In the last ten years, the prevalence of eating disorders in Australia has increased by 21%.1 Up to 70% of pre-school children (three to five years old) report body dissatisfaction; including food restriction and wanting to be thinner.2-4 Learning environments are central to the development of negative and positive weight attitudes.3 The aim of this study was to complete a needs assessment (NA) to inform an intervention to address educator knowledge and access to weight-inclusive resources in Early Childhood Educational Settings (ECES).
The NA was completed via online survey and in-person interviews of ECES staff (n = 11) in the Frankston and Mornington Peninsula local government areas. The 12-month pilot trialed over 36 resources promoting sensory learning, neutral food language and body diversity in ECES. At pilot completion (n = 28) services were included in the analysis.
Results indicated that fundamental National resources used for ECES curriculum included weight-stigmatising language, and limited awareness of these issues amongst educators. Evaluation of the pilot after one year of implementation found 77% of participating ECES (n = 22) engaged with the provided resources. Of these, 80% reported a change in body talk, and 94% reported an increase in neutral food language. Recommendations have led to the development of a new website, with the project to be expanded across the catchment in 2026.
This needs assessment and pilot demonstrates that early childhood education services can successfully implement weight-inclusive information to change language and body talk in their settings.
We thank Monash University and Deakin University students for their dedicated efforts on this project.