Fact Sheet FS1379
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:
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.
| Influence | Example |
|---|---|
| Medical Conditions | Certain health conditions may require dietary restrictions or weight management, which can increase focus on food and body image:
|
| Family Environment | Family dynamics play a key role in shaping attitudes toward food and body image. For example:
|
| Early Life Experiences | Adverse childhood experiences can impact emotional regulation and self-image:
|
| Mental Health Conditions | Disordered eating may co-occur with other psychological conditions, including:
|
| Social & Environmental Factors | External pressures and life circumstances can also contribute:
|
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.
| Avoid Saying | Try Saying Instead | Why It Matters |
|---|---|---|
| "You've put on some weight and are starting to look healthy." | "How are you feeling today? I'm here for you if you ever want to talk." | Avoid focusing on appearance or weight. Center the conversation on the person's emotional well-being and invite open conversation. |
| ""You ate a lot today. Are you having issues controlling yourself around food?" | "It's really nice to see you. How have you been?" | Avoid comments that may cause guilt or shame around eating. Focus on connection and care. |
| "Why don't you just eat?" | "I know this is hard, and I see how much effort you're putting in. Is there anything you need or anything I can do to support you?" | Eating disorders are complex. Empathy and validation go a long way. |
| "Why didn't you have cake on your birthday?" | "Happy Birthday! I'm so glad we're celebrating together." | Avoid commenting on food choices. Focus on the moment and shared joy. |
| "You don't look underweight. I don't think you have a problem." | "You've been on my mind. How have you been doing lately?" | Eating disorders affect people of all body sizes. Avoid assumptions based on appearance. |
| "Hey! It looks like you are fully recovered, congratulations!" | "I really value our conversations. Let me know if you ever want to chat." | Recovery is ongoing. Offer continued support rather than assuming it's complete. |
| "You look unhealthy." | "You seem low on energy today. How are you feeling?" | Avoid appearance-based comments. Ask about well-being instead. |
Best Practices for Community Providers
Resources for College Students
Access to the right support can make a big difference. Here are helpful resources:
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
December 2025
Copyright © 2026 Rutgers, The State University of New Jersey. All rights reserved.
For more information: njaes.rutgers.edu.
Cooperating Agencies: Rutgers, The State University of New Jersey, U.S. Department of Agriculture, and Boards of County Commissioners. Rutgers Cooperative Extension, a unit of the Rutgers New Jersey Agricultural Experiment Station, is an equal opportunity program provider and employer.