It was while reading Snow White to an early years class that I noticed something odd. When I asked how they knew the Evil Queen was a baddie, I was expecting reasons related to her actions or her exaggerated and cunning facial expressions.

However, it was surprising, and disheartening, when one reasoned - and others agreed - that it was “because she’s so fat”.

We tend to consider body positivity as a topic for older students, but sadly I see more and more lower primary and early years foundation stage children making negative comments about weight and body types - from criticising a packed lunch choice for “making them fat” to not letting others join in games because they’re “too big”.

At our international school, we can see that this is not one culture or one nation’s children but across the spectrum of nationalities that we teach.

Sadly, research confirms that this trend is widespread, with young children associating thinness with positive traits and larger bodies being linked to negative traits (Harriger et al, 2010). Girls are especially at risk, with one study (Damiano et al, 2015) showing almost 50 per cent of five-year-old girls wanting a thinner body.

Body image issues in EYFS

As access to social media has increased, it is no coincidence that positive body image has declined.

In the UK, a third of children aged 5 to 7 have a social media account, according to Ofcom research, and while there is limited evidence about children’s access to social media in other regions, my anecdotal experiences as an international teacher suggest this is a global issue

Interactions that children have with their parents also play a significant role in shaping their body image, with studies showing that children who hear negative comments about weight from their parents or observe them dieting or avoiding food are more likely to develop poor body image themselves (Chng & Fassnacht, 2015).

How can we support young children with body positivity?

While social media and parental influence play significant roles in shaping children’s body image, there are steps schools can take to help counter this issue.

1. Represent all bodies

It’s essential to showcase a diverse range of body types in the stories, displays and toys we provide for children.

In my setting, a resource audit found that some of our older books showed unrealistic and unattainable body images, so we swapped these for books that promote messages about body positivity and self-love.

2. Set expectations

Introducing the “three seconds or less” rule is a good way for children to understand the types of comments that we should or should not make.

This means explaining that comments about someone’s appearance that cannot be actioned in “three seconds or less” need to be kept to ourselves. This helps them to understand that helpful comments like “your shoe is untied” are acceptable, but comments like “your tummy is too big” are not.

With adult guidance, the children have discussed when comments don’t fit the rule, which has had a big impact on resolving unkind comments and fostering an empathetic and respectful classroom.

3. Shift the focus

Shifting the focus from “how are bodies look” to “what our bodies can do” helps children to connect with their body in a positive and functional way.

For example, in science we use time to not only learn what our bodies can do but also reflect on why we are proud of what our bodies can do. This has allowed our children to develop a deeper and more positive understanding of themselves that is more than just a superficial view of their body.

4. Discuss reality and fiction

Young children often like to play by imagining themselves as their favourite characters - often those that are from animated TV shows and films.

But it is important that they understand why animated or illustrated characters often don’t look the way real people look - and how they may encounter this in real life, too, such as in the media or via AI-generated or edited images online.

To do this in my classroom, we have introduced these conversations through “spot the difference” activities, using real photos, edited images and cartoons. This has opened up interesting discussions in an engaging, age-appropriate way.

5. Educate parents

Finally, if you notice that a child is beginning to show signs that they are unhappy with their body, it’s important to talk to their parents. Approach these conversations with sensitivity, asking for their views on what you’ve observed and offering suggestions on how to support a positive body image at home.

As teachers, we have a vital role to play in shaping the way young children view their bodies - at all ages. By creating a supportive environment that promotes healthy attitudes towards body image, we can help children to develop the confidence they need to grow into happy, self-assured individuals.

Ruby Fiddes is head of Year 1 at Park House English School in Qatar