A new study reveals concerning gaps in how schools support students struggling with disordered eating behaviors. Researchers surveyed 100 school psychologists across the United States and found that these mental health professionals feel largely unprepared to help students who may be restricting food, binge eating, or engaging in other harmful eating patterns.
Limited Training Despite Growing Need
Eating disorders affect approximately 2.7% of adolescents, with an additional 14 to 21% showing signs of disordered eating behaviors that don't meet clinical thresholds but still impact their health and wellbeing. These issues can severely affect a student's ability to concentrate, maintain friendships, and succeed academically.
While most school psychologists in the study reported receiving some training about eating disorders during graduate school, the majority felt this preparation was inadequate. On a scale where higher scores indicated better preparation, participants rated their graduate training at just 1.83 out of 4, falling between "not at all" and "very little" prepared.
Many school psychologists sought additional training on their own, with 65% reporting they had pursued professional development in this area through conferences, online courses, or self directed learning. This suggests they recognize the importance of the issue but lack proper institutional support for developing these skills.
Role Confusion and Misaligned Responsibilities
The study uncovered a significant disconnect between what school psychologists believe they should be doing and what they actually do in practice. School psychologists expressed strongest preferences for consultation with parents and teachers, making referrals to outside treatment providers, and helping students transition back to school after receiving eating disorder treatment.
However, in reality, they found themselves most often providing direct mental health services like individual or group counseling to students with eating concerns. This misalignment between preferred and actual roles may contribute to their discomfort and sense of being unprepared.
Participants rated their knowledge of various support practices as quite low. They felt least knowledgeable about eating disorder prevention programs and screening procedures to identify at risk students. Their comfort levels with different interventions also varied widely, with diagnostic assessment being the area where they felt least comfortable.
Schools Lack Comprehensive Support Systems
Perhaps most concerning was the finding that most schools appear to have no systematic supports in place for students with disordered eating. When asked about available programs and services, the majority of school psychologists reported that none existed at their schools.
Where supports did exist, they were typically limited to direct mental health services or help with school reintegration after treatment. Very few schools had prevention programs or systematic screening processes to identify students who might be struggling.
School psychologists also reported minimal involvement in the few existing programs. Only 17% said they were involved in providing direct mental health services, and just 13% participated in reintegration supports. Almost none reported involvement in prevention programs or parent consultation.
Barriers to Better Support
The study identified several obstacles preventing school psychologists from providing better support to students with eating concerns. Time constraints and overwhelming caseloads emerged as significant barriers. One participant noted that heavy workloads prevented building the kind of trusting relationships with students necessary to identify and address sensitive issues like disordered eating.
The lack of knowledge about effective school based interventions also poses challenges. Many school psychologists expressed willingness to become more involved but were uncertain about how to proceed without proper training and clear protocols.
Moving Forward
The researchers emphasized that their findings should inform both graduate training programs and professional development initiatives. School psychologists need more comprehensive preparation to recognize signs of disordered eating and implement appropriate interventions.
The study also highlighted the need for schools to develop clearer policies and procedures for supporting students with eating concerns. Without systematic approaches, individual students may fall through the cracks or receive inconsistent support.
Future research should focus on identifying what effective school based supports might look like and determining the specific roles that different school personnel should play. Understanding the unique barriers that prevent school psychologists from engaging in this work will also be crucial for developing solutions.
This research sheds light on a significant gap in school mental health services at a time when eating disorders among young people are increasing. Students spend most of their waking hours at school, making educational settings potentially powerful venues for early identification and intervention.
The study suggests that while school psychologists recognize the importance of supporting students with disordered eating and express willingness to take on this work, they need better preparation and clearer guidance about their roles. Addressing these gaps could help ensure that more students receive the support they need during critical developmental years.
Schools that want to better serve students with eating concerns may need to invest in professional development for their mental health staff, establish clear protocols for identification and intervention, and consider how to integrate prevention efforts into their broader mental health programming.
Foarde, I., Briesch, A. M., & Rodgers, R. F. (2025). Supporting Students with Disordered Eating: Surveying School Psychologists’ Knowledge, Beliefs, and Current Practices. School Mental Health, 17(1), 189-200.
