Promoting Body Inclusivity to Strengthen Student Belonging

When I unexpectedly gained weight at 17, my dad goaded me into my first diet. I’d been a confident student, coasting through high school with intensive ballet and musical theater training, but dieting became my fixation. I feared weight gain and saw how students were treated when they didn’t fit the “norm.”

Fitting into body image standards still is a measure of belonging for many students. The conversation has evolved to include body type, birthmarks, acne, kids with physical disabilities, or those who’ve hit puberty earlier or later than their peers. Even students who don’t look visually different battle harsh inner critics.

These insecurities can rattle a student’s feelings of safety and connection, and hinder school culture. Some students living in larger bodies may face an “obesity achievement gap,” where teachers perceive them as less motivated or intelligent. Underweight students report more social isolation, and the majority of people with visual differences say they’ve dealt with hostility at school. Navigating body image issues also impacts youth mental health, putting students at higher risk for depression.

As school leaders, we can elevate body inclusivity, create communities of belonging, and show students alternatives in an image-conscious society. When students and staff believe that each of them brings unconditional value, regardless of appearance, they’re empowered to show up as their most authentic selves.

Here are three questions I’ve been asking myself to challenge preconceived notions, encourage body inclusivity, and support students struggling with their appearance.

1. Am I kind to my own body? What about my colleagues?

Body dissatisfaction begins as early as first grade, and it’s as contagious as the flu. Modeling self-compassion and gentle, caring responses to negative body talk prompts students and staff to reflect on their preexisting beliefs. Demonstrating compassion and care for our bodies helps us radiate empathy to others.

My team and I often share how our responses to student behavior can have a profound impact, especially regarding appearance-based comments and behaviors that colleagues or I witnessed, from lunchroom calorie counting to veiled compliments. I raised my observations with individual team members during our weekly check-ins, keeping that context in mind. Together, we brainstormed age-appropriate responses that spurred student introspection: “Would you say that to a friend?” or “How would that make you feel?”

Providing kids with moments to see the cognitive dissonance between their beliefs and behaviors is effective for reframing body confidence. Our staff strives to call out actions as they happen, and if helpful, to debrief one-on-one. Kids are generally receptive, particularly if we can explain why their behavior conflicts with community values of respect and diversity.

For example, when a second grader asked me if I was fat, I calmly responded, “Yes.” I followed with, “Do you think it’s OK to comment on other people’s bodies?” He didn’t think so. I explained that people come in many shapes and sizes, and our world would be boring if everyone looked the same. He paused and then nodded in agreement. Depending on the context, these types of conversations can also happen with a group or class to demonstrate empathic thinking.

Also consider what students observe from your team. Educators who participate in weight-loss challenges, disparage personal features, or tell a class to help them “stop snacking” are endorsing the idea that bodies need fixing. Appearance doesn’t determine health, either. Promoting and practicing healthy sleep habits, regular meals, and exercising for fun reinforce a holistic sense of well-being.

2. Does my school value and represent diverse bodies?

Displaying and accommodating body diversity signals that everyone has the right to a safe, comfortable learning environment. Examine reading lists and communications such as e-newsletters and bulletin boards to assess what body image narratives are being shared. Determine if materials represent body diversity and acceptance or maintain stereotypes, like muscular men epitomizing masculinity. Portrayals challenging assumptions can broaden viewpoints and help all students feel included.

Physical accommodations also underscore equity and belonging. In addition to seating arrangements, have a plan for uniforms and spirit wear. Ask vendors about extended sizing and tailoring. While many vendors charge more for larger sizes, avoid passing that extra fee to families. Average the cost of an item and request a single, flat-rate price across all sizes. Retailers and online uniform shops also often allow users to customize pricing in their contracts.

Work with advisers and coaches to source body-inclusive apparel for extracurriculars like marching band and football, and approach these situations with sensitivity. Be discreet. Lean into a student or staff member’s curiosity, seeking to understand the thoughts behind their questions, and avoid assuming who might need accommodations by making them available to all.

3. Do my students value effort over appearance?

Our communities are filled with scholars whose talents and abilities have nothing to do with their physical attributes. Centering self-awareness and effort over body image reminds students of their individuality—and that their contributions are meaningful and appreciated.

Remind students that their bodies are tools supporting their academic growth and that food is “brain fuel.” Many students have early lunchtimes. If possible, allow water and snacks such as bananas or granola bars during afternoon classes. This option encourages students to listen to their bodies and make independent choices that strengthen their learning. Honoring hunger gives students the energy to complete tasks, which can improve grades and engagement.

Finding equitable ways for students to help also reduces body-based stereotypes; it’s not only the strongest boys who can move desks! When you need volunteers, select randomly or request that everyone pitch in. This approach reminds students that contributing isn’t dependent on our physical attributes but on our willingness and effort.

Uplifting students’ unique talents breaks down social hierarchies and creates inviting communities. Our team aims for non-appearance-based praise, like “You’ve put tons of work into your persuasive speech. Can’t wait to hear it!” or “Student of the Week, way to go! Keep up that positive attitude.” I take special note to implement these during school pictures or game days.

Also, reflect if events celebrate milestones or if they’ve become image-centric popularity contests. Well-intended traditions, such as senior superlatives, that label students can be anxiety-provoking and can be revamped, as well as anything that singles out or perpetuates physical stereotypes. If judging is an element of an event, it should not involve body image.

Appearance can shape who a student befriends on the playground or requests as their lab partner. Yet when school leaders embrace body inclusivity as a principle of belonging, we communicate a culture of safety and support. In return, our students and colleagues develop lifelong skills of kindness and acceptance.