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Eating Disorders Education

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Evidence-based research reinforces our belief that through the process of education, children can have the aptitude, skills and knowledge to allow them to live a healthy life. 

Our aim is to provide high quality training, workshops and resources for your staff, pupils, parents and carers. 

At school

Our packages 

Training options for educational practitioners



  • To increase awareness and understanding of Eating Disorders.

  • To deeper staffs understanding of different types of Eating Disorders. 

  • To understand the physical and physiological effects of Anorexia.

  • To understand how best to support someone who is suffering from an Eating Disorder.


For parents & carers of the school

EDE work closely with schools to deliver a range of customised seminars to support the families and care givers.



● To bridge the gap between home and schools
● Provide parents and carers with knowledge of       eating disorders and how to access specialist
● Educating families to support their child’s             emotional wellbeing.
● The path to professional help.


Working together with the family is considered the most effective treatment for young people with anorexia.

Lesson for pupils

​Evidence based research suggested that the teaching of eating disorders to young people has to be carefully planned, taught and understood.


We do not teach about eating disorders directly or use any media materials or stories from any
recovery journeys. (Journal of the HELA vol14, No1, 2007 Zail Yager)


Our tailored lessons

  • Self esteem and body image

  • Dispel myths associated with weight loss and eating disorders

  • Present information on the critical analysis of FAD diets

  • Peer pressure

  • Body image and body confidence

  • Strategies to support mental wellbeing

  • Stigma

  • Acceptance of diversity

  • Supporting your peers

  • Signposting


Our programs of study are built to help schools create an environment that empowers students
accepting diversity of body size, shape and culture.





I have been a classroom teacher for over 14 years and through my work with a diverse range of pupils, I have had a wealth of direct experience of how mental illness can impede academic, social and emotional advancement. The multitude of pressures on children threatens their well-being and I believe and have seen first-hand that it cannot be addressed without the provision of appropriate education and support for pupils, teachers and parents.

Eating disorders have the highest mortality rate of any mental illness; they are unique among mental health disorders in that they can manifest in physical health complications which can lead to serious and life-threatening illnesses. Unhealthy relationships with food and body image can cause life-threatening consequences and it is our responsibility within schools to address this truth. Today we are all aware of the importance and benefits of mental health and well-being delivered in academic institutions. Teachers, parents and pupils are entitled to receive the highest quality practitioners. Through collaborative work with EDHC we have
developed a range of services for primary, secondary, educators and carers.

I have substantive Senior Management experience alongside classroom teacher experience. I have designed and delivered programmes of work for year groups, classes and key stages, while always focussing on the individual children within those cohorts. Alongside my teaching responsibilities, I have been a Year Group Team leader, SLT member, student coordinator for PGCE/ BA Students, and Subject lead in Art, Religious Education and Speech and Language. I have also been the Deputy Safeguarding Lead at an inner city school in Westminster.

When working in a reception class, I observed a five-year old child inspecting themselves in the mirror. As I silently watched, I heard her say, ‘Oh, I am fat today’. This shocking remark was an insight into the pressures to which our children are subjected. As an educator, I fundamentally believe that if the mental health of pupils is not understood and protected then no effective learning can happen. Children have the right to feel positive about themselves, enthusiastic about learning, and to develop the skills that they need to progress, no matter what barriers they face.

Personally, I get a buzz from working with others and derive a great deal of satisfaction from opportunities to discuss, reflect and learn from them. I love working in an environment where collaborative working can facilitate mutual support and reflection among staff and can maximise holistic progression of the pupils. At the core of my ethos as a teacher is the power of education to give the youth of today the tools, knowledge and skills that they need to confront and succeed in the world as it is today.


Deputy Head of Secondary School

So useful and relevant! 

I feel more empowered now that I know the signs to identify and support my students. I found the practical strategies extremely helpful.

Head of Sixth form Boys School

I found the training very clear and concise. My knowledge has increased , great advise given and I feel much more confident  when dealing with a young person with an eating disorder.

School Nurse

I found the training really solution based, valuable and constructive to my role at the school. I feel i'll be able to approach parents in a more confident way. 

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