The unhappy obese child

Warschburger, Petra

doi:10.1038/sj.ijo.0803097

Cited by 103 publications

(78 citation statements)

References 23 publications

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“…Warschburger 48 in her article reinforced the social discrimination and teasing experience as well as emotional problems that are present in obese children and adolescents. School difficulties and functional components could also influence the quality of life of these subjects.…”

Section: Metabolismmentioning

confidence: 99%

From birth to adolescence: Vienna 2005 European Childhood Obesity Group International Workshop

et al. 2005

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BACKGROUND:In the last 15 y there has been a tremendous increase in the number of studies on pediatric obesity looking at epidemiology, health-related risks, etiology, methodology and treatment. During the early 1990s, the European Childhood Obesity Group (ECOG) was born as a group of scientists' expert in the field of pediatric obesity. ECOG this year celebrates the approach to early maturity with an excited and omni-comprehensive program developing through eight different tracks. METHODS: Comments on different 'key' papers in each of the eight tracks. RESULTS: The eight tracks were (1) Nutrition requirements and food habits, (2) physical activity, (3) prevention and political actions/strategies, (4) diabetes, (5) metabolism, (6) psychology, (7) pathology, and (8) treatment with emphasis on drugs. CONCLUSION: Looking at the overall picture of the ECOG workshop we could conclude that despite the fact that childhood obesity is a crisis facing worldwide youth, it is necessary that action to control it must be taken now. All the six relevant levels (ie, family, schools, health professionals, government, industry and media) could be involved in prevention of child and adolescent obesity.

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Section: Metabolismmentioning

confidence: 99%

From birth to adolescence: Vienna 2005 European Childhood Obesity Group International Workshop

et al. 2005

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“…But not only is obesity and overweight a health problem, overweight individuals also experience problems in the form of social stigmatization-with overweight children in schools becoming victims of stereotyping and discrimination from both peers and teachers (Neumark-Sztainer et al 2002;Puhl and Brownell 2006;Warschburger 2005). Research has suggested that overweight students reach a lower educational level than their normal-weight peers (e.g., Latinen et al 2002), and that the negative stereotyping of teachers might be related to this lower performance, for example through more negative comments during class against overweight students (Puhl and Heuer 2009).…”

Section: Introductionmentioning

confidence: 99%

Pre-service teachers’ academic judgments of overweight students

2017

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Overweight children in schools can become victims of stereotyping and discrimination from both peers and teachers. Research on stereotypical expectations and impression and judgment formation has suggested that teachers might rely on their negative stereotypical expectations when judging students. In the present study, we experimentally investigated whether pre-service academic subject teachers' judgments about students were biased through stereotypical expectations about students' weights. Pre-service teachers were presented with a case report of an overweight-and a normal-weight student, and judged their academic performance and social skills. Results demonstrated that the overweight student was judged as performing better compared to his normal-weight counterpart academically while perceived social skills did not differ. Response latencies suggest that these findings relate to pre-service teachers' positive stereotypical beliefs about overweight students. These findings inspire to further investigate this surprising positivity bias and develop trainings for pre-service students to overcome other stereotypical expectations, which should ideally lead to evaluations based solely on actual academic performance and not stereotypical expectations, whether they are positive or negative.

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“…Negative associations between obesity and school performance were found when GPAs [15,16,[20][21][22][23][24], standardized ability tests [17,18,25,26], intelligence quotient [27], years of education [28,29], educational experiences [30], school functioning [31,32], and school attendance [18,33] were used as an indicator. In regard to the potential mechanisms underlying the associations of school performance with obesity, it has been suggested that low performance leads into higher levels of emotional stress [34]. Emotional stress, in turn, may predict unfavourable eating behaviours as a coping strategy.…”

mentioning

confidence: 99%

“…Emotional stress, in turn, may predict unfavourable eating behaviours as a coping strategy. Another suggested link is that lower progress at school may be related to an inability to control ones eating behaviour [34].…”

mentioning

confidence: 99%

School performance as a predictor of adulthood obesity: a 21-year follow-up study

et al. 2010

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We examined the impact of school performance measured in terms of grade point averages (GPAs) in early and middle adolescence (ages 9, 12, and 15), and the impact of school performance throughout the different school stages on adult obesity. The participants were 732 healthy women and men derived from a population-based Cardiovascular Risk in Young Finns Study. GPAs were measured at the ages of 9, 12, and 15. The body mass index (BMI; kg/m 2 ), and the waist circumference (WC) were conducted participants being aged 27 or 30. Birth weight, childhood BMI, adulthood physical activity, maternal and paternal BMI, and maternal education were controlled for. The results showed that low GPAs in each measurement and low GPAs throughout the comprehensive school were a risk factor of adulthood obesity, but only among women. The association remained when controlling for potential confounding variables (p-values in the fully adjusted models 0.026, 0.007, and 0.004 at the ages of 9, 12, and 15, respectively). The results were similar when the BMI was used as a dichotomous variable (BMI C 30 and BMI \ 30). Low school performance has previously been associated with higher rates of smoking and alcohol consumption later in life. Our result underscores that low school performance is a health risk factor that should be taken seriously in preventive health education.

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The unhappy obese child

Cited by 103 publications

References 23 publications

From birth to adolescence: Vienna 2005 European Childhood Obesity Group International Workshop

From birth to adolescence: Vienna 2005 European Childhood Obesity Group International Workshop

Pre-service teachers’ academic judgments of overweight students

School performance as a predictor of adulthood obesity: a 21-year follow-up study

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