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Understanding the Impact of Weight Bias in Education

During her time at an elementary school in Montgomery County, Maryland, Stephanie faced constant bullying regarding her weight. Classmates often called her derogatory names and made hurtful comments, such as asking her if she wanted a cupcake while she walked by. The teasing culminated in a physical altercation with a classmate, leading to her suspension.

However, the most painful experiences stemmed from her interactions with teachers. Despite her consistent participation in class discussions, she often felt ignored, leading her to wonder if her teachers had any regard for her at all. “I felt invisible,” Stephanie reflected. Class seating arrangements often sidelined her, preventing her from adequately engaging with the learning material. An instance in middle school, where a teacher told her she would block other students if moved to the front of the classroom, left her humiliated as her peers laughed.

As of the 2020 school year, nearly 20 percent of children in the United States — equating to around 15 million kids — were classified as obese. This figure has likely risen as a result of the COVID-19 pandemic. The health implications of childhood obesity are well-documented, including links to asthma, diabetes, and sleep apnea, along with an increased likelihood of depression, anxiety, and diminished self-esteem.

However, less is said about the academic repercussions of obesity. Research indicates that students who are obese tend to have lower grades in core subjects such as reading and math, are more likely to repeat grades, and face greater risks of being placed in special education or remedial classes. They also miss more school days and are at a higher risk of disciplinary actions like suspensions, with lower graduation rates from college compared to their healthier peers.

Several factors may contribute to this academic “obesity achievement gap.” For instance, biological elements may play a role, including changes in brain structure and hormonal influences that can affect cognitive performance. Indirect influences such as bullying and increased medical appointments may also hinder educational outcomes for these students.

In recent studies, a growing focus has been placed on educator bias as a contributing factor. Reports indicate that teachers often view students with obesity through a negative lens, associating them with emotional instability, lack of motivation, and non-compliance. Such biases can limit opportunities for participation in class and result in reduced encouragement and lower academic evaluations.

Rebecca Puhl, deputy director at the Rudd Center for Food Policy and Health at the University of Connecticut, emphasizes that weight bias is ingrained in American culture and that teachers are not exempt from these societal attitudes. She argues for the necessity of training educators to identify and combat weight bias within school environments, especially as numerous school districts make efforts to combat obesity through healthier meal plans and increased physical activity.

Advocates suggest that childhood obesity should be categorized as an “academic risk factor” due to its long-term implications for both educational and socioeconomic mobility. Puhl notes that while there have been significant strides toward recognizing diversity in ethnicity and gender identity within educational frameworks, issues of weight often remain overlooked.

Stephanie, now 18, has dealt with weight issues her entire life. At home, her family dynamic did not highlight her obesity as a problem. Yet, school proved to be a different world where peers and teachers alike made frequent, unkind comments regarding her appearance. She recalls being compared to a Teletubby as early as kindergarten and how even innocent occasions, such as celebrating a birthday with treats, attracted critical remarks. One comment from a teacher to her mother to put her on a diet marked a turning point, leading Stephanie to stop eating lunch at school to avoid further scrutiny.

Despite a few positive recognitions in her academic journey, such as being praised for an essay and winning awards, they were overshadowed by her sense of isolation. She expresses disappointment in feeling that her attempts to connect with teachers went largely unrecognized. A particularly disheartening moment occurred when a teacher didn’t recognize her after a year of being in the same class, which deeply impacted her motivation to perform academically.

As education professionals broaden their focus on ensuring equitable treatment in schools, it has become evident that weight bias stands as a serious barrier to the success of students with obesity. An associate professor, Erica Kenney, noted her own research finding a correlation between student weight gain and teachers’ reduced expectations of their academic capabilities. Another study revealed that teachers were more inclined to give lower grades based on beliefs surrounding a student’s weight, demonstrating a troubling link between bias and educational assessment.

Girls, in particular, face a higher risk of stigma associated with being overweight, with studies indicating that a significant proportion of women felt they were treated unfairly by teachers due to their body size. This stigma can be compounded for students who also face socioeconomic challenges, creating an additional level of disadvantage.

Stephanie’s experiences were briefly interrupted by the onset of the COVID-19 pandemic, an event she viewed as a reprieve from being judged about her body as she engaged in remote learning. However, upon returning to in-person classes, she grappled with her increased weight and sought a virtual learning waiver, feeling ashamed of her appearance. After a diagnosis of Polycystic Ovary Syndrome led her to opt for bariatric surgery, she successfully lost over half her body weight. Upon returning to school, she was taken aback by the sudden positive treatment she received from peers, expressing frustration over the fact that she remained the same person.

Research indicates that negative biases towards individuals with obesity can begin in early childhood. Studies have found that even toddlers can perceive overweight individuals as unkind, illustrating the far-reaching impact of societal attitudes toward body image. Experts argue for a need to heighten sensitivity and understanding among educators regarding the unique challenges faced by students with obesity.

One pediatrician, Yolandra Hancock, highlights instances where educators have failed to accommodate students who struggle with mobility due to obesity. Simple adjustments, such as providing additional time for class transitions or allowing frequent restroom breaks, could significantly enhance the learning experience for affected children.

While teachers can play a crucial role in mitigating bullying against children with obesity, many refrain from intervention, mistakenly believing that weight loss alone will resolve the issue. Puhl asserts that body weight is influenced by multifaceted factors beyond simple lifestyle changes, often underestimating the complexities of individual circumstances contributing to obesity.

In recognition of the pressing need for comprehensive anti-bullying policies, experts suggest that schools should include weight as a protected category within these policies. Currently, many policies focus on race, ethnicity, gender identity, and other characteristics, overlooking the pervasive issue of weight-related bullying.

This spring, Stephanie returned to her school for graduation, an important milestone in her journey towards self-acceptance. She acknowledges her ongoing struggles with body image but is determined to utilize her experiences to motivate her studies in psychology. Her aspiration is to better understand the experiences of others, particularly those who, like her, felt unheard and marginalized during their formative years. “I just want to help people,” she affirmed.

Source
hechingerreport.org