Table 1 Intervention design: involvement of children and school/community collaboration

Birnbaum et al. (2002) [38]

Collecting children’s opinion: participation in health committees; School Nutrition Advisory Council (SNAC). Children are involved in the implementation of predefined interventions: peer leaders “help deliver the intervention”, i.e., a predefined curriculum.

Take-home activities and information: Parent Packs with a newsletter, tip sheets on healthy eating, and family assignments and activities.

Parents and staff take part in SNACs to develop policy practices.

Carlsson & Simovska (2012) [47]

The intervention follows the Investigation-Vision-Action-Change (IVAC) approach and involves pupils in all its stages.

Local communities were involved in the health-promoting changes made in the school, e.g. through collaboration with community stakeholder consultants that take part in development and implementation.

Dzewaltowski et al. (2009) [40]

Children take part in school advocacy groups, “change teams”, led by adult site coordinators. Change teams create awareness of PA and healthy eating among peers. A curriculum supporting environmental change skills reached all involved classes. 14.9 % of intervention pupils take part in a change team. Children and youth take part in implementing change, but adults initiate and lead the intervention.

Shared activities between schools: school staff members receive training and are linked between schools in a “performance community hub” to facilitate sharing and problem-solving.

Gådin et al. (2009) [44]

All pupils are involved in developing suggestions for school change in a participatory process using the “It’s your decision” model. A few pupils participate in an HPS committee and take part in the decision-making process. Students make up half the committee, which has the purpose of prioritising pupils’ proposals for environmental change and developing strategies for implementation.

Whole-school approach with involvement of parents in the school health committee. The amount of influence of the two parent representatives is unclear.

Haapala et al. (2014) [41]

Involving children in implementation of predefined interventions: pupils take part in designing and executing recess activities as peer instructors and activators.

Schools and municipalities implement the plan that they have designed for themselves, backed by the national project framework.

Hannay et al. (2013) [49]

Teens are involved as co-researchers, taking part in defining framing questions, identifying problem areas and developing and implementing an action plan for advocacy for environmental and policy change in their community.

Presentation of the project by students to policy-makers and community stakeholders. Partnership between community members.

Linton et al. (2014) [45]

Youth participating in the action groups perform community assessment and subsequently advocate for environmental and policy change with policy-makers. Genuine participation, including conducting surveys, assessing and prioritizing issues.

Leadership and development and implementation of an action plan for advocacy for change in their community.

Adult mentors form youth action groups in schools and community centres. Mentors attend train-the-trainer seminars delivered by the programme.

Orme et al. (2013) [39]

Participation in School Nutrition Action Groups (SNAGs); policy groups located at school. Pupil representatives collect the opinions of all pupils. Different levels of involvement in different schools.

Pupils provide input through the SNAG, but decisions are made by school staff.

Whole-school approach including curriculum, school ethos and community involvement. Parents, teachers and school management participate in SNAGs.

Ríos-Cortázar et al. (2014) [42]

Involving children in research: children as co-researchers.

Children take part in leadership and advocacy: leadership and development and implementation of an action plan for advocacy for change in their community.

Partnerships: participatory approach involving students and the community. Three phases (exploratory, diagnostic, strategy definition).

Rowe et al. (2010) [43]

A group of students conduct a survey among the other pupils, staff, parents and community stakeholders (the “ideal” school). Staff and senior students work together to address problem areas. Students take part in the visioning, advocacy, implementation and running of a “Kids Café”. Children contribute to Kids Café activities (recipes) and workshops.

Students, school staff, parents and community stakeholders take part in the launch of the initiative, a “Kids Café”, and the formation of a health committee. Parents and community stakeholders use the Kids Café and attend performances and educational activities. The area is established permanently through support from the community and local businesses.

Simovska & Carlsson (2012) [48]

Involving children in decision-making and project management: participation as a learning-through-success strategy.

Participation is used as an influence strategy that enhances confidence and competence.

Local communities are involved in the health-promoting changes made in the school. Changes to the local environment related to healthy eating in one school and PA in four schools. A “walking school bus” is established in collaboration with parents at two schools. Several schools collaborate with local authorities to improve local PA opportunities.

Toussaint et al. (2011) [46]

Youth Health Advocates (YHAs); high school youth enrolled in the programme receive training on health, leadership and more, to empower them to perform peer outreach. Youth are involved in implementation of activities. Power-sharing activities.

Community-generated programme including a community advisory board. The initiative includes a campaign and policy change efforts at local schools, and runs an after-school club.