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Survey Highlights WHAT WE LEARNED Note : Respondents of the survey were campus staff implementing mental health services, providing eating disorders information and facilitating eating disorders outreach and prevention programming. Overall, survey results indicate that greater funding and resources are needed to educate, screen, refer and treat college students who struggle with eating disorders or disordered eating issues. Educational information was among the most commonly cited resources available, and was evaluated to be very/extremely important, with web–based or health service options the most important. Screenings for eating disorders on campus are seriously lacking. Screenings for eating disorders can be a critical component of identifying those struggling and intervening early, which improves treatment prognosis. 87% of respondents said it is important to offer, yet only 22.4% of those surveyed offer year–round screening opportunities and less than half (45.2%) offer screenings once per year/semester (19 people) or monthly/weekly/daily (33 people). Lack of screenings potentially contributes to students struggling going undetected and untreated. The survey found that informational pam- phlets, websites, were most frequently cited as daily, year round resources avail- able (8 0 – 8 5 % o f fer such resources), and evaluated as extremely important. 97.9% said web–based information is somewhat (22.9%) or very/extremely (75%) important, and 96.1% stated pamphlets and brochure in the health or counseling services office is important (68.6% said very/extremely important, 27.5% said somewhat impor- tant). Library collections  were  pretty evenly split between “not important” (30.5%), “somewhat important” (35.6%) and “very/extremely important” (33.9%), indi- cating library–based resources are seen as less critical than web–based or health services–based options. Overall, there is an unmet need for individuals on campus who are in a position to identify and refer students to help to be better edu- cated/trained. For example: • 90.7% of respondents thought training opportunities for fitness instructors and dieticians was important (74.6% said very/extremely important, 16.1% said somewhat important), but only 22% said their campus offers such opportunities. 13