Eating disorders represent a significant challenge in the field of adolescent mental health, and the school environment can play an important role in their early identification and in referring students to appropriate support. This master’s thesis examined the knowledge, beliefs, and self-efficacy of Slovenian secondary school teachers in addressing eating disorders among students, as well as the relationships among these constructs. The study employed a mixed-methods design. The quantitative part included 540 teachers, while the qualitative part involved 7 teachers working in Slovenian secondary schools. Quantitative data were collected using a questionnaire and analysed using correlation and regression analyses. Qualitative data were obtained through semi-structured interviews and analysed using thematic analysis. The results showed that teachers recognise the seriousness of eating disorders among adolescents and generally express supportive beliefs towards students, although these beliefs differ across content areas. Their knowledge of eating disorders was uneven: they were relatively familiar with general characteristics and more obvious warning signs, but showed poorer knowledge of less typical and concealed symptoms. Teachers also reported greater self-efficacy in collaborating with the school counselling service and referring students to professional help than in providing direct support to students and recognising warning signs. Objective knowledge, perceived knowledge, self-efficacy, and individual belief factors were mostly positively associated, although the strength of these relationships varied. In predicting self-efficacy, objective knowledge and the belief factor concerning the impact of students with eating disorders on the school environment emerged as statistically significant predictors. The findings highlight key areas in which teachers require additional training, practical guidelines, and support.
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