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8 Simple Strategies for Students with ADHD

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8 Simple Strategies for Students with ADHD

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ADHD strategies are techniques that parents and teachers can utilize to help students succeed in school. Attention-deficit/hyperactivity disorder (ADHD) is characterized by problems with attention, impulse control, and hyperactivity. It usually develops in childhood, but may not be diagnosed until adolescence or adulthood.

Approximately 9% of children in the United States between the ages of 13 and 18 have ADHD, according to the National Institute of Mental Health (NIMH). It is four times more likely to be diagnosed in boys than in girls.

The struggles that children with ADHD face, such as difficulty paying attention, may become apparent once they start school. As such, parents and teachers will need to work together to help kids learn to cope with their ADHD symptoms.

Kids and teens with ADHD have unique needs in the classroom. Here are some ADHD strategies that parents and teachers of students can use to help them succeed at school.

Keep Expectations Consistent

One of the most important ADHD strategies is to keep classroom rules clear and concise. Rules and expectations for the class should be regularly reviewed and updated when necessary. Rules should be posted in the classroom where they can be easily read.

It's often useful to have a child repeat back rules, expectations, or other instructions to ensure that they understood. Teachers should keep in mind that a child may have heard the words that were said but misunderstood the meaning.

For kids who struggle with time management and "shifting gears" from one task or class to the next, having a schedule handy and reviewing it often can make transitions go more smoothly.﻿﻿ You can also use timers, taped time signals, or verbal cues to help a student see how much time is left for an activity.

Limit Distractions

Students with ADHD are susceptible to distractions. Helpful strategies for students with ADHD can include seating them away from sources of classroom disruption such as doors, windows, cubby areas, and pencil sharpeners. Try to limit other distractions in the room, like excessive noise or visual stimuli like clutter, as much as possible.

Listening to "white noise" or soft background music can actually improve focus and concentration for some kids with ADHD, though it can be a distraction for those children who don't.

Provide Frequent Feedback

Another helpful ADHD strategy is to keep giving kids quick feedback about how they are doing. Kids with and without ADHD benefit from frequent, immediate feedback about their behavior. When necessary, any consequences given for unwanted behaviors should also be swift.

Reward Good Behavior

Rewards and incentives should always be used before punishment to motivate a student. To prevent boredom, change up the rewards frequently.

Do not use the loss of recess as a consequence for negative behavior. Kids with ADHD benefit from physical activity and may be able to focus better after being outside or in gym class.

Prioritizing rewards over punishment will help ensure that school continues to feel like a positive place for kids with ADHD.

Give Them a Break

Breaks and regular activity can be important strategies for kids with ADHD. Kids with ADHD tend to struggle with sitting still for long periods of time, so giving them frequent opportunities to get up and move around can be a big help.

You can provide them with a physical break by having them hand out or collect papers or classroom materials, run an errand to the office or another part of the building, or erase the board. Even something as simple as letting them go get a drink of water at the water fountain can provide a moment of activity.

Use Tools and Flexible Rules

Students with ADHD tend to be restless. While a standard classroom rule may be that students must sit in their seats during lessons, a child with ADHD may be able to stay on task better if they're allowed to stand up.

For kids who tend to fidget, holding a small "Koosh Ball" or something tactile to manipulate (like Silly Putty) provides a little stimulation without disrupting the classroom.﻿﻿

Some studies have claimed that chewing gum may improve certain students' concentration, but the research has not been conclusive.﻿﻿ Furthermore, many schools do not allow students to chew gum.

Don't Overload Them

For a child with ADHD who is prone to becoming overwhelmed, it can be helpful to reduce the total workload by breaking it down into smaller sections.

Kids with ADHD may also have sleep problems that affect their behavior and their ability to pay attention in class.﻿﻿ In general, students tend to be "fresher" and less fatigued earlier in the day, though teens and college students are more likely to struggle with morning classes. It's also not unusual for kids to have a bit of a slump after lunch.

If possible, plan to have the class tackle the most difficult academic subjects and assignments when they are most alert and engaged.

Encourage Support

Children with ADHD may need extra help from a classroom aid, though these staff members are not always available. Likewise, access to academic support services for students with ADHD may not be in place.

Even if a child does have one-on-one help from an adult, it can sometimes be helpful to arrange for peer support. Pairing a student with ADHD up with a willing, kind, and mature classmate can be a beneficial experience for both kids. A child's "study buddy" can give reminders, help them stay on task or refocus after being interrupted, and provide encouragement.

Working with another student can also help a child with ADHD improve their social skills and enhance the quality of their relationships with peers-both of which can be struggles for kids with ADHD.﻿﻿

A Word From Verywell

A successful school strategy for a child with ADHD must meet the triad of academic instruction, behavioral interventions, and classroom accommodations. While the regular implementation of these strategies can make a world of difference to a child with ADHD, they will also benefit the whole classroom environment.

Frequently Asked Questions

What are the most effective strategies for children with ADHD?

Behavioral ADHD strategies that can help include using positive reinforcement, sticking to consistent routines, reducing distractions, taking regular breaks, encouring physical activity, and providing regular feedback.

What are six strategies teachers could use to teach a child with ADHD and help them be successful?

Six teaching strategies that can be helpful when working with students who have ADHD include:

Focusing on short-term goals

Breaking projects down into smaller steps

Rewarding good behavior and work

Taking short breaks to help kids release energy

Communicating directions clearly and consistently

Providing tools and direction that help kids stay organized

By Keath Low
Keath Low, MA, is a therapist and clinical scientist with the Carolina Institute for Developmental Disabilities at the University of North Carolina. She specializes in treatment of ADD/ADHD.

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8 Simple School Strategies for Students With ADHD

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ADHD can create challenges for students. Learn ADHD strategies that parents and teachers can use to improve academic performance and overall school success.

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Parents: Is your child's teacher doing everything possible to support learning? Teachers often dictate the success or failure of a child's education - particularly if that child has attention deficit hyperactivity disorder (ADHD or ADD).

Next to parents, teachers are the most influential people in a student's life. The best teacher will develop ADHD strategies to show students that they are capable and worthwhile.

Here are some strategies for teaching children with ADHD that work to establish a supportive, structured classroom that will encourage learning, enforce discipline, and boost self-esteem.

Strategies for Students with ADHD

Assign work that suits the student's skill level. Students with ADHD will avoid classwork that is too difficult or too long.

Offer choices. Children with ADHD who are given choices for completing an activity produce more work, are more compliant, and act less negative. Establish, for instance, a list of 15 activity choices for practicing spelling words like writing words on flash cards, using them in a sentence, or air-writing words.
[Get This Download: How to Teach Children with ADHD - Classroom Challenges & Solutions]

Provide visual reminders. Students with ADHD respond well to visual cues and examples. For instance, demonstrate a skill like essay writing on an overhead projector or on the board. When children get to their independent work, leave key points about a topic visible on the board. Post important concepts the children will use again and again on brightly colored poster board around the room.

Increase active class participation. Group strategies include asking students to write their answers on dry-erase white boards and showing them to the teacher, asking students to answer questions in unison (choral response), having students give a thumbs up or down if the answer to the question is yes or no - a level palm, if they don't know the answer. Paired learning is also effective. Have students work through a problem in a group and discuss for maximized understanding.

Encourage hands-on learning. Create learning opportunities where children experience things first-hand. Have students write and act out a play, record an assignment on videotape or take apart and put together a model of a miniature eyeball when studying the human body.

Establish Rules & Routines for ADHD Students

Post classroom rules for student with and without ADHD. With input from students, establish short, simple classroom rules. State them in positive terms that convey what you want students to do.
For example, instead of saying: "No loud talking when you come into class," say, "When you come into class, check the assignment on the board and start working quietly." Or, "Sit down first and then you may talk quietly with your neighbor until I start teaching."

[Click to Download: 10 Teaching Strategies that Help Students with ADHD]

Establish classroom routines. This will help students with ADHD stay on task. Routines for all students can include: homework always being written on the board, "row captains" checking to see that assignments are written and that completed work is picked up, etc. Students with ADHD can check in with the classroom aide at the end of the day to make sure they understand the homework assignment and what's required of them.

Give appropriate supervision to ADHD students. Children with ADHD require more supervision than their peers because of their delayed maturity, forgetfulness, distractibility, and disorganization. Help these students by pairing them with classmates who can remind them of homework and classwork, using student partners to team up on a project, and involving classroom aides as much as you can during and after class.

Offer Accommodations for ADHD in the Classroom

Some students with ADHD may need school accommodations to address academic challenges. Make sure they get them. Some accommodations can be as easy as monitoring the student's work and developing a plan to help him not fall behind and even accepting the occasional late assignment - this can give the student confidence and get her back on track.

Other common ADHD accommodations include:

Extended time on tests

Shortened assignments

Instruction in note-taking or designating a class notetaker

Segmented assignments for long-term projects (with separate due dates and grades).

The Attention Deficit Disorder Association ( ADDA) makes the following recommendations for accommodations:

Reduce potential distractions. Always seat students who have problems with focus near the source of instruction and/or stand near student when giving instructions in order to help the student by reducing barriers and distractions between him and the lesson. Always seat this student in a low-distraction work area in the classroom.

Use positive peer models. Encourage the student to sit near positive role models to ease the distractions from other students with challenging or diverting behaviors.

Prepare for transitions. Remind the student about what is coming next (next class, recess, time for a different book, etc.). For special events like field trips or other activities, be sure to give plenty of advance notice and reminders. Help the student in preparing for the end of the day and going home, supervise the student's book bag for necessary items needed for homework.

Allow for movement. Allow the student to move around or fidget, preferably by creating reasons for the movement. Provide opportunities for physical action - do an errand, wash the blackboard, get a drink of water, go to the bathroom, etc. If this is not practical, then permit the student to play with small objects kept in their desks that can be manipulated quietly, such as a soft squeeze ball, if it isn't too distracting.

Let the children play. Recess can actually promote focus in children with ADHD so don't use it as a time to make-up missed schoolwork or as punishment as you might for other students.

Focus on the Positive

Establish a positive relationship with students who have ADHD. Greet them by name as they enter the classroom or when calling on them in class. Create a class bulletin board for posting students' academic and extracurricular interests, photographs, artwork, and/or accomplishments.

Provide frequent, positive feedback. Students with ADHD respond best to feedback that is immediate. Use positive praise, such as "You're doing a great job" or "Now you've got it." If a student's answer is incorrect, say, "Let's talk this through" or "Does that sound right to you?"

Ask questions rather than reprimand. If the student misbehaves, in class, ask, "Is that a good choice or a bad choice?" The student will get the message that his behavior is inappropriate.

Partner with Parents

For best results, teachers must partner with the parents to ensure that their child is ready to learn in the classroom. Here are some guidelines to share with the parents of your students with ADHD:

Communicate regularly with the teacher about problems.

See that your child's ADHD medication is working effectively at school and during homework sessions.

Help your child organize papers for evening homework and prepare for the next school day.

Watch your child put completed homework in the proper folder.

Monitor completion of work in the classes that he is in danger of failing.

Save all completed homework until the semester is over.

Talk with the teacher about using a daily or weekly report, if needed.

[Your Free Download: The Teacher's Guide to Better Assignments for Students with ADHD]

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Teaching Strategies for Students with ADHD: Ideas to Help Every Child Shine

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Your child's teacher is your partner in a fair and equitable education, but does she have the ADHD tools she needs? The following ADHD teaching strategies will help all students - but especially those with ADD - learn to the best of their ability in any classroom.

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Signs and Symptoms

Below is a list of common signs and symptoms that may be present if a person is struggling with an eating disorder. This is not a diagnostic tool; the presence or absence of any signs or symptoms does not necessarily mean someone does or does not have an eating disorder. Because each eating disorder presents itself differently, the signs and symptoms are broken down by diagnosis.

Anorexia Nervosa

Low body weight - may have dramatic weight loss

Feels as though he or she is overweight, even when that is clearly not the case

Denial of hunger

Preoccupation with body weight and shape (frequent weighing and comments regarding weight and shape)

Obsession with food and its nutrients (calories, fat, carbohydrates, etc.)

Food rituals (cutting into very small pieces, excessive chewing, etc.)

Excessive exercise and dieting

Anxiety regarding weight, meal time, and social activities or gatherings

Frequent fatigue and overall weakness

Dry, thinning, or loss of hair

Dry skin and brittle nails

Frequently cold, wearing multiple layers to hide body or to stay warm

Downy hair covering body, called lanugo

Amenorrhea (loss of menstruation in women)

Bulimia Nervosa

Frequent fluctuations in body weight

Frequent episodes of bingeing (consuming large amounts of food) followed by purging (compensatory behaviors including self-induced vomiting, misuse of diuretics, laxatives, or enemas)

Hiding food to eat in private

Feeling of loss of control during binge episodes

Feelings of shame and guilt when eating

Preoccupied with body weight and shape

Preoccupied with exercise and dieting

Signs of purging include frequent trips to bathroom (especially after meals), swollen cheeks, cuts or scabs on knuckles and back of hands, discolored teeth and tooth decay

Withdrawal from social activities and gatherings

Binge Eating Disorder

Frequent episodes of bingeing (consuming large amounts of food)

Feeling of loss of control during binge episodes

Hiding food to eat in private

Feelings of shame and guilt when eating

Eating when not physically hungry

Eating past the point of discomfort

Eating alone

Diabulimia

May have extreme weight loss

Disordered eating behaviors including restriction or bingeing

Secrecy around insulin administration

Frequent episodes of hypoglycemia

Nausea and vomiting

Increase of thirst and urnination

Diabetic ketoacidosis, DKA

Yeast infection, bladder infection

Liver disease

If you think you or someone you know is struggling with an eating disorder, express your concern and seek professional help immediately.

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Signs and Symptoms | Eating Disorder Foundation.org

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Below is a list of common signs and symptoms that may be present if a person is struggling with an eating disorder. This is not a diagnostic tool; the presence or absence of any signs or symptoms does not necessarily mean someone does or does not have an eating disorder.

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When a child shows signs of anxiety, we tend to think it will go away-she's just nervous or shy, and she'll grow out of it. But when the anxiety becomes so intense that it's seriously interfering with a child's life, and the life of her family, it's important to get help.

Serious untreated anxiety tends to get worse over time, not better, because the child learns that avoidance works in reducing the anxiety, at least in the short run. But as the child-and, indeed, the whole family-work to avoid triggering those fears, they only grow more powerful.

Medication is often prescribed for children with anxiety, as it is for adults. And medication -antidepressants are usually our first choice-often helps reduce anxiety. But what many people don't know is that cognitive behavioral therapy (CBT) can be very effective for kids who are anxious. In fact, research over more than 20 years has shown that CBT is the most effective treatment for reducing symptoms of severe anxiety. And unlike taking medication, the therapy gives children the tools to manage the anxiety themselves, now and in the future.

What is cognitive behavioral therapy?

Cognitive behavioral therapy is based on the idea that how we think and act both affect how we feel. By changing thinking that is distorted, and behavior that is dysfunctional, we can change our emotions. With younger children, focusing first on the behavioral part of CBT can be most effective. The goal is, essentially, to unlearn avoidant behavior.

One of the most important techniques in CBT for children with anxiety is called exposure and response prevention. The basic idea is that kids are exposed to the things that trigger their anxiety in structured, incremental steps, and in a safe setting. As they become accustomed to each of the triggers in turn, the anxiety fades, and they are ready to take on increasingly powerful ones.

Exposure therapy is very different from traditional talk therapy, in which the patient and a therapist might explore the roots of the anxiety, in hopes of changing her behavior. In exposure therapy we try to change the behavior to get rid of the fear.

Exposure therapy is effective on many different kinds of anxiety, including separation anxiety, phobias, obsessive-compulsive disorder (OCD), and social anxiety.

The Bully in the Brain

For children with anxiety disorders, the process begins by helping them, and their parents, get some distance from the anxiety and start thinking of it as a thing that is separate from who they are. One way I do this is by having them conceptualize it as a "bully in the brain," and I encourage kids to give the bully a name and talk back to him. Kids I've worked with have called him the Witch, Mr. Bossy, Chucky, the Joker, and, in the case of some teenagers, names I cannot repeat here.

We explain that we are going to teach skills to handle the bully, giving children the idea that they can control their anxiety rather than it controlling them.

Related: What to Do (and Not Do) When Children Are Anxious

It's also important to help kids really understand how their anxiety is affecting their lives. I may actually map out things a child can't do because of his fears-like sleeping in his own bed, or going to a friend's house, or sharing meals with his own family-and how that makes him feel. Getting kids to understand how their anxiety works and gaining their trust is important because the next step-facing down their fears-depends on them trusting me.

Adopting Robert Frost's observation that "the only way around is through," exposure therapy slowly and systematically helps a child face his fears, so he can learn to tolerate his anxiety until it subsides rather than reacting by seeking reassurance, escaping, avoidance or engaging in ritualistic behaviors such as hand washing.

How does exposure therapy work?

The first step is identifying triggers. We design a "hierarchy of fears"-a series of incremental challenges, each of which is tolerable, and which together build to significant progress. Instead of thinking in black and white terms-I can't touch a dog or I can't cross a bridge-kids are asked to consider degrees of difficulty. We might ask a child with contamination fears, for example, "On a scale of 1 to 10, how difficult would it be to touch the door handle with one finger? To touch and open the door?"

Related: How Anxiety Leads to Disruptive Behavior

For a child with a fear of vomiting, we might ask: "How difficult would it be to write the word vomit?" If that is a 3, saying "I will vomit today" might be a 5. To see a cartoon of someone vomiting might rate a 7. To watch a real video of someone vomiting might be a 9. At the top of the hierarchy would likely be eating something the child thinks will make him vomit. By rating these different fears, kids come to see that some are less extreme, and more manageable, than they had thought.

Next, we expose the child to the trigger in its mildest possible form, and support him until the anxiety subsides. Fear, like any sensation, diminishes over time, and children gain a sense of mastery as they feel the anxiety wane.

Intensive treatment

With a child who is severely anxious-who can, for instance, barely leave his room for fear that his parents will die, or must wash his hands dozens of times a day to avoid contamination-I may work with him several times a week, for several hours at a time. We do exposures in the office and then, when a child is comfortable enough, do them outside.

For someone with social anxiety, for instance, we might go out wearing silly hats, or walk a banana on a leash. For someone afraid of contamination, we might ride the bus together, or shake hands with strangers, then eat chips without washing.

Once we have worked through some exposures and he is feeling more confident, I assign homework to practice what we did in the sessions. We want kids to really master their exposures before moving up the ladder. And parents are taught to help kids progress by encouraging them to tolerate anxious feelings, rather than jumping in to protect them from their anxiety.

Treatment for mild to moderate levels of severity usually takes eight to 12 sessions, and some kids make more progress if they are also taking medication to reduce their anxiety, which can make them more able to engage in therapy.

It's important to understand that exposure therapy is hard work, both for kids and their parents. But as fear diminishes, kids get back to doing things they like to do, and the family gets back a child they feared they had lost-and that's a great reward.

Read More:
Best Medications for Kids With Anxiety
Why Childhood Anxiety Often Goes Undetected (and the Consequences)

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Treating Anxiety in Children | Behavioral Treatment | Child Mind Institute

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When a child shows signs of anxiety, we tend to think it will go away-she's just nervous or shy, and she'll grow out of it. But when the anxiety becomes so intense that it's seriously interfering with a child's life, and the life of her family, it's important to get help.

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Children's Mental Health Fact Sheet

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Who Provides Mental Health Services in Schools

School-Based Health Clinics
In some communities, there are "School-Based Health Clinics" where students and their families can come to the school for all medical, social-emotional, and/or behavioral issues. For a list of Connecticut State Funded School-Based Health Clinics, please click here to go to the the Connecticut Association of School Based Health Centers webpage. In your state, you can ask for a list of school-based health clinics from the Department of Public Health, the Department of Education or your Board of Education. School-based health clinics provide a range of supports for children and families including physical and mental health services. In communities that have school-based health clinics, these services are available to all children who attend that school.

There are many different types of school mental health professionals and service providers who work with children in schools to provide services. Some providers specialize in specific services or programs and others provide a wider range of services. Your school Guidance or Special Education Departments can help you identify these individuals in your school or district and determine who may best meet your needs.

School Counselor
School Counselors are professionals who work with all students, school staff, families and members of the community as an integral part of the education program. They help students by assisting them in making decisions and by teaching strategies for school success.

In order to achieve program success, school counselors deliver classroom lessons and provide individual and small group counseling on a variety of topics. They consult and collaborate with teachers, staff and parents to understand and meet the needs of students and remove barriers to student learning. Counselors address academic, career and personal/social developmental needs of all students. They adhere to professional standards and continuously pursue professional growth activities. Please visit the American School Counselor Associatio n website for more information.

School Social Worker
A school social worker is a trained mental health provider, generally with a master's degree in social work, who provides a range of prevention and intervention services for students and their families as it pertains to their education. These services range from school level prevention and school climate initiatives, to peer mediation, group-based interventions, individual counseling and behavior planning, and crisis intervention. School social workers often serve as a liaison between families and the school and as an advocate for the best interests of the child by participating in PPT meetings, providing outreach, home visits, and linkage to community-based services and supports. For more information about school social workers, visit the website for the S chool Social Work Association of America.

School Psychologist
School psychologists are masters or doctoral-level behavioral health providers trained to provide psychological testing, assessment, prevention, and intervention services in the school setting. School psychologists offer a variety of therapeutic and assessment services to help students with academic and learning difficulties such as formal evaluation and consultation; counseling or therapy to address family stressors in the home environment; skill development to address social, emotional, and behavioral problems; and evidence-based treatments to address identified or diagnosed conditions, all with a goal of improving a student's academic, social, and emotional functioning. School psychologists are integral to the school community, also providing consultation to parents and families, staff, and administration and facilitating referrals for services outside of the school as needed. To learn more about school psychology, visit the National Association for School Psychology website.

School Nurses
School nurses or nurse practitioners receive specialized training to provide services and supports to prevent and treat general health and wellness concerns of students and to promote a safe and healthy school environment. Most school nurses have earned a bachelor's degree in nursing and are licensed registered nurses. In many states, including Connecticut, a school nursing certification is required for nurses to practice in schools. Nurses are often the first school staff member to be consulted for students with emerging mental health concerns and they often consult with other health and mental health professionals outside of the school through referral and case management. Visit the website for the National Association of School Nurses to learn more.

Paraprofessional
A paraprofessional educator, which also may be referred to as a "para," teacher's assistant, classroom aide, or one-to-one, works in a school teaching position that covers a wide variety of school-based activities. Paraprofessionals may complete administrative duties for the school or classroom, provide supervision or monitoring of individuals or groups of students, engage in teaching or tutoring, assist with classroom behavior management, or have specialized training to provide particular academic or behavioral interventions for students with special needs. Paraprofessionals working in special education departments may provide general support and assistance to the primary teacher or may be assigned to provide individualized support to one student throughout the day based on the child's Individualized Educational Plan (IEP) requirements. Training and education requirements for paraprofessionals vary among states, but generally require a high school diploma or associate's degree. Some states or districts require bachelor's level degrees or additional certification.

Natural and Informal Supports
In addition to consulting with the various school mental health professionals listed above, you are also encouraged to seek support from natural and informal supports in your community. As a parent or caregiver, you play a critical primary role in your child's health and development. You and other family members, friends, and other important people in your child's life such as coaches, religious clergy, child care providers, and mentors are considered natural and informal supports-people who have a personal relationship with the child and can be called upon in times of need to provide help and support, but do not typically have a formal or paid role as a service provider for the family. These are people who can assist you in preventing, identifying, and monitoring the mental health needs of your child by doing things like attending meetings with you, providing transportation to appointments, providing childcare when you have appointments or just need a break, supporting your child's strengths and interests, or by just listening when you need to talk.

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Who Provides Mental Health Services in Schools - Kids Mental Health Info.com

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School-Based Health Clinics In some communities, there are "School-Based Health Clinics" where students and their families can come to the school for all medical, social-emotional, and/or behavioral issues. For a list of Connecticut State Funded School-Based Health Clinics, please click here to go to the the Connecticut Association of School Based Health Centers webpage.

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The School Counselor and Student Mental Health

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The School Counselor and Student Mental Health

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The School Counselor and Student Mental Health

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Students' unmet mental health needs can be a significant obstacle to student academic, career and social/emotional development and even compromise school safety. Even so, most students in need do not receive adequate mental health supports (Centers for Disease Control and Prevention [CDC], 2013).

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Although the term eating is in the name, eating disorders are about more than food. They're complex mental health conditions that often require the intervention of medical and psychological experts to alter their course.

These disorders are described in the American Psychiatric Association's Diagnostic and Statistical Manual of Mental Disorders, fifth edition (DSM-5).

In the United States alone, an estimated 20 million women and 10 million men have or have had an eating disorder at some point in their life ( 1).

This article describes 6 of the most common types of eating disorders and their symptoms.

Eating disorders are a range of psychological conditions that cause unhealthy eating habits to develop. They might start with an obsession with food, body weight, or body shape.

In severe cases, eating disorders can cause serious health consequences and may even result in death if left untreated.

Those with eating disorders can have a variety of symptoms. However, most include the severe restriction of food, food binges, or purging behaviors like vomiting or over-exercising.

Although eating disorders can affect people of any gender at any life stage, they're most often reported in adolescents and young women. In fact, up to 13% of youth may experience at least one eating disorder by the age of 20 ().

Summary Eating disorders are mental health conditions marked by an obsession with food or body shape. They can affect anyone but are most prevalent among young women.

Experts believe that eating disorders may be caused by a variety of factors.

One of these is genetics. Twin and adoption studies involving twins who were separated at birth and adopted by different families provide some evidence that eating disorders may be hereditary.

This type of research has generally shown that if one twin develops an eating disorder, the other has a 50% likelihood of developing one too, on average ().

Personality traits are another cause. In particular, neuroticism, perfectionism, and impulsivity are three personality traits often linked to a higher risk of developing an eating disorder ().

Other potential causes include perceived pressures to be thin, cultural preferences for thinness, and exposure to media promoting such ideals ().

In fact, certain eating disorders appear to be mostly nonexistent in cultures that haven't been exposed to Western ideals of thinness ().

That said, culturally accepted ideals of thinness are very present in many areas of the world. Yet, in some countries, few individuals end up developing an eating disorder. Thus, they are likely caused by a mix of factors.

More recently, experts have proposed that differences in brain structure and biology may also play a role in the development of eating disorders.

In particular, levels of the brain messengers serotonin and dopamine may be factors ( 5, 6).

However, more studies are needed before strong conclusions can be made.

Summary Eating disorders may be caused by several factors. These include genetics, brain biology, personality traits, and cultural ideals.

Anorexia nervosa is likely the most well-known eating disorder.

It generally develops during adolescence or young adulthood and tends to affect more women than men ().

People with anorexia generally view themselves as overweight, even if they're dangerously underweight. They tend to constantly monitor their weight, avoid eating certain types of foods, and severely restrict their calories.

Common symptoms of anorexia nervosa include ( 8):

being considerably underweight compared with people of similar age and height

very restricted eating patterns

an intense fear of gaining weight or persistent behaviors to avoid gaining weight, despite being underweight

a relentless pursuit of thinness and unwillingness to maintain a healthy weight

a heavy influence of body weight or perceived body shape on self-esteem

a distorted body image, including denial of being seriously underweight

Obsessive-compulsive symptoms are also often present. For instance, many people with anorexia are often preoccupied with constant thoughts about food, and some may obsessively collect recipes or hoard food.

Such individuals may also have difficulty eating in public and exhibit a strong desire to control their environment, limiting their ability to be spontaneous.

Anorexia is officially categorized into two subtypes - the restricting type and the binge eating and purging type ( 8).

Individuals with the restricting type lose weight solely through dieting, fasting, or excessive exercise.

Individuals with the binge eating and purging type may binge on large amounts of food or eat very little. In both cases, after they eat, they purge using activities like vomiting, taking laxatives or diuretics, or exercising excessively.

Anorexia can be very damaging to the body. Over time, individuals living with it may experience the thinning of their bones, infertility, brittle hair and nails, and the growth of a layer of fine hair all over their body ( 9).

In severe cases, anorexia can result in heart, brain, or multi-organ failure and death.

Summary People with anorexia nervosa may limit their food intake or compensate for it through various purging behaviors. They have an intense fear of gaining weight, even when severely underweight.

Bulimia nervosa is another well-known eating disorder.

Like anorexia, bulimia tends to develop during adolescence and early adulthood and appears to be less common among men than women ().

People with bulimia frequently eat unusually large amounts of food in a specific period of time.

Each binge eating episode usually continues until the person becomes painfully full. During a binge, the person usually feels that they cannot stop eating or control how much they are eating.

Binges can happen with any type of food but most commonly occur with foods the individual would normally avoid.

Individuals with bulimia then attempt to purge to compensate for the calories consumed and relieve gut discomfort.

Common purging behaviors include forced vomiting, fasting, laxatives, diuretics, enemas, and excessive exercise.

Symptoms may appear very similar to those of the binge eating or purging subtypes of anorexia nervosa. However, individuals with bulimia usually maintain a relatively normal weight, rather than becoming underweight.

Common symptoms of bulimia nervosa include ( 8):

recurrent episodes of binge eating with a feeling of lack of control

recurrent episodes of inappropriate purging behaviors to prevent weight gain

a self-esteem overly influenced by body shape and weight

a fear of gaining weight, despite having a normal weight

Side effects of bulimia may include an inflamed and sore throat, swollen salivary glands, worn tooth enamel, tooth decay, acid reflux, irritation of the gut, severe dehydration, and hormonal disturbances ( 9).

In severe cases, bulimia can also create an imbalance in levels of electrolytes, such as sodium, potassium, and calcium. This can cause a stroke or heart attack.

Summary People with bulimia nervosa eat large amounts of food in short periods of time, then purge. They fear gaining weight despite being at a normal weight.

Binge eating disorder is believed to be one of the most common eating disorders, especially in the United States ().

It typically begins during adolescence and early adulthood, although it can develop later on.

Individuals with this disorder have symptoms similar to those of bulimia or the binge eating subtype of anorexia.

For instance, they typically eat unusually large amounts of food in relatively short periods of time and feel a lack of control during binges.

People with binge eating disorder do not restrict calories or use purging behaviors, such as vomiting or excessive exercise, to compensate for their binges.

Common symptoms of binge eating disorder include ( 8):

eating large amounts of foods rapidly, in secret and until uncomfortably full, despite not feeling hungry

feeling a lack of control during episodes of binge eating

feelings of distress, such as shame, disgust, or guilt, when thinking about the binge eating behavior

no use of purging behaviors, such as calorie restriction, vomiting, excessive exercise, or laxative or diuretic use, to compensate for the binging

People with binge eating disorder often have overweight or obesity. This may increase their risk of medical complications linked to excess weight, such as heart disease, stroke, and type 2 diabetes ().

Summary People with binge eating disorder regularly and uncontrollably consume large amounts of food in short periods of time. Unlike people with other eating disorders, they do not purge.

Pica is another eating disorder that involves eating things that are not considered food.

Individuals with pica crave non-food substances, such as ice, dirt, soil, chalk, soap, paper, hair, cloth, wool, pebbles, laundry detergent, or cornstarch ( 8).

Pica can occur in adults, as well as children and adolescents. That said, this disorder is most frequently observed in children, pregnant women, and individuals with mental disabilities ().

Individuals with pica may be at an increased risk of poisoning, infections, gut injuries, and nutritional deficiencies. Depending on the substances ingested, pica may be fatal.

However, to be considered pica, the eating of non-food substances must not be a normal part of someone's culture or religion. In addition, it must not be considered a socially acceptable practice by a person's peers.

Summary Individuals with pica tend to crave and eat non-food substances. This disorder may particularly affect children, pregnant women, and individuals with mental disabilities.

Rumination disorder is another newly recognized eating disorder.

It describes a condition in which a person regurgitates food they have previously chewed and swallowed, re-chews it, and then either re-swallows it or spits it out ().

This rumination typically occurs within the first 30 minutes after a meal. Unlike medical conditions like reflux, it's voluntary ( 14).

This disorder can develop during infancy, childhood, or adulthood. In infants, it tends to develop between 3-12 months of age and often disappears on its own. Children and adults with the condition usually require therapy to resolve it.

If not resolved in infants, rumination disorder can result in weight loss and severe malnutrition that can be fatal.

Adults with this disorder may restrict the amount of food they eat, especially in public. This may lead them to lose weight and become underweight ( 8, 14).

Summary Rumination disorder can affect people at all stages of life. People with the condition generally regurgitate the food they've recently swallowed. Then, they chew it again and either swallow it or spit it out.

Avoidant/restrictive food intake disorder (ARFID) is a new name for an old disorder.

The term replaces what was known as a "feeding disorder of infancy and early childhood," a diagnosis previously reserved for children under 7 years old.

Although ARFID generally develops during infancy or early childhood, it can persist into adulthood. What's more, it's equally common among men and women.

Individuals with this disorder experience disturbed eating either due to a lack of interest in eating or distaste for certain smells, tastes, colors, textures, or temperatures.

Common symptoms of ARFID include ( 8):

avoidance or restriction of food intake that prevents the person from eating sufficient calories or nutrients

eating habits that interfere with normal social functions, such as eating with others

weight loss or poor development for age and height

nutrient deficiencies or dependence on supplements or tube feeding

It's important to note that ARFID goes beyond normal behaviors, such as picky eating in toddlers or lower food intake in older adults.

Moreover, it does not include the avoidance or restriction of foods due to lack of availability or religious or cultural practices.

Summary ARFID is an eating disorder that causes people to undereat. This is either due to a lack of interest in food or an intense distaste for how certain foods look, smell, or taste.

In addition to the six eating disorders above, less-known or less common eating disorders also exist. These generally fall under one of three categories ( 8):

Purging disorder. Individuals with purging disorder often use purging behaviors, such as vomiting, laxatives, diuretics, or excessive exercising, to control their weight or shape. However, they do not binge.

Night eating syndrome. Individuals with this syndrome frequently eat excessively, often after awakening from sleep.

Other specified feeding or eating disorder (OSFED). While not found in the DSM-5, this includes any other conditions that have symptoms similar to those of an eating disorder but don't fit into any of the categories above.

One disorder that may currently fall under OSFED is orthorexia. Although increasingly mentioned in the media and scientific studies, orthorexia has yet to be recognized as a separate eating disorder by the current DSM.

Individuals with orthorexia tend to have an obsessive focus on healthy eating, to an extent that disrupts their daily lives.

For instance, the affected person may eliminate entire food groups, fearing they're unhealthy. This can lead to malnutrition, severe weight loss, difficulty eating outside the home, and emotional distress.

Individuals with orthorexia rarely focus on losing weight. Instead, their self-worth, identity, or satisfaction is dependent upon how well they comply with their self-imposed diet rules ( 15).

Summary Purging disorder and night eating syndrome are two additional eating disorders that are currently not well described. The OSFED category includes all eating disorders, such as orthorexia, that don't fit into another category.

The categories above are meant to provide a better understanding of the most common eating disorders and dispel myths about them.

Eating disorders are mental health conditions that usually require treatment. They can also be damaging to the body if left untreated.

If you have an eating disorder or know someone that might have one, seek help from a healthcare practitioner that specializes in eating disorders.

You can book an appointment with an eating disorder specialist in your area using our Healthline FindCare tool.
Editor's note: This piece was originally published on Sept. 28, 2017. Its current publication date reflects an update, which includes a medical review by Timothy J. Legg, PhD, PsyD.

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Learn about 6 common types of eating disorders and their symptoms.

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Although the term eating is in the name, eating disorders are about more than food. They're complex mental health conditions that often require the intervention of medical and psychological experts to alter their course. These disorders are described in the American Psychiatric Association's Diagnostic and Statistical Manual of Mental Disorders, fifth edition (DSM-5).

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Educator Toolkit for National Eating Disorders

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Educator Toolkit for National Eating Disorders

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ASCA Ethical Standards for School Counselors

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ASCA Ethical Standards for School Counselors