An interventional study of School-Based Disordered Eating Prevention Education Program in Disordered Eating Behaviors, sponsored by Izmir Katip Celebi University. Completed at 1 site in Turkey (Türkiye). Open to participants aged 12 Years to 13 Years, including healthy volunteers. Per ClinicalTrials.gov, last updated 2026-10-21.
Sponsored by Izmir Katip Celebi University · Not applicable, Interventional, and Prevention
This study aimed to develop an educational program for the prevention of disordered eating behaviors among middle school students and to evaluate its effectiveness. The study was conducted with seventh-grade students and their parents at a middle school in Izmir, Türkiye. Classes were randomly assigned to the intervention and control groups. The three-week educational program focused on body image, social media literacy, and healthy eating attitudes. The effects of the program were evaluated by comparing eating attitudes, body satisfaction, social media literacy, sociocultural appearance attitudes, dietary quality, nutrient intake, and anthropometric measurements between the groups over time.
The study was conducted with seventh-grade middle school students aged 12-13 years (n = 235) and their parents (n = 129). Classes were randomly assigned to the intervention (n = 138 students) and control (n = 97 students) groups. Before the intervention, the Eating Disorder Examination Questionnaire Short Parent Version was administered to parents, and one-day dietary records of their children were collected. The students completed the Numerical Rating Scale, Social Media Literacy Scale, Eating Attitudes Test-26 (EAT-26), Sociocultural Attitudes Towards Appearance Questionnaire-4-Revised, and Mediterranean Diet Quality Index, and their anthropometric measurements were taken.
The scales were administered to the intervention group before and after the intervention and at the 12-week follow-up, and to the control group at baseline and at the 12-week follow-up. The intervention group received a three-week educational program delivered once per week. Each weekly session consisted of two consecutive 40-minute class periods (80 minutes per week), for a total of six 40-minute class periods over three weeks. The control group continued their usual school curriculum with their teachers during the same period. In addition, parents of students in the intervention group received one 40-minute educational session.
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The control group continued its regular school curriculum with their teachers during the three-week intervention period.
The intervention group received a three-week educational program consisting of six 40-minute sessions focused on body image, social media literacy, and healthy eating attitudes. Parents of students in the intervention group also received one 40-minute educational session.
Behavioral: School-Based Disordered Eating Prevention Education Program
The intervention consisted of three student modules and one parent module. The first module focused on body image, body satisfaction, body acceptance, and the prevention of weight- and body-related peer bullying. It was delivered by a psychologist specializing in adolescent psychology and included scenarios, videos, and positive peer feedback activities. The second module addressed social media literacy, unrealistic appearance ideals, dieting myths, online information reliability, screen time, and family meals. The third module covered healthy and balanced nutrition, food groups, the balanced plate model, and physical activity, including a classroom-based plate activity. Previous session topics were briefly reviewed at the beginning of each module. Six weeks after the intervention, a 10-minute refresher session was delivered by the researcher, a dietitian. The parent session addressed eating disorders, their symptoms and risk factors, and healthy nutrition principles.
Change in Eating Attitudes Test-26 (EAT-26) Score
Eating attitudes were assessed using a 24-item version of the Eating Attitudes Test-26 (EAT-26). Total scores range from 0 to 72, with higher scores indicating a greater risk of disordered eating attitudes and behaviors.
Time frame: Baseline, immediately post-intervention (intervention group only), and 12-week follow-up
Change in Eating Disorder Examination Questionnaire Short Parent Version (EDE-QS-P) Score
Eating disorder symptoms in students were assessed from the parent perspective using the Eating Disorder Examination Questionnaire Short Parent Version (EDE-QS-P). Total scores range from 0 to 33, with higher scores indicating greater severity of eating disorder symptoms.
Time frame: Baseline, immediately post-intervention (intervention group only), and 12-week follow-up
Change in Body Satisfaction
Body satisfaction was assessed using a Numerical Rating Scale (NRS), on which students rated their level of satisfaction with their body. The minimum possible score is 0 ("not at all satisfied"), and the maximum possible score is 10 ("very satisfied"). Higher scores indicate greater body satisfaction. Changes in body satisfaction scores were evaluated across the assessment time points.
Time frame: Baseline, immediately post-intervention (intervention group only), and 12-week follow-up
Change in Sociocultural Attitudes
Sociocultural attitudes toward appearance were assessed using the Sociocultural Attitudes Towards Appearance Questionnaire-4 Revised (SATAQ-4R), which consists of 31 items across seven subscales assessing internalization of appearance ideals and perceived appearance-related pressures. Items are rated on a 5-point Likert scale. Possible subscale scores range from 4 to 20 for thinness/low body fat internalization and each perceived pressure subscale (family, peers, significant others, and media), from 5 to 25 for muscularity internalization, and from 6 to 30 for general attractiveness internalization. Higher subscale scores indicate greater internalization of sociocultural appearance ideals or greater perceived appearance-related pressure.
Time frame: Baseline, immediately post-intervention (intervention group only), and 12-week follow-up
Change in Social Media Literacy
Social media literacy was assessed using the Information Awareness dimension of the Social Media Literacy Scale (SMOÖ). This dimension evaluates students' awareness and critical understanding of information encountered on social media. The minimum possible score is 3, and the maximum possible score is 15. Higher scores indicate greater information awareness in relation to social media content.
Time frame: Baseline, immediately post-intervention (intervention group only), and 12-week follow-up
Change in BMI-for-Age Z-Score
BMI-for-age z-scores were calculated based on participants' measured body weight and height using age- and sex-specific reference standards. Changes in BMI-for-age z-scores were evaluated from baseline to the 12-week follow-up.
Time frame: Baseline and 12-week follow-up
Change in Waist Circumference
Waist circumference was measured in centimeters (cm) using a non-stretchable measuring tape. Changes in waist circumference were evaluated from baseline to the 12-week follow-up.
Time frame: Baseline and 12-week follow-up
Change in Body Fat Percentage
Body fat percentage was assessed using bioelectrical impedance analysis. Changes in body fat percentage were evaluated from baseline to the 12-week follow-up.
Time frame: Baseline and 12-week follow-up
Change in Diet Quality and Dietary Intake
Diet quality was assessed using the Mediterranean Diet Quality Index for Children and Adolescents (KIDMED). Total KIDMED scores range from -4 to 12, with higher scores indicating greater adherence to the Mediterranean diet. Dietary intake was assessed using dietary records to estimate energy and nutrient intakes. Changes in diet quality and dietary intake were evaluated from baseline to the 12-week follow-up.
Time frame: Baseline and 12-week follow-up
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Ran from Nov 2025 to primary completion in Feb 2026, 3 months.
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Disordered Eating Behavior
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