NEDA TOOLKIT for Educators
Assist the student
• If a student discloses a personal problem,
consider the setting in which the disclosure has
occurred. If, for example, it is during a class
or another setting where others are present,
practice protective interrupting (e.g., “Thank
you for sharing that… I’d really like to follow
this up with you after [class; recess; gym].”)
• Be aware that a student who has divulged very
personal concerns has chosen the particular
teacher or staff person to divulge to for a
reason. Acknowledge to the student how
difficult disclosing personal concerns can be.
• Ask the student with the eating disorder
privately how he/she would like teachers (and
others) to respond when asked about how the
student is doing.
• Contact the student’s parents or guardians to
assure appropriate medical and psychological
follow-up. • Remain mindful that the student may not have
disclosed the full extent of his/her problems
and the situation may be more serious than
either of you realizes.
Assist friends of students with an eating
disorder • When supporting the student’s classmates,
protect confidentiality and privacy by
providing generic information about how to be
supportive to a friend who is experiencing an
eating disorder.
• Remind friends that they are not responsible
for their friend’s eating disorder or recovery.
• Encourage the students’ friends to continue
usual activities with the person experiencing
the eating disorder.
• Consider the needs of the student’s immediate
friendship group. They may be feeling a loss in
their friendship circle or confusion about how
to relate to their friend.
• Be mindful of other students’ reactions to the
eating disorder; for example, provide age-
appropriate, selected information.
• Encourage classmates and friends to discuss
their concerns with you, a fellow teacher, or
another adult.
• Support friends and fellow students by
providing information and opportunities to talk
about: Emotions they may be experiencing
Coping with the changes in their friend
(for example, behavioral and social
changes such as increased agitation or
social isolation)
Strategies to support their friend
Strategies to support themselves (e.g.,
practicing self-care; taking time-outs)
Strategies to help create a positive
environment for friend and others
(e.g., eliminating “fat talk”)
Their responsibility as a friend (to
provide friendship and stay mindful of
their friend’s overall well-being)
The ineffectiveness of focusing on
food, weight, or appearance with their
friend • The friends of the student with an eating
disorder can be supportive by learning basic
information about eating disorders and
encouraging a culture of body positivity within
their social circles. Such information could be
integrated into health education or lifestyle
classes, if those classes are available for
students. Ways to encourage body positivity
include abstaining from “fat talk”;
discussing others in terms of their
accomplishments and character,
rather than focusing on appearance;
and modeling healthy, balanced, and
flexible dietary and exercise patterns.
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