Nutrients, Vol. 17, Pages 2118: A Scoping Review of Eating Disorder Prevention and Body Image Programs Delivered in Australian Schools
Nutrients doi: 10.3390/nu17132118
Authors:
Sharri Sarraj
Sophie L. Berry
Amy L. Burton
Background: Eating disorders (EDs) are complex conditions with significant psychological, physical, and economic impacts, prompting national calls to prioritize ED prevention. Despite numerous prevention programs being implemented in Australian schools, no review to date has systematically mapped their scope, design, and outcomes. Aims: This scoping review aimed to map the current landscape of school-based ED prevention programs conducted in Australia. The review focused on their methodological features, participant and school characteristics, data collected, and key findings. Method: Four electronic databases (MEDLINE, PsycINFO, EMBASE, and Scopus) were searched for relevant papers published from 2010 to February 2025. Studies were included if they reported on a school-based ED prevention program targeting Australian students. Data were extracted and narratively synthesized. Results: A total of 23 studies were identified, representing a range of universal and selective prevention programs. Programs varied in design, delivery, and target populations, with most focusing on students in Grades 7–8. Universal media literacy programs like Media Smart showed good outcomes for boys and girls, while several selective programs demonstrated improvements in body image for girls. Interventions targeting boys or using mindfulness approaches often lacked effectiveness or caused unintended harm. Major gaps in the literature include a lack of qualitative research, limited long-term follow-up, and minimal focus on protective factors. Conclusion: While a range of ED prevention programs have been trialed in Australian schools, few have been rigorously evaluated or demonstrated sustained effectiveness. There is a need for developmentally appropriate, gender-sensitive, and culturally inclusive prevention efforts in schools. Future research should use diverse methods, include underrepresented groups, assess long-term outcomes, integrate broader sociocultural factors shaping students’ environment, and consider enhancing protective factors.
Background: Eating disorders (EDs) are complex conditions with significant psychological, physical, and economic impacts, prompting national calls to prioritize ED prevention. Despite numerous prevention programs being implemented in Australian schools, no review to date has systematically mapped their scope, design, and outcomes. Aims: This scoping review aimed to map the current landscape of school-based ED prevention programs conducted in Australia. The review focused on their methodological features, participant and school characteristics, data collected, and key findings. Method: Four electronic databases (MEDLINE, PsycINFO, EMBASE, and Scopus) were searched for relevant papers published from 2010 to February 2025. Studies were included if they reported on a school-based ED prevention program targeting Australian students. Data were extracted and narratively synthesized. Results: A total of 23 studies were identified, representing a range of universal and selective prevention programs. Programs varied in design, delivery, and target populations, with most focusing on students in Grades 7–8. Universal media literacy programs like Media Smart showed good outcomes for boys and girls, while several selective programs demonstrated improvements in body image for girls. Interventions targeting boys or using mindfulness approaches often lacked effectiveness or caused unintended harm. Major gaps in the literature include a lack of qualitative research, limited long-term follow-up, and minimal focus on protective factors. Conclusion: While a range of ED prevention programs have been trialed in Australian schools, few have been rigorously evaluated or demonstrated sustained effectiveness. There is a need for developmentally appropriate, gender-sensitive, and culturally inclusive prevention efforts in schools. Future research should use diverse methods, include underrepresented groups, assess long-term outcomes, integrate broader sociocultural factors shaping students’ environment, and consider enhancing protective factors. Read More