Activity Overview
Having an eating disorder is not a choice. An eating disorder is a coping mechanism used when someone is experiencing a loss of control over different aspects of their life. When people do not have control of aspects in their life, they will reach for anything to regain that feeling of control again. They can’t control school assignments, parental expectations, or their schedule. One thing they can control is their weight. This feel of getting control over something may be their way of coping with the other stressors. Teaching healthy coping skills will help relieve the pressure to control.
In this activity, students will create a storyboard illustrating an unhealthy and a healthy coping strategy to combat uncontrollable stressors. Ask students to brainstorm things that stress them out. Next, ask them to think about different ways they can relieve stress in a healthier manner. Listening to music, socializing, prioritizing their time, relaxing, or physical activity are answers you may hear. Having students show how an eating disorder may only temporarily relieve stress while causing several other problems is the main goal of this activity. It is important to caution students against creating disturbing scenes that may be a trigger to themselves or others.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Demonstrate your understanding of how people suffering from an eating disorder negatively adapt to stress.
- Click "Start Assignment".
- Come up with three everyday stressors. They must be out of the control of the main character.
- Create a visual of those stressors in the first cell of each row, including a title of the theme (row) and label (column).
- Create a visual of someone using an eating disorder as a way to cope with that stress in the second cell of each row while labeling it ‘Unhealthy Cope’. Make sure to use school appropriate content.
- Next create a healthy coping strategy in the third column with ‘Healthy Coping’ as a label.
- Finally include a brief description under each cell explaining what is happening for the stressor, why the unhealthy coping is dangerous, and elaborate on the healthy coping.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Structure | Nine cells were used in a chart layout with three columns of three cells. Each cell has it's own description box. There are column titles indicating which cells are examples of uncontrollable stressors, unhealthy coping (ED), and healthy coping. The titles on the rows indicate the theme of the cell. | Nine cells were used in a chart layout with three columns of three cells. Each cell has its own description box. There are column titles indicating which cells are examples of uncontrollable stressors, unhealthy coping (ED), and healthy coping. The titles on the rows do not clearly indicate the theme of the cell. | Nine cells were used in a chart layout with three columns of three cells. There is no description box for the cells. The column titles do not clearly indicate which cells are examples of uncontrollable stressors, unhealthy coping (ED), and healthy coping. The titles on the rows do not clearly indicate the theme of the cell. |
| Uncontrollable Stressor | All three cells used exemplary school appropriate scenes, characters, and text to convey examples of scenarios teens may face. The lack of self control on the cause of the stressor is clearly depicted and written in the description below. | All three cells used adequate school appropriate scenes, characters, and text to convey examples of scenarios teens may face. The lack of self control on the cause of the stressor is clearly depicted and written in the description below. | Less than three cells used adequate school appropriate scenes, characters, and text to convey examples of scenarios teens may face. The lack of self control on the cause of the stressor is unclear and not followed with a clear description. |
| Unhealthy Coping | All three cells used exemplary school appropriate scenes, characters, and text to convey examples how someone may use an eating disorder to cope with stress. The description clearly explains that this method is a negative and unhealthy way to cope. | All three cells used adequate school appropriate scenes, characters, and text to convey how someone may use an eating disorder to cope with stress. The description clearly explains that this method is a negative and unhealthy way to cope. | Less than three cells used adequate school appropriate scenes, characters, and text to convey how someone may use an eating disorder to cope with stress. The description is unclear and does not explain how this method is a negative and unhealthy way to cope. |
| Healthy Coping | All three cells used exemplary school appropriate scenes, characters, and text to convey examples of three different healthy coping skills. The description clearly explains that this method is a positive coping skill. | All three cells used adequate school appropriate scenes, characters, and text to convey examples of three different healthy coping skills. The description clearly explains that this method is a positive coping skill. | Less than three used adequate school appropriate scenes, characters, and text to convey examples of three different healthy coping skills. The description is unclear and does not explain how this method is a positive and healthy way to cope. |
| Use of Convections | There are few to no grammar or spelling mistakes. The text clearly indicates messages of health and unhealthy coping skills. | There are some grammar or spelling mistakes, but understanding of content is clear. | There are too many grammar or spelling mistakes creating an unclear understanding of content. |
Activity Overview
Having an eating disorder is not a choice. An eating disorder is a coping mechanism used when someone is experiencing a loss of control over different aspects of their life. When people do not have control of aspects in their life, they will reach for anything to regain that feeling of control again. They can’t control school assignments, parental expectations, or their schedule. One thing they can control is their weight. This feel of getting control over something may be their way of coping with the other stressors. Teaching healthy coping skills will help relieve the pressure to control.
In this activity, students will create a storyboard illustrating an unhealthy and a healthy coping strategy to combat uncontrollable stressors. Ask students to brainstorm things that stress them out. Next, ask them to think about different ways they can relieve stress in a healthier manner. Listening to music, socializing, prioritizing their time, relaxing, or physical activity are answers you may hear. Having students show how an eating disorder may only temporarily relieve stress while causing several other problems is the main goal of this activity. It is important to caution students against creating disturbing scenes that may be a trigger to themselves or others.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Demonstrate your understanding of how people suffering from an eating disorder negatively adapt to stress.
- Click "Start Assignment".
- Come up with three everyday stressors. They must be out of the control of the main character.
- Create a visual of those stressors in the first cell of each row, including a title of the theme (row) and label (column).
- Create a visual of someone using an eating disorder as a way to cope with that stress in the second cell of each row while labeling it ‘Unhealthy Cope’. Make sure to use school appropriate content.
- Next create a healthy coping strategy in the third column with ‘Healthy Coping’ as a label.
- Finally include a brief description under each cell explaining what is happening for the stressor, why the unhealthy coping is dangerous, and elaborate on the healthy coping.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Structure | Nine cells were used in a chart layout with three columns of three cells. Each cell has it's own description box. There are column titles indicating which cells are examples of uncontrollable stressors, unhealthy coping (ED), and healthy coping. The titles on the rows indicate the theme of the cell. | Nine cells were used in a chart layout with three columns of three cells. Each cell has its own description box. There are column titles indicating which cells are examples of uncontrollable stressors, unhealthy coping (ED), and healthy coping. The titles on the rows do not clearly indicate the theme of the cell. | Nine cells were used in a chart layout with three columns of three cells. There is no description box for the cells. The column titles do not clearly indicate which cells are examples of uncontrollable stressors, unhealthy coping (ED), and healthy coping. The titles on the rows do not clearly indicate the theme of the cell. |
| Uncontrollable Stressor | All three cells used exemplary school appropriate scenes, characters, and text to convey examples of scenarios teens may face. The lack of self control on the cause of the stressor is clearly depicted and written in the description below. | All three cells used adequate school appropriate scenes, characters, and text to convey examples of scenarios teens may face. The lack of self control on the cause of the stressor is clearly depicted and written in the description below. | Less than three cells used adequate school appropriate scenes, characters, and text to convey examples of scenarios teens may face. The lack of self control on the cause of the stressor is unclear and not followed with a clear description. |
| Unhealthy Coping | All three cells used exemplary school appropriate scenes, characters, and text to convey examples how someone may use an eating disorder to cope with stress. The description clearly explains that this method is a negative and unhealthy way to cope. | All three cells used adequate school appropriate scenes, characters, and text to convey how someone may use an eating disorder to cope with stress. The description clearly explains that this method is a negative and unhealthy way to cope. | Less than three cells used adequate school appropriate scenes, characters, and text to convey how someone may use an eating disorder to cope with stress. The description is unclear and does not explain how this method is a negative and unhealthy way to cope. |
| Healthy Coping | All three cells used exemplary school appropriate scenes, characters, and text to convey examples of three different healthy coping skills. The description clearly explains that this method is a positive coping skill. | All three cells used adequate school appropriate scenes, characters, and text to convey examples of three different healthy coping skills. The description clearly explains that this method is a positive coping skill. | Less than three used adequate school appropriate scenes, characters, and text to convey examples of three different healthy coping skills. The description is unclear and does not explain how this method is a positive and healthy way to cope. |
| Use of Convections | There are few to no grammar or spelling mistakes. The text clearly indicates messages of health and unhealthy coping skills. | There are some grammar or spelling mistakes, but understanding of content is clear. | There are too many grammar or spelling mistakes creating an unclear understanding of content. |
How Tos about Healthy Coping Strategies to Avoid Disordered Eating
How to Foster a Supportive Classroom Environment for Healthy Coping
Create a safe, open space where students feel comfortable discussing stress and healthy coping. Regular, supportive dialogue reduces stigma and encourages students to seek help when needed.
Model Healthy Coping Strategies Yourself
Demonstrate healthy coping behaviors in your daily interactions. Students learn by example, so showing your own positive habits—like taking breaks, asking for help, or practicing mindfulness—can inspire them to do the same.
Integrate Coping Skills Into Daily Routines
Incorporate brief stress-relief activities, such as short breathing exercises or movement breaks, into your class schedule. Consistent practice helps students internalize these healthy habits and makes coping skills feel accessible.
Encourage Peer Support and Collaboration
Facilitate group discussions or partner activities focused on sharing stressors and brainstorming healthy coping strategies together. Peer-to-peer support normalizes challenges and helps students feel less isolated.
Connect Students With Additional Resources
Share information about school counselors, wellness centers, or trusted online resources. Knowing where to turn for help empowers students to seek support beyond the classroom when needed.
Frequently Asked Questions about Healthy Coping Strategies to Avoid Disordered Eating
What are healthy coping strategies to prevent disordered eating in students?
Healthy coping strategies include listening to music, socializing, prioritizing time, relaxation, and physical activity. These help students manage stress without resorting to disordered eating, fostering emotional well-being and resilience.
How can teachers help students develop healthy ways to handle stress?
Teachers can guide students to identify stressors and brainstorm healthy coping mechanisms like exercise or relaxation. Classroom activities, such as storyboards contrasting healthy and unhealthy coping, build awareness and support positive habits.
What is the difference between healthy and unhealthy coping strategies for stress?
Healthy coping strategies address stress without harming well-being, like talking to friends or managing time. Unhealthy strategies, such as disordered eating, may offer temporary relief but cause long-term problems.
Why might students use eating disorders as a way to cope with stress?
Students may develop eating disorders to regain a sense of control when facing stressors they can't manage, like school or family pressures. This coping mechanism is harmful and only provides short-term relief.
What classroom activities can teach healthy coping to avoid disordered eating?
Effective activities include storyboards illustrating stressors, unhealthy coping (like eating disorders), and healthy alternatives. Encouraging discussion and reflection helps students recognize healthy choices.
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