Teacher-Led Universal Eating Disorder Prevention Programmes in Schools: A Scoping Review.

Area of Science:

• * Public Health and Preventive Medicine
• * Educational Psychology
• * Adolescent Psychology

Background:

• * Eating disorders (EDs) pose significant risks to adolescent well-being.
• * Universal prevention programs are needed for effective school-based interventions.
• * Educator-led delivery models require evaluation for feasibility and impact.

Purpose of the Study:

• * To evaluate the efficacy of teacher-led interventions in mitigating ED risk factors.
• * To assess the suitability of universal prevention programs for school administration by educators.
• * To identify key factors influencing the success of school-based ED prevention.

Main Methods:

• * Scoping review adhering to PRISMA guidelines.
• * Literature search across ERIC, PubMed, and Scopus databases.
• * Inclusion of peer-reviewed studies on teacher-led programs for adolescents (11-16 years).
• * Data extraction on study design, participants, intervention, and outcomes.
• * Quality appraisal using CASP and CONSORT checklists.

Main Results:

• * Teacher-led programs demonstrated effectiveness in reducing ED risk factors like thin-ideal internalization and body dissatisfaction.
• * Program fidelity (adherence to manuals) and comprehensive teacher training are critical for positive outcomes.
• * Some interventions showed differential effectiveness, with challenges noted for male participants.

Conclusions:

• * Teacher-led interventions offer a scalable and sustainable approach to ED prevention in schools.
• * Rigorous protocol adherence and robust educator support are essential for program success.
• * Future research should explore long-term efficacy, gender-specific adaptations, and cost-effectiveness.