ArticleEuropean eating disorders review : the journal of the Eating Disorders Association2026
Teacher-Led Universal Eating Disorder Prevention Programmes in Schools: A Scoping Review.
Article in European eating disorders review : the journal of the Eating Disorders Association, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
1 citing paper in PubMed.
- Teacher-Led Universal Eating Disorder Prevention Programmes in Schools: A Scoping Review.European eating disorders review : the journal of the Eating Disorders Association · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
objectiveThis scoping review seeks to evaluate the efficacy of teacher-led interventions in mitigating risk factors related to eating disorders, considering the necessity for universal prevention programmes that can be effectively administered by educators.
methodsA literature search was conducted via ERIC, PubMed, and Scopus, following PRISMA guidelines. This search focused on peer-reviewed studies that evaluated teacher-led programmes among adolescents aged 11-16. Data was extracted on study design, sample characteristics, intervention content, and outcomes. Quality appraisal was conducted using CASP and CONSORT to enable evaluation. Results were synthesised and guided by PRISMA.
resultsFrom 16 studies, this review identified that teacher-led programmes could effectively reduce risk factors, including thin-ideal internalisation and body dissatisfaction. However, effectiveness requires an emphasis on teachers following program manuals, as deviations from the program often weaken outcomes, underscoring the need for comprehensive teacher training and support. The review also highlighted gender-specific challenges, with some programmes being less effective for boys.
conclusionsTeacher-led interventions are important for scalable and sustainable eating disorder prevention in schools; however, success depends on rigorous adherence to intervention protocols and ongoing support for educators. Future research should focus on long-term efficacy, gender-specific adaptations, and the comparative cost-effectiveness of teacher-led versus clinician-led programmes.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.