MindMate Notes
Body image
Overview
Low body confidence and low self-esteem have a strong influence on a child's learning and school life. Anxiety about drawing attention to appearance has been linked to reduced capacity to focus and less active participation or engagement in class, resulting in poorer academic performance. Six out of 10 girls admit to avoiding at least one ‘normal’ everyday activity because of feeling concerned about their look, with one in 10 admitting to skipping school for this reason. Boys are increasingly being put under pressure to conform to social media ideals.
Recent research clearly indicates that negative body image is common amongst school-aged children:
· over half of girls and a quarter of boys think their peers have body image problems
· between one third and half of young girls fear becoming fat and engage in dieting or binge-eating
· girls as young as 5 years old are worried about the way they look and their size
· one in four 7-year-old girls has tried to lose weight at least once
· one third of young boys aged 8–12 are dieting to lose weight.
What can this look like in schools?
Young people with negative body image are more vulnerable to developing eating disorders and other mental health issues. Negative body image can have a significant impact on a young person’s ability to enjoy and achieve.
Negative body image may present itself as:
· Opting out of swimming and PE
· Not speaking up in class because of self image
· Not eating school lunch
· Bringing a packed lunch and giving / throwing it away
· Comparing self to celebrities / TV stars
· Obsessive exercise
· Body building to gain muscle
· Having low body confidence resulting from illness, disability or disfigurement
· Talking about self or others as being too fat, too thin, too tall, too small etc
Helpful approaches in schools:
Whole school approach
Schools are in an excellent position to support children and young people in the development of improved body confidence and self-esteem as part of their ongoing curriculum of PSHE education and by considering the school’s ethos as a whole. By tailoring the school curriculum and environment to promote the development of positive body image, schools can have a positive impact on pupil outcomes, both in terms of attainment and emotional wellbeing.
Understanding of body image will also support other areas of the curriculum: for example, it is important in effective learning about healthy lifestyles, tackling obesity and encouraging participation in physical activity.
As a school, be aware of the environment and provide a range of positive body images which include a range of different body types, ethnicity, gender and lifestyle.
Use language carefully and avoid slang and offensive words, as well as comments praising loss of weight.
School assemblies can be used to highlight different aspects of body confidence, including YouTube clips such as ‘This Girl can’. (www.thisgirlcan.co.uk ). It may be useful to invite external guests in to assemblies to talk to students. The PSHE Association recommends B-eat Ambassadors (www.b-eat.co.uk ). In addition, use evidence based campaigns such as The Be Real Campaign (www.berealcampaign.co.uk )
Out of the classroom
The Be Real campaign suggests that schools should have specific policies in place to manage concerns about emotional wellbeing, weight and eating disorders.
Be Real suggests that images are used carefully and that images which shock should be avoided as they can have an unintended negative consequence. E.g. a photo of someone with anorexia may inspire someone with a distorted sense of body ideals to embrace unhealthy weight loss behaviours.
Using pictures of celebrities can also reinforce the idea of glamorous low weight and superficial beauty, as can images of body builders, for example “Nothing tastes as good as skinny” Kate Moss. Pictures of overweight people often show unfashionably dressed, unhappy, unattractive people which can send very negative messages and reinforce weight related bullying. (www.berealcampaign.co.uk teacher guidance p24)
· Positive images of people engaged in a variety of activities should be available.
· Encourage discussion about healthy bodies and the various changes they go through.
· Support young people who are bullied or have very low self esteem to engage in all activities
In the classroom.
It is always safest to prepare and deliver lessons in the knowledge that one or more pupils in the classroom may fall into each of the following categories:
· is being or has been bullied about their weight or appearance
· is at risk of developing an eating disorder
· currently has or has recovered from an eating disorder
· exercises at excessive levels in order to lose weight or gain muscle
· is clinically overweight (and has been advised to lose weight)
· knows or is related to someone with one of the above issues
· is facing issues or questions related to their sexual orientation which has an impact on the way they feel about themselves
· has a view about their weight or appearance affected by their gender identity
· has low body confidence resulting from illness, disability or disfigurement.
Pupils falling into these categories can be more vulnerable than their peers, and extra caution
needs to be taken when teaching them about healthy eating and healthy weight. You may already be aware of a pupil or pupils in your class who gives cause for concern, but often there will be others you’re unaware of, so it’s generally safest to treat all pupils as ‘at risk’ and teach very sensitively.
Pupils who are at risk of an eating disorder
There are associations between body image and eating disorders but there is no simple cause and effect. Eating disorders, such as anorexia, bulimia and binge eating, are serious mental health problems. Their causes are complex and often multi-factorial. While poor body image is likely to be one of these factors, it is not necessary for someone to experience poor body image for them to develop an eating disorder. In other cases, however, poor body image may be sufficient to kick-start or trigger an eating disorder.
Pupils who are LGBT
Lesbian, gay, bisexual or transgender (LGBT) pupils may be grappling with emotional challenges relating to their emerging sexual orientation or gender identity, which may have a knock-on impact on their body image. They can be supported by promoting a culture of understanding and acceptance of diverse identities. When teaching about body image, try to avoid assumptions and value judgements about gender or sexual orientation.
For example, do not assume everyone is, or will be, heterosexual, as this can impact on how pupils engage with teaching.
Consider how pupils’ sexual orientation or gender identity may impact upon the way they perceive their body image. There could be particular challenges, for example, for young people whose gender identity doesn’t match their physical sex; they may feel unhappy or uncomfortable in their body as a result of gender dysphoria. It may be that young people in this position feel even more distant from their ideal appearance than young people who are not questioning their gender identity, and it is crucial that lessons cater for this possibility.
All pupils, irrespective of sexual orientation or gender identity, need to be supported through a PSHE curriculum and whole school approach that:
· celebrates diversity and values all pupils
· has effective anti-bullying and equality policies which ensure the whole school community
· challenges bullying effectively and is confident in tackling sexist, homophobic, biphobic and transphobic prejudice
· ensures the curriculum provides opportunities to challenge stereotypes
· has positive relationships with parents, carers and pupils that respond to individual needs and preferences.
Black and minority ethnic (BME) pupils.
There is increasing concern about a rise in negative body image amongst BME populations and this concern is backed by emerging research in the field.
Few existing resources directly address the issue of body image in BME pupils and there is no existing guidance on how best to support these pupils specifically.
Some basic ideas for tailoring lessons on positive body image to BME pupils could include:
· ensure that images and role models used in lessons and throughout the school are ethnically diverse
· where BME images are used, take care to ensure these are representative of a range of shapes and body sizes
· tailor lesson content to make it specific to your pupils – consider whether there are ways into discussion which will feel especially relevant to BME pupils by becoming aware of what is being represented in the media or what you are hearing from pupils at school
· ask pupils what they would like to explore before finalising lessons, enabling them to input anonymously in case they are uncomfortable
· consider BME groups at all points in your lesson development and delivery; pause to consider how activities could be made more inclusive even while the lesson is live
· consider seating arrangements and the makeup of pairs and groups to ensure an appropriate balance of inputs and to ensure that the voice of BME pupils is heard and explored
Some of the teachers involved in government consultations provided anecdotal evidence about young BME women and negative body image relating to skin tone – while much of the guidance related to body image focuses on weight, the same principles will apply, although you may wish to tailor your lessons to issues relating to skin tone if you are aware through initial assessment that pupils in your class may be affected by this particular issue.
Adapted from: Teacher guidance: Key standards in teaching about body image. PSHE Association. Government Equalities Office (http://www.berealcampaign.co.uk/assets/filemanager/documents/8121.pdf )
Group support
Encourage the young person to engage with extra-curricular activities, which they enjoy
Encourage healthy exercise where appropriate, as a way of feeling good and having fun with friends.
Targeted small group work can be very helpful in raising self esteem and building confidence and resilience
1:1 support
Develop positive self esteem and individuality in the young person
Be supportive of the young person and help them to take pride in their achievements
Encourage them to see themselves as a whole: with opinions/skills/strengths
Encourage the young person to talk to a school counsellor
If there is concern about a young person’s mental health, discuss who will have to be informed and what will happen next. Support the young person through CAMHS
Create positive communications with parents/Carers and any medical professionals involved.
Useful websites:
www.berealcampaign.co.uk / www.b-eat.co.uk / www.youngminds.org.uk / www.rcpsych.ac.uk4