School-based opportunities to improve student healthy eating, physical activity, and prevent obesity: An inventory of evidence-supported options aligned to best practice guideline recommendations

BackgroundSchools are a valuable setting for the implementation of effective interventions to improve healthy eating, physical activity, sedentary behaviour and prevent overweight and obesity in children recommended by global guidelines. Robust evidence from systematic reviews, considered the gold standard source of evidence to inform public health policy and practice decisions, suggests school-based interventions produce modest improvement however effects across trials are heterogenous. To date no systematic reviews have sought to comprehensively consolidate the global evidence to identify the effectiveness of specific healthy eating and physical activity components of school-based interventions as aligned to current guidelines. ObjectiveTo 1) develop an inventory of global guideline-aligned recommendations of school-based healthy eating, physical activity, sedentary behaviour intervention componentry targeting children 5 to 12 years, and 2) explore their effectiveness via consolidation, and secondary data analysis, of existing systematic review evidence. MethodsA mixed methods study was conducted, which incorporated: 1) an umbrella review of the global systematic review evidence to develop an inventory of individual school-based healthy eating, physical activity, and sedentary behaviour intervention components; and 2) consolidation of existing systematic review evidence and secondary data analysis of primary studies to explore the effectiveness of individual intervention components. ResultsOf 8745 records, 228 full texts were screened against eligibility criteria which identified 12 eligible systematic reviews of which eight isolated the effects of individual intervention components. Forty-nine individual healthy eating (n=26), physical activity or sedentary behaviour (n=22), or other obesity prevention (n=1) intervention components were included in the inventory. Beneficial components were identified in each of the seven recommended opportunities for multicomponent school-based interventions: healthy eating in the classroom (e.g. curriculum, food growing experiences, fruit and vegetable breaks), healthy food available at school (e.g. strategies to encourage selection of healthier foods, free cooled water, free fruit and vegetables), healthy food brought to school (e.g. information on healthy food to bring to school), healthy eating outside of school/involving families (e.g. interactive family programs), physical activity in the classroom (e.g. short activity breaks, curriculum, increased intensity/quality of physical education (PE) classes), physical activity outside of the classroom/during break times (e.g. teacher/student led organised physical activity at break times), physical activity outside of school/involving families (e.g. interactive family programs, information to parents on benefits of physical activity). ConclusionsThe study findings demonstrate the breadth of components that have been trialed as part of multi-component school-based interventions globally and identified a range of components that are likely beneficial in addressing obesity-related behaviours and could be prioritised in future school-based interventions.