Eating Disorder Support: 5 Reminders for Teachers

September brings a new school year and teachers return to the classroom, where they hold many roles. Teachers educate, inspire, guide, and support their students –to name only a few of their responsibilities. As awareness of student mental health and well-being has grown, teachers have come to be seen as important figures in both identifying mental health struggles in their students and providing support. Despite this, eating disorders are often left out of conversations regarding student mental health. As a result, teachers report a concerning lack of knowledge, training, and confidence in supporting students with eating disorders.^1,2 These risks can have worrying consequences, such as perpetuating the already prevalent stigma surrounding eating disorders and magnifying the health impacts for affected students when the seriousness of their illness is underestimated.  

As a result, it is important that teachers recognize both the prevalence and severity of eating disorders. Being able to recognize their signs and symptoms, as well as provide appropriate support, is especially important for educators as eating disorders often develop during adolescence and teachers may be the first person to notice that a student is struggling. Early intervention is crucial, given that eating disorders are life-threatening illnesses that affect the physical and mental well-being of those suffering, and it can be pivotal in successful recovery. If teachers are to best support their students with eating disorders or disordered eating, there needs to be an increased effort to educate and train teachers on this topic. 

Listed below are five important reminders about eating disorders for teachers to keep in mind as they enter the new school year. 

Eating disorders can affect all individuals – A common misconception about eating disorders is that only young, white girls are at risk. Eating disorders are prevalent across all racial identities, but tend to be under-identified in individuals identifying as Black, Indigenous or People of Colour³. It is important to recognize that eating disorders can affect all people, regardless of gender, sexuality, race, ethnicity, socioeconomic status, weight, and age.  

Eating disorder symptoms are wide and varied – Eating disorders include many different diagnostic categories and present differently in each person. It is important to be aware of the various kinds of eating disorders, such as anorexia nervosa, bulimia nervosa, binge eating disorder, atypical anorexia nervosa, and purging disorder, to be able to properly recognize students that may be suffering.  

Eating disorders are not only about weight – While weight and body image concerns are common in individuals with eating disorders, these concerns do not represent the full picture for those suffering. Eating disorders are complex mental illnesses and can develop in a person due to several risk factors, including biological, psychological, and social risk factors. Do not assume a student’s risk for an eating disorder based solely on their size or weight.  

Recovery is an ongoing process – It is important to keep in mind that eating disorder recovery is an ongoing process for affected individuals. Students in recovery may experience ups and downs in the recovery process. For example, students may have periods when disordered eating thoughts and behaviours can resurface or intensify. It can be helpful to know that while distressing, this is normal. Students can benefit from additional care and support networks, including teachers, during these times. If you know a student is in recovery for their eating disorder, be careful to avoid making comments about their weight or food choices, as this can be triggering for many individuals.

Be mindful when talking about weight and food choices – Just as it can be harmful to students with eating disorders to hear comments about weight and choices, it can be harmful to other students within your class. Topics on weight or nutrition that involve numbers, such as BMI (Body Mass Index) or calories, can trigger disordered eating habits. Teachers should avoid harmful activities, such as food/calorie journaling. Rather, turn the focus to healthy living, like promoting outdoor activities or creating balanced meals.  

These five reminders can help teachers to better support students in their classes who may be  affected by an eating disorder. That said, don’t let your learning stop here! Look for books, videos, and articles on eating disorders to deepen your understanding or consider talking to your administration about professional development opportunities, such as NEDIC’s workshops for educators.  

¹ Knightsmith, P., Treasure, J., & Schmidt, U. (2013). Spotting and supporting eating disorders in school: Recommendations from school staff. Health Education Research, 28(6), 1004-1013. doi:10.1093/her/cyt080

² Pursey, K. M., Hart, M., Hure, A., Cheung, H. M., Ong, L., Burrows, T. L., & Yager, Z. (2022). The needs of school professionals for eating disorder prevention in Australian schools: A mixed-methods survey. Children, 9. https://doi.org/10.3390/children9121979

³ Mikhail, M. E. & Klump, K. L. (2021). A virtual issue highlighting eating disorders in people of Black/African and Indigenous heritage. 

International Journal of Eating Disorders, 54

(3), 459-467. https://doi.org/10.1002/eat.23402

Author Bio

Alyssa Raab is currently a Master of Education student at Queen’s University in Kingston, Ontario. Alyssa’s research is on eating disorder stigma in education and mental health literacy. In the Master of Education program, Alyssa is developing a resource for Ontario teachers on ways to support students with eating disorders, with a focus on stigma reduction. Alyssa has lived experience with an eating disorder and is passionate about using this experience to guide her work.