklets in English or Spanish, call the Agency for Healthcare Research and Quality, 800/358-9295; the Centers for Disease Control and Prevention, 800/CDC-1311; or the National Cancer Institute, 800/4-CANCER. Posters in English and Spanish are also available.
Classroom Calls
The Classroom Calls Program is a free informational service about HIV and STDs and how to prevent them. Students and teachers use a speaker phone to ask questions and receive immediate responses. Call the Centers for Disease Control and Prevention National STD and AIDS Hotline at 800/342-2437 or 800/227-8922.