Why Are We Still Debating Whether Eating Disorder Prevention Belongs in Our Schools?

Why Are We Still Debating Whether Eating Disorder Prevention Belongs in Our Schools?

Often times when I speak with a school administrator, parent, educator, or community leader about eating disorder prevention, I find myself asking the same question:

Why are we still debating whether this belongs in our schools?

No one questions the importance of teaching children how to read, write, solve problems, or navigate the world around them. We understand that education is not just about academics, it is about preparing young people to live healthy, meaningful lives.

Yet when it comes to body image, self-worth, emotional resilience, and eating disorder prevention, topics that directly affect the wellbeing of so many of our children, there is often hesitation.

"We don't have enough time."

"The girls already have so much on their schedules."

"Is this really necessary?"

The reality is that our children receive messages about appearance, worth, success, and belonging every day—whether we intentionally teach them or not.

Those messages come from many places: peers, social media, advertisements, the broader culture, and sometimes even from well-meaning conversations at home. They hear comments about dieting, weight loss, appearance, food choices, and fitting in. They absorb expectations about who they should be and how they should look. Over time, these messages shape how they view themselves and their bodies.

The question is not whether our children are learning about these issues.

The question is whether we are helping them make sense of what they are learning.

For years, schools have taught subjects that may or may not have a lasting impact on a student's daily life. Many of us can still remember memorizing facts for exams that we have long since forgotten.

Yet countless adults cannot recognize the warning signs of an eating disorder.

Many do not know that eating disorders affect children across all body sizes.

Many do not know that boys develop eating disorders.

Many do not know that eating disorders have one of the highest mortality rates of any psychiatric illness.

Many do not know how to respond when a child begins to struggle.

And perhaps most importantly, many do not know how to help children develop a sense of self-worth that is not dependent on appearance.

In our community, these conversations are particularly important.

Our daughters are growing up with many beautiful values. They are taught about kindness, responsibility, family, Torah, and caring for others. At the same time, they are navigating the normal challenges of adolescence while also trying to find their place within their families, peer groups, schools, and communities.

The pressures they experience do not come from a single source. Sometimes it is comparison with peers. Sometimes it is messages from the broader culture. Sometimes it is stress, perfectionism, or anxiety. Sometimes it is family messaging about food, weight, appearance, achievement, or expectations—even when those messages are completely unintentional.

The girls who struggle are not always the ones people expect.

They are often high-achieving students, responsible daughters, talented and devoted friends, and young women who appear to be doing everything "right."

That is precisely why prevention matters.

Prevention is not about teaching children how to develop eating disorders.

It is about teaching them how to recognize harmful messages, understand emotions, build resilience, practice self-compassion, and seek help when they need it.

It is about helping them understand that their value is not determined by a number on a scale, a clothing size, academic achievement, or the approval of others.

It is about giving them language for struggles they may not yet know how to express.

And it is about ensuring that the adults in their lives know what to look for before a child reaches a crisis point.

The encouraging news is that many schools have already recognized this need and are making these conversations a priority. We have had the privilege of partnering with schools across the country and around the world that understand that emotional wellness and eating disorder prevention are not "extras"—they are essential components of helping students thrive.

But there is still much more work to do.

Too often, schools only begin looking for resources after a student is struggling, after a family is in crisis, or after an eating disorder has already taken hold. By then, everyone wishes they had known more and acted sooner.

The reality is that being proactive is far more effective than being reactive.

Research consistently shows that early identification and intervention lead to better outcomes. The earlier concerns are recognized, the greater the likelihood of recovery and the less disruption to a child's physical, emotional, social, and spiritual wellbeing.

At Atzmi, we regularly hear from parents who say, "I wish someone had taught me this when I was younger."

We hear from educators who say, "I had no idea how common this was."

We hear from schools that are surprised by how many students connect with these conversations.

The need is not theoretical. It is sitting in our classrooms.

No educational program can eliminate eating disorders entirely. No school can prevent every struggle. But we can create environments where children are more resilient, where harmful messages are challenged, where warning signs are recognized earlier, and where seeking help is viewed as an act of strength rather than shame.

The question should no longer be whether eating disorder prevention belongs in our schools.

The question should be how quickly we can make sure every child has access to it.

Because when we know that young people are struggling, when we know that rates of eating disorders continue to rise, and when we know that prevention works, choosing not to educate is no longer a neutral decision.

Our children deserve more than academic success.

They deserve the tools to build healthy relationships with themselves, navigate life's challenges with resilience, and recognize their inherent worth as creations of Hashem.

And that may be one of the most important lessons we ever teach.