Objectives Negative emotional eating and binge eating are positively related, occur in diverse populations, and may be driven by similar mechanisms. Mindfulness facets such as acting with awareness, describe, non‐judgement, non‐reactive, and observe may moderate the relationship between these maladaptive eating phenotypes. Method A cross‐sectional study assessed emotional eating‐depression (Emotional Eating Scale‐Revised, depression subscale), trait mindfulness facets (Five Facet Mindfulness Questionnaire‐Short Form), and binge eating severity (Binge Eating Scale) in adults (N = 258). Results Emotional eating‐depression was less strongly associated with binge eating severity in participants with higher acting with awareness mindfulness. Emotional eating‐depression was more strongly associated with binge eating severity in participants with higher non‐reactive mindfulness. Conclusions Acting with awareness and non‐reactive mindfulness may be important treatment targets in concurrent presentations of emotional eating‐depression and binge eating.

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BACKGROUND Evidence suggests that schools play an important role in student health; however, little is known about variability in teachers' use of food‐related classroom practices. In this study, we examined associations between teacher demographic and individual factors and their food‐related practices and modeling in the classroom. METHODS We had 239 teachers in the United States complete an online survey about their demographics (years of teaching experience, socioeconomic status of the school), personal health status, height and weight, and nutrition knowledge. Teachers also reported on the unhealthy food‐related practices they use in their classroom (eg, candy as a reward) and modeling (ie, engaging in unhealthy and healthy eating practices in front of students). RESULTS Hierarchical linear regressions were computed for each outcome separately. After controlling for socioeconomic status, fewer years of teaching experience and lower perception of personal health were associated with the use of unhealthy practices in the classroom. Teachers who were dieting were more likely to endorse healthy modeling. CONCLUSIONS Teacher demographic and individual factors are associated with food‐related classroom behavior. These findings have implications for interventions to promote the health of teachers and their students.