It’s Eating Disorder Awareness Week and the theme this year is Avoidant/Restrictive Food Intake Disorder (ARFID)! We’re sharing some of our simple suggestions to support young people with ARFID at school.

Young people with ARFID often face unique challenges in school settings, which can often trigger anxiety and fear around food. It’s crucial for educators and staff to understand and support these students effectively. Here are some simple yet impactful suggestions on how schools can provide a supportive environment:

1. Collaboration with Families and Clinicians: Working closely with the families/carers and clinicians involved with the child can provide valuable insights and support. This collaboration helps create a wider support system, ensuring that no one faces the difficulties of ARFID alone.
2. Avoid Pressure: Avoid pressuring or forcing children with ARFID to eat. This approach rarely yields positive results and may exacerbate food restriction behaviors, leading to further challenges in the classroom.
3. Kindness and Compassion: Approach children with ARFID with kindness, compassion, and without criticism. Actively listen to their difficulties in an open and non-judgemental manner, providing a reassuring and predictable environment with clear boundaries.
4. Sensitive Mealtime Discussions: When discussing mealtime experiences with the child, choose a calm and private setting away from mealtimes. Respect their readiness to talk about it and consider involving the family for additional insights.
5. Predictability and Communication: Maintain predictability in school routines, including mealtimes, and communicate any changes effectively. Children with ARFID often struggle with unpredictability, so clear communication helps them feel safe and heard.
6. Avoid Punitive Actions: Avoid punishing children for their food behaviors, as this may escalate unhelpful behaviors at school. Focus on supportive approaches rather than punitive measures.
7. Consistent Support: Assign a key person to support the child with ARFID, fostering consistent and predictable relationships. This helps staff better understand the child’s challenges and provides continuous support to the child and their family.
8. Subtle Observation: Be subtle and supportive in observing mealtime behaviors, avoiding overt scrutiny. If sudden changes are noticed, discuss concerns with the key person and involve the family discreetly and supportively.
9. Accommodate Food Preferences: Support children with ARFID by accommodating their preferred foods in school settings. This helps prevent negative impacts on their health, behavior, and education.
10. Create a Safe Meal Environment: Consult with the child and their family to create a safe and welcoming meal environment tailored to their needs. Consider alternative solutions to accommodate their preferences discreetly.
11. Designated Support Person: Provide a nominated person for the child to go to during mealtimes, preventing escalations and minimizing the need to explain distress repeatedly.
12. Advance Planning for Food Education: Prioritize communication with the child and their family before any food-related activities to collaboratively consider alternatives and provide preparation time.

By implementing these simple suggestions, schools can create a supportive and inclusive environment where children with ARFID feel understood, respected, and empowered to thrive academically and emotionally.

For the full resource, download How Schools Can Support

Created by Paola Falcoski, Bedfordshire, Luton and Milton Keynes Integrated Care Board Eating Disorder Services and North East and North Cumbria NHS Mental Health, Learning Disability and Autism Partnership.

For support with ARFID, check out our modules, and visit arfidawarenessuk.org.