Body Talk
Scenarios [draft]
This practical guide helps adults handle and challenge body talk that focuses on comparison, judgment, or negative attitudes about weight and shape.
It’s important that all school spaces, such as classrooms, hallways, gyms, and playgrounds, welcome and accept all body sizes and shapes. The way adults and students talk about their own bodies and the bodies of others matters. Everyone deserves respect!
Here are common situations of body talk that you might encounter in your school. For each scenario, you can find:
- a practice that you may currently use (i.e., Instead of...)
- a body-inclusive alternative (i.e., Consider...)
- A rational for alternative practice (i.e., Here's why...)
See grade specific recommendations under the In the Classroom section, for ideas on how to meet the HPE curriculum in a body-inclusive way.
Telling them to ignore the other students or redirecting to another more solitary activity.
Engaging the students in a conversation about inclusion and fairness. Come up with ways to make recess games inclusive and welcoming for everyone.
"It’s not okay for anyone to be left out. Let’s talk about ways to make games fun for everyone.”
All students deserve to feel included, respected, and valued, regardless of body shape or abilities. Taking action helps create an inclusive school environment where everyone belongs. Excluding students based on body size reinforces stigma and can lead to negative body image, low self-esteem, and bullying.
Weighing students or having them calculate their Body Mass Index (BMI).
Whether for health or for math class, weighing students and calculating BMI as part of classroom activities can cause harm. Use or create lesson plans and activities that do not focus on weight.
Weighing students or using BMI is not part of the Ontario curriculum. Focusing on weight and BMI can draw attention to insecurities about body shape and size and invite comparisons with peers.
Avoiding the issue by saying “be nice”, “we don’t use the word fat”, or “you’re not fat”.
Addressing the comment immediately. Even if this is the first time you’ve heard it, weight-based comments can easily escalate into bullying and have lasting impacts on a student’s self-esteem and mental health.
Respond calmly and be clear that body shaming is not acceptable at school. Take the opportunity to reinforce that bodies come in all shapes and sizes and everyone deserves respect.
Reviewing classroom norms. “It sounds like you’re using those words to hurt your classmate. Why is that?”
“It sounds like you’re using those words to hurt your classmate. Why is that?”
Normalizing body and weight-based comments contributes to stigma, bullying, and poor body image. Students who experience weight-based comments and bullying are at higher risk for anxiety, depression, and disordered eating. Addressing the behaviour right away sends the message that all bodies are valued and that respect is a non-negotiable part of the school environment.
Dismissing their concerns or giving advice on weight loss, dieting, or an exercise routine to change their body.
Exploring what might be behind the statement and help them feel heard and understood.
Supporting students to feel valued for who they are, not how they look. If appropriate, redirect the conversation toward well-being and self-acceptance/body confidence.
“It sounds like you’re thinking a lot about your body. What’s making you feel this way?
When students express a desire to change their body, it is often shaped by social pressures, media messages, or comments from others. Emphasizng body ideals only strengthens harmful diet culture and can increase body dissatisfaction.
Youth are particularly vulnerable because of the normal growth and development that happens during and after puberty. Engaging in restrictive eating or over-exercising can negatively impact physical and mental health and lead to disordered eating and eating disorders.
If you are concerned about a specific student, speak to your administrator and the student’s parents.
Allowing these types of conversations to continue.
Redirecting conversations to highlight qualities that aren’t related to appearance, such as kindness, creativity, problem-solving, sense of humour, or perseverance.
Reinforce that all bodies are worthy, regardless of shape or size. Encourage students to think critically about the messages they see and hear, especially those that suggest a person’s value depends on how they look.
By redirecting conversations, we show students that a person’s worth is not tied to their body, and that focusing on appearance can overshadow the many other qualities that make people unique and interesting. Adults can model this by avoiding body criticism and focusing on positive qualities.
Although conversations about bodies and appearance are common, they can be harmful and negatively affect body image and self-esteem. A person’s worth should never be defined by appearance or body size.
Continuing the conversation in front of students.
Here are some options for how to respond:
- Redirect the conversation away from students: Let’s talk about this another time, right now I need to stay focused on the students OR I am heading to the staff room, let’s chat there.
- Redirect conversation to a different topic: Before I forget, I wanted to ask you about ...
- Reframe: I’m trying to model that bodies come in all shapes and sizes, so I avoid talking about diets.
- Exit strategy: Sorry, I need to get ready for my next class.
If possible, remind this adult that schools should be a body-inclusive space where diet talk is not welcome and everyone, including educators and other staff, feel accepted as they are.
This type of scenario can be challenging to navigate, especially with students nearby. There’s not always a right answer. The context, who’s present, the tone of the conversation, and the environment, guides how you can respond in a way that supports a body‑inclusive space where everyone including adults feel respected.
Educators and other adults play a powerful role in shaping students’ behaviours and attitudes, so modelling positive, body-inclusive language and behaviours is essential. Remember that students are hearing and seeing what you are saying and doing.
Conversations about dieting or weight loss can send harmful messages to both students and colleagues. Students may assume that restricting food or trying to lose weight is something they should do. They may interpret “one-size-fits-all” ideas about food and bodies literally, which can lead to unhealthy behaviours.
Talking about your food choices or eating patterns.
“I don’t eat dairy because...”
"Gluten or carbs make me feel so bloated.”
“I have been doing intermittent fasting and it works for me.”
Not sharing personal habits and instead using evidence-based, curriculum-aligned resources such as Canada’s Food Guide and BrightBites lesson ideas.
Teaching about food diversity and choice without judgement. Acknowledge that food choices are influenced by culture, traditions, allergies, intolerances, access and preferences. Food choices do not make anyone superior to others.
Where applicable, provide students with opportunities to try a variety of foods and to learn about food skills. Check out: Cook, Bake and Learn as well as Garden, Grow and Learn.
When adults talk about their eating habits or food choices, students might internalize what they hear (e.g., "My teacher doesn’t drink milk, so maybe I should avoid it as well").
When adults label foods with positive or negative associations, students can transfer those feelings towards themselves. They may feel guilt or shame about eating (or not eating) certain foods.
Students should never be encouraged to engage in dieting behaviours because their bodies and brains are growing and need consistent nourishment. These behaviours can disrupt a positive relationship with food and may increase the risk of disordered eating or eating disorders. If a student has questions about nutrition or their eating, teachers can direct them to a healthcare provider or registered dietitian for guidance.
Roles and Responsibilities Related to Food & Eating - Secondary
