Guidelines for educational centers when there is a case of eating disorder
One in 20 teenagers, mostly girls, have an eating disorder . The impact of each case on the immediate environment of each of these individuals is unavoidable and raises all kinds of questions about how to react, how to help, and what role each person can play in that individual's recovery.
Educational centers are one of these reference spaces in childhood and adolescence, where they interact with their peers and where they are formed on their path to adulthood.
It is very common for teaching teams, once the suspicion that one of their students has an eating disorder is confirmed, to wonder what they should do and how they should do it.
There is no single answer, as each case requires a specific approach. In this regard, the educational coordination established between the teaching staff and the professionals involved in the individual's treatment is key to making the necessary adjustments that the person with an eating disorder may require to ensure the continuity of their personal development plan.
In any case, there are key basic concepts that can serve as a guide for educational centers when there is a case of eating disorder in one of their students.
Preserving the essence of the educational center
Eating disorders are highly disruptive and significantly impact all aspects of a person's life; therefore, it is crucial that the school maintains its normal operations and remains a welcoming and healthy environment for students with eating disorders, where they can continue building their present and future plans, socialize, and learn. In this way, the treatment, monitoring, and supervision of eating patterns, as well as the psychotherapeutic approach, are left to the team of mental health professionals.
Regarding academic matters specific to this stage of education, it is advisable not to set expectations based on the student's previous performance. It is common for their relationship with their studies to require reassessment in terms of rigor, flexibility, organization, and so on. Providing necessary accommodations , especially during treatment, is essential, even for students who have not previously needed them.
Protecting mental health in educational settings
Promote a positive atmosphere in the classroom and at the school
The school is one of the most important spaces for socialization and learning during childhood and adolescence, so fostering a positive school climate is essential and a major protective factor for all students. For a student with an eating disorder, just as for their classmates, it is very important to feel that they belong, that the school is a safe place, and that it operates on the foundations of respect, collaboration, and warmth.
Sometimes students with eating disorders distance themselves from their classmates or friendship circles. The school can offer valuable opportunities by promoting group and collaborative activities in a supportive environment . It is best to avoid situations in which the student with an eating disorder feels singled out or uncomfortably exposed, so it is recommended to postpone any topics that might make them feel directly challenged.
Respect the privacy of the student
Accepting the disorder and identifying its manifestations requires time and effort. Respecting the pace of the student with an eating disorder is paramount . Often, in order to protect and support both the individual and their classmates, the class is informed about what is happening before the student has fully understood and accepted their situation. We must wait for and obtain the consent of the student and their family or legal guardians before sharing their situation with the rest of the class.
It is also highly recommended to avoid making comments about their progress, both physical and emotional. For example, it's very common to say things like, "You look prettier," "You look better," or "You look much better." These comments may be based on our beliefs about the disorder and not reflect the experience of the person with the eating disorder, potentially having a negative impact on them. Some alternatives could be: "We were looking forward to seeing you," or "We're glad you can go back to school." Keeping the focus on the person, and not the eating disorder, can be helpful when providing support and fostering positive relationships with teachers and peers.
Nurture the bond and communication channels
Maintaining a strong connection with a student with an eating disorder, especially when their school attendance is affected by treatment, is crucial and requires significant effort. In collaboration with the family and the professional team providing treatment, brief, regular meetings can be scheduled with the tutor or another significant person to monitor their learning, assess their relationships with classmates, and address their educational needs and concerns. It is also advisable to be mindful of when to postpone or pause these meetings if they are deemed unnecessary or causing distress. Explaining to the student how they can contact us whenever needed, without requiring a prior appointment, is a good alternative. It is essential that when they share something with us, they feel heard, validated, and free from comparisons.
Trust in teamwork
Many professionals from the educational, social, and clinical fields are involved in supporting individuals with eating disorders. The family also plays a crucial role. It is absolutely essential that communication among all these professionals be fluid and based on mutual trust. Only by working together with shared goals can we develop roadmaps that offer coherent and effective solutions. It is fundamental to keep in mind that the course of the disorder can fluctuate and will require flexibility, knowledge, and commitment from everyone involved.
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