Teacher perceptions of the importance and feasibility of school-based eating disorder prevention activities

Abstract

This study examined teacher perceptions of the importance and feasibility of eating disorder prevention activities in schools and examined the differences in regards to perceptions amongst teachers across grade levels. Previous research showed that in order for preventative programming to be successfully implemented, it must have the support and understanding of the school staff members. Previous research has not examined perceptions below the fourth grade. A survey about teacher perceptions of the importance and feasibility of eating disorder prevention activities was completed by 150 Midwestern teachers. Fifty teachers from each grade level completed the survey. Teachers rated twelve of the thirty prevention activities as highly important and six of the thirty as highly feasible. An Analysis of Variance (ANOVA) showed that elementary school teacher ratings of the importance of such activities were significantly lower than ratings by the middle and high school teachers. The ANOVA also demonstrated that high school teacher feasibility ratings were significantly higher than elementary school teachers, but neither high school nor elementary school was significantly different from middle school. This study?s results support that eating disorder prevention activities are considered somewhat important and feasible by teachers, but grade level impacts how activities are rated.