Eating disorders (EDs) are common and life-threatening psychiatric disorders that cause psychological impairment and substantial dysfunction. EDs are treatable, but many do not receive the care needed due to lack of accessibility and understanding. Anorexia nervosa (AN) is characterized by food restriction leading to low body weight or lack of appropriate weight milestones, disturbance in body image, and poor insight regarding the seriousness of their low body weight. Bulimia nervosa (BN) is characterized by binge-eating followed by compensatory behavior to prevent weight gain. Binge-eating disorder (BED) is characterized by binge eating behavior but with an absence of compensatory behaviors. Avoidant/restrictive food intake disorder (ARFID) is characterized by eating or feeding disturbance leading to consequences including significant weight loss, poor growth, nutritional deficiency, psychosocial dysfunction, or the need for supplemental nutrition. Other specified feeding or eating disorder (OSFED) is a given when someone is experiencing eating disturbances that cause clinical distress or life impairment but the behaviors do not meet full DSM-5 criteria for an eating disorder.

This chapter presents results of the local implementation of the Renewed Content of Education (RCE) in schools in one large urban city. In line with the focus of Part III, the authors discuss how educational policy translates through the system via regional authorities to schools, teachers, parents and students in the city. They draw on data collected in three mainstream, non-selective schools located in different districts of the city. These schools varied in terms of their numbers of pupils, and each school’s developmental history, students, parents and community composition. The main research instruments used for data collection were semi-structured interviews and focus group discussions with school principals, vice-principals, teachers, parents and students. The key purpose was to gain participants’ perspectives on the value of the RCE and their judgements and reaction to the educational innovations in their schools. The authors discuss the role of administrative support and collaboration and some unique features of the implementation process, such as work in clusters of schools and how this and other strategies fostered the implementation of these educational innovations.