Nearly Half of England's Primary Teachers Are Witnessing Pupils Show Signs of Eating Disorders

Nearly Half of England's Primary Teachers Are Witnessing Pupils Show Signs of Eating Disorders

A sweeping new survey has painted a deeply concerning picture of student mental health across England, revealing that close to half of all primary school teachers have observed children displaying signs of eating disorders — a figure that climbs to nearly four in five at secondary school level.

The findings come from a poll of 10,000 state school teachers conducted by the National Education Union (NEU), the largest education union in the United Kingdom. The results highlight not only the growing prevalence of eating disorders among young people but also a system struggling to respond adequately to an escalating mental health crisis.

Eating Disorders Increasingly Visible in Classrooms

When asked whether they had noticed students showing signs of an eating disorder over the past year, 45% of primary school teachers and 78% of secondary school teachers confirmed they had witnessed it at least occasionally.

The frequency of these observations was particularly striking at secondary and specialist settings. While 4% of primary teachers said they encountered signs of eating disorders on a regular basis, that figure rose to 14% among secondary teachers and reached 20% in special schools and pupil referral units.

Dr. Lee Hudson, a consultant paediatrician, acknowledged the upward trend while emphasizing that eating disorders encompass a broad range of conditions beyond the commonly recognized anorexia. He noted that younger children can present with early-stage anorexia or avoidant/restrictive food intake disorder (Arfid), a condition defined by severely limited food variety or quantity. "Eating disorders have become more common. We know it's going up, but we don't know why," Dr. Hudson stated.

This rise is well-supported by clinical data. A study published in the Lancet reported a staggering 515% increase in annual hospital admissions for eating disorders among children and young people aged 5 to 18, jumping from 478 cases in 2012–13 to 2,938 in 2021–22.

Exam Anxiety, Isolation, and Chronic Stress on the Rise

Eating disorders were far from the only mental health concern flagged by educators. Almost half of the teachers surveyed — 48% — reported regularly witnessing chronic anxiety among students, while nearly a third (31%) said they frequently observed pupils living with social isolation.

At secondary level, two-thirds of teachers (68%) said they regularly encountered absenteeism directly tied to students' mental health difficulties, and three-quarters (76%) reported seeing their students struggle with social interactions on a consistent basis.

The survey also highlighted what educators described as "overwhelming" levels of exam-related anxiety, particularly within secondary schools — an issue compounding an already strained environment.

Counsellor Shortages Leave Students Without Support

Perhaps most alarming is the widening gap between the need for mental health support and the resources available to meet it. The proportion of teachers reporting that their school lacked a dedicated counsellor rose sharply — from 29% to 40% — over just three years.

NEU General Secretary Daniel Kebede warned that schools are falling dangerously behind in their ability to support young people's mental wellbeing. "Schools are unable to keep pace with the obvious acceleration in the levels of mental health support needed by young people. Demand clearly outstrips the available resources. In many cases, this rules out early and timely intervention for students," he said.

Kebede added that teachers are urgently calling for access to school nurses, dedicated mental health leads, and faster referrals to Child and Adolescent Mental Health Services (CAMHS). "The majority tell us they have none of these. The rest tell us they do, but it isn't enough."

Behaviour Challenges Add Further Pressure on Teachers

Beyond mental health, the survey also shed light on a persistent behavioural crisis in England's schools. Around 66% of teachers said disruptive student behaviour was regularly interfering with classroom learning — virtually unchanged from 67% recorded in 2024, but a significant leap from 48% in 2022.

Disruption was reported most severely in primary schools and specialist settings, where 70% and 69% of teachers respectively said behaviour negatively impacted lessons regularly or constantly, compared with 60% at secondary level.

Teachers attributed their difficulties in managing behaviour to chronic understaffing and insufficient resources, particularly in relation to special educational needs (SEND). One anonymous teacher commented: "Due to unmet SEND needs and insufficient specialist provision, staff are increasingly required to manage complex behaviours without adequate support or intervention from senior leadership."

Another educator pointed to harmful online content as a growing influence on student attitudes. "Increasing exposure to concerning attitudes and beliefs on the internet: misogyny is clearly having a huge effect, especially as a female teacher when dealing with the behaviour of male students."

The NEU is scheduled to debate a formal motion on the "violence and behaviour crisis in schools" at its annual conference in Brighton, with calls for a dedicated taskforce to monitor trends and shape government policy.