Exploring Eating Behaviour in Boarding School Graduates: A Qualitative Exploration of the Development of Disordered Eating Behaviour

Background: British boarding schools have recently attracted research interest on the impact of being raised away from home, and the influence this may have on an individual’s development. There is currently little evidence around the development of eating behaviour, and disordered eating patterns in those who attended boarding school. Aim: This study intends to explore experiences of attending boarding school, and the influence of this on disordered eating behaviour development. It also considers other contributing factors towards disordered eating behaviour(s) including societal, peer and familial influences. It provides a novel, in-depth analysis utilising qualitative methodology to contribute to the existing literature around boarding schools. Method: Thematic analysis was employed to explore the experiences of boarding school attendees and reflect on their eating behaviour(s). Seventeen participants participated in semi-structured interviews and shared their stories. Results: Six themes and 16 subthemes were constructed from the dataset: (1) Disrupted Identities; Not Knowing Where I Belong; (2) Internal Scripts; (3) Too Much Control, Too Little Choice; (4) Learning to Survive Without a Parental Figure or Personalised Guidance; (5) Inescapable Judgements: The Disadvantage of Living at School; (6) Learning from Positive Experiences. Conclusion: Food is an integral part of the boarding experience. Many participants used food to cope with feelings of abandonment and distress experienced during boarding school. Disordered eating behaviours were used to enable self-regulation and management of challenging feelings. Behaviours compounded at boarding school resulted in lifelong difficulties around eating for many of the participants into adulthood. Clinical Implications: This study highlighted the importance of open dialogue around mental health difficulties and the challenges associated with attending boarding school. Allowing for choices around food was noted to be important, alongside employing intuitive eating practices. Furthermore, addressing, and challenging societal expectations and beliefs around ‘ideal body types’ and educating individuals on health opposed to ‘thinness’ is important and supporting individuals to foster a healthy relationship with food starts with developing a more balanced perception of food, rather than viewing with a dichotomous lens. Keywords: Boarding school, eating behaviours, disordered eating, society, familial influences.