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Helping Teens Heal from Eating Disorders: Where Family Support, Education, and Recovery Intersect

 

For families navigating the complexities of an adolescent’s eating disorder diagnosis, treatment decisions often come with difficult trade-offs—including the disruption of their child’s academic progress. School interruptions can heighten a teen’s resistance to treatment, increase family stress, and create barriers to long-term recovery. Many parents fear that stepping away from school for higher levels of care—such as residential or partial hospitalization programs—will derail their child’s future, reinforcing the stigma that seeking mental healthcare means falling behind.


But healing and education should never be at odds. Clinical treatment teams, including marriage and family therapists (MFTs), have a unique opportunity to bridge the gap between academic continuity and treatment by helping families navigate systemic barriers, reduce anxiety around school absences, and integrate education as a supportive element of recovery.

The hidden academic toll of eating disorders

Eating disorders often emerge between ages 13 and 17, coinciding with some of the most academically demanding years of a student’s life. These disorders significantly impact school performance due to a combination of nutritional deficiencies and mental health challenges.

Students with eating disorders frequently experience difficulties with concentration, memory, and information processing, which can impair their ability to retain and apply academic material. Malnutrition can also lead to irritability, social withdrawal, chronic fatigue and a weakened immune system, all of which contribute to behavioral changes, school disengagement, and declining academic achievement.

Research shows that teens with eating disorders:

  • Spend 70-90% of their waking hours preoccupied with thoughts of food, weight, and hunger, directly interfering with their ability to focus on academic tasks (National Eating Disorders Association, 2023)
  • Miss significant amounts of school due to mental health challenges, fatigue, medical appointments or hospitalizations, all of which negatively impact academic performance and social development (U.S. Department of Education, 2018; Puhl & Lessard, 2020).
  • Face heightened perfectionism, which can drive obsessive behaviors or lead to the avoidance of schoolwork. Those that are victims of weight-based bullying are also more likely to miss school, exacerbating difficulties (Copeland et al., 2015).
  • By recognizing and addressing the intersection of eating disorders and academic performance, clinicians, educators, and families can work together to implement strategies that support both recovery and educational success.

The academic challenges of higher levels of care

For teens in residential, partial hospitalization, or intensive outpatient treatment, clinical treatment teams have an opportunity to work with schools to reinforce the importance of meeting the immediate medical and psychological needs of an eating disorder to promote recovery, while working with the school, patient, and families to meet academic requirements.

Clinical treatment teams have an opportunity to help students manage the loss of structure, social connections, and academic engagement and manage:

  • Heightened stress and guilt about missing schoolwork
  • Disconnection from peers and identity loss, particularly for high-achieving students
  • Fear of falling behind, creating resistance to fully engaging in treatment

Families often face challenges in securing academic accommodations, especially when schools are unaware of the unique needs of students undergoing mental health treatment. This creates an opportunity for clinical treatment teams to educate schools and caregivers on the importance of treatment and advocate for appropriate academic support and engagement during the recovery process.

Integrating emotion-focused family therapy (EFFT) in academic recovery

Eating disorders do not exist in isolation—they thrive within relational patterns, family dynamics, and societal pressures. In higher levels of care, emotion-focused family therapy (EFFT) serves as a valuable tool for clinicians, helping families navigate the balance between educational priorities and recovery needs. Research suggests that parents and caregivers who actively participate in EFFT report improved communication, reduced conflict, and greater confidence in supporting their child’s recovery (Foroughe et al., 2023).

Through EFFT, families learn to:

  • Understand the emotional underpinnings of academic anxiety—validating their teen’s fears while reinforcing the primacy of health over grades. Eating disorders often stem from feelings of shame, guilt, or fear, and EFFT helps parents recognize and respond to these emotions in a supportive way​.
  • Develop effective coaching techniques to support both mental health recovery and educational engagement. By equipping caregivers with tools to address distress and interrupt eating disorder behaviors, EFFT ensures that parents are active participants in the healing process, rather than passive observers​.
  • Repair relational stressors that arise from school pressure, perfectionism, and the fear of failure. Many adolescents with eating disorders struggle with rigid thinking patterns, particularly around school performance, which can fuel their disorder. EFFT helps families rebuild trust and create a home environment where recovery, rather than academic perfection, is prioritized​.

By equipping families with the tools to validate, coach and support their child’s return to school, EFFT fosters a more adaptive and resilient support system, helping adolescents navigate both their education and recovery journey with confidence.

The role of therapists in educational advocacy

Family-based therapy (FBT) is an evidence-based approach commonly used in lower levels of care and has emerged as a leading treatment for adolescents with eating disorders in outpatient settings, making it a great option for teens and their families as they progress in treatment. Unlike individual therapy, FBT actively involves parents and caregivers in the recovery process, empowering them to support their child’s nutritional rehabilitation, emotional well-being, and behavioral change. This collaborative approach enhances both medical and psychological recovery while helping adolescents maintain academic progress during treatment.

The involvement of clinical treatment teams in higher levels of care is integral to the holistic treatment of adolescents with eating disorders.

Clinical treatment teams are uniquely positioned to help families manage the systemic and relational stressors that arise when a teen is in treatment. With their expertise in family systems, advocacy, and collaboration, clinicians and MFTs can:

  • Help parents navigate school accommodations through 504 Plans or Individualized Education Programs (IEPs) under the Individuals with Disabilities Education Act (IDEA)
  • Eating disorders qualify as disabilities under IDEA, ensuring that students are entitled to educational support and accommodations
  • Facilitate communication between schools, treatment teams, and families to ensure that academic expectations support, not hinder, recovery. MFTs and other types of mental health therapists can serve as liaisons to align academic expectations with treatment goals to foster a comprehensive and unified support system
  • Educate school administrators and teachers about the psychological complexities of eating disorders to foster a more compassionate and informed school environment

The involvement of clinical treatment teams in higher levels of care is integral to the holistic treatment of adolescents with eating disorders. Their roles in navigating educational accommodations, facilitating communication, and educating school personnel are vital in creating supportive environments that foster both recovery and academic achievement.

Reintegration and long-term academic success

Clinicians play a critical role in relapse prevention by ensuring a structured, supportive transition back to school following treatment.

Strategies include:

  • Gradual reentry plans, where students reintegrate into academics in phases rather than all at once
  • Peer and faculty education to reduce stigma and create a safe environment for returning students
  • Ongoing family therapy to address emerging academic stressors that may trigger relapse risk factors

A call for systemic change

As mental health treatment continues to evolve, the integration of educational support into recovery models is a necessity. Clinical treatment teams can be powerful advocates in reshaping the conversation, ensuring that adolescents receive holistic care that nurtures both their academic and emotional growth.

By working collaboratively with schools, treatment providers, and families, clinical treatment teams can help create a system where education is not a casualty of mental health treatment—but a bridge to lasting recovery.


Photo Credits: istock/KatarzynaBialasiewicz

Courtney Anderson, MA, LPC-S, is the Clinical Director at EDCare Denver, a leading provider of comprehensive eating disorder treatment. She specializes in adolescent behavioral health, early intervention, and holistic approaches to eating disorder recovery. Anderson is passionate about advocating for policies that integrate mental health and education to support adolescents and their families in achieving lasting recovery.

Copeland, W. E., Bulik, C. M., Zucker, N., Wolke, D., Lereya, S. T., & Costello, E. J. (2015). Does childhood bullying predict eating disorder symptoms? A prospective, longitudinal analysis. International Journal of Eating Disorders, 48(8), 1141-1149. https://onlinelibrary.wiley.com/doi/10.1002/eat.22459

Foroughe, M., Browne, D. T., Thambipillai, P., Cordeiro, K., & Muller, R. T. (2023). Brief emotion-focused family therapy: A 12-month follow-up study. Journal of Marital and Family Therapy, 49(2), 394-410 https://pubmed.ncbi.nlm.nih.gov/36682069/

National Eating Disorders Association. (2023). Educator toolkit: Understanding eating disorders in schools. https://www.nationaleatingdisorders.org/wp-content/uploads/2017/02/EducatorToolkit_2023-bb7.pdf

Puhl, R. M., & Lessard, L. M. (2020). Weight stigma in youth: Implications for school functioning and social-emotional well-being. Pediatrics, 146(6), e20200114. https://pubmed.ncbi.nlm.nih.gov/33079337/

U.S. Department of Education. (2018). Supporting students with eating disorders: Strategies for schools and educators. ERIC. Retrieved from https://files.eric.ed.gov/fulltext/ED592870.pdf

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