Back to school: How educators can spot the signs of disordered eating in students

Written By Stephanie Damiano

10/02/2025

Written by Helen Bird, Manager of Education Services, Butterfly Foundation
(published on Butterfly Foundation blog 5 Feb 2025)

The summer holidays can become a fertile ground for the development of body dissatisfaction and eating disorders.

The pressure to achieve a “beach body”, stick to a new year’s resolution often focusing on weight loss or self-improvement, plus time spent away from structured school routines and irregular eating patterns or a hyper focus on training can easily take hold. Sometimes, just the anxiety of returning to school can trigger or exacerbate disordered eating or eating disorders in young people.

So, while the start of a new school year brings with it many emotions and new challenges, it’s also a time for educators to be aware that a young person’s relationship with their body, eating or physical activity may have changed.

Take Maya for example. At 14, Maya had spent the holidays immersed in ‘clean eating’ content she’d seen on social media. When she returned to school in February, her teachers noticed she no longer joined her friends for lunch, instead claiming she “already ate” or was “too busy.” At first, they didn’t think much of it but over time, they saw a shift in her energy and focus. What started as seemingly harmless ‘health’ goals over summer had spiralled into dangerous behaviours.

Being attuned to subtle shifts in behaviours and appearance that may signal something deeper is going on could really make a difference to a young person’s life – the earlier we can intervene, the better the outcomes for a young person are likely to be. But how can educators recognise the early signs and what steps should they take if concerned?

Why teachers are uniquely positioned to help

Educators are often the first adults, outside of a student’s family, to notice changes in behaviour, mood, or physical appearance.

For instance, teachers may notice students:

  • Frequently avoiding eating at recess or lunch.

  • Displaying a noticeable drop in energy, concentration or engagement in class.

  • Becoming more withdrawn from social groups, particularly at mealtimes.

  • Demonstrating a preoccupation with body image or food-related topics.

Body image concerns can also become apparent during school camps often positioned at the start of the school year and in less obvious ways especially in boys, where the pressure to be muscular and strong is often normalized.

Liam, a Year 10 student, started weight training to feel more confident, but his focus on muscle gain soon became all-consuming. He was in the gym before and after school, avoided social events, tracked every calorie, and felt anxious if he missed a workout.

Of course, not every withdrawn student, reluctant eater or gym goer is experiencing an eating disorder. But if something feels off, trust your instincts. You could be a lifeline for that student.

Steps to take if you’re concerned

Recognising signs is only the first step. Acting on those concerns requires care, sensitivity, and a clear plan.

1. Increase your knowledge base

Learn what you can about eating disorders and the range of physical, behavioural and psychological warning signs. You don’t have to be an expert or know all the answers, but being informed is a great place to start. The Butterfly website and podcast are useful resources. You can also call the Butterfly National Helpline and speak to a trained professional about how you might go about raising concerns.

2. Approach the student privately with curiosity and compassion

If you are concerned, have a curious conversation with the student in private, ideally away from situations involving food. Avoid commenting on their weight, appearance, or food intake and using emotive language. Instead, express concern for their overall wellbeing. For example, “I’ve noticed you seem a bit tired/preoccupied lately, is everything okay?”

3. Prepare for a range of responses

If the student opens up, acknowledge, validate and thank them for sharing. Explain that the behaviours suggest that professional help may be beneficial and offer to help them get support. Equally, a young person may become very defensive or angry in which case try to stay calm, repeat your concerns and provide assurance that the school is ready to help.

4. Follow duty of care protocols

Eating disorders are complex mental health conditions and treatment typically involves a number of different professionals. Always follow your school’s protocols around documenting and reporting conversations and observations but share information sensitively and on a need-to-know basis. If your school is unsure where to begin, view Butterfly’s guide ‘Supporting the recovery of students with eating disorders in schools’.

5. Communicate with parents or guardians

Involving families is important but the timing will depend on the age and severity of the situation and any school protocols. This too can be a delicate conversation, as families may be unaware of the issue or unsure how to respond. Offer resources, such as the Butterfly National Helpline and the resources available for families as part of Butterfly Body Bright (for parents of primary age children) and BodyKind Families (for parents of teens) to help them navigate the situation.

6. Support peers

If a student is experiencing an eating disorder and it becomes known among peers, provide general information about eating disorders without singling out the individual. Emphasise that eating disorders are serious illnesses, not lifestyle choices, and focus on educating around the known risk and protective factors, dispelling stigma and common myths, the importance of help-seeking and available supports (rather than symptoms or eating disorder behaviours).

Butterfly provides a range of professional development workshops covering effective education approaches, early identification and creating a positive school culture and a range of facilitated presentations to students. You can find out more here.

7. Don’t try to ‘fix it’ alone

Remember, as a teacher, your role is to support, not diagnose or treat. Eating disorders require specialised care. Direct the student and their family in the first instance to a GP or eating disorder credentialled practitioner (see Butterfly’s referral database) or suggest they contact the Butterfly National Helpline.

A special note for primary educators

While eating disorders are more common in adolescents, they can and do occur in younger children. For primary educators, be alert to signs like extreme pickiness around food, anxiety about weight, or sudden changes in eating patterns. Butterfly’s Body Bright program is tailored to help schools support positive relationships with the body, eating and physical activity in primary-aged children, equipping educators with age-appropriate classroom materials, training, school culture guidelines and resources for families. Find out more here.

Final thoughts

So, as your students walk through those classroom doors this year take a moment to observe—not just their academic readiness, but their overall wellbeing. Remember also to avoid commenting on a student’s appearance as you may inadvertently be validating a young person’s eating disorder behaviours. For further guidance, read our blog on Reducing Appearance Talk at School here or register your primary school for Body Bright Staff Training. By staying alert, you can be a pivotal support in a young person’s journey to recovery – and help them thrive and reach their full potential.

Need more information?

If you would like more detailed guidance on identifying and responding to eating disorders in young people we highly recommend the following resources:

Stephanie Damiano https://www.butterflybodybright.com.au
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