Supporting Student Learning

Supporting Student Learning and Body Inclusivity in the Classroom

Understanding the self is a difficult and lifelong journey. The period as students navigate their pre-teen years and moving into their adolescent years may be particularly difficult. This is a large period of growth and change – physically and mentally – and providing young people with the abilities and skills to navigate these changes is important for their healthy development. There are various ways we can support student learning and foster body inclusivity in the classroom.

Group of seven students in a circle smiling

Consider body-inclusive resources and activities

Vet learning resources and media:

Screen classroom materials for messages that imply some bodies are better than others.
Look for possible indications that a resource is weight-biased, for example:
- Negative and blaming language about body size, implying that weight is a simple matter of self-discipline
- Glorification of weight loss or dramatic body transformations (e.g. body-building)
- Stereotypes that are unfavourable to those in larger bodies or favourable to those in smaller bodies (e.g. characters that are greedy villains or bumbling fools in larger bodies and heroes or romantic leads exclusively represented through unrealistic body ideals)

We may not be able to vet resources ahead of time. In these situations, you can use the resources as teaching moments. Critique unexpected messages that stigmatize certain bodies, such as racism, ableism, or sizeism.

Reflect on assignment and learning activities:

Reconsider activities that could result in social comparison of body size (e.g. lining up or choosing teams based on height). Do not weigh or measure students in class, and revise assignments that ask them to measure themselves. Comparison with peers can play a significant role in students’ body image.
Plan group activities and individual assignments where students can share and reflect on their internal traits and abilities that are unrelated to their physical appearance.
Consider activities that practice self-compassion, kindness, and foster social connections. These are key to promoting student mental health and wellness.
Prepare and think through lessons carefully before introducing certain topics (e.g. nutrition, puberty changes, and messages about physical activity). Be informed about current messages about eating disorders to ensure topics are being taught in a way that promotes and protects healthy body image.

Throughout PHE courses from K-10, students are expected to learn about strategies and practices for being physically active and making nutritious food choices. While it is important that students engage in these competencies and content, they should do so in the best possible way for them. Teachers should ensure that any activities relating to physical activity and/or making food choices do not initiate or endorse disordered behaviours or point out disparities amongst students.

Talk about food and movement in a holistic way

Use a food exploration approach when discussing foods with children by exploring food using our five senses (e.g. smell, texture, taste, appearance). This approach has been linked with long-term, positive eating attitudes and behaviours. To learn more and how to implement it with your class, visit Teach Food First.
When discussing food, reconsider the use of moral language, such as “good” or “bad.” Everyone has their own experience and biases towards food and we want to avoid creating blame, shame, or stigma around food choices. Teaching and Talking to Students about Food and Nutrition provides some common scenarios and suggested responses when discussing food with children.
Talk about movement as a positive opportunity to be outdoors, be in nature, connect with others, and enhance well-being instead of an obligation related to weight. Reconsider talking about tracking steps as this does not support a positive relationship with movement for all students.

Addressing weight bias, weight stigma and diet culture in the classroom

Weight bias Refers to internally held beliefs about individuals or groups based on body size and can be conscious or unconscious. refers to internally held beliefs about individuals or groups based on body size and can be conscious or unconscious. For example, believing that people in large bodies lack discipline and are unfit or believing that people in small bodies are smart and fit. Weight stigma Refers to discriminatory acts and misconceptions about people because of their weight and size. refers to discriminatory acts and misconceptions about people because of their weight and size. It is a result of weight bias. People in larger bodies experience more stigma and discrimination. For example, making comments about food choices or body size of a person in a larger body.

Weight bias can be negatively informed and perpetuated by the media.
Individuals that belong to a culture with widespread weight bias are more likely to develop internalized weight bias When someone believes in the negative stereotypes or judgments about themselves. , which is associated with multiple negative physical and psychological outcomes, including body dissatisfaction.

Diet culture

Diet culture is a newer term that does not yet have an official definition. It refers to a set of beliefs about food and bodies – usually based on trends or misinformation – that promote the idea that one’s body weight equates to one’s health and that foods can be categorized as “good” and/or “bad”. It also refers to a moral and social hierarchy of bodies that idealizes a thinness-ideal while masking a fear of fat.
While it is everywhere in our society, it can be hard to spot diet culture or how it may be affecting a young person. Take the time to reflect on how diet culture may have affected your perspective around bodies and health and work towards a more weight-inclusive approach.
A weight-inclusive approach to health is one that considers all dimensions of well-being and focuses on encouraging individuals to pursue healthy behaviours that are under their influence, regardless of their impact on body shape or size

Possible Signs of Diet Culture

The presence of one or some of these signs may not mean that there is a problem. For example, some types of exercise may be better than others for a person who is living with a physical disability or a chronic injury. However, when we see students talking about or showing the behaviour identified in these signs, it could indicate the influence of diet culture. It may be time to take a proactive, preventative role with them and to explore and discuss what other options exist together.

Table of icons and text showing examples of diet culture like food rules and ignoring body cues.

Ways to address weight bias and diet culture at school

Reframe comments around body size, shape, and dieting.
Review classroom or group agreements on respect, inclusion, and treatment of others. Have the class reflect on how this is an important part of community building.
Visit the Language Used to Speak about Ourselves and Others section for ideas on how to redirect conversations around weight, body shape and size
For more information on this topic visit Weight Bias and Weight Stigma in Schools

Explore media literacy

All people, regardless of gender or sex assigned at birth can be affected by struggles with body image. We all benefit from healthy messaging around body image. Media, TV, and the internet are a huge part of our lives. Social media can be fun and a way to connect with others, but we need to help kids navigate it and use it in a safe and positive way. Teaching students about media literacy can help them:

identify and defuse appearance-based messages.
develop strategies to critique unhelpful media messages and unrealistic body ideals and to reduce overall exposure to media.

Strategies to explore media literacy with students include:

Creating awareness:
- Start by acknowledging the ways that media can affect our self-image. How does the media have a positive or a negative impact on how we see others versus how we see ourselves?
- Talking about a healthy balance between online life and in-person interactions will help determine what our shared values are and how they impact healthy growth and development.
Careful selection of messaging:
- Asking students to find media messages that promote a negative body image as an assignment may inadvertently lead them to risky sources that could affect their future online habits, especially on social media. A student’s online search history can affect future messages and links they are sent by various media.
- Instead, ask students to find or create media messages that promote a body-inclusive culture or give them teacher-curated examples and non-examples.
Creating safe guidelines around media use and consumption, and talking about troubleshooting techniques when kids do need help will be an essential part of setting them up for success in the future.
- Explain to them that there are lots of things online that are just not for kids, and that kids don’t always have the necessary life experience to make sense of these things, so when in doubt, check in with a trusted grown up/adult.
- Letting kids know that we trust them online, but that we are also here for them when they need help or have questions will help to build trust and set the stage for open communication and productive conversations.

Media Literacy and Body Image

View Lesson Plan

Body image, sexual health, and puberty

The transition into puberty is often a period of fluctuating feelings about body image for young people. Some physical changes in puberty may be welcomed while others may cause discomfort or increased self-consciousness about physical appearance.

Puberty and changing bodies can be a contributing factor to how children are feeling about their bodies.

Puberty defined – Puberty is an important and often misunderstood concept amongst children and youth. Learning about puberty from a young age will empower kids with this information as they navigate new and exciting times in their development.
An all-bodies approach – Research tells us that the onset of puberty is starting at an earlier age with each generation. It is important that students know about these stages and changes before they happen – to prepare them for adolescence and puberty, and make it less scary for them.
Gender inclusive – It is important to start with the changes that will happen to ALL bodies (ex. Hair growth, weight gain, oil production, increase in sweat, height, breast/chest growth, emotional changes, etc.). Then share information about puberty changes that will happen to some bodies (ex. Menstruation, and Nocturnal emissions (wet dreams)).
Mental health – A large part of puberty is not only the physical changes to the body but also the significant emotional changes that take place, and how we can better learn to balance or manage these.

We can learn from various cultures that the transition from childhood to adolescence and adulthood is celebrated through rites and ceremonies. For example, some First Nations communities view moon time (menstruation) as a powerful time for people who menstruate, and changes experienced during puberty are honoured through ceremonies (FNHA, 2021). In Latin American cultures, a quinceanera is a celebration for a girl’s 15th birthday marking their transition into adulthood (Teachers Institute, 2024).

Puberty – What is it?

An Introductory Lesson to Successful Body Talk

View Lesson Plan