Weight-based victimization and school performance in adolescence: Can teachers help reduce academic risks?

Abstract

Weight-based victimization (WBV) is a common and consequential experience for adolescents with overweight and obesity. The current study examined the relative contributions of different school-based sources of WBV (i.e., peers, friends, teachers, coaches) on academic grades, as well as the role of teachers in mitigating the academic consequences of WBV among a sample of 148 adolescents with high body weight (M age = 15.97, SD age = 1.25; 50% female). Regression analyses revealed that the link between school-based WBV and lower grades among adolescents was due primarily to mistreatment from peers. However, this association was weakened when students perceived their teachers to be more helpful in preventing future WBV, but not as a function of how frequently students reported incidents of WBV to their teachers. These findings underscore the importance of teacher intervention in supporting the academic success of adolescents experiencing WBV from their peers in the school setting. Impact and ImplicationsThe study results suggest that the association between peer weight-based victimization (WBV) and lower academic grades in adolescence may be minimized when students perceive their teachers as resources to help prevent future WBV.

Adolescents’ Exposure to and Experiences of Weight Stigma During the COVID-19 Pandemic

“…Bullying was defined in the survey before these questions were presented to participants (cf. Lessard et al, 2021 ).…”

Adolescent academic worries amid COVID-19 and perspectives on pandemic-related changes in teacher and peer relations.

“…Four items developed for the purposes of the present study were used to assess adolescents’ perceptions of changes in cyberbullying during the COVID-19 pandemic. Prior to responding to the questions, participants were provided with a detailed definition of bullying consistent with previous studies of bullying behavior (Lessard et al, 2021). Adolescents then reported on the relative frequency (five response options ranging from “decreased a lot” to “increased a lot”) and significance (five response options ranging from “a lot less of a problem” to “a lot more of a problem”) of electronic (cyber) teasing and bullying since the COVID-19 pandemic began.…”

Weight-Based Disparities in Youth Mental Health: Scope, Social Underpinnings, and Policy Implications

“…Whereas enumeration in anti-bullying policies and legislation requires little financial resources, funds to build the professional competency of the school staff (e.g., via teacher training) on weight stigma and develop weight inclusive curricula may be necessary to equip members of the school community with resources and skills to support youth with diverse body sizes. Teachers, in particular, are fundamental to weight stigma reduction efforts, and many youth desire teachers to help them cope with experiences of weight-based victimization (Puhl, Peterson, et al, 2013); however, students (Lessard, Lawrence, et al, 2021) and parents (Puhl & Luedicke, 2014) express little confidence in teachers' preparedness to handle incidents of weight-based mistreatment at school. Yet, without the relevant knowledge and training, which requires both time and money, teachers cannot necessarily support students with high weight and intervene in the presence of weight-based victimization.…”

“…Schools in particular represent a primary context for experiences of weight stigma. That is, not only do peers and classmates serve as the main perpetrators of weight-related harassment and mistreatment (Lessard, Lawrence, et al, 2021), but many teachers and school personnel possess negative weight biases (Lessard & Puhl, 2021). Such stigma in turn can cultivate a harmful weight climate wherein youth are exposed to negative weight-related ridicule and social norms that sanction targeted mistreatment of youth with high body weight (Juvonen et al, 2018; Lessard & Juvonen, 2020).…”