Weight-inclusive nutrition education in K-12 schools: deconstructing the weight-normative narrative

Purpose This viewpoint explores the potential that weight-inclusive nutrition (WIN) education has to mitigate anti-fat bias, weight-based bullying, and disordered eating among young people. It argues for a shift in how nutrition is taught in K–12 school settings—moving away from weight-centric approaches toward a more inclusive and holistic understanding of food, bodies, and health. Design/methodology/approach Drawing on the principles of the social ecological model (SEM), this article offers a conceptual discussion on the application of WIN education within schools. The authors critically examine existing paradigms, identify key tension points in current practices, and interpret how a more holistic approach can be operationalized in educational contexts. Findings The paper highlights that while weight-inclusive approaches show promise in fostering healthier attitudes and behaviors among students, their implementation can be complex due to entrenched weight-normative beliefs in schools. It emphasizes the need for systemic support and critical reflection among educators and stakeholders to effectively adopt these principles. Originality/value This viewpoint contributes a novel interpretation of WIN education by situating it within the SEM and applying it to school settings. It underscores the importance of rethinking traditional narratives around weight and health in education policy and practice, offering insights that may inform future research, curriculum development, and advocacy efforts.