Systematic Review Of School-based Interventions Research Articles

School-based interventions TO Prevent Dating and Relationship Violence and Gender-Based Violence: STOP-DRV-GBV systematic review.

Schools have a duty of care to prevent violence between students but a significant amount of dating and relationship violence and gender-based violence occurs in schools. These are important public health issues with important longitudinal consequences for young people. To understand functioning and effectiveness of school-based interventions for the prevention of dating and relationship violence and gender-based violence. We undertook a mixed-methods systematic review to synthesise different types of evidence relating to school-based interventions for the prevention of dating and relationship violence and gender-based violence to understand if, how and in what ways these interventions are effective. We searched 21 databases and 2 trial registers and undertook forwards and backwards citation chasing, author contact and other supplementary search methods. Searches identified all literature published to June 2021. All screening was undertaken in duplicate and independently, and we quality appraised all included studies. We included 247 reports (68 outcome evaluations, 137 process evaluations). Synthesis of intervention components produced an intervention typology: single-component, curricular, multicomponent, and multilevel programmes. Synthesis of intervention theories suggested that interventions aiming to increase students' sense of school belonging and sense of safety in the school building could encourage increased learning of prosocial skills and increased prosocial peer norms, and so potentially reducing dating and relationship violence and gender-based violence. Synthesis of factors affecting delivery highlighted school organisation and leaders who believed in the importance of addressing dating and relationship violence/gender-based violence, along with time and resources to deliver the interventions. The ease with which the intervention could be delivered and modified was also important. Meta-analysis found stronger evidence for intervention effectiveness in reducing dating and relationship violence than for gender-based violence, with significant long-term impacts on dating and relationship violence victimisation and perpetration, and some evidence that interventions in high-income countries could be effective for reducing victimisation and perpetration of gender-based violence in the long-term. Impacts on knowledge and attitudes were primarily short-term. Network meta-analysis did not suggest superiority of any intervention type. Moderation evidence suggested interventions reduced dating and relationship violence perpetration in boys more than girls, but reduced gender-based violence perpetration more in girls. Metaregression by intervention component did not explain heterogeneity in effectiveness, but qualitative comparative analysis suggested that reducing perpetration was important to reducing victimisation, and that perpetration could be reduced via focus on interpersonal skills, guided practice and (for gender-based violence) implementation of social structural components. Despite an exhaustive search, trials may have been missed and risk of publication bias was high for several analyses. This is the most comprehensive systematic review of school-based interventions for dating and relationship violence and gender-based violence to date. It is clear that the prevention of dating and relationship violence and gender-based violence in schools will require longer-term investment to show benefit. Future research is needed to understand why intervention effectiveness appears stronger for dating and relationship violence than gender-based violence. The study is registered as PROSPERO CRD42020190463. This award was funded by the National Institute for Health and Care Research (NIHR) Public Health Research programme (NIHR award ref: NIHR130144) and is published in full in Public Health Research; Vol. 12, No. 3. See the NIHR Funding and Awards website for further award information.

Teaching Strategy in Early Childhood Education: Child-Friendly Classroom Management to Anticipate Bullying Behaviours

Bullying behaviour can have a negative impact on a child's physical and psychological health. Bullying in the classroom is a challenge for early-childhood educators. Preschool is the first place outside the home where children face social challenges when interacting with their classmates. Child-Friendly Class is the first step and part of the Children Friendly School (CSF) as a UNICEF program and an important Indonesian government policy to prevent the emergence of child bullying behaviour. This study aims to identify needs in the process of developing a Child-Friendly Classroom Management model to anticipate bullying behaviour. This research and development method uses an adaptation of the Rowntree model which includes three stages of the process and data collection techniques using interviews, questionnaires, and observation. The results of this study indicate that the preparation of an effective classroom management guidebook to create child-friendly classes needs to be followed up immediately. Several findings related to teachers' perceptions of classroom management, and child-friendly classes prove that child-friendly classes have not been implemented properly in PAUD institutions, with bullying behaviour still appearing in early childhood in PAUD institutions. PAUD teachers understand that it is important to implement classroom management but so far there has been no manual on how to manage effective classrooms as well as training related to the implementation of effective classroom management. The creation of child-friendly classes is believed to be able to help teachers suppress the emergence of bullying behaviour in early childhood.
 Keywords: Child-Friendly Classroom Management, Bullying Prevention, Early Childhood Education

A systematic review of school-based interventions targeting social communication behaviors for students with autism.

Initiating and responding to peers are social communication behaviors which are challenging for students with autism. We reviewed intervention studies set in mainstream elementary schools, which targeted these behaviors and reported on intervention outcomes as well as the resources required for their implementation. A total of 22 studies met the criteria for inclusion. Findings suggest that school-based interventions can increase the frequency and duration of initiating and responding behaviors in elementary school aged students with autism. These interventions were resource-intensive and usually delivered by researchers or teaching assistants away from the classroom. Future research should build on this emerging evidence base to consider interventions which could be implemented by classroom teachers as part of the classroom program.

A systematic review of school-based interventions that include inhaler technique education

Proper use of inhaled medication is essential for the successful treatment of childhood asthma; yet, improper inhaler technique among school-aged children is common. There are many schoolbased asthma education programs, but the extent to which these programs teach inhaler technique is unknown. We systematically reviewed the literature to identify schoolbased asthma interventions that included inhaler technique instruction. We searched several databases, including PubMed, for relevant articles. Studies were included if they were asthma interventions of any type (programs, curriculums, education) conducted at kindergarten through twelfth grade schools that taught inhaler technique and included inhaler technique as an outcome measure. Of the 285 citations identified, the final nine studies (selected from 71 full-text articles) met the inclusion criteria. Findings from this systematic review identified a very small number of school-based interventions that evaluated improvements in students' inhaler technique. Two of the nine studies (22%) used a validated measure of inhaler technique. Inhaler technique instruction varied in length, from 15min to 1h and nurses implemented inhaler technique instruction in six of the nine (67%) interventions. Existing studies offer mixed evidence for sustained technique improvements up to a 12-month follow-up period. Evidence suggests that students benefit from school-based inhaler technique education; however, inconsistencies in how technique was measured limit our ability to draw firm conclusions regarding the effectiveness of inhaler technique education on student outcomes. Future studies are needed to identify the most appropriate and feasible inhaler technique education components for use in comprehensive asthma self management interventions.

Protocol for systematic review of school-based interventions to prevent and control obesity in African learners

IntroductionThe increasing prevalence of obesity and overweight in childhood in developing countries is a public health concern to many governments. Schools play a significant role in the obesity epidemic as...

Systematic review of school-based interventions to prevent smoking for girls.

BackgroundThe purpose of this review is to study the effect of school-based interventions on smoking prevention for girls.MethodsWe performed a systematic review of articles published since 1992 on school-based tobacco-control interventions in controlled trials for smoking prevention among children. We searched the databases of PubMed, Embase, Web of Science, The Cochrane Databases, CINAHL, Social Science s, and PsycInfo. Two reviewers independently assessed trials for inclusion and quality and extracted data. A pooled random-effects estimate was estimated of the overall relative risk.ResultsThirty-seven trials were included, of which 16 trials with 24,210 girls were included in the pooled analysis. The overall pooled effect was a relative risk (RR) of 0.96 (95 % confidence interval (CI) 0.86-1.08; I2=75 %). One study in which a school-based intervention was combined with a mass media intervention showed more promising results compared to only school-based prevention, and four studies with girl-specific interventions, that could not be included in the pooled analysis, reported statistically significant benefits for attitudes and intentions about smoking and quit rates.ConclusionsThere was no evidence that school-based smoking prevention programs have a significant effect on preventing adolescent girls from smoking. Combining school-based programs with mass media interventions, and developing girl-specific interventions, deserve additional study as potentially more effective interventions compared to school-based-only intervention programs.Systematic review registrationPROSPERO CRD42012002322Electronic supplementary materialThe online version of this article (doi:10.1186/s13643-015-0082-7) contains supplementary material, which is available to authorized users.

Childhood obesity: prevention and strategies of intervention. A systematic review of school-based interventions in primary schools.

Two crucial aspects of obesity prevention are early childhood and school-based interventions. The main purpose of this systematic review wass to evaluate the efficacy and the feasibility of school-based interventions performed in primary schools. All pertinent data from the literature have been critically examined and reviewed to evaluate the efficacy and the feasibility of different strategies of interventions. In particular, many studies have been performed in school-aged children. Data from literature suggest that educational interventions toward healthy eating habits and physical activity at school could be a key strategy in the prevention of obesity, because it has been shown that is difficult to treat obesity in adults through changes in the lifestyle rather than during childhood. Recent advances in technology, especially web-based interventions, have been used to provide a specific content addressing healthy lifestyle with regard diet and exercise. These data suggest the opportunity to use web-interactive programs as a new challenging technique of communication in order to promote healthy behaviors. The early detection and treatment of obesity in children may be the best approach to prevent future increases in morbidity, as well as healthcare costs that will likely occur as overweight and obese children age.

A systematic review of interventions to promote physical activity in the preschool setting.

Conduct a systematic review of school-based interventions to promote physical activity in preschoolers. A systematic search of literature between 2002 and 2014 in nine electronic databases and reference lists was conducted using the terms physical activity combined with environment, children, or interventions. Fourteen articles were identified. Interventions were environmental, cognitive/behavioral, or a combination. Positive interventions involving preschool children included manipulation of the playground with the number of children playing at one time, markings, or equipment, and goal setting and reinforcement. More research is needed to determine interventions to promote physical activity in preschool children.

A Systematic Review of School-Based Interventions Aimed at Preventing, Treating, and Responding to Suicide- Related Behavior in Young People

Suicide, in particular among young people, is a major public health problem, although little is known regarding effective interventions for managing and preventing suicide-related behavior. To review the empirical literature pertaining to suicide postvention, prevention, and early intervention, specifically in school settings. MEDLINE, PsycINFO, and the Cochrane Central Register of Controlled Trials (CCRCT) as well as citation lists of relevant articles using terms related to suicide and schools were searched in July 2011. School-based programs targeting suicide, attempted suicide, suicidal ideation, and self-harm where intent is not specified were included. No exclusion was placed on trial design. All studies had to include a suicide-related outcome. A total of 412 potentially relevant studies were identified, 43 of which met the inclusion criteria, as well as three secondary publications: 15 universal awareness programs, 23 selective interventions, 3 targeted interventions, and 2 postvention trials. Overall, the evidence was limited and hampered by methodological concerns, particularly a lack of RCTs. The most promising interventions for schools appear to be gatekeeper training and screening programs. However, more research is needed.

A Systematic Review of School-Based Interventions to Prevent Risk Factors Associated With Noncommunicable Diseases

Noncommunicable diseases (NCDs) are emerging as an important public health problem in developing countries. The risk factors for NCDs are initiated during childhood and adolescence. The aim of this review was to assess the effectiveness of school-based interventions for prevention of NCD risk factors (physical inactivity, diet, and tobacco consumption), and identify processes that affect the main outcome. The retrieved studies from 2001 to 2010 were analyzed for their methodological quality (using standard guidelines), settings, intervention components, and main outcomes. The literature search identified 37 studies. The proportion of studies showing a positive result was 83% (10/12) among those that involved family, 87%(7/8) that involved both community and family, and 76% (13/17) that involved school only. Overall, 80% of the studies reported at least some evidence of a positive intervention effect. The current literature search supports the effectiveness of school-based interventions for prevention of risk factors associated with NCDs.

A systematic review of school based interventions aimed at the promotion of physical activity and/or healthy dietary behaviours in adolescents

There is evidence that low levels of physical activity and unhealthy dietary behaviours are associated with poor health in adolescents, leading to an increased risk of chronic disease in adulthood. These behaviours are modifiable and since adolescents spend a significant amount of time in school this provides an increasingly popular setting for physical activity and dietary interventions. A systematic review of school-based interventions aimed at changing physical activity and/or dietary behaviours in adolescents (11‐18yrs) published between 1995 and 2008 was conducted. The aim was to identify successful interventions, assess the quality of reporting, identify the effective components and any specific behaviour change theories and techniques implemented which may have facilitated interventions success. From 274 studies identified 15 were included in the review; two dietary only, seven physical activity only and six physical activity combined with dietary interventions. There were insufficient studies (n = 2) to assess fully the effectiveness of school based diet only interventions. The success of school based interventions aimed at changing both physical activity and dietary behaviours of adolescents was mixed. There was some evidence of gender differences with boys increasing physical activity behaviours only and girls improving dietary behaviours only. Interventions aimed at only physical activity behaviours were the most successful, with multi-component interventions which included an educational and environmental component identified as being most effective. Physical activity only interventions aimed and tailored specifically for girls were generally successful at improving physical activity behaviours. Interventions aimed at improving physical activity behaviours and aimed at both boys and girls tended to be more effective at improving the physical activity behaviours of boys only. There was little evidence that parental involvement facilitated interventions success. No one behavioural theory was clearly identified as being associated with studies reporting significant results for either dietary or PA behaviours. Studies that were based on a theory which considered the environmental influences on behaviour, such as Social Cognitive Theory (1) , however, appeared more effective. There were no specific behaviour change techniques identified with studies reporting significant results. The most common behaviour change techniques implemented in interventions were Prompt practice and Stimulating social support/norm in family and/or community for physical activity behaviours with the addition of Provided knowledge about target behaviour for dietary behaviours for dietary behaviours. Overall the reporting of intervention design and methodology was generally of moderate quality. The heterogeneity of the studies made it difficult to generalise which interventions were most effective, but there was a suggestion that combined education and environmental interventions were effective at changing physical activity behaviours in both boys and girls. The quality of study reporting needs to improve to identify the active components and behaviour change techniques implemented within interventions to facilitate the replication of interventions in the future.

A Systematic Review of School-Based Interventions to Prevent Bullying

A Systematic Review of School-Based Interventions to Prevent Bullying

A Systematic Review of School-Based Interventions to Prevent Bullying

To conduct a systematic review of rigorously evaluated school-based interventions to decrease bullying. MEDLINE, PsycINFO, EMBASE, Educational Resources Information Center, Cochrane Collaboration, the Physical Education Index, and Sociology: A SAGE Full-Text Collection were searched for the terms bullying and bully. We found 2090 article citations and reviewed the references of relevant articles. Two reviewers critically evaluated 56 articles and found 26 studies that met the inclusion criteria. The types of interventions could be categorized as curriculum (10 studies), multidisciplinary or "whole-school" interventions (10 studies), social skills groups (4 studies), mentoring (1 study), and social worker support (1 study). Data were extracted regarding direct outcome measures of bullying (bullying, victimization, aggressive behavior, and school responses to violence) and outcomes indirectly related to bullying (school achievement, perceived school safety, self-esteem, and knowledge or attitudes toward bullying). Only 4 of the 10 curriculum studies showed decreased bullying, but 3 of those 4 also showed no improvement in some populations. Of the 10 studies evaluating the whole-school approach, 7 revealed decreased bullying, with younger children having fewer positive effects. Three of the social skills training studies showed no clear bullying reduction. The mentoring study found decreased bullying for mentored children. The study of increased school social workers found decreased bullying, truancy, theft, and drug use. Many school-based interventions directly reduce bullying, with better results for interventions that involve multiple disciplines. Curricular changes less often affect bullying behaviors. Outcomes indirectly related to bullying are not consistently improved by these interventions.