Supporting Students with Disordered Eating: Surveying School Psychologists’ Knowledge, Beliefs, and Current Practices

Abstract Disordered eating refers to a range of irregular eating behaviors that may or may not warrant a diagnosis of a specific eating disorder. It includes behaviors, such as binge eating, restriction, and purging. Youth with disordered eating often have complex needs and may require psychological support, medical care, and academic accommodations to be successful at school. However, school psychologists are seldom involved in this work. The knowledge and beliefs of school psychologists may impact their professional practice. In this study, 100 school psychologists across K-12 public schools nationwide were surveyed regarding their knowledge, beliefs, and current practices concerning students with disordered eating. Although most school psychologists demonstrated general knowledge of disordered eating, they rated their knowledge of practices to support affected students—such as prevention and intervention strategies—as fairly low. That is, mean scores ranged from 1.56–2.38 on a 4-point scale, which corresponds roughly to “somewhat disagreeing” that they possessed this knowledge. Their comfort levels in implementing these supports were also limited, averaging between 1.94 (somewhat disagree) and 3.54 (between somewhat and strongly agree). In addition, school psychologists’ specific role preferences are not aligned with their actual responsibilities in practice. Finally, study findings underscore a lack of overall support for students with or at-risk for disordered eating in public schools. Future research should address the knowledge gaps of school psychologists, explore feasible school-based supports, and identify barriers preventing them from providing necessary interventions. Schools may consider offering professional development opportunities and establishing clear protocols to better support these students.