Supporting Students
Developed by Ontario Health, the Quality Standard for Eating Disorders: Care for People of All Ages outlines what high-quality care for eating disorders looks like. The Quality Standard aims to help (2023, p. 1):
- Patients, families, and caregivers know what to ask for in their care
- Health care professionals know what care they should be offering based on evidence and expert consensus
- Help health care organizations measure, assess, and improve their performance in caring for patients
Not all the following quality statements may be applicable to your role on campus, but an understanding of this Standard may help you navigate conversations, care, and referrals for students struggling with eating disorders or disordered eating. The following nine statements have been taken directly from the Quality Standard for Eating Disorders: Care for People of All Ages (Ontario Health, 2023):
1. Comprehensive Assessment
People with signs and symptoms of an eating disorder have timely access to comprehensive mental and physical health assessments. The assessment is used to determine whether they have a specific eating disorder, the severity of their symptoms, the degree of impairment, and whether they have any comorbid conditions, and to establish a plan of care.
2. Level of Care
People with an eating disorder receive the most appropriate level of care, which takes into consideration their needs, goals, and experience with previous treatment.
3. Transition From Youth to Adult Health Care Services
Young people with an eating disorder who will transition out of youth-oriented services to adult- oriented services receive transitional care that focuses on continuity and helping the young person develop independence.
4. Psychotherapy
People with an eating disorder receive timely access to evidence-based psychotherapy that considers their individual needs and preferences.
5. Monitoring and Medical Stabilization
People with an eating disorder receive ongoing medical monitoring to prevent and address adverse events and complications. They are offered acute medical stabilization when indicated.
6. Support for Family and Caregivers
Families and caregivers of people with an eating disorder are offered resources, structured support, and education in a way that meets their needs.
7. Physical, Mental Health, and Addiction Comorbidities
People with an eating disorder who have physical, mental health, or addiction comorbidities are offered treatment for their eating disorder and other conditions as part of a comprehensive plan of care.
8. Promoting Equity
People with an eating disorder experience care from health care providers and a health care system that uses an anti-racist, anti-discrimination, anti-stigma, and anti-oppressive approach. Health care providers promote a culture that is compassionate, trauma informed, unbiased, and respectful of people’s diversity. They build trust with people with an eating disorder and their families and caregivers, work to remove barriers to accessing care, and provide care equitably.
9. Care for People Who Are Not Receiving Active Treatment
People with an eating disorder who are not receiving active treatment are offered medical monitoring, support, and follow-up that meets their needs and preferences.
Conversation Tips
The following table was adapted from content from the National Eating Disorders Association (2024) to outline how non-clinical staff and faculty can prepare for and have conversations with students about potential eating disorders or disordered eating:
| Learn about eating disorders | Review this toolkit and further reading materials to get a baseline familiarity with eating disorders, treatments, and supports. |
| Find a private place to talk | Having a private space will help both you and the person you are sharing your concerns with feel safer to discuss these challenging topics. |
| Remove potential stigma | Remind the person you are speaking with that experiencing an eating disorder and seeking support is not shameful and they deserve care and attention. |
| Avoid overly simplistic solutions | Being told to “just stop” or “just eat” is not helpful and can leave the person feeling frustrated, defensive, and misunderstood. |
| Be prepared for negative reactions | Some may be glad that someone has noticed they are struggling, some may become angry and defensive, and others may brush off your concerns. All of these reactions are normal. Reiterate that you care and leave the conversation open. |
| Be aware of and ready to refer to professional resources | Look into the on-campus resources your institution offers and get a sense of the pathways to care. You can also refer to this toolkit for more information. |
| Take care of yourself | These conversations are often challenging and can leave supporters feeling depleted, hopeless, and upset. Make sure you set some time aside after the conversation to recenter yourself and reflect. For more information on how to care for yourself after difficult conversations please see our infosheet on empathic strain. |
Recommendations
 | Include screening questions about eating disorders and disordered eating on intake forms to give students an opportunity to disclose their specific concerns. Ensure staff are trained to respond to these disclosures. |
| Offer a variety of formats/modalities for students seeking support for their eating disorder or disordered eating behaviours. |