Developing an eating disorder policy

Secondary

This resource sets out 8 key factors to consider when developing an eating disorder policy for a school setting.

These guidelines cover 8 key factors to consider when developing an eating disorder policy for a school setting and provides examples for each of these areas.

Using this resource

This resource is designed for:

  • use by school staff 

Curriculum links

England - RSHE

Mental health and wellbeing

By the end of secondary school pupils should know:

• how to talk about their emotions accurately and sensitively, using appropriate vocabulary

• how to recognise the early signs of mental wellbeing concerns

Physical health and fitness

By the end of secondary school pupils should know:

• the characteristics and evidence of what constitutes a healthy lifestyle, maintaining a healthy weight, including the links between an inactive lifestyle and ill health, including cancer and cardiovascular ill-health.

Healthy Eating

By the end of secondary school pupils should know:

• how to maintain healthy eating and the links between a poor diet and health risks, including tooth decay and cancer

Northern Ireland – Learning for Life and Work

Personal Health

KS3 pupils should have opportunity to:

• Investigate the influences on physical and emotional /mental personal health

• Develop understanding about, and strategies to manage, the effects of change on body, mind and behaviour

• Develop strategies to promote personal safety

Healthy Eating

KS3 pupils should have opportunity to:

• Explore ways to achieve a healthy diet

Scotland – Health and Wellbeing

Mental and emotional wellbeing

• I am aware of and able to express my feelings and am developing the ability to talk about them.

• I know that we all experience a variety of thoughts and emotions that affect how we feel and behave and I am learning ways of managing them.

Food and health

Nutrition

For third level:

• Through practical activities using different foods and drinks, I can identify key nutrients, their sources and functions, and demonstrate the links between energy, nutrients and health.

Wales - Health and Wellbeing

How we process and respond to our experiences affects our mental health and emotional wellbeing:

Progression step 3:

• I can self-regulate my emotions in a healthy way using strategies that I have developed.

• I can see the benefits of communicating about feelings as one of a range of strategies which can help promote positive mental health and emotional well-being.

Progression step 4: I can identify different strategies to self-regulate my emotions in response to a range of experiences.

Progression step 5: I can contribute towards a culture where talking about mental health and emotional well-being is encouraged and normalised.

 

Developing physical health and wellbeing has lifelong benefits

Progression step 3: I can explain the importance of a balanced diet and nutrition and the impact my choices have on my physical health and well-being. I can plan and prepare basic, nutritious meals.

Progression step 4: I can apply my knowledge and understanding of a balanced diet and nutrition to make choices which will allow me to maintain my physical health and well-being. I can plan and prepare a variety of nutritious meals.

Progression step 5: I can adjust my diet in response to different contexts and apply my knowledge and understanding of a balanced diet and nutrition to support others. I can apply a range of techniques to prepare a variety of nutritious meals.

 

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