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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. Page  | 18