Sarah is a sensitive child who thrives on praise. She works hard to succeed, believing that success is what truly defines a person. Her efforts are often taken for granted, however. Sarah's high-achieving, impeccably dressed parents expect achievement. They regularly attend teacher conferences. They offer continuous support of Sarah's academics and sports. Like any family, they have problems at home, but this family is exceptionally private. Thus, Sarah knows not to discuss the problems with anyone. For Sarah, failure is not an option--not in school, and not on the playing field. She believes that success depends on being what others need you to be. School, her parents, and the media have all influenced how she determines success. On the surface, Sarah is the type of student that teachers love. She is always smiling, her homework is done perfectly, and she is an active team member across the board. However, it is what is happening inside, beneath the surface, that places Sarah at high risk for developing an eating disorder. Eating disorders (EDs) are chronic clinical mental disorders that are disruptive to the psychological and social development of children and adolescents (Hoek & van Hoeken, 2003). They can be difficult to prevent and treat and are considered among the most chronic and medically lethal of mental disorders (American Psychiatric Association [APA], 2000; Keel & Herzog, 2004). Research suggests that the incidence and prevalence of eating disorders are increasing and that the age of onset may be decreasing (e.g., Rastam, Gillberg, van Hoeken, & Hoek, 2004). Luckily for Sarah and others like her, school can provide a safe and protective environment in which to heal from an ED.
