1. Lesson 1
Disordered Eating
© NHS Leeds CCG Partnerships 2018

2. Learning outcomes Knowledge Skills
Develop an awareness of eating disorders and how they impact health
Understand how school can help if they are aware that a pupil has an eating disorder
I can talk about eating disorders
I can confidently challenge myths about eating disorders 2

3. How we will work together
Can you remember the group agreement we have already talked about? Let’s take a minute to think about it.
If this is the first session it is vital that time is spent in drawing up a group agreement. There is information on this is the MindMate Lessons Guidance. 3

4. What do we already know?
- Write down the first 2 things that come to mind if you hear someone talking about eating disorders - Don’t discuss with anyone else - Place in the envelope/box - We will repeat this at the end of the lesson
Ask pupils to ANONYMOUSLY write down the first 2 things that come to mind if they hear someone talking about eating disorders and place in an envelope. Repeat and collect again at the end. 4

5. What makes these things work?
Draw out that if we want them to function then we need to add
petrol, oil, water to the car
sunlight, food, water to the plant
food, oxygen etc. to the fish 5

6. What makes us work?
In a similar vein, get pupils to come up with what makes us function e.g. food water, activity and so on. If pupils come up with answers such as having friends that is ok just go with it.
Draw out how we are the same or different to the things in the slide above. Main difference is that we are more complex than machines or most animals.
This activity could also be done with work sheets based on this slide or by adding post its to a large picture.
(The science curriculum covers the 7 requirements of a balanced diet in KS3) 6

7. The benefits of healthy eating and being active
In two teams, come up with as many benefits for both as you can. 7

8. The where, when, why and how of activity and eating.
First individually, and then in groups, encourage pupils to say either for themselves or for other people (they know or have seen) the where, when, why, how, of eating and being active. You are looking for answers such as, in front of the TV/ with friends/ because of boredom and so on (not specific foods or activities).
Write them up on the board/on slips etc. and select those which are healthy and those which are unhealthy. (this feeds into ED behaviour and is unhelpful)
Be clear that some of them might depend on how often we do them. For example, its ok to occasionally eat snack foods when we are fed up but if this starts to become overwhelming/interfere with other parts of our lives then its we need to help ourselves or get help.
Link to the next slide which names some common eating problems by stating that many people will have minor issues with eating from time to time for some people this becomes more serious and they develop eating disorders/disordered eating.
How? 8

9. The most common forms of disordered eating/eating disorders
Binge eating disorder
Anorexia nervosa
Bulimia
It is important that this is just shared as factual information the aim is NOT for students to disclose information about themselves or others. Ask if they have heard of these conditions, do they realise they are treatable mental health issues etc. Explain that you will go on to look at some of the facts about these conditions. Do not go into detail here about each condition it is not necessary.
Atypical anorexia 9

10. Facts about disordered eating/ eating disorders
Anyone can develop an eating disorder, regardless of their age, sex or cultural background.
Young women are most likely to develop an eating disorder, particularly those aged 12 to 20, and its nobody’s fault.
Eating disorders are a range of conditions that can affect someone physically, psychologically and socially.
Eating disorders are complex. There is no one single reason why someone develops an eating disorder.
Although serious mental health conditions, eating disorders are treatable conditions and full recovery is possible.
Again, it is important that this is just shared as factual information the aim is NOT for students to disclose information about themselves or others. The key point here is to get the final point across. 10

11. Famous people who have suffered with these problems
Images © ITV
Some famous people with eating disorders. They have all sought help and all say things have improved once they opened up about their problems. These images are taken from online videos. Unfortunately most of the videos contain references to what they did such as vomiting and so are not really suitable to show in class.
The people are Demi Lovato, Lady Gaga, Gok Wan, Freddie Flintoff and
Encourage discussion about whether these celebrities match their expectations. 11

12. Common misconceptions and myths
A myth is a widely held but false belief or idea.
A misconception is a view or opinion that is incorrect because based on faulty thinking or understanding.
Can you think of any myths & misconceptions?
What do you think other people think about people with disordered eating/eating disorders?
Here is an example of one of the things some people say that isn’t true:
“Anorexia is a result of vanity & is caused by the media”
Make sure that pupils are clear that the idea is to come up with the myths that people have about eating disorders. It may be necessary to explain what a myth is. Ask for an example, such as, if you eat the pips in an apple one grows in your tummy.
If pupils struggle here are some more examples:
People with eating disorders are attention seeking
Eating disorders are a lifestyle choice, sufferers can choose to stop
People who binge eat should just eat less and exercise more 12

13. Pairs work/skills practice
In pairs pick one or two of the myths and come up with a good way to respond that contains the facts and therefore dispels the myth.
Swap over when you feel confident with your response
See additional sheet, ‘Myths about disordered eating/eating disorders’ 13

14. What would happen in school if someone disclosed an disordered eating/eating disorder
School to input
Ideally your school will have a policy on disclosure. There is an activity in the final lesson that might result in the group developing or adding to the school’s policy. Complete above for each step that would be taken in your school. Add as much detail as possible. Pupils should be clear and confident that school will respond appropriately as a result. 14

15. What do we know now? Repeat baseline assessment activity.15

16. Take home activity
Remember who you can speak in school if you are struggling
If you have any questions about what we have talked about today keep a record of them so we can discuss at the next lesson
This session may have brought up some issues that are upsetting to pupils it is very important they are clear about who they can speak to if they are struggling. 16

17. Additional resources and help
Talk to your teacher or an adult in school
Talk to your Mum, Dad or someone you trust at home about how you are feeling
If you have them: – Write your worry down and post it in the class worry box – Talk to a peer mediator in your school – Write your worry down on the worry wall on the school’s website
Contact:
im-a-young-person
Where can I go for help? 12