Back to School! Supporting Students with Anxiety and Eating Disorder Recovery: Recommendations for Teachers
- Home For Balance
- 6 hours ago
- 5 min read
As a teacher, you are often one of the first adults outside the home to notice when a student is struggling. Your classroom is not just a place of academic learning—it’s a space where students navigate friendships, self-esteem, expectations, and their mental health. For students living with anxiety and recovering from an eating disorder, school can be a source of both support and stress.
Teachers play a critical role in a student’s recovery journey. With awareness, compassion, and the right tools, you can help create a classroom environment that promotes healing and resilience.
Understanding the Intersection of Anxiety and Eating Disorders
Anxiety disorders and eating disorders frequently co-occur. According to the National Eating Disorders Association (NEDA), up to 48–51% of individuals with an eating disorder also meet the criteria for an anxiety disorder. This means that students recovering from eating disorders may also be managing generalized anxiety, social anxiety, panic attacks, or OCD—all while trying to keep up with academic demands, navigating friendships, and identity development.
Common challenges students may face include:
Avoiding snacks, lunchtime, or food-related social situations
Difficulty concentrating due to obsessive thoughts or physical health concerns
Perfectionism and fear of failure
Physical symptoms like fatigue, dizziness, or GI discomfort
Emotional dysregulation or irritability in high-stress moments
Difficulties making and maintaining friends and social anxiety
As a teacher, you are not expected to be a therapist. But small, thoughtful adjustments can make a big difference.
Red Flags: Symptoms and Signs a Student May Be Struggling
Being able to recognize potential warning signs of anxiety or disordered eating can help you respond with greater sensitivity and care. Here are some red flags to watch for:
Behavioral Signs
Skipping meals or avoiding eating in front of others
Frequent requests to visit the nurse around mealtimes
Excessive time spent in the bathroom before or after lunch
Withdrawal from social situations or group work
A noticeable drop in participation or academic performance
Restlessness, difficulty sitting still, or avoidance of eye contact
Emotional and Cognitive Signs
Heightened sensitivity to feedback or perceived failure
Outbursts of anger, tearfulness, or shutting down during stressful tasks
Obsessive focus on grades or appearance
Expressions of self-doubt, shame, or hopelessness
Physical Signs
Noticeable weight changes (though eating disorders can affect individuals of all body sizes)
Fatigue, frequent illness, or complaints of dizziness, headaches, or stomachaches
Wearing oversized or layered clothing, possibly to hide weight changes
Visible signs of anxiety, such as trembling, sweating, or nail biting
If you observe several of these signs or feel concerned about a student’s well-being, it’s important to communicate with a school counselor, psychologist, or designated support staff.
How Teachers Can Help: Practical Recommendations
1. Create a Safe and Supportive Environment
Avoid commenting on appearance—even compliments like “You look great!” can be triggering. Focus on strengths, effort, or kindness instead.
Normalize emotions in the classroom by acknowledging stress and anxiety as common and manageable.
Consider offering private check-ins for students who may benefit from extra support or accommodations.
2. Be Flexible with Food-Related Situations
Understand that students in recovery may need to eat during class time or leave briefly to follow their meal plan.
Avoid making food the center of classroom celebrations, or provide alternative, non-food-based options.
If applicable, collaborate with the school counselor, nurse, or parents to understand specific mealtime needs.
3. Support Emotional Regulation
Students with anxiety and eating disorders may become dysregulated quickly—especially in high-pressure situations like presentations or tests.
Allow the use of self-regulation tools, such as fidget objects, breaks, or movement.
Provide advance notice of changes to schedules or routines, which can help students feel more in control.
Encourage mindfulness practices in the classroom. Even brief grounding techniques (like deep breathing or body scans) can help students feel more present and calm.
4. Be a Source of Consistency and Encouragement
Recovery is often nonlinear. Students may have good days and harder ones. Your patience and consistency send the message: “You’re safe here, no matter what.”
Celebrate effort over outcomes, especially with students who struggle with perfectionism.
Offer positive reinforcement for participation, progress, and self-advocacy.
Let students know you’re available and open to communication without judgment.
When to Reach Out for More Help
If you notice concerning changes in a student’s behavior—such as dramatic weight loss, constant fatigue, social withdrawal, or signs of panic—it’s appropriate to share your concerns with a school counselor, the parents, or the student’s support team, with the parents' permission. Early intervention can prevent setbacks and offer vital support.
You don’t need to have all the answers to make a meaningful impact. Just by showing up with compassion, curiosity, and a willingness to learn, you are already supporting your students in powerful ways.
Mental health is a community effort, and your role as an educator matters more than you know.
At Home For Balance, we deeply value the power of connection and balance to address any mental health concern. Our team of experienced professionals specializes in a variety of concerns that range from anxiety and depression to eating disorders, OCD, and substance abuse, and we take a personalized, holistic approach to addressing mental health challenges. Whether you're just beginning your healing journey or looking for continued support, we're here to help.
To learn more about our services or to schedule your FREE 30-minute consultation, contact us at info@homeforbalance.com or call 561.600.1424 today.
Find a summary of recommendations in the PDF below:
References and Resources for Further Learning
Organizations & Websites
National Eating Disorders Association (NEDA) www.nationaleatingdisorders.org Offers educator toolkits, information on eating disorders, and resources for supporting students and families.
Anxiety and Depression Association of America (ADAA)www.adaa.orgEducational content on anxiety disorders, tools for managing anxiety in children and teens, and evidence-based approaches.
Child Mind Institute www.childmind.org Articles and guides on childhood mental health, school support, anxiety, and eating disorders.
The Trevor Project (for LGBTQ+ youth support)www.thetrevorproject.orgSupport and resources for students navigating identity, anxiety, and disordered eating.
Research & Articles
Hudson, J. I., Hiripi, E., Pope, H. G., & Kessler, R. C. (2007).The Prevalence and Correlates of Eating Disorders in the National Comorbidity Survey Replication. Biological Psychiatry, 61(3), 348–358.https://doi.org/10.1016/j.biopsych.2006.03.040
Kaye, W. H., Bulik, C. M., Thornton, L., Barbarich, N., & Masters, K. (2004).Comorbidity of anxiety disorders with anorexia and bulimia nervosa. American Journal of Psychiatry, 161(12), 2215–2221.https://doi.org/10.1176/appi.ajp.161.12.2215
Siegel, D. J. (2012). The Whole-Brain Child. Delacorte Press. Offers helpful strategies for understanding emotional regulation in children and teens.
Kabat-Zinn, J. (2003).Mindfulness-Based Interventions in Context: Past, Present, and Future. Clinical Psychology: Science and Practice, 10(2), 144–156.https://doi.org/10.1093/clipsy.bpg016
Professional Development for Educators
Mindful Schools – www.mindfulschools.orgTraining for educators on implementing mindfulness practices in the classroom.
National Association of School Psychologists (NASP) – www.nasponline.orgProfessional resources for creating supportive educational environments for students with mental health needs.