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Simon Murphy - One of the best experts on this subject based on the ideXlab platform.
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The effects on student health of interventions modifying the School Environment: systematic review
Journal of epidemiology and community health, 2013Co-Authors: Chris Bonell, Farah Jamal, H Wells, Angela Harden, Adam Fletcher, James Thomas, Rona Campbell, Mark Petticrew, Margaret Whitehead, Simon MurphyAbstract:BACKGROUND: Owing to the limited effectiveness of traditional health education curricula in Schools, there is increasing interest in interventions aiming to promote young people's health by modifying the School Environment. Existing systematic reviews cannot determine whether Environmental intervention is effective because they examine interventions combining Environmental modifications and traditional health education. This gap is significant because School-Environment interventions are complex to implement and may be sidelined in underfunded and attainment-focused School systems without evidence to support such an approach. This systematic review examined the effectiveness of School-Environment interventions without health-education components on student health and inequalities. METHODS: This was a systematic review of experimental/quasi-experimental studies of School-Environment interventions. Sixteen databases were searched, eliciting 62 329 references which were screened, with included studies quality assessed, data extracted and narratively synthesised. RESULTS: Sixteen reports of 10 studies were included, all from the USA and the UK. Five evaluations of interventions aiming to develop a stronger sense of community and/or improve relationships between staff and students suggested potential benefits particularly regarding violence and aggression. Two trials of interventions enabling students to advocate for changes in School catering and physical activity reported benefits for physical activity but not diet. Three evaluations of improvements to School playgrounds offered weak evidence of effects on physical activity. CONCLUSIONS: School Environment interventions show the potential to improve young people's health particularly regarding violence, aggression and physical activity. Further trials are required to provide a stronger and more generalisable evidence base.
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the effects of the School Environment on student health a systematic review of multi level studies
Health & Place, 2013Co-Authors: Chris Bonell, Farah Jamal, Angela Harden, Adam Fletcher, James Thomas, Rona Campbell, Mark Petticrew, Helene Wells, Will Parry, Simon MurphyAbstract:Health outcomes vary between Schools and it is theorised that this may be partly attributable to variation in the School Environment. Existing systematic reviews have not drawn authoritative conclusions because of methodological limitations in the review or studies available. We identified 42 multi-level studies, ten of which were judged of sufficient quality to narratively synthesize. There was consistent evidence that Schools with higher attainment and attendance than would be expected from student intake had lower rates of substance use. Findings on the influence of smoking/alcohol policies were mixed. Three studies examined the health effects variously associated with School campus area and observability, year structure, School size and pupil-to-teacher ratio with mixed findings. The studies reviewed support the potential influence of the School Environment on student health.
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protocol for a systematic review of the effects of Schools and School Environment interventions on health evidence mapping and syntheses
BMC Public Health, 2011Co-Authors: Chris Bonell, Angela Harden, Adam Fletcher, James Thomas, Rona Campbell, Mark Petticrew, Margaret Whitehead, F Jamal, Helene Wells, Simon MurphyAbstract:Background: Schools may have important effects on students’ and staff’s health. Rather than treating Schools merely as sites for health education, ‘School-Environment’ interventions treat Schools as settings which influence health. Evidence concerning the effects of such interventions has not been recently synthesised. Methods/design: Systematic review aiming to map and synthesise evidence on what theories and conceptual frameworks are most commonly used to inform School-Environment interventions or explain School-level influences on health; what effects School-Environment interventions have on health/health inequalities; how feasible and acceptable are School-Environment interventions; what effects other School-level factors have on health; and through what processes School-level influences affect health. We will examine interventions aiming to promote health by modifying Schools’ physical, social or cultural Environment via actions focused on School policies and practices relating to education, pastoral care and other aspects of Schools beyond merely providing health education. Participants are staff and students age 4-18 years. We will review published research unrestricted by language, year or source. Searching will involve electronic databases including Embase, ERIC, PubMed, PsycInfo and Social Science Citation Index using natural-language phrases plus reference/citation checking. Stage 1 will map studies descriptively by focus and methods. Stage 2 will involve additional inclusion criteria, quality assessment and data extraction undertaken by two reviewers in parallel. Evidence will be synthesised narratively and statistically where appropriate (undertaking subgroup analyses and meta-regression and where no significant heterogeneity of effect sizes is found, pooling these to calculate a final effect size). Discussion: We anticipate: finding a large number of studies missed by previous reviews; that non-intervention studies of School effects examine a greater breadth of determinants than are addressed by intervention studies; and that intervention effect estimates are greater than for School-based health curriculum interventions without School-Environment components.
Chris Bonell - One of the best experts on this subject based on the ideXlab platform.
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Teacher Burnout and Contextual and Compositional Elements of School Environment.
The Journal of school health, 2019Co-Authors: Nichola Shackleton, Chris Bonell, Farah Jamal, Elizabeth Allen, Anne Mathiot, Diana Elbourne, Russell M. VinerAbstract:Background Teachers report higher levels of stress than most occupational groups. Burnout is a specific psychological condition that results from chronic job stress characterized by emotional exhaustion, low personal accomplishment, and depersonalization. This study considers associations between aspects of the School Environment and teacher burnout. Methods Exploratory analysis of baseline data from a cluster randomized controlled trial of 40 Schools and 2278 teachers in the United Kingdom. Multilevel methods were used to consider the associations between different compositional and contextual aspects of the School Environment and teacher burnout. Results There was evidence for School effects on teacher burnout, evidenced by ICCs and likelihood ratio tests, supporting the association between School Environment and teacher burnout. The factors most consistently associated with teacher burnout in our study were teachers' perceptions of the School's safety and support and student attitudes to learning. Conclusions The School Environment does influence teacher burnout. More research is needed to develop and test causal pathways between the School Environment and teacher burnout, and to understand ecological and individual predictors of teacher burnout and the interaction between the two.
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systematic review of the effects of Schools and School Environment interventions on health evidence mapping and synthesis
Public Health Research, 2013Co-Authors: Chris Bonell, H Wells, Angela Harden, Adam Fletcher, James Thomas, Mark Petticrew, Margaret Whitehead, F Jamal, W Parry, Rona CampbellAbstract:Background: In 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 questions: Research 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 sources: A 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 methods: In 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.
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The effects on student health of interventions modifying the School Environment: systematic review
Journal of epidemiology and community health, 2013Co-Authors: Chris Bonell, Farah Jamal, H Wells, Angela Harden, Adam Fletcher, James Thomas, Rona Campbell, Mark Petticrew, Margaret Whitehead, Simon MurphyAbstract:BACKGROUND: Owing to the limited effectiveness of traditional health education curricula in Schools, there is increasing interest in interventions aiming to promote young people's health by modifying the School Environment. Existing systematic reviews cannot determine whether Environmental intervention is effective because they examine interventions combining Environmental modifications and traditional health education. This gap is significant because School-Environment interventions are complex to implement and may be sidelined in underfunded and attainment-focused School systems without evidence to support such an approach. This systematic review examined the effectiveness of School-Environment interventions without health-education components on student health and inequalities. METHODS: This was a systematic review of experimental/quasi-experimental studies of School-Environment interventions. Sixteen databases were searched, eliciting 62 329 references which were screened, with included studies quality assessed, data extracted and narratively synthesised. RESULTS: Sixteen reports of 10 studies were included, all from the USA and the UK. Five evaluations of interventions aiming to develop a stronger sense of community and/or improve relationships between staff and students suggested potential benefits particularly regarding violence and aggression. Two trials of interventions enabling students to advocate for changes in School catering and physical activity reported benefits for physical activity but not diet. Three evaluations of improvements to School playgrounds offered weak evidence of effects on physical activity. CONCLUSIONS: School Environment interventions show the potential to improve young people's health particularly regarding violence, aggression and physical activity. Further trials are required to provide a stronger and more generalisable evidence base.
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the effects of the School Environment on student health a systematic review of multi level studies
Health & Place, 2013Co-Authors: Chris Bonell, Farah Jamal, Angela Harden, Adam Fletcher, James Thomas, Rona Campbell, Mark Petticrew, Helene Wells, Will Parry, Simon MurphyAbstract:Health outcomes vary between Schools and it is theorised that this may be partly attributable to variation in the School Environment. Existing systematic reviews have not drawn authoritative conclusions because of methodological limitations in the review or studies available. We identified 42 multi-level studies, ten of which were judged of sufficient quality to narratively synthesize. There was consistent evidence that Schools with higher attainment and attendance than would be expected from student intake had lower rates of substance use. Findings on the influence of smoking/alcohol policies were mixed. Three studies examined the health effects variously associated with School campus area and observability, year structure, School size and pupil-to-teacher ratio with mixed findings. The studies reviewed support the potential influence of the School Environment on student health.
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protocol for a systematic review of the effects of Schools and School Environment interventions on health evidence mapping and syntheses
BMC Public Health, 2011Co-Authors: Chris Bonell, Angela Harden, Adam Fletcher, James Thomas, Rona Campbell, Mark Petticrew, Margaret Whitehead, F Jamal, Helene Wells, Simon MurphyAbstract:Background: Schools may have important effects on students’ and staff’s health. Rather than treating Schools merely as sites for health education, ‘School-Environment’ interventions treat Schools as settings which influence health. Evidence concerning the effects of such interventions has not been recently synthesised. Methods/design: Systematic review aiming to map and synthesise evidence on what theories and conceptual frameworks are most commonly used to inform School-Environment interventions or explain School-level influences on health; what effects School-Environment interventions have on health/health inequalities; how feasible and acceptable are School-Environment interventions; what effects other School-level factors have on health; and through what processes School-level influences affect health. We will examine interventions aiming to promote health by modifying Schools’ physical, social or cultural Environment via actions focused on School policies and practices relating to education, pastoral care and other aspects of Schools beyond merely providing health education. Participants are staff and students age 4-18 years. We will review published research unrestricted by language, year or source. Searching will involve electronic databases including Embase, ERIC, PubMed, PsycInfo and Social Science Citation Index using natural-language phrases plus reference/citation checking. Stage 1 will map studies descriptively by focus and methods. Stage 2 will involve additional inclusion criteria, quality assessment and data extraction undertaken by two reviewers in parallel. Evidence will be synthesised narratively and statistically where appropriate (undertaking subgroup analyses and meta-regression and where no significant heterogeneity of effect sizes is found, pooling these to calculate a final effect size). Discussion: We anticipate: finding a large number of studies missed by previous reviews; that non-intervention studies of School effects examine a greater breadth of determinants than are addressed by intervention studies; and that intervention effect estimates are greater than for School-based health curriculum interventions without School-Environment components.
Rona Campbell - One of the best experts on this subject based on the ideXlab platform.
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systematic review of the effects of Schools and School Environment interventions on health evidence mapping and synthesis
Public Health Research, 2013Co-Authors: Chris Bonell, H Wells, Angela Harden, Adam Fletcher, James Thomas, Mark Petticrew, Margaret Whitehead, F Jamal, W Parry, Rona CampbellAbstract:Background: In 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 questions: Research 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 sources: A 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 methods: In 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.
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The effects on student health of interventions modifying the School Environment: systematic review
Journal of epidemiology and community health, 2013Co-Authors: Chris Bonell, Farah Jamal, H Wells, Angela Harden, Adam Fletcher, James Thomas, Rona Campbell, Mark Petticrew, Margaret Whitehead, Simon MurphyAbstract:BACKGROUND: Owing to the limited effectiveness of traditional health education curricula in Schools, there is increasing interest in interventions aiming to promote young people's health by modifying the School Environment. Existing systematic reviews cannot determine whether Environmental intervention is effective because they examine interventions combining Environmental modifications and traditional health education. This gap is significant because School-Environment interventions are complex to implement and may be sidelined in underfunded and attainment-focused School systems without evidence to support such an approach. This systematic review examined the effectiveness of School-Environment interventions without health-education components on student health and inequalities. METHODS: This was a systematic review of experimental/quasi-experimental studies of School-Environment interventions. Sixteen databases were searched, eliciting 62 329 references which were screened, with included studies quality assessed, data extracted and narratively synthesised. RESULTS: Sixteen reports of 10 studies were included, all from the USA and the UK. Five evaluations of interventions aiming to develop a stronger sense of community and/or improve relationships between staff and students suggested potential benefits particularly regarding violence and aggression. Two trials of interventions enabling students to advocate for changes in School catering and physical activity reported benefits for physical activity but not diet. Three evaluations of improvements to School playgrounds offered weak evidence of effects on physical activity. CONCLUSIONS: School Environment interventions show the potential to improve young people's health particularly regarding violence, aggression and physical activity. Further trials are required to provide a stronger and more generalisable evidence base.
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the effects of the School Environment on student health a systematic review of multi level studies
Health & Place, 2013Co-Authors: Chris Bonell, Farah Jamal, Angela Harden, Adam Fletcher, James Thomas, Rona Campbell, Mark Petticrew, Helene Wells, Will Parry, Simon MurphyAbstract:Health outcomes vary between Schools and it is theorised that this may be partly attributable to variation in the School Environment. Existing systematic reviews have not drawn authoritative conclusions because of methodological limitations in the review or studies available. We identified 42 multi-level studies, ten of which were judged of sufficient quality to narratively synthesize. There was consistent evidence that Schools with higher attainment and attendance than would be expected from student intake had lower rates of substance use. Findings on the influence of smoking/alcohol policies were mixed. Three studies examined the health effects variously associated with School campus area and observability, year structure, School size and pupil-to-teacher ratio with mixed findings. The studies reviewed support the potential influence of the School Environment on student health.
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protocol for a systematic review of the effects of Schools and School Environment interventions on health evidence mapping and syntheses
BMC Public Health, 2011Co-Authors: Chris Bonell, Angela Harden, Adam Fletcher, James Thomas, Rona Campbell, Mark Petticrew, Margaret Whitehead, F Jamal, Helene Wells, Simon MurphyAbstract:Background: Schools may have important effects on students’ and staff’s health. Rather than treating Schools merely as sites for health education, ‘School-Environment’ interventions treat Schools as settings which influence health. Evidence concerning the effects of such interventions has not been recently synthesised. Methods/design: Systematic review aiming to map and synthesise evidence on what theories and conceptual frameworks are most commonly used to inform School-Environment interventions or explain School-level influences on health; what effects School-Environment interventions have on health/health inequalities; how feasible and acceptable are School-Environment interventions; what effects other School-level factors have on health; and through what processes School-level influences affect health. We will examine interventions aiming to promote health by modifying Schools’ physical, social or cultural Environment via actions focused on School policies and practices relating to education, pastoral care and other aspects of Schools beyond merely providing health education. Participants are staff and students age 4-18 years. We will review published research unrestricted by language, year or source. Searching will involve electronic databases including Embase, ERIC, PubMed, PsycInfo and Social Science Citation Index using natural-language phrases plus reference/citation checking. Stage 1 will map studies descriptively by focus and methods. Stage 2 will involve additional inclusion criteria, quality assessment and data extraction undertaken by two reviewers in parallel. Evidence will be synthesised narratively and statistically where appropriate (undertaking subgroup analyses and meta-regression and where no significant heterogeneity of effect sizes is found, pooling these to calculate a final effect size). Discussion: We anticipate: finding a large number of studies missed by previous reviews; that non-intervention studies of School effects examine a greater breadth of determinants than are addressed by intervention studies; and that intervention effect estimates are greater than for School-based health curriculum interventions without School-Environment components.
Adam Fletcher - One of the best experts on this subject based on the ideXlab platform.
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systematic review of the effects of Schools and School Environment interventions on health evidence mapping and synthesis
Public Health Research, 2013Co-Authors: Chris Bonell, H Wells, Angela Harden, Adam Fletcher, James Thomas, Mark Petticrew, Margaret Whitehead, F Jamal, W Parry, Rona CampbellAbstract:Background: In 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 questions: Research 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 sources: A 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 methods: In 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.
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The effects on student health of interventions modifying the School Environment: systematic review
Journal of epidemiology and community health, 2013Co-Authors: Chris Bonell, Farah Jamal, H Wells, Angela Harden, Adam Fletcher, James Thomas, Rona Campbell, Mark Petticrew, Margaret Whitehead, Simon MurphyAbstract:BACKGROUND: Owing to the limited effectiveness of traditional health education curricula in Schools, there is increasing interest in interventions aiming to promote young people's health by modifying the School Environment. Existing systematic reviews cannot determine whether Environmental intervention is effective because they examine interventions combining Environmental modifications and traditional health education. This gap is significant because School-Environment interventions are complex to implement and may be sidelined in underfunded and attainment-focused School systems without evidence to support such an approach. This systematic review examined the effectiveness of School-Environment interventions without health-education components on student health and inequalities. METHODS: This was a systematic review of experimental/quasi-experimental studies of School-Environment interventions. Sixteen databases were searched, eliciting 62 329 references which were screened, with included studies quality assessed, data extracted and narratively synthesised. RESULTS: Sixteen reports of 10 studies were included, all from the USA and the UK. Five evaluations of interventions aiming to develop a stronger sense of community and/or improve relationships between staff and students suggested potential benefits particularly regarding violence and aggression. Two trials of interventions enabling students to advocate for changes in School catering and physical activity reported benefits for physical activity but not diet. Three evaluations of improvements to School playgrounds offered weak evidence of effects on physical activity. CONCLUSIONS: School Environment interventions show the potential to improve young people's health particularly regarding violence, aggression and physical activity. Further trials are required to provide a stronger and more generalisable evidence base.
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the effects of the School Environment on student health a systematic review of multi level studies
Health & Place, 2013Co-Authors: Chris Bonell, Farah Jamal, Angela Harden, Adam Fletcher, James Thomas, Rona Campbell, Mark Petticrew, Helene Wells, Will Parry, Simon MurphyAbstract:Health outcomes vary between Schools and it is theorised that this may be partly attributable to variation in the School Environment. Existing systematic reviews have not drawn authoritative conclusions because of methodological limitations in the review or studies available. We identified 42 multi-level studies, ten of which were judged of sufficient quality to narratively synthesize. There was consistent evidence that Schools with higher attainment and attendance than would be expected from student intake had lower rates of substance use. Findings on the influence of smoking/alcohol policies were mixed. Three studies examined the health effects variously associated with School campus area and observability, year structure, School size and pupil-to-teacher ratio with mixed findings. The studies reviewed support the potential influence of the School Environment on student health.
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protocol for a systematic review of the effects of Schools and School Environment interventions on health evidence mapping and syntheses
BMC Public Health, 2011Co-Authors: Chris Bonell, Angela Harden, Adam Fletcher, James Thomas, Rona Campbell, Mark Petticrew, Margaret Whitehead, F Jamal, Helene Wells, Simon MurphyAbstract:Background: Schools may have important effects on students’ and staff’s health. Rather than treating Schools merely as sites for health education, ‘School-Environment’ interventions treat Schools as settings which influence health. Evidence concerning the effects of such interventions has not been recently synthesised. Methods/design: Systematic review aiming to map and synthesise evidence on what theories and conceptual frameworks are most commonly used to inform School-Environment interventions or explain School-level influences on health; what effects School-Environment interventions have on health/health inequalities; how feasible and acceptable are School-Environment interventions; what effects other School-level factors have on health; and through what processes School-level influences affect health. We will examine interventions aiming to promote health by modifying Schools’ physical, social or cultural Environment via actions focused on School policies and practices relating to education, pastoral care and other aspects of Schools beyond merely providing health education. Participants are staff and students age 4-18 years. We will review published research unrestricted by language, year or source. Searching will involve electronic databases including Embase, ERIC, PubMed, PsycInfo and Social Science Citation Index using natural-language phrases plus reference/citation checking. Stage 1 will map studies descriptively by focus and methods. Stage 2 will involve additional inclusion criteria, quality assessment and data extraction undertaken by two reviewers in parallel. Evidence will be synthesised narratively and statistically where appropriate (undertaking subgroup analyses and meta-regression and where no significant heterogeneity of effect sizes is found, pooling these to calculate a final effect size). Discussion: We anticipate: finding a large number of studies missed by previous reviews; that non-intervention studies of School effects examine a greater breadth of determinants than are addressed by intervention studies; and that intervention effect estimates are greater than for School-based health curriculum interventions without School-Environment components.
Mark Petticrew - One of the best experts on this subject based on the ideXlab platform.
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systematic review of the effects of Schools and School Environment interventions on health evidence mapping and synthesis
Public Health Research, 2013Co-Authors: Chris Bonell, H Wells, Angela Harden, Adam Fletcher, James Thomas, Mark Petticrew, Margaret Whitehead, F Jamal, W Parry, Rona CampbellAbstract:Background: In 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 questions: Research 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 sources: A 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 methods: In 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.
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The effects on student health of interventions modifying the School Environment: systematic review
Journal of epidemiology and community health, 2013Co-Authors: Chris Bonell, Farah Jamal, H Wells, Angela Harden, Adam Fletcher, James Thomas, Rona Campbell, Mark Petticrew, Margaret Whitehead, Simon MurphyAbstract:BACKGROUND: Owing to the limited effectiveness of traditional health education curricula in Schools, there is increasing interest in interventions aiming to promote young people's health by modifying the School Environment. Existing systematic reviews cannot determine whether Environmental intervention is effective because they examine interventions combining Environmental modifications and traditional health education. This gap is significant because School-Environment interventions are complex to implement and may be sidelined in underfunded and attainment-focused School systems without evidence to support such an approach. This systematic review examined the effectiveness of School-Environment interventions without health-education components on student health and inequalities. METHODS: This was a systematic review of experimental/quasi-experimental studies of School-Environment interventions. Sixteen databases were searched, eliciting 62 329 references which were screened, with included studies quality assessed, data extracted and narratively synthesised. RESULTS: Sixteen reports of 10 studies were included, all from the USA and the UK. Five evaluations of interventions aiming to develop a stronger sense of community and/or improve relationships between staff and students suggested potential benefits particularly regarding violence and aggression. Two trials of interventions enabling students to advocate for changes in School catering and physical activity reported benefits for physical activity but not diet. Three evaluations of improvements to School playgrounds offered weak evidence of effects on physical activity. CONCLUSIONS: School Environment interventions show the potential to improve young people's health particularly regarding violence, aggression and physical activity. Further trials are required to provide a stronger and more generalisable evidence base.
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the effects of the School Environment on student health a systematic review of multi level studies
Health & Place, 2013Co-Authors: Chris Bonell, Farah Jamal, Angela Harden, Adam Fletcher, James Thomas, Rona Campbell, Mark Petticrew, Helene Wells, Will Parry, Simon MurphyAbstract:Health outcomes vary between Schools and it is theorised that this may be partly attributable to variation in the School Environment. Existing systematic reviews have not drawn authoritative conclusions because of methodological limitations in the review or studies available. We identified 42 multi-level studies, ten of which were judged of sufficient quality to narratively synthesize. There was consistent evidence that Schools with higher attainment and attendance than would be expected from student intake had lower rates of substance use. Findings on the influence of smoking/alcohol policies were mixed. Three studies examined the health effects variously associated with School campus area and observability, year structure, School size and pupil-to-teacher ratio with mixed findings. The studies reviewed support the potential influence of the School Environment on student health.
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protocol for a systematic review of the effects of Schools and School Environment interventions on health evidence mapping and syntheses
BMC Public Health, 2011Co-Authors: Chris Bonell, Angela Harden, Adam Fletcher, James Thomas, Rona Campbell, Mark Petticrew, Margaret Whitehead, F Jamal, Helene Wells, Simon MurphyAbstract:Background: Schools may have important effects on students’ and staff’s health. Rather than treating Schools merely as sites for health education, ‘School-Environment’ interventions treat Schools as settings which influence health. Evidence concerning the effects of such interventions has not been recently synthesised. Methods/design: Systematic review aiming to map and synthesise evidence on what theories and conceptual frameworks are most commonly used to inform School-Environment interventions or explain School-level influences on health; what effects School-Environment interventions have on health/health inequalities; how feasible and acceptable are School-Environment interventions; what effects other School-level factors have on health; and through what processes School-level influences affect health. We will examine interventions aiming to promote health by modifying Schools’ physical, social or cultural Environment via actions focused on School policies and practices relating to education, pastoral care and other aspects of Schools beyond merely providing health education. Participants are staff and students age 4-18 years. We will review published research unrestricted by language, year or source. Searching will involve electronic databases including Embase, ERIC, PubMed, PsycInfo and Social Science Citation Index using natural-language phrases plus reference/citation checking. Stage 1 will map studies descriptively by focus and methods. Stage 2 will involve additional inclusion criteria, quality assessment and data extraction undertaken by two reviewers in parallel. Evidence will be synthesised narratively and statistically where appropriate (undertaking subgroup analyses and meta-regression and where no significant heterogeneity of effect sizes is found, pooling these to calculate a final effect size). Discussion: We anticipate: finding a large number of studies missed by previous reviews; that non-intervention studies of School effects examine a greater breadth of determinants than are addressed by intervention studies; and that intervention effect estimates are greater than for School-based health curriculum interventions without School-Environment components.
