School-based Intervention Program Research Articles

The effects of school-based hygiene intervention programme: Systematic review and meta-analysis.

Children are susceptible to infections due to frequent participation in school group activities and their often-suboptimal hygiene practices. Frequent infections in children affect school attendance, academic performances, and general health. The effectiveness of school-based hygiene-related intervention programmes need to be informed by updated high-quality synthesised evidence. In this systematic review, we searched PubMed and Cochrane CENTRAL for randomised and non-randomised interventional studies that evaluated school-based hygiene-related interventions. We assessed risk-of-bias (Cochrane risk-of-bias 2 tool), performed random-effect meta-analysis (RevMan 5.4) and rated certainty-of-evidence (GRADE). Thirty-nine trials (41 reports), published from 2011 to 2024 from 22 countries were included. Twenty-three studies contributed data for meta-analysis. All school-based interventions were compared with standard curriculum and demonstrated very low to low certainty-of-evidence due to study methodological limitations and imprecision. Hand-body hygiene interventions may improve knowledge, attitudes and practices (SMD 2.30, 95%CI 1.17 to 3.44, 6 studies, 7301 participants), increase handwashing practices (RR 1.75, 95%CI 1.41 to 2.17, 5 studies, 5479 participants), and reduce infection-related absenteeism (RR 0.74, 95%CI 0.66 to 0.83, 5 studies, 1017852 observations). Genital hygiene interventions may improve attitude (SMD 6.53, 95%CI 2.40 to 10.66, 2 studies, 2644 participants) and practices (RR 2.44, 95%CI 1.28 to 4.68, 1 study, 1201 participants). However, intervention effects on oral hygiene appeared mixed, with worsening of the oral hygiene score (SMD 3.12, 95%CI 1.87 to 4.37, 2 studies, 652 participants) but improved dental hygiene (SMD -0.33, 95%CI -0.53 to -0.13, 3 studies, 4824 participants) and dental caries scores (SMD -0.34, 95%CI -0.52 to -0.16, 4 studies, 2352 participants). Limited evidence suggests that interventions targeting hand-body and genital hygiene practices may improve knowledge, practices, and infection-related absenteeism. However, the effects on oral hygiene intervention appeared mixed. Future research should strengthen randomisation and intervention documentation, and evaluate hygiene-related behaviour, academic performances and health outcomes.

Challenges and barriers in conducting school-based physical activity research: A narrative review

ABSTRACT Physical activity (PA) is associated with numerous mental and physical health benefits. But it has been observed that young people and children frequently participate in low levels of PA, which is especially noticeable when they progress from primary to secondary school. Thus, in order to improve physical health among school-going children, different schools should put in place school-based PA intervention programs. The researchers designing PA intervention protocols for school children encounter various challenges during implementation; hence, this narrative review determines the challenges and barriers faced by the researchers during data collection on PA of school-going adolescent children. The review highlighted the challenges encountered during implementation of school-based PA and fitness among school children. The key issues mentioned in the review involved problems related to communication with schools, recruitment of participants along with the informed consent, implementation and data collection, environment of school, and barriers to PA in school. The documentation of these difficulties can help advance knowledge of the researchers and their efficacy, which will finally result in the development of strengthened and close relationships with school-based educational institutions, leading to implementation of intervention protocols and enhancing physical fitness in school children.

Emotional Intelligence and Teacher Productivity and Performance in Public Elementary Schools: An Input for a School-Based Intervention Program

Emotional intelligence (EI) is crucial to every individual's well-being. It is a significant factor in establishing positive relationships, especially in the post-pandemic era. Teachers play vital roles in education as they are the front liners who directly interact with learners, parents, and stakeholders. Therefore, they should have a strong EI to employ constructive approaches in managing their school environment. Therefore, educational leaders and school administrators must recognize how personal challenges impact teachers' emotional intelligence, particularly during the pandemic, by establishing reliable support mechanisms that foster a positive learning atmosphere. These resources can help teachers manage personal issues and empower them to support their students effectively. The study analyzed the impact of Emotional Intelligence on teachers’ productivity and performance as input for a school-based intervention program. This descriptive research utilized a quantitative correlation approach. A simple random sampling technique was employed to determine the population sample size. The questionnaire was sent to 655 target respondents from two sub-offices of the Division of Laguna, Department of Education, Philippines, through two methods: via a Google link or using paper and pen, with the permission of their school heads. The questionnaire was sent to the target participants in two ways: through a Google link or through paper-and-pen with the permission of the participants’ school heads. The results revealed that the respondents demonstrated high emotional intelligence but average stress management. On the other hand, they were both at high levels in terms of productivity and performance. The relationship between emotional intelligence and teachers’ productivity exhibited moderate correlations, while there was a strong correlation between Emotional Intelligence and Teaching Performance. Finally, some demographic factors influenced the relationship between emotional intelligence (EI) and Teaching Performance. Most school interventions focus on skill development, curriculum development, teaching methodologies, or student support systems, and Emotional Intelligence is often neglected. Providing emotional support to teachers is important for recognizing how their emotional states impact their effectiveness and the learning environment. This support can help to continually enhance productivity and performance, leading to better learning outcomes.

Problematic use of social media in adolescents or excessive social gratification? The mediating role of nomophobia

The term problematic social media use (PSMU) refers to the interference produced by social networks in everyday life, where online participation is perceived as rewarding and continues despite negative consequences. The constant gratification (peer connection, instant notifications, scrolling, and variable rewards) has negative consequences for the well-being of adolescents, from the fear of not being connected to developing negative moods. Recent studies of uses and gratifications theory suggest that user preferences, such as the search for friendships and maintaining social relations, are related to PSMU. Based on that theory, this study analyzes the mediating role of nomophobia in the link between social use (social gratification) and problematic social media use among adolescents in Madrid (Spain). The research was conducted in 2022 with adolescents aged 14–17 (N = 820), who self-reported the use of social media, nomophobia, and problematic social media use (Adolescent Risk of Addiction to Social Networks and the Internet Questionnaire; ERA-RSI). The data were analyzed using structural equation modeling (SEM) with partial least squares (PLS). The gratification-oriented social use offered by social networks in interactions with other people and nomophobia were explanatory variables for problematic use in adolescent participants. As predicted, nomophobia mediates the link between social use and PSMU. Social use and nomophobia were positively and significantly related, with a medium effect size. The preference for online social interaction and fear of losing this connection contribute significantly to PSMU. The results revealed the need for school-based prevention and intervention programs for digital well-being.

104 Impact of a School-Based Physical Activity Intervention program on Physical Activity Levels, Sleep Patterns, Aerobic Fitness, and Motor Competence

104 Impact of a School-Based Physical Activity Intervention program on Physical Activity Levels, Sleep Patterns, Aerobic Fitness, and Motor Competence

Effectiveness of Fun FRIENDS on social emotional functioning of Pakistani school children

School-based intervention programs are important for children from low- and middle-income countries where prior research suggests they are at greater risk for poor social-emotional functioning (SEF). The present study examined the effectiveness of an Urdu (Pakistani language) version of the Fun FRIENDS program in enhancing the SEF of school children from Islamabad, Pakistan. A randomized controlled trial was conducted with 426 children (4 to 8 years) from public schools. The findings of the study demonstrated a significant positive effect of the intervention on child-reported social-emotional development. Whereas emotional knowledge and recognition and teacher-reported externalizing problems were not significant. These results provide preliminary evidence that Fun FRIENDS may be effective in promoting one aspect of the SEF of school children in Pakistan. However, larger-scale studies with public and private school student populations are necessary to understand better these largely null results and how to best optimize school-based programs within Pakistani culture.

A school-based intervention programme to prevent anxiety and depression among Chinese children during the COVID-19 pandemic

BackgroundChild and adolescent mental health is a major public health concern worldwide. The development of children’s social and emotional skills helps to improve mental health and wellbeing, and prevent anxiety and depression. The school-based social emotional learning (SEL) programmes have proved effective in a number of countries. But in Mainland China, there has been no empirical research of the effectiveness on children’s mental health. The study conducted a SEL programme in China during the COVID-19 pandemic and aimed to determine whether: (1) a SEL programme can reduce anxiety and depression, (2) the intervention effect is influenced by sociodemographic characteristics, (3) the programme effects change children’s emotion management and communication.MethodsParticipants were 230 children aged 8–12 years in the intervention school and 325 in the control school in two poor villages in central China. The study was a quasi-experimental trial, comprising 16 weekly 90-minute sessions. It used a mixed-methods design, with a quantitative survey administered at baseline, post-intervention, and 5-month follow-up, and qualitative interviews. Linear mixed effects regression modeling was used to analyse the intervention effectiveness, linear models were conducted to examine the moderation effect of sociodemographic variables, and the inductive thematic analysis approach was used for interview data.ResultsThe intervention had no significant effect on anxiety or depression, except that intervention school children who lived with neither parent (left behind children) reported lower depression scores than control school at post-intervention and 5-month follow-up. Qualitative interviews showed after intervention children were more able to control tempers and better communicated their thoughts and feelings, improving their relationships with family and friends.ConclusionsThe programme was cheap, easy to implement, and warmly welcomed by children, schools and caregivers, suggesting it was feasible and potentially sustainable. More research is needed on the adaptation of the SEL programme in the Chinese context.

Effectiveness of video-based and traditional intervention in school on anxiety among primary school children

Despite widespread remote psychological interventions during the COVID-19 pandemic, the difference between the effectiveness of remote digital and face-to-face methods in school-based intervention programs remains unclear. This study examined the difference between the effectiveness of video and face-to-face based problem-solving training on primary (elementary) school students’ anxiety and cognitive bias. Participants included 125 Grades 5 and 6 students. One group was assigned the video-based intervention, and another group was assigned the face-to-face intervention. The face-to-face group experienced a reduction in levels of anxiety, whereas the video group did not. The main effect of time suggested a reduction in cognitive bias across both groups. Although both groups understood the intervention content, the face-to-face group may have experienced more immediate anxiety-reducing effects.

Prevalence of emotional and behavioral problems among adolescents in Bangladesh.

Emotional and behavioral problems among adolescents is a global concern. Previous studies conducted in Bangladesh have highlighted the importance to effectively prevent and address emotional and behavioral problems among adolescents to improve their psychological well-being. Despite these efforts, there remains limited research specifically addressing emotional and behavioral problems, conduct disorders, hyperactivity/attention disorders, and peer relationship problems among adolescents in Bangladesh in terms of age, gender, grade, and location. To address this knowledge gap, the present study aimed to comprehensively investigate the prevalence of emotional and behavioral problems among school-going adolescents in Bangladesh. The study employed a two-stage stratified cluster sampling technique to recruit a total of 1496 participants. The socio-demographic characteristics of the participants, such as age, gender, grade, location, birth order, family type, monthly family income, and parental education were collected. Emotional and behavioral problems were assessed using the Strength and Difficulties Questionnaire(SDQ), while the chi-square test and logistic regression were used to analyze the data with STATA software. The prevalence of emotional disorder was 9.09% (7.73 - 10.65%). The rate was 21.72% (19.70 - 23.88%) for conduct disorder, 6.21% (5.09 - 7.55%) for hyperactivity, and for peer-relationship problem, the rate was 15.10% (13.37 - 17.01%) among adolescents. Overall, gender, grade, location, monthly family income, and parental education were significantly associated with emotional and behavioral problems. More specifically, adolescent girls (OR = 2.90 for the emotional disorder), grade (8th: OR = 2.07, 9th: OR = 1.95, for the emotional disorder), urban residents (OR = 2.46, for conduct disorder; OR = 2.29, for hyperactivity; OR = 2.03, for peer-relationship problem), poor monthly family income (OR = 2.84, for peer-relationship problem) significantly increased the risk of psychiatric morbidity. The study highlights the need for school-based intervention programs to address adolescent emotional and behavioral problems. By targeting vulnerable individuals, these programs can effectively reduce mental health problems among adolescents.

Testing the Moderating Effect of Anti-Prejudice Motivation and Peer Attitudes on the Effectiveness of a School-Based Vicarious Contact Intervention

Vicarious contact has often been used for studying prejudice-reduction in school contexts due to its relatively accessible application through written or audiovisual portrayals of positive intergroup contact. However, these interventions may sometimes prove ineffective, thus restricting their ecological validity and independent use in education. To contribute to the understanding of factors that might facilitate or mitigate the efficacy of vicarious contact in reducing ethnic prejudice among adolescents, the present study tested for the moderating effect of anti-prejudice motivation and friends’ outgroup attitudes. Participants were Finnish secondary school students (N = 334; M = 13.38 years, SD = 0.53; 48% female; 19% ethnic minority) allocated into cluster-randomized intervention (N = 149) and control (N = 185) groups. Participants in the intervention group took part in 4 × 45-min teacher-led intervention sessions. A pretest-posttest design was employed to assess the outgroup attitudes three weeks before the intervention and the follow-up two weeks after. The results showed that adolescents’ intrinsic, but not extrinsic, anti-prejudice motivation and the pre-intervention attitudes of their reciprocal classroom friends positively predicted post-intervention attitudes towards people from different ethnic and cultural groups. However, only extrinsic motivation moderated the intervention effect as the results indicated the intervention to have a detrimental effect on outgroup attitudes among adolescents with less motivation to be non-prejudiced in order to gain social acceptance. This attitudinal backlash among adolescents less susceptible to the social influence of others implies that motivational aspects should not be overlooked when developing school-based intervention programs, especially when social norms are used as a mechanism of attitude change.

Cannabis use and its psychosocial correlates among school-going adolescents in Sierra Leone

BackgroundIn Sierra Leone, adolescents are increasingly engaging in risky activities, including cannabis use, which can lead to substance abuse, poor academic performance, and psychotic symptoms. This study aims to investigate the prevalence and associated factors of cannabis use among school-going adolescents in the country.MethodData for the study was sourced from the 2017 Sierra Leone Global School-based Student Health Survey (GSHS), a nationally representative survey conducted among adolescents aged 10-19 years using a multistage sampling methodology. A weighted sample of 1,467 adolescents in Sierra Leone was included in the study. The study utilised bivariate and multivariable logistic regression analysis to identify factors linked to cannabis use, presenting results using adjusted odds ratios and 95% confidence intervals.ResultsThe prevalence of cannabis use was 5.1% [3.0,8.6] among school-going adolescents in Sierra Leone. School-going adolescents who attempted suicide [aOR = 6.34, 95% CI = 1.71–23.45], used amphetamine [aOR = 15.84, 95% CI = 7.94–31.62] and were involved in sexual risk behaviour [aOR = 5.56, 95% CI = 2.18–14.20] were more likely to be associated with cannabis use.ConclusionIn Sierra Leone, a small but non-trivial minority of students use cannabis. Ever-used amphetamines or methamphetamines, suicidal attempts, and sexual risk behaviour were the factors associated with cannabis use in Sierra Leone. The development of school-based health intervention programmes is crucial to address the risk factors associated with cannabis use among school-going adolescents.

A scoping review of the literature on interventions to reduce stress and burnout among teachers.

IntroductionExperience of chronic stress among professionals is a risk factor for poor mental and physical well-being. There is limited knowledge regarding the kinds of interventions, and outcomes achieved using different modalities to address stress and burnout among teachers.ObjectivesTo undertake a scoping review of recent literature to determine psychological interventions and reported outcomes related to stress and burnout among teachers.MethodsThe PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews was followed. Relevant search terms were used to determine different interventions adopted to reduce teachers’ stress and burnout. Articles published between 2018 and 2022 were identified using five bibliographic databases. Relevant articles were extracted, reviewed, collated, and thematically analyzed, and findings s were summarized.Results Forty studies conducted in Asia, North America, Oceania, Europe, and Africa, met the inclusion criteria. Sixteen kinds of burnout and stress-reduction interventions were identified. The most popularly studied intervention were Mindfulness-Based Interventions alone or in combination with yoga or Cognitive Behavioural Therapy (CBT), followed by Rational Emotive Behavioral Therapy (REBT). Mindfulness-Based Interventions led to decreased overall Teacher Stress Inventory (TSI) and emotional exhaustion subscale scores. REBT, primarily used with special education teachers, especially in Africa, has also shown positive results. Other interventions reporting positive outcomes include Inquiry-Based Stress Reduction (IBSR), the Stress Management and Resiliency Training Program (SMART), Cyclic Meditation, Group Sandplay, Progressive Muscle Relaxation, Autogenic Training, Sport-Based Physical Activity, Emotional Intelligence Ability Models and Christian Prayer and Prayer-ReflectionImage:ConclusionsStress and burnout can have a negative impact on teachers and, very often, on the students they teach. Implementing suitable school-based interventions are necessary to improve teachers’ stress-coping ability, reduce the likelihood of burnout and improve general well-being. Policymakers, governments, school boards and administrators should prioritize the implementation of school-based awareness and intervention programs to mitigate teacher stress and burnout.Disclosure of InterestNone Declared

Nutrition and physical activity in schools in Pacific Island Countries

The increasing rates of obesity among children and adolescents are significant issues worldwide and in the Pacific Island Nations(1). An energy imbalance between calorie intake and expenditure is linked to overweight and obesity for children and adolescents. Epidemiological, nutritional, and technological changes are linked to altered eating habits, including an increase in energy consumption. Conversely, technological advancements and market globalization are responsible for declines in physical activity (PA)(2). During COVID-19 outbreak a more sedentary lifestyle than before the outbreak has been adopted by children and adolescents as a result of lockdown measures, which include shutting of schools, restrictive travel outside the home, and limiting social interactions has made the issue worse(3). Studies have shown that 40% to 70 % of obese children become obese adults(4). Since children spend a large portion of their day in school and eat their main meals there, school settings are suitable for interventions aimed at preventing childhood obesity. Additionally, school environments will reduce the number of dropouts brought on by problems with accessibility or transit(5). The selection of primary school children is important for interventions as the dietary and physical activity habits acquired at this age are ingrained in children and continue into adulthood. So, it is important to have a robust nutrition and physical activity curriculum in all the primary schools. There are many challenges faced by the governments in implementing such curriculum which includes lack of trained in country staff, limited infrastructures in schools for physical activity, culturally relevant information which can be easily understood by local populations, proper monitoring, and evaluation of the existing guidelines. Community engagement and partnership with local health ministries and departments are crucial for the success of these curriculum (6). To fill this gap robust evidence on effectiveness and implementation of school-based wellness intervention programs in primary schools are in dire needs in Pacific Island nations. Given this, the project titled “Healthy Child Promising Future-Promoting health in primary school settings was conducted in all schools in Wallis & Futuna and piloted in one urban school in Fiji. A knowledge, attitude, practice (KAP) questionnaire was used to evaluate the effectiveness of the intervention which was conducted for all the children (7-9 years) and their care takers. Intervention was conducted on 15 pre identified themes by face-to-face sessions every week and 30 minutes physical activity session was conducted every day in all the schools for children. For caretakers intervention was conducted around 5 themes. In both the countries the intervention had shown significant improvement in KAP scores both for caretakers and children related to the healthy diet consumption and promotion of physical activity. The results indicate that the developed intervention package had a positive impact on KAP.

A Study to Determine the Prevalence, Risk Factors and Perception of Overweight and Obesity by Parent and Adolescent and Evaluate the Effectiveness of a School-Based Intervention Program on BMI, Body Fat Composition and Selected Health-Related Behaviour Patterns among Adolescents in Kanyakumari District

Adolescents are increasingly susceptible to obesity, and thus at risk of later non-communicable diseases, due to changes in food choices, physical activity levels and exposure to an obese environment. This review aimed to synthesize the literature investigating the effectiveness of health education interventions delivered in school settings to prevent overweight and obesity and/ or reduce BMI in adolescents, and to explore the key features of effectiveness.

The Effectiveness of School-Based Programs on Aggressive Behaviors among Children and Adolescents: A Systematic Review and Meta-Analysis

Purpose: Present study investigated the effectiveness of school-based intervention programs on reducing aggression among children and adolescents. Method: A thorough search was carried out on 12 electronic databases. Seventeen studies were finalized, and meta-analyses were performed using a random effect model on RevMan software. Results: Findings reveal that existing school-based programs have a significant effect on reducing aggression (standardized mean differences = −0.35, 95% confidence interval [−0.53, −0.18], Z = 3.92, p < .001). Furthermore, subgroup analysis found that interventions with a theoretical basis, using a randomized controlled trial (RCT) design, or having a short duration of each session (below 45 min), were more effective than ones without a theoretical basis, using a quasi-experimental design, or having longer session duration (above 45 min) on reducing aggressive behaviors. Conclusion: This review provided implications to improve school-based interventions by developing designs based on the guidance of theories and RCT design, as well as limiting session duration.

Management of Experiential Learning Loss of Bachelor of Technical-Vocational Teacher Education Students

The study determined how teacher education institutions in Quezon Province manage the losses in experiential learning of the BTVTEd students during online learning. It also looked into the significant association between the participants' determined difficulties and the way TEIs handled the identified losses. The study employed a descriptive-survey research design with correlation using a checklist questionnaire created from CMO 79 series 2017 and statistical tools including frequency and percentage distribution, weighted arithmetic mean, and Pearson r. The study found that (1) articulating and discussing the latest developments in a specific field of practice; (2) mastery of subject matter or discipline; and (3) higher-level literacy, communication, numeracy, critical thinking, and learning skills needed for higher learning were loss during online learning. Most of the tasks associated with preparing the BTVTEd students were moderately difficult for the participants. The school administrators sometimes manage the determined losses, prioritize the safe return of teachers and students in schools, and only sometimes manage to allocate sufficient financial resources for funding an intervention program. The study also revealed a slight association between the identified difficulties in demonstrating higher level literacy, communication, numeracy, critical thinking, and learning skills required for higher learning and communicating effectively in writing using both English and Filipino and how TEIs manage the losses in experiential learning. The study suggests that school administrators should take corrective actions to compensate for the experiential learning losses of the students still in the BTVTEd program. Ensuring that the school-based intervention programs are effective in helping students grasp what they are missing, accelerate their learning, and achieve the skills outlined in the BTVTEd minimum standards program outcomes. Additionally, they should initiate capacity-building training programs to restore, retrain, and retool BTVTEd teachers on how to effectively and efficiently carry out their duties regardless of the implemented teaching-learning modalities.

BLinG-Health: A Peer-Led Physical Activity Program for Black Adolescent Girls—A Pilot Study

Background: Culturally relevant approaches that address low physical activity rates among Black girls are increasing, yet opportunities to engage in physical activity (PA) remain minimal. Coupled with deficit approaches to school-based PA programming, positioning Black adolescent girls as PA leaders is missing from practice. BLinG-Health aims to develop peer leaders to participate in and deliver group fitness sessions in an after-school PA program. Methods: Black adolescent girls engaged in a culturally relevant, 8-week pretest and posttest quasi-experimental pilot study examining the impact of a peer-led school-based PA intervention program in a Baltimore, Maryland, public school. After peer leaders engaged in a 12-hr fitness education, training, and certification program using the Interactive Fitness Trainers of America’s Tabata group fitness instruction and certification series, peer leaders led classmates in group fitness 2–3 days a week for 8 weeks. Peer leaders and participants completed two assessment rounds at baseline and Week 9, including height and weight, to compute body mass index, waist circumference, hip circumference, hip-to-waist ratio, a 12-min run/walk, and push-up test. Results: Participants (n = 7; Mage = 16.43 years) significantly improved in cardiovascular endurance (p = .025) and muscular endurance (p = .013) with modest, nonsignificant changes in anthropometric measures. Discussion: Challenging deficit narratives on Black girls’ PA engagement, participants consistently attended weekly group fitness sessions and improved cardiovascular and muscular fitness. Empowering Black adolescent girls to lead group fitness sessions among peers may enhance PA engagement. Schools should consider culturally relevant programming to increase Black girls’ opportunities to engage in PA.

Individual and social predictors of Greek early adolescents’ self-determination: A longitudinal structural equation analysis

Given that early adolescence is a dynamic and vulnerable developmental period, it is important to examine factors that promote adolescents’ individual development and, more specifically, the satisfaction of psychological needs within the framework of self-determination theory. In a two-wave longitudinal sample (N = 218) of Greek adolescents (eighth grade in autumn 2020 and ninth grade in autumn 2021), we used structural equation modeling to determine which individual and social factors longitudinally predict autonomy, competence, and relatedness. The examination of these psychological needs is regarded as a necessary step in designing school-based prevention and intervention programs for adolescents. Individual factors, such as self-esteem, self-efficacy, and depression or anxiety, foster self-determination through social factors, such as recognition and support from teacher and parents, and social resources. Adolescents with a migration background showed lower levels of social factors. The model was gender invariant and indicated that social agents (teachers and parents) and social resources predict a very large proportion of variance in early adolescents’ individual development. These findings support the view that early adolescents’ development depends on social factors through the satisfaction of psychological needs.

Use of mobile technology to enhance the capacity of teachers to teach family life and HIV education in Nigeria: Overview of methods for a randomized controlled trial.

Family Life and HIV Education (FLHE) program is a national school-based sexual education intervention program to prevent the spread of HIV among young people in Nigeria. The FLHE curriculum was first implemented nationwide in 2003. However, there have been challenges mitigating the implementation of this intervention. An important challenge is the low capacity of teachers to adequately deliver the contents of the developed curriculum. Considering the significant roles teachers play in the implementation of this important prevention program, it is important that they have the capacity to deliver it. Literature review has shown that there are no documented studies in Nigeria that have considered the use of mobile technology to improve the capacity of teachers to teach FLHE. Therefore, in this paper we have documented the methodology of a study that tested the feasibility of enhancing the self-reported capacity of teachers to deliver the FLHE curriculum through mobile technology. This study was a multiphase study. In this paper, we present an overview of the methods employed in the mobile-FLHE (m-FLHE) program for teachers. We describe study design, participant eligibility and recruitment, assessments, intervention procedures, and measures in the assessments. We also present treatment fidelity assessment, procedures utilized to enhance retention of study participants, and data analysis plans. Although, the role of teachers and instructors in ensuring the fidelity of CSE has been shown to be critical to its success, very few programs have sought to improve the capacity of teachers to teach FLHE. This study presents the methods of an innovative and sustainable way to improve the capacity of teachers to increase the comprehensive knowledge of HIV among adolescents.

Effectiveness of a school-based intervention to manage overweight and obesity among adolescents in Seremban, Malaysia: A cluster randomized controlled trial

The aim of the study was to evaluate the effectiveness of a school-based intervention programme among overweight and obese adolescents in Seremban, Negeri Sembilan, Malaysia. A cluster randomised controlled trial was conducted to evaluate the effect of the intervention (n = 200) and compared with control group (n = 200). The intervention was developed based on social cognitive theory, conducted in a group based, five-session of face-to-face, bi-weekly for 10 weeks. The primary outcomes were body mass index (BMI) and BMI-for-age z-scores (BAZ), whereas the secondary outcomes were breakfast consumption, physical activity level, self-efficacy, and body satisfaction. T-tests and generalized linear mixed model analysis were used to examine the effectiveness of the intervention at baseline, immediate post-intervention, and 3-month post-intervention, while controlling for covariates. A significant intervention effect was found in reducing BMI and BAZ. BMI of the participants in the intervention group was reduced from 28.10 kg/m2 to 27.93 kg/m2, and further decreased to 27.80 kg/m2, while BAZ was reduced from 2.19 to 2.12, and further decreased to 2.07, from baseline to immediate post-intervention, and 3-month follow-up, respectively. Furthermore, there was significant improvement in breakfast consumption frequency, physical activity scores, healthy eating and weight self-efficacy scores, perceived physical activity self-efficacy scores, and body discrepancy scores as compared with the control group. The integrated school-based intervention programme was effective in reducing BMI and BAZ among overweight and obese participants. The results suggested that this programme could be integrated as one of the regular school co-curricular programmes.