How to support students with ARFID from school
People with avoidant-restrictive food intake disorder (ARFID ) often refuse certain foods due to a general lack of interest in food, specific fears (such as fear of choking, vomiting, or experiencing pain), or sensory characteristics (such as color, texture, smell, or taste) that they find unpleasant. This behavior can lead to an extremely limited food selection, which, in turn, can cause nutritional deficiencies, growth and developmental difficulties (especially in children and adolescents), and significant interference with their social and emotional life (psychosocial functioning).
Individuals with ARFID may avoid social situations involving food , such as school cafeterias, birthday parties, family gatherings, or school trips. The pressure to eat in these environments can cause them emotional distress, leading them to feel uncomfortable or stressed when faced with situations where they are expected to try new foods or share meals with others. Over time, they may develop avoidance behaviors that progressively lead to feelings of social isolation and difficulty forming bonds with their peers . In the long term, the perception of being "different" can affect their self-esteem, causing shame or fear of judgment from others.
Early detection of these difficulties in children and adolescents is crucial to preventing the development of long-term clinical symptoms. Therefore, it is essential that both families and schools , the primary contexts in which young people's psychosocial functioning is shaped, are informed about this disorder. It is crucial that they know how to respond upon detection and have the necessary tools to address it in their daily lives.
ARFID, when food selection becomes a disorder
What can schools do to support students with ARFID?
- Knowledge and awareness . Psychoeducation of education professionals regarding ARFID is essential, emphasizing that these students' difficulties have a clinical impact and require a specific diagnosis. Furthermore, they should be provided with appropriate intervention and action strategies.
- Emotional support. It is important to promote an environment of understanding and emotional support for students, avoiding the stigma associated with eating disorders.
- Implementation of wellness programs. Wellness programs should include stress and anxiety management techniques. It is also essential that students participate in all academic activities offered by the school, regardless of whether they are related to food (cooking workshops, gardening activities, school trips, etc.).
- Collaboration between professionals and families. Communication and collaboration between the family and the school is a key pillar. Furthermore, both contexts must work together in a coordinated manner with the healthcare professionals responsible for the treatment plan to develop an individualized support plan, reinforce guidelines and objectives, and guide them through the recovery process.
People with ARFID may develop avoidance behaviors that progressively lead to a feeling of social isolation and difficulties in establishing bonds with their peers.
Guidelines for addressing ARFID in school dining spaces
- Offer a variety of food options and allow students to choose what they want to eat, respecting their preferences and aversions.
- Do not force or coerce people to try new foods.
- Introduce new foods gradually , following the food exposure process outlined in the treatment plan.
- Consider the option of allowing students to bring their own food or to select the day they want to stay in the school cafeteria based on the established menu and their preferences.
- Create a relaxed and pressure-free environment during meals, where students feel comfortable.
- Encourage socialization during meals by sharing space with peers, regardless of what they are eating (same, similar or different from the rest).
- Regularly monitor student progress and adjust strategies as needed.
- Maintain open communication with families and the health team to ensure that the established goals are being met.
How to detect an eating disorder in the classroom?
It is essential that schools adopt a comprehensive and flexible approach to supporting students with ARFID. Teachers must understand how this disorder can affect students' psychosocial functioning, enabling them to implement strategies that foster a more inclusive and supportive school environment. This will promote the emotional and social well-being of all students . Through collaboration among all stakeholders, an inclusive environment can be created that supports the health and well-being of everyone.
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