Fat Kids Can`t Do Maths: Negative Body Weight Stereotyping and Associations with Academic Competence and Participation in School Activities Among Primary School Children

Abstract

Aim:To investigate children's body image, perceptions of the academic abilities of thin and fat children and whether body image influences student's academic confidence and/or participation in school classroom activities.Methods: The Children's Body Image Scale (CBIS) depicting seven figures ranging from thin (A) to fat (G) and individual one-on-one interviews were completed by 15 children aged 8 to 10 years.Results: The thinnest CBIS figures (A, B) were the most nominated 'ideals'. Children with two largest figures, F or G were not nominated as ideal. Thin children were generally ranked as best and perceived as kind; happy; small eaters and socially successful. Fat children were perceived as unintelligent; lazy; greedy; unpopular; bullying and unable or unwilling to play physical games. Thin children were perceived as best at sport; dancing; mathematics and giving speeches. No fat children were perceived as best at any of the academic skills. Conclusion:Body image ideals and fat stereotypes are well entrenched among children although it did not appear to adversely affect their academic confidence and participation in school activities at this age. Teachers and health educators could promote children's participation in academic activities and encourage well being by implementing programs that increase acceptance of a wide range of healthy, and active body shapes.