Table 3 Characteristics of included empirical UK studies and the programme theories (PT) for which they provided evidence

Active primary school (pilot)

 Co-ordinators worked with schools to provide opportunities for physical activity within and outside of the curriculum.

  Physical activity

  Delivered to: pupils (5–11 years) (primary)

  Delivered by: co-ordinators

 Lowden et al. [42]

BA

Available resources

Process evaluation

Adaptation

APPLES—the Active Programme Promoting Lifestyle Education in Schools

 Multi-disciplinary health promotion team worked with schools to develop school action plans tailored to each school’s perception of needs.

  Obesity

  Delivered to: pupils (8–10 years) (primary)

  Delivered by: health promotion team

 Sahota et al. [43]

CRCT

Engagement

Process evaluation

ASSIST—A Stop Smoking in Schools Trial

 Pupils nominated ‘influential peers’ who received training to become ‘peer supporters’ who aimed to reduce/stop smoking amongst their peers.

  Substance use (tobacco)

  Delivered to: pupils (12–13 years) (secondary)

  Delivered by: peers (12–13 years)

 Audrey et al. [44]

NA

Researchers’ reflections on programme implementation

 Audrey et al. [45]

NA

NA

 Audrey et al. [46]

Process evaluation

Adolescents’ perspectives

 Audrey et al. [43]

Process evaluation

Teachers perceptions

 Holliday et al. [47]

Process evaluation

Fidelity of delivery

Blueprint

 15 lessons (‘normative’ focus) delivered over 2 years; parenting skill workshops; local media coverage, managed by media relations agency; education and training for local retailers; involvement of wider community of drug professionals and organisations.

  Substance use (legal and illegal substances)

  Delivered to: pupils (11–13 years) (secondary)

  Delivered by: teachers

 Stead et al. [48]

CBA

Teacher training

Process evaluation

Curriculum

School drug advisor support for delivery in schools

 Stead et al. [49]

Process evaluation

Fidelity

Adaptation of content

Teaching confidence

Training

 Blueprint Evaluation Team [50]

Evaluation

Materials

Student participation

Citizenship Safety Project

 Secondary school pupils trained to teach aspects of accident prevention and risk awareness

  Injury prevention

  Delivered to: pupils (6–7 years) (primary)

  Delivered by: peers (14–15 years)

 Frederick, Barlow [51]

CBA

Perceptions of project (teacher/year 10 students)

(pilot study)

Eat Smart Play Smart

 Behaviourally focused ‘lunchtime clubs’ of 25 min/week (for 20 weeks) to raise value of desired behaviour, tasting opportunities, incentives, and practical skills.

  Obesity

  Delivered to: pupils (5–7 years) (primary)

  Delivered by: researchers

 Warren et al. [52]

RCT

Practical tasks/participation

Incorporation of materials into curriculum

Family Smoking Education (Health Education Authority)

 Teachers’ guide, parents’ leaflet, and pupils’ booklet were provided and delivered within the curriculum in the way that teachers judged to be most suitable.

  Substance use (tobacco)

  Delivered to: pupils (11–13 years) (secondary)

  Delivered by: teachers

 Newman, Nutbeam [53]

CBA

Teachers’ feedback on programme delivery

GGHB Sexual Health Education

 One lesson per week (5-week duration, as part of PSE curriculum), emphasising pupils’ ownership of the issues and challenging misconceptions with factual information. Mainly single sex groups. Included whole group, small group, and individual work and video, reading material, and quizzes.

  SRE

  Delivered to: pupils (11–16 years) (secondary)

  Delivered by: teachers

 Lowden, Powney [54]

Process evaluation

Student engagement

Teachers’ experiences

HeLP—Healthy Lifestyle Programme

 Over three terms (18 months), a range of activities intended to change behaviour at individual, family, and institutional levels—competitions, workshops, parents’ evening, PSHE lessons, drama activities, 1:1 goal-setting and assessment, newsletters.

  Obesity

  Delivered to: pupils (8–11 years) (primary)

  Delivered by: teachers, drama group, researchers

 Wyatt et al. [55]

CRCT (pilot)

Delivery

Process evaluation

Resources

KAT—Kids, Adults Together

 Classroom activities, ‘fun evening’ for families, DVD for pupils to watch with parents.

  Substance use (alcohol)

  Delivered to: pupils (9–11 years) (primary)

  Delivered by: teachers

 Rothwell, Segrott [56]

Process evaluation

Engagement

NE Choices

 Drama workshop, ‘youth work projects’, outdoor activity programme for ‘high-risk’ youth, and drugs awareness sessions for parents, training for teachers, youth workers, and school governors.

  Substance use (legal and illegal drugs)

  Delivered to: pupils (13–16 years) (secondary)

  Delivered by: various (theatre company, teachers, youth workers)

 Stead et al. [57]

CBA

Project aims versus youth work aims

Process evaluation

Concordance/adaptation to participants needs

PhunkyFoods Programme

 Lesson plans (1-h duration) to support delivery through art, drama, music, and play activities. Schools can adapt lesson plans. DVDs, books, and games provided.

  Healthy eating and physical activity

  Delivered to: pupils (5–11 years) (primary)

  Delivered by: school staff

 Teeman et al. [58]

BA

Teachers’ experiences

Process evaluation

Project Tomato

 Manual and 12 curriculum-related lesson plans formed ‘core elements’; other elements were ‘customisable’—cooking lessons, growing club information, team set-up information. Support materials (kit bags, newsletters, parent handouts) provided.

  Obesity

  Delivered to: pupils (8–9 years) (primary)

  Delivered by: teachers

 Christian [59]

CRCT

Fidelity

Process evaluation

‘Appreciation’ of programme

RIPPLE—Randomised Intervention of Pupil Peer Led Sex Education

 Peer educators trained by an external team to prepare classroom sessions (3 × 1 h), which were delivered without teacher supervision. Sessions used participatory learning methods and activities, covering relationships, STIs, and contraception.

  SRE

  Delivered to: pupils (13–14 years) (secondary)

  Delivered by: peers (16–17 years)

 Forrest et al. [60]

Process evaluation

Participation in programme

Student engagement

Sex educator characteristics

 Strange et al. [61]

Process evaluation

Engagement with the programme

Perceived benefits beyond health promotion

 Strange et al. [62]

Process evaluation

Engagement with the programme

 Oakley et al. [63]

Process evaluation

Engagement with the programme

 Stephenson et al. [64]

CRCT

Programme participation

Process evaluation

Student satisfaction with programme

Fidelity

 Strange et al. [65]

CRCT

Student engagement

Schools on the Move

 Teacher training covering embedding physical activity into the curriculum; distribution of pedometers to pupils, with instructions on how to use and record their activity levels on a website.

  Physical activity

  Delivered to: pupils (4–11 years) (primary and secondary)

  Delivered by: teachers

 Stathi et al. [66]

BA

Programme participation

Process evaluation

Schools ethos

Resources

Programme support

Rewards

SHARE—Sexual Health and Relationships: Safe, Happy and Responsible

 5-day teacher training, to deliver 20 classroom sessions (piloted and developed over 2 years). Sessions included small group work and games, information leaflets, and skill development through interactive video and role play.

  SRE

  Delivered to: pupils (13–15 years) (secondary)

  Delivered by: teachers

 Wight et al. [67]

CRCT

School attitudes (PSE, context)

Process evaluation

Teachers’ attitudes/teaching styles

(preliminary baseline)

Teachers’ relations to pupils

Teaching elements

 Wight, Abraham [68]

Programme development

NA

 Buston, Hart [69]

Process evaluation

Student attitudes

Teacher confidence

 Buston et al. [70]

Process evaluation

‘Fit’ with school organisation

Teachers’ explanations and reflections

 Buston et al. [71]

CRCT

Fidelity

Process evaluation

 Buston et al. [72]

Process evaluation

Student engagement (discomfort, gender, teacher, trust, fun)

 Buston, Wight [73]

Process evaluation

Young women

Group discussions

Timing, skill-based lessons

 Wight et al. [74]

CRCT

Organisational factors (i.e. timetabling)

Process evaluation

Skill-based delivery

 Wight, Buston [75]

Process evaluation

Teacher training,

Developing confidence

Familiarisation of programme

Collegiality

 Buston, Wight [76]

Process evaluation

Student engagement (understanding variation between classes)

Teachers’ explanations and reflections

Smoking and Me

 1-day teacher training and teachers’ guide—five lesson outlines and guidance for choosing group leaders and managing groups. Lessons predominantly small group work—discussion, role play, and decision-making activities.

  Substance use (tobacco)

  Delivered to: pupils (12–13 years) (secondary)

  Delivered by: teachers, peers

 Newman et al. [77]

CBA

Pupil engagement

Fidelity

SPICED—Schools Partnership in Children’s Education on Drugs

 2-day training for professionals delivering programme. Seven classroom sessions, using participative learning, role play, and group discussion—covering facts about legal and illegal drugs, develop understanding of risk, and promote confidence and decision-making skills.

  Substance use (legal and illegal drugs)

  Delivered to: pupils (9–11 years) (primary)

  Delivered by: teacher, police officer, school nurse

 Crosswaite et al. [78]

Process evaluation

Classroom setting

Training provided

Issues around involvement of professional groups

UK Resilience Programme

 Professionals delivering the programme attended 10-day training course in USA. Manualised intervention (18 × 1 h workshops) teaching cognitive behavioural and social problem-solving skills.

  Well-being

 Delivered to: pupils (11–12 years) (secondary)

  Delivered by: trained facilitators

 Challen et al. [79]

CBA

Pupils’ and teachers’ experiences

 Challen et al. [80]

Process evaluation

Y-Active

 Various physical activities—breakfast club, physical education, lunchtime fitness classes, after-school play club, after-school sports. A ‘small fee’ was charged for breakfast and after-school activities (opt-in only).

  Physical activity and well-being

  Delivered to: pupils (9–11 years) (primary)

  Delivered by: YMCA sports coaches/play workers

 Stathi, Sebire [81]

Process evaluation

Project staff’s experiences