12 signs to detect an eating disorder in the school stage

Some tips on how to detect signs that a child has developed an ED.

Eating Disorders (ED) are characterized by pathological behavior in relation to food intake and an obsession with weight control..

Metaphorically we could describe them as a tree; the top of the tree and the trunk would be the symptoms, what we can see from the outside by the behavior and the behaviors: obsession with weight, food restriction, exaggerated physical exercise, purging, overeating, etc.

The invisible part, the roots, are the unmanaged or unexpressed feelings and emotions and also the beliefs and thoughts about oneself and one's surroundings. It is precisely what lies beneath the subsoil that causes the disorder to emerge.

During treatment it is important to explore and work both on the behaviors and behaviors that we observe (symptoms) and on the deeper roots (real needs, functioning system, beliefs, feelings, emotions).

For this it is important to detect the problem as soon as possible, especially if the problem occurs in adolescence, a time of greater vulnerability and lack of resources to deal with it without help; that is why here we will see the main warning signs to detect an eating disorder in the school stageespecially useful for teachers.

Signs that allow to detect an ED at the school stage.

EDs have a multi-causal origin, so there is no single explanation behind their onset; several biological, psychological, family and sociocultural factors can be intermingled. What is really known about the onset of the disorder is that in most cases there is the conviction to start a diet in order to improve one's self-image and feel better.

For decades it has been observed that the percentage of the population affected by Eating Disorders (ED) has been on the rise for decades.. While they used to be considered to affect almost exclusively women between the ages of 14-25, they are now increasingly spreading to the male population as well as to school children and adults.

To detect an eating disorder in school-age children as soon as possible, watch out for the following warning signs to react in time.

• Increased irritability and emotional instability.
• Tendency to isolation and decreased relationships with peers.
• Decreased concentration and school performance.
• Apparent increase of study hours and increase of "useful" activities.
• Marked self-demanding, perfection and rigidity.
• Increasing comments about weight and physique.
• Unwarranted Weight loss or arrest of weight gain.
• Wearing overly baggy or warm clothing as an attempt to hide the body.
• Unwarranted food restriction. For example, frequently asking for less food in the dining room.
• Bizarre eating behavior such as, for example, pushing food away or throwing food off the plate, preferences to eat alone.
• Increased physical activity at recess time or in sports activities showing nervousness if not executed.
• Onset of impulsive attitudes related to accepting rules or limits: speaking badly to monitors, teachers or classmates when it was never like that before, etc.

What to do?

When we suspect a possible Eating Disorder at school, it is advisable to follow these guidelines. A teacher who suspects that a student in the class or school suffers from an ED can collaborate by following the steps detailed below:

Share our doubts with the rest of the teaching team to assess the case.

If there is a suspicion, it is advisable to talk to the psychologist or counselor of the center to trace the path and agree with him/her how to have a meeting with the student.

Establish direct communication

The teacher with whom the student has the closest relationship will be in charge of leading the conversation to create a climate of trust from the beginning where the student can express him/herself and become aware of the problem.

The conversation can be approached using the following topics, avoiding direct confrontationConcern about his change of attitude and behaviors, physical and emotional consequences of the disorder, relationship with the family and finally agree on how the issue will be conveyed to the family. It must be taken into account that it is likely that the student denies it, does not understand it as a problem (it is one of the main symptoms) and therefore does not want to receive help.

Offer mediation

Once the conversation with the student is over, keeping calm and acting firmly, the teacher will inform the student that a meeting will be convened with his or her family, offering to mediate between the family and the student to convey their concerns.

Organize the meeting with the family

The family meeting should be divided into two parts, the first one where the teacher and the family share the behavioral and emotional changes observed. In the second part, with the student present, the importance of early detection and early initiation of treatment will be addressed. Resources will be provided on centers with specialized professionals to go to in order to get a complete and thorough assessment and evaluation. for a complete assessment and evaluation in order to guide you towards the most optimal treatment.

Looking for professional help?

At Psicotools we believe it is important to promote preventive interventions that can help to slow down the growth in the incidence and prevalence of these diseases. To this end, we consider it essential to intervene through educational programs in risk groups (adolescents and schoolchildren) but also on educators and family members who, as we have seen, play a key role in the detection of the disease. To see our contact details, click here.

Author: Carla Farré Soria, Dietitian-Nutritionist, Responsible for the Nutrition Area of Psicotools.