A healthy diet and regular mealtimes are vital for children’s learning and engagement in school.
However, some children face significant challenges when it comes to eating.
What is avoidant restrictive food intake disorder?
Avoidant restrictive food intake disorder (Arfid) - a condition in which a person avoids certain foods or types of food and/or restricts the amount of food they eat - leads to strict food boundaries that affect weight, mood, concentration and family life.
The condition is prevalent among young people with autism. Research has found that around 70 per cent of children with autism display “atypical eating behaviours”, compared with 13 per cent of typically developing children.
At Rowan Tree Primary, a special school for pupils aged 4-11 with severe and complex needs, a high proportion of our students have Arfid. To support them, we developed a bespoke approach: the “Food Facts” curriculum. Every learner has a daily Food Facts session that is highly personalised, promoting independence and flexible thinking around food.
However, Arfid is not just a challenge for special schools. We have supported several mainstream schools dealing with this issue and these are our key takeaways for teachers addressing this condition.
Take a personalised approach
First and foremost, it is vital for all schools to recognise the serious impact Arfid has on learners. It affects all children differently. Some may only eat one of two foods or may not even eat solids. Allowing children with restricted diets to bring their “safe” food and drink into school is a key consideration.
What’s really important is not to label children with eating challenges as “fussy eaters”. This can do more harm than good. Likewise, putting something new on the plate of a child with Arfid in the hope they will try it is not helpful at all. However, sometimes the answer to children’s needs is relatively simple - and it might just need a fresh pair of eyes.
For example, one school asked us to support them with a child who was being sat near the serving hatch at lunchtime - the noisiest and busiest part of the hall where the smell of school dinners was the strongest. Opening up a quiet lunchroom with calming music made a massive difference. It is now a place where students who feel overwhelmed can eat without sensory triggers.
As a special school, we do a lot of prep work to ensure we know what our student’s needs are before they start. There is no reason a mainstream school cannot do the same in regard to eating. Nutrition is a vital part of school success; if children aren’t eating or drinking properly at school they cannot fully engage.
Create a consistent curriculum
Our Food Facts curriculum can be integrated into mainstream classes. Sessions are multi-sensory, fun and accessible to all, encompassing geography, D&T, PSHE, science and communication.
Taking something as simple as a raisin, we can explore so much with the whole group, while safely introducing a new food to those with Arfid.
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First, we will encourage tactile exploration of the raisin, eyes closed, trying to guess what it is. We may then move to where raisins come from, how they grow, a video showing drying grapes and, of course, the opportunity to taste it.
We do a lot of modelling to provide encouragement and safety. Consistency is essential.
Recently, one of our learners with severe Arfid attended a school event with his mum. She was thrilled when he decided to try a sandwich from the buffet, which was unheard of before Food Facts. In fact, he used to run out of the room when new foods were introduced.
Family support and education
Many professionals lack awareness of Arfid, leaving parents unsupported and misunderstood. For instance, a parent was told that her child would eat other foods only if nothing else was offered, which is a damaging message.
Arfid impacts not only children but the entire family. It can lead to social isolation when the family cannot enjoy meals together, which can significantly affect wellbeing. We actively engage with parents to help them understand why children restrict their diets. We also explain our classroom support strategies, which can be implemented at home. For example, contrary to popular belief, mealtimes are not ideal for introducing new foods as they often lead to unfavourable outcomes.
Ensuring continuity between home and school supports the child and the family as a whole. By integrating Food Facts into our curriculum, we address an issue impacting school engagement and children’s ability to enjoy a fulfilling life.
As more schools adopt our approach, we aim to spread the message and give more children the opportunity to develop a love for food, both in and out of the classroom.
Every school can make changes to support children with a restricted diet. Here are practical ideas that can make a positive difference.
Chris Hoyle is autism lead and Lou Curran is headteacher at Rowan Tree Primary School, which was named Specialist Provision of the Year at the Tes Schools Awards 2023
