As an educator, you play a vital role in your students' lives academically, socially, and emotionally. While your primary role is to teach, you're often among the first adults outside the family to notice subtle shifts in a student's behavior or well-being. One critical area where early recognition can make a life-changing difference is in identifying and supporting students with eating disorders.

What Are Eating Disorders?

• Eating disorders are serious and complex mental health conditions that involve unhealthy relationships with food, body image, and self-worth. They go far beyond dieting or concerns about appearance; they can become life-threatening if untreated (American Psychiatric Association, 2023).

• Without appropriate treatment and intervention, eating disorders can have long lasting effects or even be fatal due to various medical conditions. It is important for individuals with eating disorders to see a medical doctor to rule out medical complications.

• You can’t tell by looking at someone if they have an eating disorder. People with eating disorders can be of all ages, races, ethnicities, and genders. They can be underweight, “normal” weight, or overweight (National Eating Disorders Association, 2025).

• Complete recovery is possible with treatment and time (The National Institute of Mental Health, 2025). 

The Most Common Eating Disorders

• Anorexia Nervosa: Characterized by restrictive eating, intense fear of gaining weight, and a distorted body image. Anorexia Nervosa has the highest mortality rate of any mental health condition (Torpy, Burke, & Glass, 2006).
• Bulimia Nervosa: Involves cycles of binge-eating followed by purging behaviors like vomiting or excessive exercise (National Eating Disorders Association, 2025).
• Binge-Eating Disorder: Marked by episodes of consuming large quantities of food in a short period of time without purging, often accompanied by shame or guilt. It is the most common eating disorder in America. 

Why This Matters in Schools

Eating disorders often begin during adolescence, a time when students are navigating peer pressure, academic stress, and body changes. According to the National Alliance on Mental Illness (NAMI, 2025), early intervention significantly improves outcomes, and schools can be a powerful point of connection to help a student get the support they need.

Statistics:

• 95% of people with eating disorders are age 12–25 (My Vanderbilt Health, 2018).
• Between the ages of 6–10, many girls start to worry about their weight, and by 14 years old, 60–70% are trying to lose weight (Association of Anorexia Nervosa and Associated Disorders, n.d.).
• 77% of adolescents as young as 12 dislike their bodies, and 45% say they are regularly bullied about how they look. Weight-related teasing is a primary way kids are bullied (Association of Anorexia Nervosa and Associated Disorders, n.d.). 

Warning Signs Educators Might Notice

As an educator, you are not expected to diagnose a student with an eating disorder, but being aware of potential signs of disordered eating can help to ensure students can get connected to the support they need as soon as possible. It is important to remember that not all the signs listed below always point to concerns for disordered eating. Some possible signs of disordered eating may include:

Behavioral Clues

• Skipping meals or avoiding eating in front of others
• Frequent excuses to leave class around lunchtime
• Obsessive talk about weight, food, dieting , or exercise
• Wearing baggy clothes to hide body shape
• Perfectionism or extreme concern about grades

Emotional Clues

• Low self-esteem or frequent self-criticism
• Withdrawal from friends or school activities
• Irritability or mood swings (National Eating Disorders Association, n.d.)

Physical Signs

• Noticeable weight changes
• Fatigue, frequent dizziness, or fainting (National Eating Disorders Association, 2006)
• Dental issues (from vomiting)

What You Can Do as an Educator

Your role is not to treat, diagnose, or counsel, but to observe, support, and refer.

#1 Observe

Educators with knowledge about the possible signs of an eating disorder may be the first to observe concerning changes in behavior.

#2 Support

Create a Supportive Environment

• Promote body-positive and inclusive messages in your classroom.
• Avoid commenting on students' appearance or eating habits.
• Discourage diet talk or body shaming among students and school staff

Approach With Compassion  

• If you’re concerned about a student, talk to them privately, calmly, and non-judgmentally. Use “I” statements: 
  • “I’ve noticed you’ve seemed tired lately, and I’m a little worried about you. Is everything okay?” 
• Avoid commenting on their weight or food intake. Instead, focus on observed behaviors and express care and concern. 

#3 Refer

• Report your concerns to the school counselor, nurse, or designated mental health staff.
• Follow your school’s protocol on how best to work as part of a team with parents/guardians and mental health professionals. Family members can be the best ally for the individual struggling.
• Respect student privacy but never keep concerns about a student's safety to yourself.
• Refer to community resources when needed.

Continuing to Learn