You’re listening to Burnt Toast! Today, my guest is Denise Hamburger, founder and director of Be Real USA.
Be Real is a nonprofit that imagines a world where every child can grow up with a healthy relationship to food and their body. They work with body image researchers, psychologists, teachers and public health officials to design curricula about nutrition and body image that are weight neutral, and inclusive of all genders, abilities, races and body sizes.
So many of you reach out to me every September to say, “Oh my God, you're not going to believe what my kid is learning in health class.”
Food logs, fitness trackers, other diet tools are far too common in our classrooms— especially in middle and high school health class. Denise is here to help us understand why those assignments are so harmful and talk about what parents and educators can do differently.
This episode is free — so please, share it with the parents, teachers and school administrators in your communities!
But if you value this conversation, consider supporting our work with a paid subscription. Burnt Toast is 100% reader- and listener-supported. We literally can’t do this without you.
PS. You can always listen to this pod right here in your email, where you’ll also receive full transcripts (edited and condensed for clarity). But please also follow us in Apple Podcasts, Spotify, Stitcher, and/or Pocket Casts! And if you enjoy today’s conversation, please tap the heart on this post — likes are one of the biggest drivers of traffic from Substack’s Notes, so that’s a super easy, free way to support the show!
Two Resources You’ll Want From This Episode:
BeReal Let’s Eat Curriculum is attached.
And here’s a roundup of everything I’ve written on diet culture in schools:
Episode 211 Transcript
Denise
Well, this all started I would say about 10 years ago. Actually, about 12 years ago. I was an environmental lawyer in my first career—that's what I'm trained to do. I went to law school, was practicing in big law firms. Which has nothing to do with body image, except I was an environmental lawyer who weighed herself every day and got her mood affected by the number on the scale for 40 years. So that's four decades.
Virginia
So many times getting on a scale.
Denise
I really felt like I didn’t want anyone else, especially young women today, to waste the amount of time and energy that I had wasted distracting them from what they need to be doing in their lives, figuring out their own person possibilities. That’s really what you’re here to do. And it takes us away from what we’re supposed to be doing.
With that in mind, I went back to school at the University of Chicago, and I was thinking of get a social work degree and doing something with body image. But then I wrote a paper on my own body image for one of my classes at the School of Social Work and I found 50 years of research on body image. And then 30 years of discussion and research on how to prevent eating disorders and body dissatisfaction. Like, wow, there is so much out there, so much research on this. But I haven’t heard any of this. It feels like it’s not making its way into resources that people can use.
So I started speaking on it, and I was speaking to middle-aged women, and I thought the message that we all would really benefit from would be everybody’s got this. Because I feel like, especially my generation, where we didn’t really talk about how we felt about our bodies. I’m at the tail end of the Baby Boom. So I’m 62 and I felt that people in my generation—again, I was 50 at the time—weren’t in touch with their own feelings on body image. After talking about this for so many years, younger generations have access to it I think a lot more. But I felt like we could all benefit from knowing that everybody’s got it—so kind of a common humanity. It’s not our fault, which helps with the shame around it.
So everyone has it, it’s not our fault, and society has given it to us. And I think that this is something that would resonate with my generation. So I started speaking in local libraries and community houses to women my age, and quickly learned that it is really hard to undo decades worth of thought patterns and feelings around food, body and eating. People came to hear me talk about body image, and I think, in general, when I started out, they were hoping I had a new diet.
Virginia
Oh, I’m sure they were. I’m sure they were like, “Oh, we’re going to go hear her talk about how to love your body by making it smaller!”
Denise
Absolutely. And all of the women, because they were women in my workshops, were starting to talk about their daughters. They’re saying that my daughter’s got this, and she’s coming home and saying this. Then in one of my audiences, I had a health teacher at my local high school. There was a health teacher who came and said—this is about 2015—you should hear what the young girls are saying. They’ve got this new thing called Instagram and and they’re seeing pictures of, “perfect” looking people and feeling bad about themselves or feeling flawed in comparison.
So she said, “What resources are there for for the students in my class?” And I said, there has got to be something because there is 50 years’ of research there, there has got to be something fabulous for you. And I called the professors listed on the the studies. The granddaddy of the industry, Michael Levine, I called him up. I said, “Michael, just tell me, what can I recommend to these teachers?” And he’s like, “I don’t know. I don’t know. We don’t have it. It’s not there. Even though the research is there.”
So there was a curriculum created for high risk kids. It needed to be given by facilitators called The Body Project. And I called one of the professors who wrote The Body Project and said, “Listen, I’d like to give this tool to a teacher for universal,” which means giving it to everybody in the classroom, and and she wants to bring it to her high school, but it looks like you need to be trained. And it was a script. The Body Project was a script. And this teacher said to me, I’m not reading a script in a classroom. You’re not going to get a high school teacher to read a script.
Virginia
Yeah. I would imagine high school students sitting in a classroom aren’t going to respond to someone just reading a script at them.
Denise
Nobody wants to hear it. It’s not useful. It wasn’t created for that use. So this professor, Carolyn Becker, had actually written a paper on how the academics need to work with stakeholders to make sure that their research makes it to the public. And I said, I’m calling you. I’m a stakeholder. What do you need? And she said, “We need somebody to translate it.” And I said, “I’m your girl.”
Virginia
I mean, it’s wild that the research has been there. We’ve known what works, or what strategies to use for so long, and yet it’s not in the pedagogy, it’s not in the classrooms.
So you started with the body image curriculum, BodyKind. And now this year, you’ve just released your weight neutral nutrition curriculum for middle and high school students, called Let’s Eat.
Full disclosure: I got to be a early reader of the of the curriculum and offer a few notes. It was already amazing when I read it.
Denise
Thank you.
Virginia
I did not have to add a lot at any by any means, but it was really cool to see the development process, and see where you ended up with it. It’s really remarkable.
So let’s start by talking about why nutrition. You’ve done the body image thing, that’s really powerful. Why was nutrition the next logical place to go?
Denise
I have spoken at this point to probably 10,000 teachers. And they’re always asking me, what nutrition curriculum do you recommend? Same deal. There’s not one out there
And I had asked one of my interns to give me her textbook on it, like what are you learning about nutrition? And in my intern’s textbook, it was 2018, you saw encapsulated the entire problem of what’s wrong with nutrition curriculum.
They are asking the children to weigh and measure themselves, and they’re asking the children to count calories in different ways, and to track their food. Food logs. Again, these were best practices in the 90s and and 2000s on how to teach nutrition. So this is all over the nutrition curriculum.
Then, of course, they’re talking about good and bad foods, which foods can you eat, which foods you can’t you eat, and all of these things in the research we know cause disordered eating and eating disorders, they all contribute to it. I have a list of probably nine research papers that point to each of these things and tell you why these are bad ideas to have a nutrition class.
And we also know there have been two papers written, where they polled students or young people coming in for eating disorder treatment and asked them, what do you think triggered your eating disorder? And around 14% in both studies said, “My healthy eating curriculum at school was where I started getting this obsession.” So you know, what’s out there hasn’t been helpful, and even worse, has been part of the problem in our society.
[Post-recording note: Here’s Mallary Tenore Tarpley writing about this research in the Washington Post, and quoting Oona Hanson!]
Virginia
It’s so rooted in our moral panic around “the childhood obesity epidemic.” Educators, public health officials, everyone feels like, that’s the thing we have to be worried about if we’re going to talk about kids and food. It all has to be framed through that lens. And what you are arguing is: That weight-centered approach causes harm. We can see from the data that it’s not “fixing” the obesity epidemic. Kids aren’t thinner than they were 40 years ago. So it didn’t work. And it’s having all these unintended ripple effects, or sometimes, I would say, intended ripple effects.
Denise
Yes, exactly. Studies on nutrition curriculum have shown that over 11 years, teaching diet and exercise did not do anything, in two age groups. One was elementary/middle school, another one was a high school group. And they found no changes in body size or nutritional knowledge and and only the effects of what they call weight stigma. Which is just anti-fat bias. So it only causes harm.
And these meta studies were from “obesity researchers,” right? So they are even acknowledging we don’t know how to prevent obesity.
Virginia
So you could see very clearly why the current landscape is harmful. How did you think about how to design a better curriculum?
Denise
We had been working on the back burner on an intuitive eating for students type of curriculum. Because the question I get from my teachers is, “What should I be teaching?” So we had been kind of working on an intuitive eating curriculum, and then one of my ambassadors, Selena Salfen, she works in Ramsey County Public Health in Minnesota, said, “Hey, we’re looking for a nutrition curriculum. Why don’t we do one together?”
It really turned into how to eat, not what to eat. So we started working on body cues and building trust with your food. And then started really focusing on empowering the student as an authority on their own eating behavior, teaching them how to learn from their own eating experiences. Which is part of responsive feeding. And Ellyn Satter’s Division of Responsibility In Feeding. So we have pieces from all of these. We are empowering students to be experts on their own eating.
Virginia
It’s also so much more respectful of students’ cultural backgrounds, as opposed to the way we learned, like the food pyramid or MyPlate, saying “this is what your plate should look like.” And that doesn’t look like many plates around the world. That’s not what dinner is in lots of families. Your curriculum is saying, let’s empower students to be the experts is letting them own their own experience.
Denise
Absolutely, and trust their own experience. And trust themselves. And they don’t have to go outside of themselves. We want to teach them to act in their own best interests. That’s part of self-care, teaching them to take care of themselves. They need to learn it somewhere.
So if you do what they’ve done for years and tell them you need to cut out sugar and you need to cut out carbs, or you need to get this this many grams of protein, it leaves off all of the wonderful parts of eating that we get to experience many times a day, which is the joy, the pleasure, the sharing of food. So in our curriculum, we ask the kids, what do you do in your culture around food? How do you celebrate in your culture with food? What do you eat?
We get the discussion going with them and allowing them to feel pride in how their family celebrates. And so it’s really bringing in all these other aspects that we experience with food every day into talking about food. And we talk about pleasure, what do you like, what food do you like, what food do you enjoy? And we want them to be able to hold what foods they like, what their needs are that day.
So you talked about MyPlate, MyPlate is stagnant. It always looks the same. But your nutritional needs change every day. If I’m sick, my needs around nourishment are different from if I’ve got a soccer match after school that day. So we’re trying to teach them to be flexible and really throw perfectionism out the window, because it’s unhelpful in any area of life, but especially around eating, especially around food.
Virginia
I’m wondering what you’re hearing from school districts who are worrying about the federal guidelines. Because they do need to be in compliance with certain things.
Denise
So we spent a long time with the Food and Nutrition guidelines. The CDC food and nutrition guidelines, and we spent a long time with the HECAT standards, which are the health curriculum standards. We know that teachers are trying to match up what they’re teaching to the federal standards and the state standards. Because every state has their own discussion of this, and they write their own rules. Usually they look like the federal standards, but we find with food and nutrition, sometimes they go off. You’ll get somebody on the committee who hates soda, and will write 10 rules around soda. So every state has their own idiosyncratic rules around it as well.
Virginia
I mean, on the flip side, that means there have been opportunities for advocacy. For example in Maryland, Sarah Ganginis was able to make real progress on her state standards. But yes, the downside is you’re gonna have the anti-soda committee showing up.
Denise
Totally. And half of the country.
We really tried to hit the big standards. I’m actually thumbing through the curriculum right now. We have two pages of the HECAT model food nutrition lessons and which ones this curriculum hits. And then if you’re interested in talking about some of the others — like some of them really want to talk about specifically sugary drinks— we give links in the curriculum to discussions that we agree with. So we may mention sugary drinks in a little piece of the curriculum, but if you want to get the article or the discussion on it that frames it the way we’d like to see it framed, we’ve got links in the curriculum for that.
Virginia
So tell me about the response so far. What are you hearing from teachers and districts?
Denise
The biggest response I’m getting is, “It’s a breath of fresh air.” It’s safe, as you say. And for the teachers out there that are familiar with all of the things that we’ve been teaching that haven’t been working, this is important.
And I just want to say to all the health teachers who have been teaching nutrition out there because this is the way we’ve taught it for years: This is how it’s been done. But when you know better, you do better. And that’s the point we’re at now.
I know people have been weighing and measuring kids and telling them to count calories for decades because that was best practices at the time. But we’re beyond that. The research has figured out that that’s not the best practices going forward.
Virginia
That’s right.
Denise
We had about 50 teachers and 250 students trial it. We get the experts to say everything we want to say in the curriculum, and we put it in there, and then let’s say that takes nine months. We have another nine months where we have expert teachers like Sarah weighing in on the curriculum. Telling us what happens when she teaches it in class with her and the students. What would you like to see different? Even down to activities. How would this activity work better? So we spent another nine months making sure that the teachers and the students like it, can relate to it, and that the activities are what are working in class.
So that’s an extra step after some of the other research curriculum that we really want to make sure it’s user friendly and the students like it. We got a lot of feedback. We did two rounds of that.
Now we released it to the public after we had a masters student write a thesis on all of the the data we collected, and felt very comfortable that it does no harm.
Virginia
It’s been tested.
Denise
Yeah, it’s been tested. It’s feasible and acceptable. Now we’re going to go and do the official feasibility and acceptability tests, like we’ve done on BodyKind with Let’s Eat and then take it to schools. We use the University of North Carolina’s IRB. We use the Mind Body Lab there, run by Dr. Jennifer Webb, and we are going to be doing research on Let’s Eat. We’ve got the Portland Public Schools, and then we’ve got a school district in Maryland, in Arundel County, that we’ve identified and that we’re working with to test students. And then, we’ll hopefully do an official test, write an official paper, as we’ve done with BodyKind.
Virginia
And I should also mention, you’re making this resource free! Schools don’t have to pay for this, which I think everyone who’s ever tried to make any change in the school district of any kind knows, if it costs money, it’s harder to get done. So that’s great.
Denise
You know, it’s so funny. I’ve been speaking on this for years. I mean, we’ve been in curriculum development for five years, and I always forget to say that! I don’t know why. It’s a free curriculum! I’m a nonprofit. I’ve never been paid. This is such a passion project for me, and I continue to wake up every day energized by the work I’m doing.
And the mission of our nonprofit is to get the best, well tested resources out to schools. And we want to remove barriers. And how we remove barriers is offering it for free.
Virginia
A lot of our listeners are parents. They’re going to be listening to this thinking, “Okay, I want this in my kid’s school.” How do we do that? What do you recommend parents do?
Denise
So a couple things. We find the best advocate is the person at the school, the wellness professional, charged with curriculum decisions. So there are people in your district whose job it is to make sure that the teachers have the latest and greatest curriculum on nutrition.
And they want these resources because they want to make sure that their students get the best resources out there. So it takes a little bit of sleuthing to call up the school, whether it’s the administrator or a health teacher, and figure out who’s that person, who’s the wellness coordinator. It could be a wellness coordinator. It could be a health teacher, who’s responsible for curriculum. Find that person and talk to them. They’re looking for this conversation. It’s part of their job.
You could even say I heard about this new curriculum. It’s available for free. And you can hand them the postcard. That’s what I hand out when I speak at conferences. And it’s got a QR code. It describes what this curriculum does. We teach tuned in eating. It describes what tuned in eating does.
Virginia
Download that PDF below to QR code it right from this episode!
Denise
Yes. So you can send them as a PDF. You can write an email, figure out who the person is, send them the curriculum. Say “I was listening to a podcast, and there’s this great curriculum out there. I’d love you to check it out.”
Virginia
I think that feels really doable, it’s a great starting point.
What about when a kid comes home and tells a parent “Oh, we did calorie counting today?” Because that’s often how parents start to think about this issue. It kind of lands on their lap. Is it useful to engage directly with the teacher? How do you think about that piece of it? Because obviously, especially the school year is underway, asking a teacher like, hey, can you just change your whole curriculum right on a dime, they probably won’t appreciate that. So, what’s a, better way to think about this advocacy?
Denise
I thought you did a great job in your book Fat Talk on giving them scripts, giving parents scripts to walk into the school. You want to be sensitive to how overloaded the health teacher is, the nutrition teacher is. They’re teaching 10 subjects in health that they need to be experts on so, you know, this is just one piece of what they’re teaching.
The great thing about nutrition is, most health teachers are teaching nutrition so they’ve got some background in it, and you can just be as sensitive as possible to their time and do as you say in the book, you know, in a in a positive, collaborative way. “I heard about this research, I thought you might be interested,” rather than a critical way. And and again, your kid might not be taking health, they might just be in the school district. So maybe you have this discussion with an administrator, and ask them, who wants to talk to me about this? And ask them, who can I speak to? It could be a guidance counselor. Could be school social worker. You know, this is eating disorder and body dissatisfaction prevention, right? So who, who is interested in this topic?
Virginia
Who in the district is working on that and wants to know about this? That’s super helpful.
And I’ll also add: One thing I learned in reporting the book and thinking more about the school issue is we do, as parents, always have the right to opt our kids out of the assignments that we know to be harmful. So if you see a calorie counting assignment coming, you can ask for an alternative assignment. You can accept that your kid might get a lower grade because they don’t do it, but that might feel fair.
Especially with older kids, I think it’s important to involve them. Like, don’t just swoop in. Never a good idea. They may want to talk to the teacher or you have do it. Work that out with your kid and figure out the best way forward. But I think it’s definitely worth doing that. If your kid’s like, no, don’t talk to the teacher. No, I’m not opting out. You can still have the conversation at home about why this assignment is not aligned with your values, and that’s yes important to do, too.
Denise
I also wanted to say, we have an ambassador program at Be Real, and we have 135 ambassadors. What we’ve done with all of the materials we’ve been using for 10 years, which are presentations and worksheets for the presentations. We have frequently asked questions, where I quote you all the time. What do I do with my mother in law, who’s saying this thing? We give them scripts. What do I do when people equate body size with health? What do we do when people assume that everyone could be small if they tried hard enough? We have answers for all of these questions in our materials, frequently asked questions.
I have templated the presentations I give. I use the notes, I give the talk track, so my ambassadors can give a talk with a teleprompter if they’re doing it on Zoom. Use the presentation as a teleprompter, and all the accompanying material we have on Canva that the ambassadors can create their own and add to it, and use their own name and picture to give talks and and things like that. We’ve got all of this so people are able to take this resource to their own local area,
Virginia
So they might give this talk to a PTA or a church group or any kind of community organization they’re affiliated with.
Denise
Absolutely. And we’ve been doing this for about seven years, and the last five years, it’s grown tremendously, and we have meetings every quarter. And at the meetings, people say, how do I get into my local school? And someone else will say, you know, I tried the principal and they didn’t answer my phone calls. And then I went and looked up so and so and and then I started out doing this for professional development for health teachers in the state of Illinois. So we also have ways to to be certified as a professional development trainer on this topic. So that’s how I initially got to health teachers. And then they also speak at conferences. So I speak at National SHAPE, which is the health teacher conference, but there are state SHAPE conferences out there that my Ambassadors will go speak at and it’s really how to get all of this material, another way to get it disseminated all throughout the world.
Virginia
Oh, I love that. Well, we will definitely link in the show notes for anyone who’s interested in becoming about an ambassador.
Butter
Denise
I am obsessed with Orna Guralnik, she is a psychotherapist who has a show on Showtime called Couples Therapy.
Virginia
Yes, I’ve been hearing about this.
Denise
Oh my God, it is so good. I don’t know why I like it so much, but I just binge watched the new season. And I say every time, I’ve got to string it out and enjoy it, but no, it’s impossible. And so I just binge watched the whole season, and as I was preparing for this interview, I just kept Googling what podcast she’s been on.
Virginia
That’s so satisfying. I love when you get a really good rabbit hole to dive down with the show. Another podcast I really enjoy, called Dire Straights , hosted by two writers, Amanda Montei and Tracy Clark-Flory, they just did an episode looking at the history of couples therapy and it actually has a pretty problematic history. Was not always great for women, very much developed as a way to help husbands control unruly wives—but has become other things. But you would enjoy that episode because they talk quite a bit about the show couples therapy and, she’s obviously doing something quite different.
Denise
Okay, that’s my next one. Definitely going out and getting that.
Virginia
I will also do a TV show butter, because they are so satisfying. I just started watching with my middle schooler a show that’s been off the air for a few years now. It’s called it’s Better Things, starring Pamela Adlon and created by her. It’s about a divorced mom with three daughters. She’s a working actor in LA but it’s just like about their life. It’s very funny. It’s very real and kind of gritty.
My middle schooler and I have watched a lot of sitcoms together, and this is definitely a more adult show than we’ve watched before. But it’s still a family show, and it’s just, it’s so so good. It’s just a really incredible authentic portrayal of mothers and daughters. Which, you know, being a mother and a daughter, sometimes I’m like, is this making you like me more? Is this making you appreciate me? Probably not.
Denise
Having raised three kids, I don’t aspire to that anymore.
Virginia
Not the goal, not the goal.
Denise
Just never going to show up.
Virginia
But it is really sweet bonding in a way that I hadn’t expected. So that is my recommendation.
Denise
Lovely, lovely, lovely.
Virginia
All right, Denise. Tell folks again, just in case anyone missed it. Where do we find you? Where do we find the curriculums? How do we support your work?
Denise
Come to berealusa.org—that’s our website. We have more information on everything I’ve mentioned, on all of the curriculum, on how to become an ambassador, and just more explanation. On the website, we have fact sheets on everything we do. So if you go in, I think on the homepage, you drop down, they’ll say fact sheets. And we also have probably have 10 fact sheets that will give you more information on this. We also talk about why you shouldn’t be taking BMI school. We had a “don’t weigh me in school” campaign about five years ago that kind of went viral. So anyway, that’s all good on our website.
The Burnt Toast Podcast is produced and hosted by Virginia Sole-Smith (follow me on Instagram) and Corinne Fay, who runs @SellTradePlus, and Big Undies.
The Burnt Toast logo is by Deanna Lowe.
Our theme music is by Farideh.
Tommy Harron is our audio engineer.
Thanks for listening and for supporting anti-diet, body liberation journalism!