• MAY 2021 Issue

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  • Hello, New Haven Public Schools Learning Community:

    Hello, New Haven Public Schools Learning Community:


    The “pandemic” school year of 2020-2021 is coming to an end. Despite numerous challenges, the spring sports season took place and was quite successful, thanks to the efforts of athletes, coaches, trainers, and also “behind the scene” workers. In this issue, we introduce two of them. What else is in this issue? Our director provides more details about the sports season. There is an article about LGBTQ issues in health education as well.

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  • Spring 2021: We Run Full Schedules for All Sports

    Spring 2021: We Run Full Schedules for All Sports


    As we move into the middle of the spring season, I am pleased to report that all sports are up and running at this time. The spring sports include lacrosse, track, softball, baseball, golf, and tennis. Spring marks the first season that we have been able to run full schedules for all sports.

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  • Marina Dubrovsky: As a Trainer I Wear Many Hats

    Marina Dubrovsky: As a Trainer I Wear Many Hats


    Meet Marina Dubrovsky, athletic trainer at Career High school. She loved athletics and was interested in medicine as a teenager. Later, at the university, she found out she could combine both interests, and that’s how she became an athletic trainer. Before joining New Haven Public schools in 2014, she worked in a physical therapy setting.

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  • Robert Rafferty: More Urgency To Enjoy What We Have

    Robert Rafferty: More Urgency To Enjoy What We Have


    Meet Robert Rafferty, Floyd Little Athletic Center Facility Director. He started at FLAC in 2002. Before that, he worked for the New Haven Ravens baseball team for 10 years, then at Harbor Yard Arena in Bridgeport, and the New Haven Coliseum.

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  • LGBTQ Community: We Need Updated Health Curriculum

    LGBTQ Community: We Need Updated Health Curriculum


    “LGBTQ adolescents face well-documented health disparities in suicide risk, substance use, and sexual health. These disparities are known to stem, in part, from stigma directed toward LGBTQ youth in the form of minority stressors such as violence, discrimination, and harassment. Given the proportion of time that LGBTQ students spend in school, schools provide a critical context within which protective factors may be developed and leveraged to improve the health and wellbeing of these populations.”

    US National Library of Medicine: National Institutes of Health

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