scholarly journals Systematic review of the effects of schools and school environment interventions on health: evidence mapping and synthesis

2013 ◽  
Vol 1 (1) ◽  
pp. 1-320 ◽  
Author(s):  
C Bonell ◽  
F Jamal ◽  
A Harden ◽  
H Wells ◽  
W Parry ◽  
...  
Keyword(s):  
Physical Activity ◽  
Health Inequalities ◽  
School Environment ◽  
School Level ◽  
Student Health ◽  
Quasi Experimental ◽  
Multilevel Studies ◽  
Organisation Management ◽  
Stage 1 ◽  
Physical Activity Environments

BackgroundIn contrast to curriculum-based health education interventions in schools, the school environment approach promotes health by modifying schools' physical/social environment. This systematic review reports on the health effects of the school environment and processes by which these might occur. It includes theories, intervention outcome and process evaluations, quantitative studies and qualitative studies.Research questionsResearch question (RQ)1: What theories are used to inform school environment interventions or explain school-level health influences? What testable hypotheses are suggested? RQ2: What are the effects on student health/inequalities of school environment interventions addressing organisation/management; teaching/pastoral care/discipline; and the physical environment? What are the costs? RQ3: How feasible/acceptable and context dependent are such interventions? RQ4: What are the effects on student health/inequalities of school-level measures of organisation/management; teaching/pastoral care/discipline; and the physical environment? RQ5: Through what processes might such influences occur?Data sourcesA total of 16 databases were searched between 30 July 2010 and 23 September 2010 to identify relevant studies, including the British Educational Index, the Cumulative Index to Nursing and Allied Health Literature, the Health Management Information Consortium, EMBASE, MEDLINE and PsycINFO. In addition, references of included studies were checked and authors contacted.Review methodsIn stage 1, we mapped references concerning how the school environment affects health and consulted stakeholders to identify stage 2 priorities. In stage 2, we undertook five reviews corresponding to our RQs.ResultsStage 1: A total of 82,775 references were retrieved and 1144 were descriptively mapped. Stage 2: A total of 24 theories were identified (RQ1). The human functioning and school organisation, social capital and social development theories were judged most useful. Ten outcome evaluations were included (RQ2). Four US randomised controlled trials (RCTs) and one UK quasi-experimental study examined interventions building school community/relationships. Studies reported benefits for some, but not all outcomes (e.g. aggression, conflict resolution, emotional health). Two US RCTs assessed interventions empowering students to contribute to modifying food/physical activity environments, reporting benefits for physical activity but not for diet. Three UK quasi-experimental evaluations examined playground improvements, reporting mixed findings, with benefits being greater for younger children and longer break times. Six process evaluations (RQ3) reported positively. One study suggested that implementation was facilitated when this built on existing ethos and when senior staff were supportive. We reviewed 42 multilevel studies, confining narrative synthesis to 10 that appropriately adjusted for confounders. Four UK/US reports suggested that schools with higher value-added attainment/attendance had lower rates of substance use and fighting. Three reports from different countries examined school policies on smoking/alcohol, with mixed results. One US study found that schools with more unobservable/unsupervised places reported increased substance use. Another US study reported that school size, age structure and staffing ratio did not correlate with student drinking. Twenty-one qualitative reports from different countries (RQ5) suggested that disengagement, lack of safety and lack of participation in decisions may predispose students to engage in health risks.LimitationsWe found no evidence regarding health inequalities or cost, and could not undertake meta-analysis.ConclusionsThere is non-definitive evidence for the feasibility and effectiveness of school environment interventions involving community/relationship building, empowering student participation in modifying schools' food/physical activity environments, and playground improvements. Multilevel studies suggest that schools that add value educationally may promote student health. Qualitative studies suggest pathways underlying these effects. This evidence lends broad support to theories of social development, social capital and human functioning and school organisation. Further trials to examine the effects of school environment modifications on student health are recommended.FundingThe National Institute for Health Research Public Health Research programme.

scholarly journals Rapid Realist Review of School-Based Physical Activity Interventions in 7- to 11-Year-Old Children

Children ◽  
2021 ◽  
Vol 8 (1) ◽  
pp. 52
Author(s):  
Emmanuel Defever ◽  
Michelle Jones
Keyword(s):  
Physical Activity ◽  
School Leadership ◽  
School Environment ◽  
Meta Analysis ◽  
Implementation Fidelity ◽  
Realist Review ◽  
School Level ◽  
School Settings ◽  
Physical Activity Interventions ◽  
Rapid Realist Review

Meta-analysis of physical activity interventions in school settings have revealed low efficacy and that there is a need to explore implementation fidelity. The aim of this rapid realist review was to determine, what physical activity interventions in school settings for children aged 7- to 11-years-old works, for whom, and in what circumstances. The realist synthesis was conducted following RAMESES guidelines. Relevant studies were identified following a systematic search process and data from 28 studies was extracted for evidence to form context-mechanism-outcome configurations that were clustered and refined. Using the five-level socioecological model, the program theories were classified into the levels of intrapersonal (child), interpersonal (teachers), institutional (program content, school administration, and school environment), community (home and neighborhood), and policy. The school level led to most context-mechanism-outcome configurations related to school leadership and policy, workforce structure, program characteristics, and school environment. At each level, we identified features of interventions, alongside implementation considerations that might work to promote efficacy and sustainability. The need to recognize the school environment as part of a complex system with multi-level interaction and influences was a key finding. In line with realist philosophy, the researchers encouraged primary research to confirm, refute, and refine the program theories presented.

School-level changes in factors related to oral health inequalities after national recommendation on sweet selling

2018 ◽  
Vol 47 (5) ◽  
pp. 576-582
Author(s):  
Jaakko Anttila ◽  
Mimmi Tolvanen ◽  
Rami Kankaanpää ◽  
Satu Lahti
Keyword(s):  
Oral Health ◽  
Health Inequalities ◽  
School Environment ◽  
School Health ◽  
Eating Habits ◽  
School Level ◽  
Post Intervention ◽  
Data Set ◽  
Level Data ◽  
National Recommendation

Aims: In 2007, Finnish authorities gave a national recommendation that schools should not sell sweet products. This study aimed to determine the effects of the national recommendation on school-level intermediary determinants (factors related to oral health inequalities) and if the changes were different according to school-level socio-economic position (SEP). Methods: This ecological and longitudinal study combined school-level data from two independent studies from Finnish upper comprehensive schools ( N = 970): the School Health Promotion study (SHPS) and the School Sweet Selling survey (SSSS). The baseline data (SHPS from 2006–2007 and SSSS from 2007) and the post-intervention data (SHPS and SSSS from 2008–2009) were combined into a longitudinal school-level data set ( n = 360 and response rate = 37%). The intermediary determinants were: attitudes and access to intoxicants, school health services, school environment, home environment, schools’ health-promoting actions (including sweet product selling) and pupils’ eating habits. Three equal-sized school-level SEP group — slow, middle and high — were formed. The changes in the intermediary determinants were analysed using Wilcoxon Signed Ranks test. Differences between school SEP groups were analysed the using Kruskal–Wallis test. Longitudinal linear mixed modelling was used to determine the contribution of intermediary determinants to the changes in pupils’ eating habits. Results: The national recommendation was effective in decreasing sweet product selling at schools and the effect was equal in each school-level SEP group. Intermediary determinants contributed differently to eating habits in the three SEP groups. Conclusions: A national recommendation seems to be an effective tool in making the school environment healthier without increasing inequalities.

Development and Interrater Reliability of an Observational School Environment Checklist: A Practical, Comprehensive Tool to Assess Healthy Eating and Physical Activity Opportunities in Schools

2021 ◽  
pp. 152483992110145
Author(s):  
Hannah Lane ◽  
Katherine Campbell ◽  
Anne Zhang ◽  
Rachel Deitch ◽  
Aaron Litz ◽  
...  
Keyword(s):  
Physical Activity ◽  
School Environment ◽  
Objective Assessment ◽  
Audit Tool ◽  
Cohen’S Kappa ◽  
Iterative Development ◽  
Cohen's Kappa ◽  
Physical Activity Environments ◽  
Acceptable Reliability ◽  
Acceptable Agreement

Introduction Comprehensive, objective assessment of schools’ eating and physical activity environments is critical to developing and evaluating policies and interventions to reduce pediatric obesity inequities; however, few tools exist that describe the entire school comprehensively and are feasible with restricted resources. This study describes development and reliability of the observational school environment checklist (OSEC), a comprehensive observational audit tool. Method We developed the OSEC through iterative adaptations of existing instruments and pilot testing. The tool assesses four focus areas: cafeteria, lobby/hallway, gym, and outdoor areas. For reliability testing, two trained auditors independently completed the OSEC and met to resolve disagreements. For items with poor agreement, a third independent coder coded photographs taken during auditing. Percent agreement and Cohen’s kappa were calculated for all items and across four evidence-based constructs: atmosphere, accessibility, attractiveness, and advertising. Results After iterative development, the 88-item OSEC was tested for reliability in 18 schools. Items with poor (<80%) agreement or redundancy were discarded or reworded ( n = 16 items). All four constructs had acceptable agreement, ranging by focus area: 72.3% (attractiveness), 86.3% to 97.1% (atmosphere), 82.9% to 100% (accessibility), and 92.9% (advertising). Cohen’s kappa ranges were acceptable: 0.66–0.91 (atmosphere), 0.60–1.00 (accessibility), 0.46 (attractiveness), and 0.77 (advertising). After adding similar items across domains ( n = 49) to improve comprehensiveness, the final tool contained 121 binary items. Implications The OSEC reliably and comprehensively captures the school environment. It requires few resources or expertise to administer, has acceptable reliability, and can assess atmosphere, accessibility, attractiveness, and advertising in school areas where students engage in eating and physical activity.

scholarly journals Effects of Four-Day School Weeks on Physical Education Exposure and Childhood Obesity

2020 ◽  
Vol 17 (9) ◽  
pp. 902-906
Author(s):  
Emily J. Tomayko ◽  
Katherine B. Gunter ◽  
John M. Schuna ◽  
Paul N. Thompson
Keyword(s):  
Physical Activity ◽  
Childhood Obesity ◽  
Physical Education ◽  
School Environment ◽  
School Enrollment ◽  
Day School ◽  
School Level ◽  
Obesity Prevalence ◽  
Related Factors ◽  
Environment Exposure

Background: Use of 4-day school weeks (FDSWs) as a cost-saving strategy has increased substantially as many US school districts face funding declines. However, the impacts of FDSWs on physical activity exposure and related outcomes are unknown. This study examined physical education (PE) exposure and childhood obesity prevalence in 4- versus 5-day Oregon schools; the authors hypothesized lower PE exposure and higher obesity in FDSW schools, given reduced school environment exposure. Methods: The authors utilized existing data from Oregon to compare 4- versus 5-day models: t tests compared mean school-level factors (PE exposure, time in school, enrollment, and demographics) and complex samples weighted t tests compared mean child-level obesity data for a state representative sample of first to third graders (N = 4625). Results: Enrollment, time in school, and student–teacher ratio were significantly lower in FDSW schools. FDSW schools provided significantly more PE, both in minutes (120 vs 101 min/wk in 4- vs 5-d schools, P < .01) and relative to total time in school (6.9% vs 5.0%, P < .0001). Obesity prevalence did not differ significantly between school models. Conclusion: Greater PE exposure in FDSW schools was observed, and it remains unknown whether differences in PE exposure contributed to obesity prevalence in this sample of students. Efforts to better understand how FDSWs impact physical activity, obesity risk, and related factors are needed.

Contribution of the School Environment to Physical Fitness in Children and Youth

2010 ◽  
Vol 7 (3) ◽  
pp. 333-342 ◽  
Author(s):  
Inas Rashad Kelly ◽  
Mary Ann Phillips ◽  
Michelle Revels ◽  
Dawud Ujamaa
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Physical Fitness ◽  
Health Outcomes ◽  
School Environment ◽  
Cardiovascular Fitness ◽  
The Body ◽  
School Level ◽  
Children And Youth ◽  
Future Research

Background:This study analyzed the effect of school practices regarding the provision of physical education (PE) on the physical fitness of children and youth.Methods:Using an untapped sample of approximately 5000 5th and 7th graders from 93 schools in Georgia in 2006, individual-level and merged school-level data on physical education were analyzed. Multivariate regression analyses were conducted to estimate the potential influence of the school environment on measured health outcomes. Controls were included for grade, gender, race/ethnicity, urbanicity, and county of residence.Results:Variables measuring 8 school-level practices pertaining to physical education were found to have significant effects on cardiovascular fitness as measured by the FitnessGram, with signs in the expected direction. These variables, combined with demographic variables, explained 29.73% of the variation in the Progressive Aerobic Cardiovascular Endurance Run but only 4.53% of the variation in the body mass index.Conclusions:School-level variables pertaining to PE practices were collectively strong predictors of physical fitness, particularly cardiovascular fitness. Schools that adopt these policies will likely encourage favorable physical activity habits that may last into adulthood. Future research should examine the causal relationships among physical education practices, physical activity, and health outcomes.

scholarly journals Income-related health inequality among Chinese adults during the COVID-19 pandemic: evidence based on an online survey

2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Peng Nie ◽  
Lanlin Ding ◽  
Zhuo Chen ◽  
Shiyong Liu ◽  
Qi Zhang ◽  
...  
Keyword(s):  
Mental Health ◽  
Physical Activity ◽  
Health Outcomes ◽  
Family Member ◽  
Health Inequalities ◽  
Online Survey ◽  
Mainland China ◽  
Decomposition Analysis ◽  
National Sample ◽  
Vulnerable Groups

AbstractBackgroundPartial- or full-lockdowns, among other interventions during the COVID-19 pandemic, may disproportionally affect people (their behaviors and health outcomes) with lower socioeconomic status (SES). This study examines income-related health inequalities and their main contributors in China during the pandemic.MethodsThe 2020 China COVID-19 Survey is an anonymous 74-item survey administered via social media in China. A national sample of 10,545 adults in all 31 provinces, municipalities, and autonomous regions in mainland China provided comprehensive data on sociodemographic characteristics, awareness and attitudes towards COVID-19, lifestyle factors, and health outcomes during the lockdown. Of them, 8448 subjects provided data for this analysis. Concentration Index (CI) and Corrected CI (CCI) were used to measure income-related inequalities in mental health and self-reported health (SRH), respectively. Wagstaff-type decomposition analysis was used to identify contributors to health inequalities.ResultsMost participants reported their health status as “very good” (39.0%) or “excellent” (42.3%). CCI of SRH and mental health were − 0.09 (p < 0.01) and 0.04 (p < 0.01), respectively, indicating pro-poor inequality in ill SRH and pro-rich inequality in ill mental health. Income was the leading contributor to inequalities in SRH and mental health, accounting for 62.7% (p < 0.01) and 39.0% (p < 0.05) of income-related inequalities, respectively. The COVID-19 related variables, including self-reported family-member COVID-19 infection, job loss, experiences of food and medication shortage, engagement in physical activity, and five different-level pandemic regions of residence, explained substantial inequalities in ill SRH and ill mental health, accounting for 29.7% (p < 0.01) and 20.6% (p < 0.01), respectively. Self-reported family member COVID-19 infection, experiencing food and medication shortage, and engagement in physical activity explain 9.4% (p < 0.01), 2.6% (the summed contributions of experiencing food shortage (0.9%) and medication shortage (1.7%),p < 0.01), and 17.6% (p < 0.01) inequality in SRH, respectively (8.9% (p < 0.01), 24.1% (p < 0.01), and 15.1% (p < 0.01) for mental health).ConclusionsPer capita household income last year, experiences of food and medication shortage, self-reported family member COVID-19 infection, and physical activity are important contributors to health inequalities, especially mental health in China during the COVID-19 pandemic. Intervention programs should be implemented to support vulnerable groups.

scholarly journals The Role of Preschool Hours in Achieving Physical Activity Recommendations for Preschoolers

Children ◽  
2021 ◽  
Vol 8 (2) ◽  
pp. 82
Author(s):  
Sara Lahuerta-Contell ◽  
Javier Molina-García ◽  
Ana Queralt ◽  
Vladimir E. Martínez-Bello
Keyword(s):  
Physical Activity ◽  
Early Childhood ◽  
School Environment ◽  
High Density ◽  
Childhood Education ◽  
Gender And Age ◽  
Sociodemographic Correlates ◽  
Physical Activity Recommendations ◽  
Activity Recommendations

Research on physical activity (PA) in different educational settings could elucidate which interventions promote a healthy school lifestyle in early childhood education (ECE). The aims of this study were: (a) to analyse the PA levels of preschoolers during school hours, as well as the rate of compliance with specific recommendations on total PA (TPA) and moderate-vigorous PA (MVPA); (b) to examine the role of structured movement sessions and recess time in the MVPA levels during school hours; (c) to evaluate the sociodemographic correlates of preschoolers and the school environment on MVPA behaviour during school hours. PA was evaluated with Actigraph accelerometers. Our main findings were that: (a) preschoolers engaged in very little TPA and MVPA during school hours; (b) children showed significantly higher MVPA levels on days with versus without structured movement sessions, and the contribution of the structured sessions to MVPA was significantly higher than that of recess time; (c) gender and age were associated with PA, and a high density of young children on the playground was associated with high levels of vigorous PA, whereas in the classroom, high density was associated with more sedentary behaviour. Structured PA could reduce the gap in achieving international recommendations.

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