An Evaluation of the Effectiveness of School-Based Breastfeeding Education

School-based interventions aimed at modifying the knowledge, attitudes, social norms, and intended future practice regarding breastfeeding may be an effective way of improving breastfeeding rates. A systematic review of relevant literature was conducted to identify scientifically rigorous studies on school-based interventions and promotion activities that focus on breastfeeding. Of the 1990 citations reviewed, only 6 empirical articles on school-based interventions to promote breastfeeding were found and these interventions vary greatly in terms of format, duration, outcome measures, and significance of the results. Overall, these studies demonstrated positive effects on perceptions and attitudes toward breastfeeding and increased behavioral intention of breastfeeding later in life. School-based breastfeeding promotion programs hold promise for increasing knowledge of breastfeeding and support for breastfeeding, promoting positive attitudes, creating a culture where breastfeeding is the norm, and increasing future intentions to breastfeed.

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Universal, school-based interventions to promote mental and emotional well-being: what is being done in the UK and does it work? A systematic review

BMJ Open ◽

10.1136/bmjopen-2018-022560 ◽

2018 ◽

Vol 8 (9) ◽

pp. e022560 ◽

Cited By ~ 5

Author(s):

Karen Mackenzie ◽

Christopher Williams

Keyword(s):

Mental Health ◽

Outcome Measure ◽

Well Being ◽

Study Quality ◽

Methodological Issues ◽

Positive Effects ◽

School Based ◽

School Based Interventions ◽

The Uk

ObjectivesThe present review aimed to assess the quality, content and evidence of efficacy of universally delivered (to all pupils aged 5–16 years), school-based, mental health interventions designed to promote mental health/well-being and resilience, using a validated outcome measure and provided within the UK in order to inform UK schools-based well-being implementation.DesignA systematic review of published literature set within UK mainstream school settings.Data sourcesEmbase, CINAHL, MEDLINE, PsycINFO, PsychArticles, ASSIA and Psychological and Behavioural Sciences published between 2000 and April 2016.Eligibility criteriaPublished in English; universal interventions that aimed to improve mental health/emotional well-being in a mainstream school environment; school pupils were the direct recipients of the intervention; pre-post design utilised allowing comparison using a validated outcome measure.Data extraction and synthesis12 studies were identified including RCTs and non-controlled pre-post designs (5 primary school based, 7 secondary school based). A narrative synthesis was applied with study quality check.1ResultsEffectiveness of school-based universal interventions was found to be neutral or small with more positive effects found for poorer quality studies and those based in primary schools (pupils aged 9–12 years). Studies varied widely in their use of measures and study design. Only four studies were rated ‘excellent’ quality. Methodological issues such as small sample size, varying course fidelity and lack of randomisation reduced overall study quality. Where there were several positive outcomes, effect sizes were small, and methodological issues rendered many results to be interpreted with caution. Overall, results suggested a trend whereby higher quality studies reported less positive effects. The only study that conducted a health economic analysis suggested the intervention was not cost-effective.ConclusionsThe current evidence suggests there are neutral to small effects of universal, school-based interventions in the UK that aim to promote emotional or mental well-being or the prevention of mental health difficulties. Robust, long-term methodologies need to be pursued ensuring adequate recording of fidelity, the use of validated measures sensitive to mechanisms of change, reporting of those lost to follow-up and any adverse effects. Further high-quality and large-scale research is required across the UK in order to robustly test any long-term benefits for pupils or on the wider educational or health system.

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School- and family-based interventions to prevent overweight in children

Proceedings of The Nutrition Society ◽

10.1079/pns2005424 ◽

2005 ◽

Vol 64 (2) ◽

pp. 249-254 ◽

Cited By ~ 60

Author(s):

Manfred J. Müller ◽

Sandra Danielzik ◽

Svenja Pust

Keyword(s):

Statistical Power ◽

School Health ◽

Health Knowledge ◽

Education Programme ◽

Overweight And Obesity ◽

Positive Effects ◽

School Based ◽

School Based Interventions ◽

Family Based ◽

Family Based Interventions

There have been only a few controlled studies on the prevention of overweight and obesity in children and adolescents. These studies differ in relation to strategy, setting, duration, focus, variables of outcome and statistical power, and therefore do not allow general conclusions to be made about the value of preventive measures. All school-based interventions aimed at the prevention of overweight and obesity show some improvement of health knowledge and health-related behaviours. Short-term effects on nutritional state seem to be more pronounced in girls than in boys. School-based interventions can reduce the incidence of overweight. There is evidence that families of intermediate and high socio-economic status as well as intact families benefit more from treatment than families sharing other characteristics. Selected prevention in obese children is most successful when children are treated together with their parents. However, there are social barriers limiting the success of family-based interventions. Although some positive effects have been reported, simple interventions in a single area (e.g. a school health education programme) are unlikely to work on their own. The development of effective preventive interventions probably requires strategies that affect multiple settings simultaneously. At present there is no concerted action, rather many strategies in health promotion that are followed in isolation. Faced with the epidemic of overweight there is a need for national campaigns and action plans on childhood overweight and obesity. It is tempting to speculate that this strategy will also increase the value of isolated approaches (e.g. in schools and families).

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Non-Pharmacological Interventions for ADHD in School Settings: An Overarching Synthesis of Systematic Reviews

Journal of Attention Disorders ◽

10.1177/1087054715573994 ◽

2015 ◽

Vol 23 (3) ◽

pp. 220-233 ◽

Cited By ~ 6

Author(s):

Darren A. Moore ◽

Michelle Richardson ◽

Ruth Gwernan-Jones ◽

Jo Thompson-Coon ◽

Ken Stein ◽

...

Keyword(s):

Systematic Reviews ◽

Effect Size ◽

Research Evidence ◽

Contextual Factors ◽

Pharmacological Interventions ◽

Positive Effects ◽

School Settings ◽

School Based ◽

School Based Interventions ◽

Size Estimates

Objective: This overarching synthesis brings together the findings of four systematic reviews including 138 studies focused on non-pharmacological interventions for ADHD used in school settings. These reviews considered the effectiveness of school-based interventions for ADHD, attitudes toward and experience of school-based interventions for ADHD, and the experience of ADHD in school settings. Method: We developed novel methods to compare the findings across these reviews inductively and deductively. Results: Key contextual issues that may influence the effectiveness and implementation of interventions include the relationships that pupils with ADHD have with their teachers and peers, the attributions individuals make about the etiology of ADHD, and stigma related to ADHD or intervention attendance. Conclusion: Although we found some positive effects for some outcomes and intervention categories, heterogeneity in effect size estimates and research evidence suggests a range of diverse contextual factors potentially moderate the implementation and effectiveness of school-based interventions for ADHD.

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Components of School-Based Interventions Stimulating Students’ Intrapersonal and Interpersonal Domains: A Meta-analysis

Clinical Child and Family Psychology Review ◽

10.1007/s10567-020-00328-y ◽

2020 ◽

Vol 23 (4) ◽

pp. 605-631 ◽

Cited By ~ 2

Author(s):

Esther Mertens ◽

Maja Deković ◽

Patty Leijten ◽

Monique Van Londen ◽

Ellen Reitz

Keyword(s):

Meta Analysis ◽

Self Esteem ◽

Self Awareness ◽

Learning Approaches ◽

Group Discussions ◽

Intervention Effects ◽

Positive Effects ◽

School Based ◽

Registration Number ◽

School Based Interventions

Abstract Many universal school-based interventions aim to stimulate students’ intrapersonal (e.g., self-esteem) and interpersonal (e.g., school climate) domains. To improve our understanding of why some of these interventions yield stronger effects than others, we identified intervention components that are related to stronger or weaker intervention effects. We systematically searched four databases (i.e., PsycINFO, PubMed, ERIC, CENTRAL) for controlled evaluations of universal school-based interventions. In total, 104 included studies (529 included effect sizes) reported on 99 unique interventions. Interventions showed small positive effects on the intrapersonal (d = 0.19) and interpersonal (d = 0.15) domains. Focusing on self-awareness and problem solving, using more active learning approaches, and using more extensive interventions predicted stronger intervention effects on aspects of both domains. In contrast, efforts to improve emotion regulation, assertiveness, cognitive coping, and using group discussions predicted weaker intervention effects. Furthermore, commonly implemented components were not necessarily related to stronger intervention effects and components that were related to stronger effects were not necessarily often implemented. Our findings highlight the need to carefully select components for inclusion in interventions. PROSPERO Registration Number: CRD42019137981.

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Effective school-based preventive interventions for alcohol use in Africa: a systematic review

African Health Sciences ◽

10.4314/ahs.v20i3.45 ◽

2020 ◽

Vol 20 (3) ◽

pp. 1397-1406

Author(s):

Sachi Tomokawa ◽

Kimihiro Miyake ◽

Takeshi Akiyama ◽

Yuka Makino ◽

Akihiro Nishio ◽

...

Keyword(s):

Systematic Review ◽

Alcohol Use ◽

Randomized Controlled Trials ◽

Controlled Trials ◽

Preventive Interventions ◽

Effective School ◽

Positive Effects ◽

Randomized Controlled ◽

School Based ◽

School Based Interventions

Background: Despite recognition of the risks of alcohol use and importance of prevention from an early age, the effectiveness of school-based interventions in Africa has not been clarified. Objective: We aimed to identify effective school-based alcohol use prevention interventions in Africa. Methods: We searched eight databases for peer-reviewed articles published until February 3, 2019 that reported on randomized controlled trials, cluster randomized controlled trials, controlled clinical trials, pre-post quasi-experimental stud- ies, cohort studies, and case-control studies. The full-texts of relevant studies were searched. Results: Four of 2797 papers met our eligibility criteria. All reported interventions targeted secondary school students in South Africa and were incorporated in the school curriculum. The interventions comprised multi-component activities with participatory and peer educational methods, and applied modified programs originally developed in the US. However, inter- vention effects were inconsistent among studies, although the interventions tended to have a positive effect on non-drinkers at baseline, with stronger effects in girls. Conclusion: Interventions had positive effects on students that were non-drinkers at baseline, especially girls. Although we could not find robust evidence that school-based interventions changed attitudes, frequency/quantity of drinking, and intentions to use alcohol, one intervention showed an increase in students’ alcohol refusal self-efficacy. Keywords: School-based preventive interventions; alcohol use; Africa; systematic review.

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