Table 3 Characteristics of the trials included in the review, by intervention focus
Authors | Name | Review outcomes | Country | Target group | Duration for study design | Theory |
|---|---|---|---|---|---|---|
Nutrition Interventions | ||||||
Anderson 2005 [19] | - | Nutrition | UK | 6-7 and 10–11 year- olds | 8 months | Health Promoting Schools framework |
Bere 2006 [20] | Fruits and Vegetables Make the Mark | Nutrition | Norway | Grade 6 | 6 months | Social cognitive theory |
Evans 2013 [21] | Project Tomato | Nutrition | UK | Year 2 | 10 months | Framework for health maintenance behaviour |
Foster 2008 [22] | School Nutrition Policy Initiative | Obesity/overweight, Nutrition | USA | Grades 4-6 | 2 years | None stated |
Hoffman 2010 [23] | Athletes in Service, Fruit and Vegetable Promotion Program | Nutrition | USA | Kindergarten and Grade 1 | 2.5 years | Social learning theory |
Hoppu 2010 [24] | - | Nutrition | Finland | Grade 8 | 8 months | Social cognitive theory |
Lytle 2004 [25] | TEENS | Nutrition | USA | Grades 7-8 | 2 years | Social cognitive theory |
Nicklas 1998 [26] | Gimme 5 | Nutrition | USA | Grade 9 | 3 years | PRECEDE Model of Health Education |
Perry 1998 [27] | 5 A DAY Power Plus | Nutrition | USA | Grades 4-5 | 6 months | Social learning theory |
Radcliffe 2005 [28] | - | Nutrition | Australia | Grade 7 | 11 months | Health Promoting Schools framework |
Reynolds 2000 [29] | High 5 | Nutrition | USA | Grade 4 | 1 year | Social cognitive theory |
Te Velde 2008 [30] | Pro Children Study | Nutrition | Netherlands, Norway, Spain | Grades 5-6 | 2 years | Social cognitive theory, Ecological model |
Physical Activity Interventions | ||||||
Eather 2013 [31] | Fit-4-Fun | Obesity/overweight, Physical Activity | Australia | Grades 5-6 | 8 weeks | Health Promoting Schools framework, Social cognitive Theory, Harter’s Competence Motivation Theory |
Kriemler 2010 [32] | KISS | Obesity/overweight, Physical Activity | Switzerland | Grades 1 and 5 | 11 months | None stated |
Simon 2006 [33] | ICAPS | Obesity/overweight, Physical Activity | France | Grade 6 | 4 years | “Theory based” but no details of a named theory provided |
Wen 2008 [34] | - | Physical Activity | Australia | Years 4-5 | 2 years | Health Promoting Schools framework |
Physical Activity + Nutrition Interventions | ||||||
Arbeit 1992 [35] | Heart Smart | Obesity/overweight, Physical Activity, Nutrition | USA | Grades 4-5 | 2.5 years | Social cognitive theory |
Brandstetter 2012 [36] | URMEL ICE | Obesity/overweight, Physical Activity, Nutrition | Germany | Grade 2 | 9 months | Social cognitive theory |
Caballero 2003 [37] | Pathways | Physical Activity, Nutrition | USA | Grade 3 | 3 years | Social learning theory |
Colín-Ramírez 2010 [38] | RESCATE | Obesity/overweight, Physical Activity, Nutrition | Mexico | Grades 4-5 | 1 year | None stated |
Crespo 2012 [39] | Aventuras para Niños | Obesity/overweight, Physical Activity, Nutrition | USA | Kindergarten-Grade 2 | 5 semesters | Social ecological theory, Social cognitive theory, Health belief model, structural model of health behavior |
Foster 2010 [40] | HEALTHY | Obesity/overweight | USA | Grades 6-8 | 3 years | None stated |
Grydeland 2013 [41] | Health in Adolescents (HEIA) | Obesity/overweight, Physical Activity, Nutrition | Norway | Grade 6 | 20 months | Socio-ecological framework |
Haerens 2006 [42] | - | Obesity/overweight, Physical Activity | Belgium | Grades 7-8 | 2 years | Theory of planned behaviour, Transtheoretical model, Social cognitive theory, Attitude, social influence and self-efficacy (ASE) model |
Jansen 2011 [43] | Lekker Fit | Obesity/overweight, Physical Activity | Netherlands | Grades 3-8 | 8 months | Theory of planned behaviour, Ecological model |
Llargues 2011 [44] | AVall | Obesity/overweight, Physical Activity, Nutrition | Spain | 5-6 year olds | 2 years | Educational methodology ‘IVAC’ |
Luepker 1996 [45] | CATCH | Physical Activity, Nutrition | USA | Grade 3 | 3 years | Social cognitive theory, Social learning theory |
Rush 2012 [46] | Project Energize | Obesity/overweight | New Zealand | 5 and 10 year olds | 2 years | Health Promoting Schools framework |
Sahota 2001 [47] | APPLES | Obesity/overweight, Physical Activity, Nutrition | UK | Years 4-5 | 10 months | Health Promoting Schools framework |
Sallis 2003 [48] | M-SPAN | Physical Acivity, Nutrition | USA | Grades 6-8 | 2 years | Ecological model |
Shamah Levy 2012 [49] | Nutrición en Movimiento | Obesity/overweight, Nutrition | Mexico | Grade 5 | 6 months | Not explicitly theory-based, but mentions use of theory of peer learning for one element of the intervention (puppet theatre) |
Trevino 2004 [50] | Bienestar (1) | Physical Activity, Nutrition | USA | Grade 4 | 5 months | Social cognitive theory, Social ecological theory |
Trevino 2005 [51] | Bienestar (2) | Obesity/overweight, Physical Activity | USA | Grade 4 | 8 months | Social cognitive theory |
Williamson 2012 [52] | Louisiana (LA) HEALTH | Obesity/overweight, Physical Activity, Nutrition | USA | Grades 4-6 | 2.5 years | Social learning theory |
Tobacco Interventions | ||||||
De Vries (Denmark) 2003 [53] | ESFA (Denmark) | Tobacco | Denmark | Grade 7 | 3 years | Attitude, social influence and self-efficacy (ASE) model |
De Vries (Finland) 2003 [53] | ESFA (Finland) | Tobacco | Finland | Grade 7 | 3 years | Attitude, social influence and self-efficacy (ASE) model |
Hamilton 2005 [54] | - | Tobacco | Australia | Grade 9 | 2 years | Health Promoting Schools framework |
Perry 2009 [55] | Project MYTRI | Tobacco | India | Grades 6-8 | 2 years | Social cognitive theory, social influences model |
Wen 2010 [56] | - | Tobacco | China | Grades 7-8 | 2 years | Socio-ecological framework, PRECEDE-PROCEED model |
Alcohol Interventions | ||||||
Komro 2008 [57] | Project Northland (Chicago) | Alcohol, Tobacco, Drugs | USA | Grade 6-8 | 3 years | Theory of triadic influence |
Perry 1996 [58] | Project Northland (Minnesota) | Alcohol, Tobacco, Drugs | USA | Grades 6-8 | 3 years | Social learning theory |
Multiple Risk Behaviour Interventions | ||||||
Beets 2009 [59] | Positive Action (Hawai’i) | Tobacco, alcohol, drugs, violence, sexual health, academic and school-related outcomes | USA | Grades 2-3 | 3 years | Theory of self-concept, Theory of triadic influence |
Eddy 2003 [60] | LIFT | Tobacco, alcohol, drugs | USA | Grades 1 and 5 | 10 weeks | Coercion theory |
Flay 2004 [61] | Aban Aya | Violence, drugs, sexual health | USA | Grade 5 | 4 years | Theory of triadic influence |
Li 2011 [62] | Positive Action (Chicago) | Tobacco, alcohol, drugs, violence, academic and school-related outcomes | USA | Grade 3 | 6 years | Theory of self-concept, Theory of triadic influence |
Perry 2003 [63] | DARE Plus | Tobacco, alcohol, drugs, violence | USA | Grade 7 | 2 years | Theory of triadic influence |
Schofield 2003 [64] | Hunter Region Health Promoting Schools Program | Tobacco | Australia | Years 7-8 | 2 years | Health Promoting Schools framework Community Organization Theory |
Simons-Morton 2005 [65] | Going Places | Tobacco, alcohol | USA | Grades 6-8 | 3 years | Social cognitive theory |
Sexual health Interventions | ||||||
Basen-Engquist 2001 [66] | Safer Choices | Sexual health | USA | Grade 9 | 2 years | Social cognitive theory, social influence theory and models of school change |
Ross 2007 [67] | MEMA Kwa Vijana | Sexual health | Tanzania | Students aged 14+ years | 3 years | Social learning theory |
Mental Health and Emotional Well-being Interventions | ||||||
Bond 2004 [68] | Gatehouse Project | Mental health and emotional well-being, tobacco, drugs, bullying | Australia | Grade 8 | 3 years | Health Promoting schools framework, attachment theory |
Sawyer 2010 [69] | beyondblue | Mental health and emotional well-being | Australia | Year 8 | 3 years | Health Promoting Schools framework |
Violence Prevention Interventions | ||||||
Orpinas 2000 [70] | Students for Peace | Violence | USA | Grades 6-8 | 3 semesters | Social cognitive theory |
Wolfe 2009 [71] | Fourth R | Violence, sexual health | Canada | Grade 9 | 15 weeks | None stated |
Anti-bullying Interventions | ||||||
Cross 2011 [72] | Friendly Schools | Bullying | Australia | Grade 4 | 2 years | Health Promoting Schools framework, Social cognitive theory, Ecological theory, Social control theory, Health belief model, Problem behaviour theory |
Cross 2012 [73] | Friendly Schools, Friendly Families | Bullying | Australia | Grades 2, 4 and 6 | 2 years | Health Promoting Schools framework |
Fekkes 2006 [74] | - | Bullying | Netherlands | 9-12 year-olds | 2 years | No specific theory but based on Olweus bullying programme |
Frey 2005 [75] | Steps to Respect | Bullying | USA | Grades 3-6 | 1 year | None stated |
Kärnä 2011 [76] | KiVa (1) | Bullying | Finland | Grade 4-6 | 9 months | Social cognitive theory |
Kärnä 2013 [77] | KiVa (2) | Bullying | Finland | Grade 1–3 and 7-9 | 9 months | Social cognitive theory |
Stevens 2000 [78] | - | Bullying | Belgium | 10 to 16 year-olds | Not clear | Social learning theory |
Hand-washing Interventions | ||||||
Bowen 2007 [79] | - | Illness from infectious diseases | China | Grade 1 | 5 months | None stated |
Talaat 2011 [80] | - | Illness from infectious diseases | Egypt | Grades 1–3 (for data collection, but all children in school targeted) | 12 weeks | None stated |
Miscellaneous Interventions | ||||||
Hall 2004 [81] | School Bicycle Safety Project/The Helmet Files | Safety/accidents | Australia | Grade 5 | 2 years | Health Promoting Schools framework |
McVey 2004 [82] | Healthy Schools- Healthy Kids | Body image | Canada | Grade 6-7 | 8 months | Health Promoting Schools framework, Ecological approach |
Olson 2007 [83] | SunSafe | Sun safety | USA | Grades 6-8 | 3 years | Social cognitive theory, Socio-ecological theory, Protection motivation theory |
Tai 2009 [84] | - | Oral health | China | Grade 1 | 3 years | Health Promoting Schools framework |