DOCUMENT RESUME

ED 284 161 CG 020 342 TITLE AIDS and the of Our Children: A Guide for Parents and Teachers. INSTITUTION Department of Education, Washington, D.C. PUB DATE Oct 87 NOTE 37p.; Introduction by William J. Bennett, Secretary of Education. Second Printing. AVAILABLE FROMConsumer Center, Dept. ED, Pueblo, CO 81009 (free). PUB TYPE Reports - General (140) -- Guides General (050) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS *Acquired Immune Deficiency Syndrome; *Adolescents; *Children; Elementary ; *; Parents; *Prevention; Sexuality; Teachers; *Values Education ABSTRACT Guidelines for parents, teachers, and other adultsto use in the education of children about acquired immune deficiency syndrome (AIDS) are presented in this document. The firstpart of the document presents a review of the known facts concerning the history and spread of AIDS. Specific topics discusse3 include AIDSsymptoms, lack of a cure or vaccine, transmission of the disease, and conditions such as sexual activity and drug abuse whichput adolescents particularly at risk. The second part of the document discusses four principles of AIDS education to guideparents, schools, and the community in educating children and helping them combat the disease of AIDS. These principles, whichare accompanied by appropriate action steps to implement them,are: (1) help childen develop clear standards of right and wrong; (2) seta good example; (3) help children resist socialpressures to engage in dangerous activities; and (4) instruct children about AIDS. Guidelinesfor selecting education materials and legal considerations for schools dealing with students and employees who have AIDSare also included in this section. The third and final section ofthe document provides sources of information about AIDS, including hotline numbers, school and community resources, U.S. Public Health Service recommendations, and a selected list of publications about AIDS and other relevant topics. Four charts, three descriptions of exemplaryprograms, and a discussion of condoms and AIDS accompany the document. (ABL)

*********************************************************************** * Reproductions supplied by EDRS are the best thatcan be made * * from the original document. * *********************************************************************** U.S. DEPARTMENT OF EDUCATION Offtce of Edu,ational Research andImprovement E UCATIONAL RESOURCES INFORMATION CENTER (ERIC) This dc,curnent has been reproduced as re_ eived from the person or organization cuiconating Minor changes have been trade to improve rdproduCtion quahty

Points of view or opinions Stated in thiFdocui trent do not necessarily represent official OERI poslion or pohcy AIDS andthe Education of OurChildren

A Guide for Parents andTeachers

U.S. Department of Education AIDS and the Education of Our Children

A Guide for Parents and Teachers

United States Department of Education William J. Bennett, Secretary October 1987 Second printing

3 On February 11, 1987, President Reagan established thefollowing principles to guide Federal assis ance regarding education about AIDS:

Despite intensive research efforts, prevention is the only effective AIDScontrol strategy at present. Thus, there should be an aggressive Federal effort inAIDS education.

The scope and content of the school portion of this AIDSeducation effort should be locally determined and should be consistent with parentalvalues. The ederal role should focus on developing and conveyingaccurate health information on AIDS to educators and others, not mandatinga specific school curriculum on this subject, and trusting the American peopleto use this in- formation in a manner appropriate to their community'sneeds. Any health information developed by the Federal Governmentthat will be used for education should encourage responsible sexual behaviorbasedon fidelity, commitment, and maturity, placing sexuality withinthe context of marriage.

Any health information provided by the Federal Governmentthat might be used in schools should teach that children should notengage in sex, and should be used with the and involvement of parents.

4 INTRODUC NON

Acquired immune deficiency syndrome,or AIDS, this car:.. must include protecting them from in- has claimed over 20,000 lives in the United States, justice and persecution. Finally,we must take and it is expected to claim millions more worldwide appropriate measures, such as routine testing and over the next few years. It is estimated that 1.5 effective education, to protect the public health. million Americans are infected with the virus that It has been less than a decade since AIDS firstap- causes AIDS, btit most of them do not know they peared in the United States. In that short time,con- are infected. siderable has been made in the fight AIDS poses special problems andconcerns for against the disease. Thanks to our medicalre- parents, teachers, and other adults responsible for searchers, the virus that causes it has been identi- the upbringing of children. Because so many of fied, a blood test for the AIDS antibody has been these adults have expressed to me a desire for developed, and extensive research efforts have been guidance on how to talk to children about AIDS, initiated to find drugs to treat the disease andto they are the primari audience for this booklet. AIDS creaie a vaccine to prevent it. We do not yet have and the Education of Our Children: A Guide for a cure, but the me,7ns to find one as quickly as Parents and Teachers offers tile most accurate in- possible have been put into place. formation cutrentiy available on the AIDS virus: Education has played an important part in the what AIDS is, how it is spread, how peoplecan battle against AIDS, and i( must continue to doso. reduce the risk of contracting it. It addrerses the The Federal Government and many stategovern- issues and the questions that m Any parents and ments and localities have launched AIDS education teachers face in talking to children about AIDS. I programs for the public and for young people in hope this booklet will help them do so in aman- sdlools. Adults need to knov, the facts, the often ner consistent with their moral principles and with unwelcome facts, about AIDS. They need to know the best inte rests of their children what kinds of behavior put them and their children The fight against AIDS must have three fun- at risk of contracting AIDS. And they need to know damental goals. First, we must do all we can to find what measures offer real protection and what a cure br AIDS and a vaccine against the virus. measures offer false security. Second, we must care for all victims of the disease;

UI 5 The key fact young people need to know is In regard to AIDS specifically, responsible adults this: there is much they can do to avoid will counsel young people against prematuresex- contracting AIDS. Most cases of AIDS result ual activitythat is, against engaging in sexualac- from behavior that can be avoided. AIDS is tivity before achieving maturity, before acquiring primarily spread by having sexual contact with an an understanding of the seriousness of what is in- infected person or by sharing hypodermic needles volved, before achieving respect for oneselfor or syringes with an infected person. Avoiding such others, before being willing and able to accept behavior greatly reduces the chances of becoming responsibility for one's actions. Among many other infected. Individuals are not powerless against the reasons for discouraging premature sexual threat posed by AIDS. We can protect our young activityin addition to the reasons adults have people, and the way to protect them is to tell them traditionally offered and still should offerAIDS of- the truth and to teach them to act responsibly. fers one more compelling reason. The stark Because AIDS is most commonly spread by in- message is this: if you have sex with a partner in- timate sexual activity with an already infected per- fected with AIDS, there is a chance you will get the son, AIDS is one more reason to examine what we virus and that you will die from it. are teaching our children about responsibility and AIDS and the Education of Our Children is an et sexuality. They need to know, in a way that is ap- fort to present the facts as clearly as possible. This propriate to their age and experience, the facts task was difficult in light of the sensitive topics about the disease. They need to know how to avoid which are addressed and the limited extent of contracting AIDS. They need to be able to available knowledge about some aspects of AIDS distinguish between rational fears and irrational and the AIDS virus infection. This publication will fears. In speaking to young people about sexual ac- be revised as we learn more about the disease. tivity and AIDS, parents and other adults respon- sible for young people's well-being must tell the truth. The task of adults is to 3how the way to William J. Bennett responsible sexual behavior. And adults must be Secretary of Education truthful about the risks and dangersmoral, physical, and psychologicalof irresponsible sex, of heedless, careless use of one's own or another person's body.

iv CONTENTS

Introduction

Part 1: Facts About AIDS 1 What Is AIDS? 1 Symptoms of AIDS Virus Infection 3 No Cure or Vaccine for AIDS 3 How Is the AIDS Virus Transmitted? 4 Common Ways of Transmission 4 Unknowing Transmission 4

How Are Adolescents at Risk of Contracting AIDS? 5 Teenage Sexual Activity 5 Teenage Drug Abuse 5 Inadequate Information 7 T he Limits of Information and Education 7

Part 2: Protecting Our Children From AIDS 9

What Is to Be Done? 9 1. Help Children Develop Clear Standards of Right andWrong 9 2. a Good Example 11 3. Help Children Resist Social Pressures to Engage inDangerous Activities 13 4. Instruct Children About AIDS 13 Guidelines for Selecting Educational Materialson AIDS 17

Children With AIDS in the Schools 18

PART 3: Sources of Information About AIDS 23 ToH-Free National Information 23 School and Community Resources 23

7 U.S. Public Health Service Recommendations for Education and Foster Care of Children 24 Selected L. ist of Publications About AIDS 26

Ordering Information Inside back cover PART 1: FACTS ABOUT AIDS

What Is AIDS? number officially identified. In addition,a recent change in the definition of AIDS (inAugust 1987) may increase the number of cases by 10to 15 \IDS (acquired immune deficiency syndrome)is percent. a disease caused by a virus that destroys a person's Moreover, AIDS only represents theend-stage defenses against infections. These defenses are disease caused by the virus. The numberof pec- known as the immune system. The AIDS virus, ple who are infected with the AIDSvirus but have known as human immunodeficiency virus, or HIV, not developed the disease isnow estimated to be can so weaken a person's irnmune system that he abc,ut 1.5 million. or she cannot fight off even mild infections and As of September 14, 1987, only 17,755of the eventually becomes vulnerable to life-threatening 41,825 victims of the diseasewere still alive. Every infections and cancers. state has reported at least one AIDScase, and 30 The exact origin of AIDS is unknown. The states, the District of Columbia and Puerto Rico disease was first noted in the United States in the have reported at least 100cases. The majority (53 late 1970's and early 1980's. The tracing of AIDS percent) of the reported cases of AIDSare concen- began only when doctors had seen enough of it to trated in six metropolitanareas: New York; San recognize that they were faced with a serious, Francisco; Los Angeles; Houston;Washington, previously unknown disease. It was formally de- D.C.; and Miami. fined for the first time in 1982. The AIDS virus is transmitted throughthe ex- By 1981, doctors had identified 266 people in the change of infected body fluids. Some 89percent of United States with AIDS. By Sep'ember 14, 1987, persons known to have AIDS are homosexualsor there were 41,825 Americans diagnosed as having intravenous drug abusers; 1 percentare infants and AIDS. Medical officials believe that the actual children; 3 percent became infected throughblood number of persons with the disease is higher. Some transfusions before the Red Cross and othercenters under-reporting occurs; a study by the Centers for began testing blood for the AIDS antibody in1985; Disease Control estimated that the actual number and for 3 percent, thecause is undetermined (see of AIDS cases is about 10 percent higher thanthe Chart 1).

1 9 CHART 1 Mode of Transmission for Persons with AIDS Adults and Adolescents

Percent of Cases

Homosexual/bisexual male

66

Undetermined

Heterosexual cases

Transfusion of blood or blood components, including coagulation disorders

16 Homosexual male and IV drug abuser

Intravenous (IV) drug abuser

SOURCE: "AIDS Weekly Surveillance Report," Centers for Disease Control, Septemi-er ii. 1987

2 1 0 Only 4 percent of known AIDSpatients became Diarrhea infected with the disease through heterosexual con- Weight loss tact. Some health officials estimate that by i 991the number of AIDS cases acquired throughheterosex- Fatigue ual contact will increase to 6percent of all cases. Swollen lyi,lph glands This, however, is still a matter of debatewithin the Skin rashes medical community. Neurologic disorders such as Black and Hispanicyoung people have been memory loss, partial paralysis, and loss of coordination much more affected by AIDS thanyoung whites. Although they make up only 23 percent ofthe U.S. Pneumonia, cancers, and other illnessesmany population between 5 and 19, they makeup 56 per- of them otherwiseraremay develop as a result of cent of the reported cases in that age group. Eight the damage done to the immunesysiem by the out of ten children under the age of 5 with AIDS AIDS virus. These illnessesare serious, difficult to are black or Hispanic. treat, and often recurrent. Many patients diewithin It is estimated that by 1991 a total of 270,000 per- 2 years of the appearance of thedisease. Persons sons will have developed AIDS in the United States infected with the AIDS virus havedeveloped symp- (with 74,000 cases occurring in 1991 alone) and toms oi AIDS as early as 4 monthsor as iate as 8 almost 179,000 Americans will have diedfrom or more years after becoming infected. There have AIDS. been no recorded cases of prolongedremission of AIDS. Symptoms of AIDS Virus Infection The AIDS virus reduces the ability ofthe body's No Cure or Vocrine AIDS immune system to protect against disease. In ad- At the present time, there isno vaccine to pre- dition, the virus may attack the nervous system and vent people from becoming infected with the AIDS result in damage to the brain. The AIDS virus may virus. Many of the illnesses caused bythe AIDS initially cause a wide range of symptoms, including virus are treatable, hut the AIDS infectionitself can- chronic episodes of the following: not be cured and can be expectel ultimatelyto lead Fever to illnesses that prove fatal. Much research is being conducted to develop 6 Night sweats ex- perimental vaccines as wellas experimental drugs

3 1 1 such as zidovudine (previously known as identify blood containing antibodies to theAIDS azidothymidine, orAZT),which is believed to delay virus. The chance now of gettingAIDSfrom a the progression of the disease. But scientists believe transfusion is very small. that it may take many years before a proven vac- TheAIDSvirus has also been found in saliva, e to preventAIDSor proven treatments to cure tears, breast milk, and urine. However, on the basis t. disease might be available. of current medical research, the chances of becom- ing infected with theAIDSvirus by coming into con- How Is the AIDS Virus Transmitted? tact with these body fluids and wastes a.e small, cer- tainly far smaller than through the usual routes of Common Ways of Transmission sexua1 intimacy and intravenous drug use. TheAIDSvirus is most commonly transmitted The Public Health Service to date has stated there through male homosexual intercourse with an in- is no evidence to suggest a risk of contracting the fected partner and through the sharing of in- AIDSvirus from day-to-day social or family contact travenous drug needles or syringes with an infected with someone who hasAIDS. Astudy of the families person. It can also be transmitted by heterosexual of 45 adults withAIDSfound that none of their intercourse with an infected partner. Because the children became infected with theAIDSvirus AIDSvirus, when present, is contained in some through contact with other family members or by body fluids (mainly blood, semen, and vaginal sharing kitchen and bathroom facilities. secretions), actions that irr olve the exchange of these fluids between people greatly increase the Unknowing Transmission chances of passing the virus to another person. It is not currently known how many of the per- Women infected with theAIDSvirus may also sons infected with theAIDSvirus will develop the transmit it to their children during pregnancy or, disease. Most experts estimate that more than 50 later, during breast-feeding. percent of those now infected with the virus will Because theAIDSvirus can be transmitted by the develop the disease over the next 10 to 15 years. transfusion of blood or certain blood products, Regardless of whether the symptoms of AIDS hemophiliacs and other recipients of transtusions are apparent, anyone who is infected with or blood products were at very substantial risk of the AIDS virus must be presumed to be becoming infected. However, since 1985, donated capable of transmitting the virus to someone blood has been screened by a new test that can else. Persons who do not have the symptoms of

4 12 AIDS but are capable of infecting others pose a Increased sexual activity among teenagers has serious risk to their sexual partners. Although it can- contributed greatly to their high rates of contracting not provide a cure today, medical science has pro- sexually transmitted diseases such as gonorrhea and vided informwion about the transmission of AIDS syphilis (see Chart 3). This increased sexual activi- and a highly accurate testing procedure for the in- ty also makes the transmission of AIDS more like- fection with which the unknowing transmission of ly. More than 6 out of 10 persons with gonorrhea AIDS can be greatly reduced. or syphilis are less than 25 years oldthat is, 581,913 out of a total of 938,038 cases in 1985. The How Are Adolescents at Risk of Centers for Disease Control reported that in 1985: Contracting AIDS? One out of four persons with gonorrhea or syphilis (25 percent) was between 10 and 19 Teenage Sexual Activity years uld. Statistics show that sexual adivity increases Almost 4 out of 10 persons with gonorrhea dramatically during the teenage years. By age 15, or syphilis (37 percent) were between 20 and 16 percent of boys and 5 percent of girls in the 24 years old. United States have had heterosexual intercourse at least Once. By age 17, these rates almost triple for Teenage Drug Abuse boys and increase 5 times for girls. By age 19, three- Drug abuse is, unfortunately, quite widespread quarters of all boys and almost two-thirds of all girls among American school children. Over half of high have been sexually active (see Chart 2). The in- school seniors have used illicit drugs, though only idence among teenagers of homosexual activity, a small percentage of teenage drug users use in- the mostQiNnon mode of transmission of the travenous drugs and risk contracting AIDS in this virus, is not known. way. Research also shows that most teenagers are not using condoms, which provide some but by no About 8 percent of all cocaine users have in- mearis complete protection from the AIDS virus. In jected the drug intravenously. In addition to a 1986 survey of 1,000 teenagers, the majority (53 cocaine, other drugs that may be taken in- percent) of sexually active teenage boys did not use travenously are amphetamines and other condoms. stimulants, hallucinogens such as phen-

5 13 CHART 2 Percentage of Boys and Girls 15 to 19 Years Old Who Have Had Heterosexual Intercourse

100

90 Boys Girls

80

70

60

50

40

30

20

10 I1 15 16 17 18 19 AGE 15 16 17 18 19

SOURCE: Tabulations from the 1982 National Longitudinal Survey of Youth by the Center for Human Resource Research, Ohio State , 1983. In Risking the Future, National Academy Press, 1987. 6 1 4 cyclidine (PCP), most narcotics (e.g., heroin), not know that AIDS can be transmitted bysemen and many "designer" drugs, whichare slight and 29 percent were unaware thatit can be chemical variants of existing illegal drugs. transmitted by vaginal secretions. Although most intravenous drug usersare age 25 to 45, more than 20,000 teenagers have The Limits of Information and Education used drugs intravenously. And most older in- Young people should be told the facts about AIDS, travenous drug users have a history of involve- but information alone will not adequatelyprotect rnent with illegal drugs that began in their them. In a recent survey of 458 University of teens with the use of nonintravenous drugs. Maryland students about their knowledge of AIDS The use of any illegal drug is dangerous in and sexual behavior: itself and the use of one illegal drug often leads Seventy-seven percent said that they knew to the use of others. that condoms can be used to limit the risk of infection of AIDS, but only 30 percent of those Inadequate Information who used condoms reported increaseduse of Many teenagers do not know the basic facts about condoms. AIDS. Recent surveys have demonstrated the need Eighty-three percent of the male students for teenagers to be made aware of the activities that who said they had homosexual relations said put them at risk of contracting AIDS. that they had made no change in A study of young people in San Francisco in their 1986 behavior. revealed that: Nothing can substitute for individual responsibili- Thirty percent believed that AIDS could be ty. As the National Education Association guide, cured if treated early. The Facts About AIDS, states: "Health education that relies only on the transmission of information One-third did not know that AIDS cannot be is ineffective. Behavioral change results onlywhen transmitted by merely touching someone with information is supported by shared community AIDS or by using a friend's comb. values that are powerfully conveyed." Wemust give young people the facts, but we must remember it In addition, a study in 1986 of 860 Massachusetts is their sense of right andwrong, their internal teenagers aged 16 to 19 found that 22 percent did moral compass, that determines their acticns.

7 15 CHART 3 Distribution of Persons With Syphilis or Gonorrhea By Age

10-19 years old

20-24 years old

25 years and older

SOURCE: Centers for Disease Control. Sexually Transmitted Disease Cases Reported, 198.5

8 16 PART 2: PROTECTING OUR CHILDRENFROM AIDS

What Is to Be Done? and the well-being of others. Children shouldbe The surest way to prevent the spread of AIDS in taught the importance of self-discipline andpersonal the teenage and young adult population is for responsibility by holding them accountable for their schools and parents to convey thereasons why actions. They should also be brought-to understand adolescents should be taught restraint in sexualac- that, as young adults, they will bear theprimary tivity and why illegal druguse is wrong and harm- responsibility for protecting themselvesfrom ful. Although messages urging responsibility and becoming infected with the AIDS virus. restraint have been given before, theemergence of the AIDS threat gives themeven greater Actions: importance. Teach restraint as a virtue. Parents and We here offer four principles of AIDS education school personnel should teach chiidren to guide parents, schools, and the community in restraint as a standard to uphold and follow. educating our children and helping them combat Explain the positive benefits of responsible the disease of AIDS. behavior as well as the fact that the safest and smartest way to prevent infection with the 1. Help Children Develop Clear Standards of deadly AIDS virus is to avoid premaritalsex Right and Wrong and illegal drugs. Even theuse of nonin- Studies have shown that children who firmly hold travenous drugs, such as marijuana and to the principles of appropriate moral and social alcohol, can lead children toward activities conduct are less likely to act inways that would that would expose them to the risk of being place them at risk of becoming infected with AIDS. infected with AIDS. The most important determinant of children'sac- Present withina moral tions is their understanding of right andwrong. context. Parents want the schools to teach the Parents, schools, and community organizations that difference between right andwrong in sex work with children must instill firm standardsof education and elsewhere. Parents wantsex- conduct that include respect for personal well-being uality taught within a moral framework. Ina

9 17 "Community of Caring"

The Joseph P. Kennedy, Jr. Foundation establisheda network of Community of Caring programs 11 years ago to help combat the problems of adolescentsexual activity and teen pregnancy. The program originally focused on helpingpregnant teenagers have healthy babies, but hasex- panded into other areas of concernespeciallypregnancy prevention. A new curriculum, "Growing Up Caring," has recently been implemented in fiveschool systems. The curriculum is based on the that teenagers become sexually active because they havenot perceived their sex- uality in a moral context. Theprogram operates on the premise that any time sex education is taught, it must be taught within the context of familyand ethical values. "Growing Up Cadng" contains a section dealing withAIDS in its teaching units for teachers, parents, and other instructional personnel. Its discussionsand activities emphasize morality and responsibility. For example, in the sectionon drug abuse, a point is made that teenagers are responsible not only for their health now but also for their futurehealth and their ability to become productive citizens and to establish strong and healthyfamilies of their own. The curriculum is designed toencourage students to work hard and develop good character. The themes of the curriculum include the following:

Family. The curriculum teaches that the familyprovides the major ethical framework for a child.

Personal responsibility. Adolescentsare taught haw to assume responsibility for themselves.

Comnd`mrd le parenthood. Youngmen and women are taught the skills and commitment needed to meet the challenge ofpregnancy and parenthood.

Responsible sexuality. By drawingon values that include , concern for others,respon- sibility to family members, truth, productive hardwork, and the wholesomeness of sexuality, adolescents are shown a basis for their futuresexual decisions.

Planning for Mere goals. The curriculumshows how adolescents can redirect their lives through planning. The hope is that theyoung people will form constructive and attainable goals.

10 18 ws: 440 disk 4110 national poll, 70 percent of the adults surveyed example to young people of how to avoid the risks said they thought that sex education programs of contracting AIDS. should teach moral values. About thesame percentage believed sex education courses Actions: should urge students not to have sexual intercourse. Demonstrate moral standards through Speak up for the institution of the personal example. Adults must try to live family. Fidelity and commitment should be up to the ideals they set for themselves and positive goals toward which all of our children their children. They should cite concreteex- should strive. Unless a marriage partner is in- amples from everyday life, discuss the moral fected before marriage or uses intravenous issues they confront, and describe how they drugs, persons in mutually faithful and find the strength to follow their ideals. Parents monogamous relationships are protected from should put their children in contact with other contracting AIDS through sexual transmission. adults whose lives will be a good exampleto Set clear and specific rules regarding young people. behavior. Parents and teachers must clear- Follow the principles of good health. ly establish appropriate standards of behavior Adults who follow a healthy diet, exercise, and and convey them to children in the home and generally show a concern for their own well- school. Setting high standards of behavior and being help children learn how tocare for holding young people accountable for theirac- themselves. Similarly, adults who abuse their tions will help them take responsibility for bodiesfor exampie, through theuse of illicit their behavior, and it will help them develop drugsmay influence children to follow their respect for others and for themselves. example. Adults who do not show restraint in 2. Set a Good Example their own lives are unlikely to be successful in teaching children how to be responsible. Parents and school personnel should beaware Demonstrate responsibility for others that they very much influence young peoples' in personal relationships. By the relation- behavior. Adults who try to live in accordance with ships they establish with children,their moral standards, take care of their health, and families, and other adults, parents and engage in a monogamous relationship provide an teachers show children do ,v they expect them "Postponing Sexual Involvement"

"Postponing Sexual Involvement" isa "How to Say No" program targeted to 1340-15year olds and their parelts. The program is taught in Atlanta schools and is being implementedthroughout Georgia. The program was developed to help adolescents resistpressures to become sexually active. It consists of a series of 4 one-hoursessions and a follow-up session. Programcoor- dinators train older teenagersas peer leaders who conduct the sessions. "Postponing Sexual Involvement" does not simply present informationbut gives teenagers the tools and skills they need to handle the of their sexuality. It also identifies the sources of societalpressuies that are often responsible for early sexualactiAty. Parents receive a shortened version ofthe lessons.

The results of the series are promising. In the pilot program with 1,000teenagers:

Seventy percent said the series taughtthem adolescents can decide to postponesex without losing the respect of their friends.

Sixty-three percent of the adolescents saidthey felt it was easier for them toexpress their point of view regarding sexual involvementafter attending the series.

Seventy-eight percent of the participants said theywould recommend the series toa friend. Thirty-three percent said the series made themaware of the fact that most teens do indeed say no to early sexual involvement.

20 12 to act. Adults who show concern for the well- Encourage students to providea good being of others help prevent the spread of example to their peers. Studentscan AIDS through their respect for others. positively influence their peers through their attitudes and everyday behavior.If student leaders take stands against irresponsible 3. Help Children Resist Social Pressuresto Engage in Dangerous Activities behavior, other students will bemore likely to follow their lead. Studentscan also persuade Peer pressure is one of the strongest influences their peers who indulge in dangerous behavior encouraging students to engage in promiscuoussex to seek adult help in combating their and drug use. In addition, older students whohave problems. already engaged in these practices reinforcethe view that sexual intimacy and druguse are the Be able to discuss drugs knowl- norm. Adults must counteract these influences. edgeably. In order to provide guidance and to support children in resisting drugs, parents Actions: must be knowledgeable about drugs and their effects. It is better for children to obtain infor- Help students identify negative mation about drug use from their parents than pressures. Schools, religious institutions, and from their peers. community organizations can sponsor pro- grams that help students identify pressures in 4. Instruct Children About AIDS their lives that direct them into risky behaviors. Such programs can helpyoung Many young people remain largely ignorant about AIDS. Some American teenagers people develop and practice strategies tocom- are risking bat these pressures. infection with the AIDS virus every day because of their involvement inhigh-riskactivitiesthat Be attentive to children's behavior in- transmit the diseasesexual relations and illicit side and outside of school. Parents should drug use. To prevent the spread of AIDSamong be attentive to their children's school and young people, parents, schools, and communities sociallives by paying attentionto their should teach children about the deadly disease. The children's dating, friendships, schoolpro- dual messages of responsibility and restraintmust grams, and television viewing. be integral parts of any education effort.

13 "Responsible for Myself"

Believing that today's young people need to learn aboutresponsible behavior through instruction rather than by systematic chance, at San Marcos JuniorHigh School (San Marcos, the staff, parents, and Cc:ifomia), community members puttogether a program to be responsible for encourage students to themselves. Focusingon specific teenage problems such drug use, poor self-esteem, as sexual activity, and poor study habits anddecision-making skills, the planning designed a program titled group "Decision MakingKeys toTotal Success." The program is required of all seventh and eighthgrade students and is offered sequence: in the following Study skills and ted taking. Emphasizes the acquisition ofappropriate study and test-taking skills. The information is covered in the first 6 weeksof the semester. Hew to be you. This section focuses on self-esteem,-based instruction, and making skills. The information decision- is covered during 6weeks of the secondsemester. Sexuality, commitment, andfamily. This part teaches children that abstinence isthe only sensible way for teens to deal with sex. It seeks to instillappreciation for the creation of as well as understanding that life, parenthood is a rewardingcommitment made by responsible people. Negative peer pressure and media influenceare also discussed. The information covered in the last 6 weeks is of the second semesterfor 8th graders. How to be successful In less Man 10 minute:a day.Incorporates the themes of the programs, stressing personal other responsibility, good academicbehavior, respect for self and others, persistence, andcourtesy. The drug abuse prevention program is taughtas part of k this component and linkseffective drug resistance strategies to the valueson which this pro- gram is Lased. This component is covered daily in 8-minutesegments during the homeroom. According to the principalat San Marcos, personal responsibility is the key tosuccess for his students. Reinforced by the school's motto, "Iam responsible for myself," the helped students strengthen program has their character as wellas gain personal insight. The reduce adolescent program helped pregnancies sigelfkantlyfrom147 In school year 198445 year 1988-87. to 2 In school

14

22 Actions: education programs fail to providea message Provide the facts about AIDS.Parents of personal responsibility. Somepresent sex and schools should provide up-to-dateinfor- mechanistically, answering questionsabout mation about what the AIDS virus is andhow how sex works and how itcan be made to it is spread. Ordirwrily, in the schools, this serve a variety of purposes (e.g.,self- would be a parto sex education, which gratification). Otherprograms contain value- generally begins in junior hirth school. Young neutral discussions of sexualrelations in people should know that they riskcontracting which the teacher makesa concerted effort not the disease if they engage in sexual contactor to make moral judgments about sexual intravenous drug use with infectedpersons. activity. Talk to children about their fears. Responsible sex educationcourses should not hesitate to teach children thatsexual Children, even at a youngage, are exposed to restraint is the best standard to follow.Sexual information about AIDS. Televisioncommer- intimacy should be presentedas more than cials, news broadcasts, and casualconversa- merely a physical or mechanicalact. tions will give them bits anu pieces of the AIDS story that may frighten them without inform- Get the community involved in AIDS ing them. What they hearmay cause them to education.Civic groups, churches, local believe that contracting AIDS is inevitableor, health departments, and the medicalcom- conversely, impossible. Adults need to help munity should be enlisted in educatingthe children articulate their fears and helpcorrect young people in their community about AIDS. their misperceptions. The community must first become informed Discussing AIDS also can enableyoung peo- about the risks involved in acquiringand ple to understand the disease and the suffer- transmitting the AIDS virus infection and then ing experienced by its victims. In learning how present a consistent message to itsyoung peo- to avoid AIDS, young people can also learn to ple that emphasizes the risks involvedin pro- have compassion for the affliction of others. miscuous sex and illicit druguse. Teach about sex in a way thatem- Teach drug prevention tochildren. phasizes the reasons for abstinence, Drug prevention effortF should bean integral restraint, and responsibility.Many sex component ofalleducational programs.

15 23 Condoms and AIDS

The uso of condoms isnow frequently recommended as a means of reducing the risk ofboth contracting AIDS and spreadingthe disease. Many people, for moral or religiousreasons, op- pose encouraging the use ofcondoms. Others are eager to make condoms widely available,even or especially to young people. In any case, if the use of condoms isto be discussed withyoung people, such a discussionmust include the recognition of certain facts, should takeplace with the approval of parents,and should occur in an appropriate moral context. Inparticular, young people must know that the use of condoms can reduce, bit byno means eliminate, the tisk of contracting AIDS.

Condoms can and do tall. The use of condoms can reduce the risk ofinfection when engaging in sexual activity, but they must be used from start tofinish and In a manner that exchange of bodily fluids. Even prevents any then there is no guaranteeof safety. When condoms are used for contraceptive purposes, they failabout 10 percent of the timeover the course of a year. Someexperts think that condoms are much less effective as ameans of stopping the transmission of the AIDS virus. Accordingto a recent study at the University Miami Medtal School, 17 of percent of the women whosehusbands with AIDS used condoms became infected themselves within 18 months, despitethe use of condoms. And the General has also warned that Surgeon condoms have "extraordinarilyhigh" failure ratesamong homosexuals. Maintaining a moral context. Any discussion of condomsmust not undermine the importance of restraint and responsitilityin the minds of young people. It is Important to rememberthat condoms have long been widelyavailable and that most teenagers know about them,yet the teen pregnancy rate has still risen. This is not only because condomsdo fail, but also because teenagers who know about condoms often fail to use them. Teenagers'beliefs and convictions about proper sexual behavior are more effective in shaping their behaviorthan mere knowledge about devices such as condoms. Indeed, promoting the use of condomscan suggest to teenagers that adults expect them to engage in sexual intercourse. This dangermust be borne in mind in any discussion.

24 16 Schools, religious institutions, and youth proval of parents. In addition, they shouldmeet the organizations should emphasize that druguse following guidelines: is wrong and harmful. Efforts should be geared to strengthening a child's resistanceto drugs. Teach about high-risk behaviors. For teenagers, a clear link between druguse Teenagers and young adults are at greater risk and AIDS should be made. Childrenmust of AIDS than much of the population because learn that not taking drugs will reducethe of their high levels of sexual intercourse and possibility of becoming infected withthe their use of illicit drugs. This point must be disease. made clear. Find appropriate opportunitiesto Present the facts in a straightforward discuss AIDS. The topic of AIDS, involving manner. Facts on AIDS should be accurate as it does issues of sex and drug use, is an un- and current. Information should be conveyed comfortable one to raise. Yeta one-time family in straightforward language that students will discussion or a special AIDS curriculumunit understand. It should honestly portray what or school assembly is not enough to prevent we do and do not know. the spread of AIDS amongyoung people. Emphasize standards of rightand Adults need to find appropriate occasionsto wrong. Instruction about AIDS must include raise the issue with childrenfor example, more than basic medical information. It must when they are watching television programs be based on clear standards ofindividual that glamorize sex and illegal drugsor news responsibility. programs that discuss AIDS, or when theyare Materials should set positive standards; they newspaper articles about AIDS. should emphasize that young peoplecan avoid premarital sex and druguse. Materials should not be value neutral. Young people should be told that thebest way Guidelines for Selecting to prevent the sexual transmission of AIDS Educational Materialson AIDS is to refrain from sexual activity untilas adults they are ready to establisha mutually faithful Materials for use in teachingyoung people about monogamous relationship. AIDS education AIDS must be selected and developed with the ap- should Lunfirm this message from hesex 17 25 education curriculum. AIDS education (as part communities can become involved in the of sex education in general) should uphold AIDS discussion. Parents and community monogamy in marriage as desirable and members shouid be involved in the selection honorable. of materials and curriculum programs. Materials discussing illicit drugs should not In deciding how to teach chil&en about AIDS, condone "responsible use" or use of "soft school personnel should review the entire cur- drugs." Al! illicit drug use is wrong. riculum to find the most appropriate places for in- Select appropriate materials. To teach cluding this topic. All members of the school staff about AIDS is to deal with sensitive topics. In- should be informed about AIDS and about ways to structional materials, therefore, must be ap- present the subject to children. propriate to the age of the students being taught and to local community needs and Children With AIDS in the Schools values. To date, there have been no reported cases of the Young children should not be given overly explicit and detailed explanations. For them, transmission of AIDS in the school setting. The U.S. Public Health Service and the American Academy instruction should lay the foundation of moral of Pediatrics have stated that, action and good health and give limited atten- in most cases, tion to AIDS itself. children with AIL'S should be permitted to attend school. However, they do advise school adminis- Although materials for older children will deal specifically with AIDS, they should em- trators that children with AIDS who lack control phasize standing up for one's convictions and over bodily functions, have open wounds or cuts, abstaining from premarital sexual relations or display behavior such as biting, should receive and illicit drug use. individualized instruction outside the classroom. Because of their weakened immune systems, Educat'on materials for adolescents may, with parental consent, also include informa- children with AIDS or the AIDS virus who attend school are more likely to get common childhood tiontohelp them reduce the risks to themselves and to other people. infectionssuch as the flu, colds, and chicken poxthan children who do hot have AIDS. After Promote parental involvement. they contract these routine childhood illnesses, they Materials should recommend how parents and have a greater chance of developing complications.

18 26

They may also be more likely to havemore serious Questions have arisen about whether school contagious diseases, siR.11 as hepatitis or tubercu- districts are required to include children withAIDS losis In addition, children with AIDS mightnot be in their regular educationprogram or to provide permitted by their doctors to have routine vaccina- special programs because of impairments dueto tions, because these vaccinations may place the AIDS. Recently, the Supreme Court ruled in School children at risk ot contracting the disease of the vac- Board of Nassau County, Fonda, et al.v. Arlinethat cine as a result of their impaired immune system. persons with a handicapping infectious disease (in A child with AIDS should be under a doctor's super- that case, tuberculosis) are covered by Section504 vision in order to assess periodically whether the of the Rehabilitation Act of 1973, which prohibits child should remain in school. discrimination against handicappedpersons in pro- Communities should take steps toensure that grams that receive Federal funds. medical information about persons who have AIDS Children whose health is impaired by AIDS, and (or who test positive for the virus) is kept confiden- because of that impairment need tial and used only for purposes of protecting the and related services, are also covered under the public health. Both the Education of the Handicap- EHA, which guarantees a free appropriate public ped Act (EHA) and the Family Educational Rights education to handicapped children. and Privacy Act contain prohibiiionson un- In determining whether an individual child with consented disclosures of personally identifiable AIDS should be served in its regularprograms, a information about students. Disclosure ot such in- school district should take into consideration bona h ir mat o n is permitted to appropriate school of- fide medical considerations about the likelihood of ficials, if iustified by public healthor other legitimate the risk of the infection to other children. With considerations. respect to a child with AIDS who is served in its A number of states have passed laws that address regular programs, these medical considerationsmay requirements for reporting the AIDS virus for public also justify a school district placing limitationson health purposes and also for maintaining thecon- specific activities, such as sports, in which children fidentialityof such intcrmation. Other state participate.Similarly,decisions on placement legislatures are considering these issues. According- should address whether the drild will conduct ly, school oti;cials are well advised to monitor himself or herself in a mariner that will noten- developments in the law of their stateon these danger other children. matter, School districts cannot, however, refuse to pro- Chart 4Transmission Categories For Children With AIDS

(Includes All Patients Under 13 Years of Age at Time of Diagnosis)

Percent of Cases

Transmission from an AIDS-infected mother to her fetus or infant during birth (450 cases)

Undetermined (25 cases)

Transfusion of blood or blood components, including coagulation disorders (100 cases)

SOURCE: "AIDS Weekly Surveillance Report," Centers for Disease Control, September 14, 1987

20 28 vide educational services to children with AIDS who For example, the team might includethe child's are covered by the EHA or Section 504. Districts parents, physician, teacher, public healthperson- must also ensure that the services providedare ap- nel, and other appropriate educationpersonnel. propriate for each child. Placement decisions must be basedon the educa- Children with AIDS may be absent from school tion needs of the child and reasonablemedical more frequently than other children. During pro- judgments, given the currentstate of medical longed absences, education services must, under knowledge about risks to the child andothers. For Federal law, be made available to children with example, restricted placementmay be advisable for AIDS. These may include home tutorsas well as children who lack control of bodilysecretions, are any other provisions made by the school system for at substantial risk of contracting seriousillness, are sick children. likely to engage in behavior suchas biting, or have Under the EHA and Section 504, placement deci- open wounds. Under the EHA, the child's educa- sions must be made by a team ofpersons tion program must be reviewed regularlyto deter- knowledgeable about the child and be basedon mine whether a change to the child'splacement is medical and educational data concerning the child. required. PART 3: SOURCES OF INFOROATION ABOUT AIDS

Toll-Free National Information School and Community Resources Public Health Service National AIDS Hotline Anlrican Red Cross (recorded message) 1-800-342-AIDS This organization operatesan AIDS Public Educa- A national information service that provides tion program intended to provide reliable, factual round-the-clock information on AIDS. The 4-minute clAta to help prevent the spread of the disease. The recorded telephone message outlines the methods Red Cross that adolescent health educa- of protection against the AIDS virus, mentionsthe tiOn should be based on positive values that rest blood tests that detect the AIDS virus (and where op r%gious, ethical, legal and moral foundations. the tests are available), and provides information al-1Qational materials are disseminated through for women planning to become pregnant whoare wore than 600 AIDS coordinators in local Red Cross concerned about AIDS. The recorded message also cflaPters throughout the nation. provides the telephone number for contactinga Available materials include pamphletscontain- hotline staff member for additional information jog the latest facts about AIDS, suchas guidelines (shown in the next listing). for Prevention programs for young people and in- formationfor parents of school-age children, The National AIDS Hotline (hotline staff) tachers, and school officials. The Red Cross also 1-800-342-7514 hAs developed a four-part AIDS prevention program The Public Health Service operates this national for Nnior and senior high school students which resource and information service 7 days a week, 24 consists of a 25-minute videotape and printedsup- hours a day. In addition to providing information porting material. Information is availablethrough about AIDS, the staff refers callers to local hotlines local Red Cross chapters or through the American and testing sites, and provides telephone listings for Red Cross, AIDS Education Program, National counseling and other support groups. Free written I-Wadquarters, 430 17th St., N.W., Washington, D.C. materials are available upon request. 20006 (202) 639-3223.

23 30 AIDS School Health Education Sub file countering infectious agents in a school or day-care A computerized subfile of the Combined Health setting than at home. Foster homes with multiple Information Database which contains information children may also increase the risk. In addition, about AIDS programs, curricula,guidelines, younger children and neurologically handicapped policies, regulations, and other materials. Anyone children who may display behaviors such as who wants tolocatethis information must mouthing of toys would be expected to be at greater telephone Bibliographic Retrieval Service Informa- risk for acquiring infections. Children with de- tion Technologies to obtain access to the data pressed immune systems are also at greater risk of (1-800-468-0908) or write BRS Information suffering severe complications from such infections Technologies (1200 Route 7, Latham, New York as chicken pox, cytomegalovirus, tuberculosis, 12110). The fee for obtaining a password is $75.00 herpes simplex, and measles. Assessment of the risk per year, and the current time charge for searches tk I lc immunodepressecl child is best made by the is $35 per hour, plus a small fee for printing cita- child's physician, who is aware of the child's im- tions. Training on conducting database searches is mune status. The risk of acquiring infection such available in most cities. as chicken pox may be reduced by prompt use of specific immune globulin following a known exposure. U.S. Public Health Service Recommendations for Education and Recommendations: Foster Care of Children 1. Decisions regarding the type of educational and care setting for HIV-infected children should be based on the behavior, neurologic development, The following statements are excerpted from the and physical condition of the child and the expected guidelines developed by the Centers for Disease type of interaction with others in that setting. These Control to help state and local health and educa- decisions are best made using the team approach tion officials develop their own guidelines in light including the child's physician, public health per- bf community needs and concerns. sonnel, the child's parent or guardian, and person- nel associated with the proposed care or educational Risks to the Child with HIV Infection setting. In each case, risks and benefits to both the HIV (AIDS) infection may result in immunodefi- infected child and to others in the setting should ciency. Such children may have a greater risk of en- be weighed.

24 31 2. For most infected school-aged children, the be present in blood or body fiuids, allschools and benefits of an unrestricted setting would outweigh day-care facilities, regardless of whether children the risks of their acquiring potentially harmful in- with HIV infection are attending, shouldadopt fections in the setting and the apparent nonexistent routine procedures for handling bloodor body risk of transmission of HIV. These children should fluids. Soiled surfaces should be promptly cleaned be allowed to attend schooi and after-school day- with disinfectants, suchas household bleach care and to be placed in a foster home in an (diluted 1 part bleach to 10 parts water). Disposable unrestricted setting. towels or tissues should be used wheneverpossi- 3. For the infected -aged child and for 'ole, an6 mops should be rinsed in thedisinfectant. some iteurologically handicapped children who lack Those who are cleaning should avoidexposure of control of their body secretionsor who display open skin lesions or mucous membranes to the. behavior such as biting, and those children who blood or body fluids. have uncoverable, oozing lesions, a more restricted 6. The hygienic practices of children withHIV in- environment is advisable until more is known about fection may improve as the childmatures. Alter- transmission in these settings. Children infected natively, the hygienic practicesmay deteriorate if with HIV should be cared for and educated in set- the child's condition worsens. Evaluationto assess tings that minimize exposure of other children to the need for a restricted environment shouldbe per- blood or body fluids. formed regularly. 4. Care involving exposure to the infected child's 7. Physicians caring for children bornto mothers body fluids and excrement, such as feeding and with AIDS or at increased risk of acquiringHIV in- diaper changing, should be performed by persons fection should consider testing thechildren fot who are aware of the child's HIV infection and the evidence of HIV infection for medicalreasons. For modes of possible transmission. In any setting in- example, vaccination of infected children withlive volving an H1V-infected person, good handwashing virus vaccines, such as the measles-mumps-rubella after exposure to blood or body fluids and before vaccine (MMR), may be hazardous. Thesechildren caring for another child should be observed, and also need to be followed closely for problemswith gloves should be worn if open lesions are present growth and development and given prompt andag- on the caretaker's hands. Any open lesions on the gressive therapy for infections andexposure to infected person should also be covered. potentially lethal infections, suchas varicella. 5. Because other infections in addition to HIVcan In the event that an antiviralagent or other

25 32 therapy for HIV infection becomes available, these Selected List of Publications About AIDS children should be considered for such iherapy. Knowledge that a child is infected will allow parents The following list of materials illustrates some of and others to take precautions 1. -ten exposed to the the materials available for AIDS education. biood and body fluids of the child. 8. Adoption and foster-care agencies should con- Educator's Guide to AIDS and other STD's sider adding HIV screening to their routine medical by Stephen R. Sroka, 1987. The guide presents evaluations of children who are at increased risk abstinence as the most effective method of preven- of infection. This should be done before placement tins) AIDS, and it emphasizes responsibie sexual in the foster or adoptive home, since parents must behavior and prevention of drug use. To help make decisions regarding the medical care of the students avoid sex and drugs, many activities teach child and must consider the possible social and students how to respond in situations in which they may feel pressured into inappropriate behavior. In psychological effects on their families. 9. Mandatory screening as a condition for school addition to providing effective strategies for AIDS entry is not warranted based on available data. prevention, the guide contains basic information 10. Persons involved in the care and education about AIDS and sexually transmitted disease (STD) of HIV-infected children should respect the child's infections. Health Education Consultants, 1284 right to privacy, including maintenance of confiden- Manor Park, Lakewood, OH 44107, (216) 521-1766; tial records. The number of personnel who are $25.00. aware of the child's condition should be kept at a AIDS: What You Should Know by Linda minimum needed to assure proper care of the child Meeks and Philip Heit, 1987. This 27-page and to detect situations where the potential for booklet is one of two in the Merrill Wellness Series. transmission may increase (e.g., bleeding injury). The booklet has student and teacher editions and 11. All educational and public health depart- is designed for use with 6th, 7th, and 8th graders. ments, regardless of whether HIV-infected children The booklet presents topically organized informa- are involved, are strongly encouraged to inform tion on the origin of AIDS, virus transmission, risks, parents, children, and educators regarding HIV and behaviors, virus detection, and treatment and its transmission. Such education would greatly assist research. The guide avoids explicit and detailed efforts to provide the best care and education for discussion of risky sexual practices and does not ad- infected children while minimizing the risk of dress the use of condoms. Students learn that transmission to others. abstinence is the most responsible decision they can

26 33 make regarding both sexual activityand drug use. the Rhode Island Department Students practice using the of Education and the responsible decision- Rhode Island Department of Health. making model in various situations, Office of Health and they learn Information, State Department ofEducation, 22 how to avoid sex. All technicalterms are clearly Hayes Street, Providence, RI 02908,(401) 277-2638. defincj arid key conceptsare outlined in the Single copies are free. margins. Merrill PublishingCompany, P.O. Box 508, Columbus, OH 43216,1-800-848-6205; $3.95 for student guide and $6.00 for teacher's guide. Other Resource Materials AIDS: Information/EducationPlan to Pre- vent and Control AIDS in the United States, Confronting AIDS: Directionsfor Public 1987. This 57-page book outlinesa plan for infor- Health, Health Care and ming and educating the nation Research, 1986. A about AIDS. The report by the Institute of Medicineof the National book identifies target audiences, basic elements of Academy for Sciences aboutthe causes and AIDS education and information,and suggest, transmission of AIDS, the epidemiology methods for conducting AIDS of condi- education programs tions associated with AIDS, andrecommended ac- U.S. Department of Health andHuman Services, Of- tions for combating the disease. fice of Public Inquiries, Centers Published by the for Disease Control, National Academy Press, Washington,D.C. and Bldg. 1, Room B-63, 1600 CliftonRoad, N.E., Atlan- available from the National ta, GA 30333, (404) 329-3534. Academy Press Bookstore, 2101 ConstitutionAvenue N.W., Instructional Outcomes for AIDSEduca- Washington, D.C. 20418, (202)334-2665. $24.95. tion, 1987. Rhode Island hasissued a set of cur- AIDS: Impact ricular and programmatic on the Schools by Roberta recommendations for Weiner, 1986. A 274-page book designed to pro- local school districts to followwhen selecting an vide factual information about AIDS curriculum. Although these how the disease is guidelines do not transmitted, how schools have been constitute a state-developed affected to date, curriculum, they pre- AIDS litigation, and problems sent criteria for evaluating faced by colleges and an AIDS curriculum and . A special report from the expected learning outcomes the Education for each age group. Research Group, Capitol Publications, Abstinence, individual responsibility, 1101 King and resisting Street, Alexandria, VA 22314,(703) 683-4100; peer pressure are emphasized. Preparedjointly by $45.50.

27 34 What Works: Schools Without Drugs, 1986. are using drugs. A list of resources and organiza- This U.S. Department of Education handbook tions which parents, students, and educators can recommends approaches for stopping drug use in use to develop plans to stop drug use in schools is America's schools. The guide describes schools and included. A free copy can be obtained by writing communities that have successfully implemented Schools Without Drugs, Pueblo, CO 81009, or by drug abuse prevention programs and presents in- calling 1-800-624-0100 outside of the District of Col- formation on how drugs affect people and how umbia area and 732-3627 in the District. parents and teachers can recognize when students

28 35 Ordering Information

To obtain an additional copy of this book freeof charge, please write:

Consumer Information Center Dept. ED Pueblo, CO 81009

36 " 37