|
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
|
