If a pupil at school is particularly unwell with their eating disorder, their healthcare practitioners may decide that inpatient care at a paediatric or eating disorders unit is the best treatment option for them. It can be difficult for schools to know what level of contact is appropriate or helpful for the pupil – we explore the main things to consider here.
Get to know their healthcare practitioner
The school should appoint a key person who is responsible for liaising with the unit where the child is resident – this could be the head of pastoral care or the child’s form tutor. That person should make sure they have the full contact details of the key person who is assigned to the child’s care at the unit and make themselves known. Arrange a meeting if possible, and if not then speak on the phone. The aim of the meeting is to make it clear that:
- Who the main point of contact is at the school and how to get hold of them
- The school is keen to support the child’s recovery in any way possible – ask for guidance on this
- The school is happy to coordinate the provision and marking of academic work if appropriate
- The school would like regular updates about the child’s recovery
- You would like to know what it is appropriate to tell staff and pupils about the student’s absence
- You would like the child to know you called and that you / staff / friends are thinking of them
Don’t be afraid to ask for updates
Inpatient units are very busy places – it can be difficult for staff to keep on top of requests for regular updates about a particular patient, especially if these do not come from parents. Of course, the staff all want what is best for the patient and are likely to be very helpful if you call to enquire about their progress so don’t be afraid to pick up the phone. You should start your call by asking if it’s a good time, and if not, when would be the best time to call to talk to someone about X as it’s very possible that you’ve called at a difficult moment.
Providing academic work
The school should be prepared to provide and mark academic work if this is deemed appropriate by the unit. Alternatively, the school may be asked to liaise with an onsite education team to discuss the student’s academic background and progress so that the onsite team can provide appropriate schooling. Of course, during a stay at an inpatient unit, the main focus is on restoring health and not on academics so it is to be expected that the pupil will not make the usual expected academic progress. However, following their inpatient stay pupils should be far more able physically, emotionally and cognitively to tackle their school work – though you should seriously consider revising your academic expectations during recovery.
Contact with friends
Depending on the severity of the pupil’s illness and the general approach taken by the unit, the amount of contact allowed with friends could vary greatly. Many units will remove access to mobile phones and the internet during the most intense period of recovery – but they are still likely to welcome letters and cards from friends at school. If visiting or phone calls are allowed, you should encourage pupils to maintain contact with their friend if they feel comfortable doing so. Maintaining contact with their friends during an inpatient stay can help young people with eating disorders to remember who they were before their life was taken over by their eating disorder and this can be motivating during recovery. If pupils are sending cards, letters or emails to their friend in an inpatient unit, please encourage them to continue doing so for the duration of their friend’s stay. They may not receive any replies, but in almost all instances, cards, letters and other contact will be gratefully received by patients, even if they feel unable to formulate a reply. If for any reason the contact is upsetting or inappropriate then the unit staff will let you know.
Preparing staff and peers for their return to school
There can be many questions surrounding a pupil’s return to school following a period of absence. You cannot ignore the significance of this event and it is far better to think ahead and prepare staff and students by giving them an opportunity to explore their thoughts and questions prior to the pupil’s return. You should be able to seek some guidance from staff at the unit about what information it is appropriate to share with staff and peers.
Seeking advice from the unit prior to return
There is a lot of information that can be usefully shared with the school by the unit prior to the pupil’s return. This will not automatically happen so you need to be prepared to ask. Key questions you can ask are:
- Does the pupil have a meal plan?
- How best can the school support the pupil during meals?
- How much sport / exercise should the pupil be allowed to undertake?
- What (if any) academic progress has the pupil made whilst in the unit?
- What should the school do if they are worried the pupil might be relapsing?
- Can the school retain regular contact with the unit for advice / updates?
- Who is responsible for the pupil’s care after discharge? Can they be put in touch with the school?
Opting for a phased return to school
A phased return to school can be a less daunting alternative for a pupil than going immediately from being a full time inpatient to a full time pupil overnight. By working with staff at the unit alongside the pupil and their parents, you can agree a schedule for a phased return over a few weeks. This might start with the pupil having increased access to school staff and friends at the unit, followed by a visit to school for a few hours. You might then work towards them returning to school on a part time timetable and eventually attending full time. Remember, it is better to take things slowly and at a pace that is manageable for the pupil rather than to try and rush things and risk ending up at square one.
Maintaining contact with the unit during recovery
If the pupil’s care still officially falls under the unit, then it is helpful if you are able to stay in regular contact with the staff there. This can help you to tackle any difficult issues that arise during recovery and prevent a significant relapse. If the pupil’s care is to be passed to an alternative care provider then you should try to arrange a meeting / telephone call with them so that they can support you, in supporting the pupil during recovery.
Other posts you may find useful
How and why you should alter your academic expectations for eating disorder sufferers
Mealtimes – 10 ideas for supporting recovering anorexics
What can teachers do to help pupils with eating disorders?
What not to say to recovering anorexics
Safe participation in schools sports for young people recovering from anorexia nervosa
Involving parents in their child’s eating disorder recovery
