Eating disorders (ED) are serious, life-threatening mental health conditions that significantly impact an individual's physical, psychological, and social well-being. They are among the most dangerous mental health conditions, often linked to serious health complications and increased risk of mortality. Many ED begin during adolescence or young adulthood, making the college years for emerging adulthood a critical period for both prevention and early intervention. Professionals who work closely with college students and emerging adults, such as healthcare professionals, educators, and counselors, play a vital role in recognizing early signs of ED, providing support, and connecting individuals to care during this pivotal stage of life. By adopting an eating disorder-informed approach, providers can build trust with students and foster inclusive, supportive environments that may help reduce the progression of disordered eating behaviors to a less severe clinical diagnosis of an ED.

Recognizing Increased ED Risk During Academic and Life Transitions

Entering college often brings significant social, emotional, and physical transitions that can heighten vulnerability to mental health challenges, including eating disorders. Students may encounter pressures related to body image, food access, academic stress, and social comparison, all of which can contribute to disordered eating behaviors. Research examining New Jersey college students highlights how societal beauty standards and stigma surrounding eating disorders can discourage help-seeking young adults and exacerbate body dissatisfaction. These pressures are often intensified by campus environments that promote idealized body types, emphasize weight control in wellness messaging, or fail to address food insecurity. Additionally, cultural expectations, identity conflicts, and perfectionism may lead students to adopt harmful coping mechanisms, such as restrictive eating or compulsive exercise. By fostering inclusive campus cultures that promote diverse body shapes, nutrition education, and supportive social interactions, colleges can help reduce stigma and encourage early intervention for students at risk.

Exploring ED and Related Disordered Eating Behaviors

While closely connected, ED and disordered eating represent different experiences along a spectrum of nutrition and mental health concerns. Recognizing these distinctions helps communities understand the full spectrum of eating concerns – from early warning signs to clinically significant symptoms – and supports timely, informed responses for those in need.

ED are formally defined by the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) as serious mental health conditions characterized by persistent disturbances in eating behavior and related thoughts and emotions. The three most recognized ED defined in the DSM-5 are Anorexia Nervosa, Bulimia Nervosa, and Binge Eating Disorder. For individuals who do not meet ED criteria, other classifications may apply, including Other Specified Feeding or Eating Disorder (OSFED), Unspecified Feeding or Eating Disorder, and Avoidant/Restrictive Food Intake Disorder (ARFID).

Disordered eating refers to a range of behaviors and attitudes about food, body image, and weight that may not meet the criteria for a clinical eating disorder but can still negatively impact health and well-being. These behaviors can occur across different age groups, body types, and backgrounds.

Common signs of disordered eating include:

• Distorted body image, where individuals may struggle to see their body accurately or feel dissatisfied with their appearance
• Intense fear of gaining weight or of being perceived as underweight
• Obsessive thoughts about food, calories, and body weight
• Frequent attempts to lose weight through restrictive dieting, prolonged fasting, or extreme exercise routines
• Use of unhealthy weight control behaviors, such as self-induced vomiting or misuse of laxatives or diuretics
• Feeling out of control while eating, often followed by guilt, shame, or behaviors meant to "compensate" for eating known as binge eating

Factors That May Contribute to Disordered Eating and ED

Disordered eating and ED can be influenced by a combination of biological, psychological, familial, and social factors. Awareness of these potential contributors can support early recognition and compassionate community-based care.

Why the Words We Use Matter

Language plays a critical role in how college students experience support, especially those at risk for or recovering from ED. Well-meaning comments can sometimes be misinterpreted or unintentionally cause harm. That's why it's important for community providers to use language that is empathetic, nonjudgmental, and supportive. Developing a shared, respectful way of communicating helps build trust and creates a safe space for students to open up about their experience.

Best Practices for Community Providers

• Avoid placing value on appearance, weight, or body shape.
• Refrain from commenting on body changes.
• Steer clear of discussions about dieting, calories, or exercise.
• Use non-triggering language (e.g., say “nutrition” or “energy” instead of “calories,” and “weight recovery” instead of “weight loss/gain.”)
• Separate the person from the disorder and avoid labeling individuals (e.g., “anorexic” or “bulimic”).
• Use compassion, not blame or shame (e.g., suggesting the individual is doing something wrong). Approach conversations with care and concern.
• Know when to refer. If you notice signs of disordered eating, connect the individual with appropriate professionals.

Resources for College Students

Access to the right support can make a big difference. Here are helpful resources:

• National Association for Anorexia Nervosa and Associated Disorders Helpline: A free, confidential helpline offering peer support, guidance, and resources for individuals struggling with eating disorders and their loved ones.
• National Eating Disorders Association Treatment Resources: A comprehensive directory to help individuals find treatment providers, support groups, and educational materials related to eating disorders.
• Academy of Nutrition and Dietetics: A reliable eating disorder-related nutrition resource and searchable database to connect with registered dietitian nutritionists specializing in eating disorder care and nutrition counseling.
• Project HEAL: Provides financial assistance and support for individuals seeking ED treatment who face barriers due to cost or insurance limitations.

Putting Knowledge Into Practice

ED are complex and deeply personal conditions that require understanding, compassion, and informed care. College students and emerging adults face unique challenges during academic and life transitions, making early recognition and supportive communication especially critical. By fostering inclusive environments, using sensitive language, and connecting individuals to appropriate resources, community providers can play a vital role in prevention, early intervention, and recovery. Together, we can reduce stigma, promote mental and physical well-being, and ensure that no student feels alone in their journey.

References

• Balasundaram, P., & Santhanam, P. 2023. Eating Disorders. In StatPearls. StatPearls Publishing.
• Barakat, S., McLean, S. A., Bryant, E. et al. 2023. Risk factors for eating disorders: findings from a rapid review. Journal of Eating Disorders, 11, 8. DOI: 10.1186/s40337-022-00717-4
• Black, D. W., Grant, J. E. 2023. American Psychiatric Association Content Provider. DSM-5® Guidebook : The Essential Companion to the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition. American Psychiatric Publishing.
• Langdon-Daly, J., & Serpell, L. 2017. Protective factors against disordered eating in family systems: a systematic review of research. Journal of Eating Disorders, 5, 12. DOI: 10.1186/s40337-017-0141-7
• National Eating Disorders Collaboration (n.d.). Risk and Protective Factors.
• Qian, J., Wu, Y., Liu, F., Zhu, Y., Jin, H., Zhang, H., Wan, Y., Li, C., & Yu, D. 2022. An update on the prevalence of eating disorders in the general population: a systematic review and meta-analysis. Eating and Weight Disorders: EWD, 27(2), 415–428. DOI: 10.1007/s40519-021-01162-z
• Ros, G. 2023. How do Social Stigmas Associated with Eating Disorders Affect New Jersey College Students' Willingness to Seek Treatment?
• Yorke, E. L., Evans-Atkinson, T., & Katzman, D. K. 2020. Shared language and communicating with adolescents and young adults with eating disorders. Paediatrics & child health, 26(1), 8–11. DOI: 10.1093/pch/pxaa047

December 2025