Students with eating disorders tend to be very concerned with body image and may make comments to this effect, about themselves and/or to or about others. Students with eating disorders may not eat at school or eat very little. They may over eat at times and/or purge what they’ve eaten. They may request to use the washroom after eating periods. They may have broken blood vessels around their eyes and/or seem pale after purging. The student may engage or talk about excessive exercise. The student may or may not be diagnosed with bulimia nervosa (purging related) and/or anorexia nervosa.
An area of student need involving a self-imposed restricted diet or refusal to eat and/or compensation actions after eating to avoid gaining weight or excessive eating.
Diagnosed conditions of eating disorders include:
Anorexia Nervosa: Self-restriction of calories leading to low body weight, impaired physical development and/or physical health and persistent behaviour to avoid weight gain, with intense fear of gaining weight and distorted body image.
Bulimia Nervosa: Recurrent episodes, at least once a week for three months, of binge eating (consuming very large amounts of food in a relatively short period of time), that feels “out of control” with inappropriate compensatory acts to prevent weight gain (vomiting, misuse of laxatives, diuretics, or other medications, fasting or excessive exercise).
Binge Eating Disorder: Recurrent episodes, at least once a week for three months, of binge eating without compensatory actions, but with three (or more) of the following: 1. Eating more quickly than normal. 2. Eating until uncomfortably full. 3. Eating large amounts when not feeling physically hungry. 4. Eating alone due to embarrassment of quantity. 5. Feelings of self disgust, depression or guilt after binging.
Other Specified Feeding or Eating Disorder: Atypical anorexia nervosa, bulimia nervosa and/or binge eating disorder if not all the criteria are met.
• Offer preferred students to partner with for group activities
• Reduce number of expectations
• Advance notice of changes to routine
• Provide 1:1 check in’s to ensure understanding of instructions
• Provide support to attain necessary resources for a task
• Provide examples/exemplars
• Provide prompts to being and stay on task
• Chunk tasks into parts
• Provide frequent positive feedback
Anxiety Management
Attendance Strategies
Attention Skills
Bullying Management Skills
Create an Inclusive & Positive Class Climate
Depression/Sadness Management
Disengagement/Motivation Strategies
Emotional Regulation
Mental Health Strategies
Personal Care
Self-Esteem
Self-Harm/Suicide Management
Self-Regulatory Skills
Social Skills
Substance Abuse and Addictions (Drugs and Alcohol) Strategies
Resources
