Table 1 Overview of formulated program objectives, outcomes and performance objectives for each level of the intervention

1. Prevention of chronic stress among high school students in Denmark

1.1. Students prevent chronic stress

1.1.1. Students are able to avoid potential stressors

1.1.2. Students are able to manage unavoidable stressors

1.1.3. Students are able to recognise early warning signs and symptoms of stress

1.2. The school management create a school environment that prevent chronic stress among students

1.2.1. The school management allocates resources for teachers to plan and coordinate the students’ homework and assignments

1.2.2. The school management allocates resources for student counsellors to introduce students to time management tools

1.2.3. The school management allocates resources for student counsellors to monitor the overall well-being of the students

1.2.4. The school management allocates resources for homework assistance

1.2.5. The school management recommends teachers to reduce the number of grades

1.2.6. The school management recommends teachers to reduce the number of new assignments

1.2.7. The school management allocates resources for mindfulness courses

1.2.8. The school management allocates resources for teachers to implement the stress teaching materials

1.2.9. The school management improves the physical environment

1.2.10. The school management formulate a stress policy

1.3. School staff create a school environment that prevent chronic stress among students

1.3.1. Teachers plan and coordinate the students’ homework and assignments

1.3.2. Student counsellors introduce students to time management tools

1.3.3. Student counsellors monitor the overall well-being of the students

1.3.4. Teachers (and second- or third-year students) organise homework assistance

1.3.5. Teachers reduce the number of grades

1.3.6. Teachers reduce the number of new assignments

1.3.7. Teachers organise mindfulness courses

1.3.8. Teachers implement the stress teaching materials

2. Promotion of healthy sleep habits among high school students in Denmark

2.1. Students improve their sleep habits (sleep quantity and sleep quality)

2.1.1. Students are able to go to bed earlier at night (sleep quantity)

2.1.2. Students are able to fall asleep at night (sleep quality)

2.1.3. Students are able to sleep better at night (sleep quality)

2.2. The school management creates a school environment that promote healthy sleep habits among students

2.2.1. The school management introduces a rule for assignment deadlines

2.2.2. The school management allocates resources for teachers to implement the sleep teaching materials

2.2.3. The school management formulate a sleep policy

2.3. School staff create a school environment that promote healthy sleep habits among students

2.3.1. Teachers implement a rule for assignment deadlines

2.3.2. Teachers implement the sleep teaching materials

3. Increasing PA and reducing sedentary time in weekdays among high school students (before/during/after school hours) in Denmark

3.1. Students are more physically active and spend less time on sedentary activities

3.1.1. Students particiapte in MI  in the classroom

3.1.2. Students are physically active during recess

3.1.3. Students are physically active during Physical Education and Sport

3.1.4. Students develop and implement new PA initiatives

3.1.5. Students participate in PA initiatives before/after school hours

3.2. The school management create a school environment that promotes PA before, during and after the school day among students

3.2.1. The school management allocates resources for increasing the number of PA initiatives before/after school hours including support for the implementation of PA initiatives derived from the Young & Active workshop

3.2.2. The school management allocates resources for MI in the classroom

3.2.3. The school management allocates resources for teachers to implement the PA teaching materials

3.2.4. The school management allocates resources for providing more PA opportunities during recess

3.2.5. The school management formulate a PA policy

3.3. School staff creates a school environment that promotes PA before, during and after the school day among students

3.3.1. Teachers implement MI in the classroom

3.3.2. Teachers implement the PA teaching materials

3.3.3 Teachers (and second- and third year students) facilitate the Young & Active workshop where students develop new PA initiatives

3.3.4. Teachers (and second- and third year students) support first year students in the implementation of new PA initiatives after the Young & Active workshop

4. Promoting regular meal habits and increasing intake of healthy snacks and water among high school students in Denmark

4.1. Students establish regular meal habits and increase intake of healthy snacks and water (and decrease intake of unhealthy alternatives)

4.1.1. Students drink water instead of sugar-sweetened beverages

4.1.2. Students eat healthy snacks instead of unhealthy snacks

4.1.3. Students eat healthy breakfast every day

4.1.4. Students eat healthy lunch every day

4.2. The school management create a school environment that support regular meal habits and intake of healthy snacks and water

4.2.1. The school management ensures that students have access to fresh drinking water

4.2.2. The school management allocates resources for teachers to implement the healthy eating teaching materials

4.2.3. The school management meets with a professional canteen consultant and supports and encourages canteen staff to adjust their food selection

4.2.4. The school management formulate a healthy food policy

4.3. School staff create a school environment that support regular meal habits and intake of healthy snacks and water

4.3.1. School caretakers and/or canteen staff provide fresh drinking water

4.3.2. Teachers implement the healthy eating teaching materials

4.3.3. Canteen staff meet with a professional canteen consultant and adjust their food selection according to this