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    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:

    • 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.

    • 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.

    • 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.

    • 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.

    • 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.

    • 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:

    • 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.

    • The Gay, Lesbian, and Straight Educators Network combats harassment and discrimination of gay students and school personnel. www.glsen.orgs.

    • 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.

    • Lesbian and Gay Youth: Care and Counseling by Caitlan Ryan and Donna Futterman, 256 pp., $50 from Columbia University Press, 800/944-8648.

    • 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.

    • Parents and Friends of Lesbians and Gays, www.pflag.org.


    Squeezing Fitness into Your Busy Day

    Photo by Dan LoftinThink 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

    Photo of Cindy BruneOn 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
    • 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.


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