Table 3.

Measures used in school environment assessment tools to address major NCD risk factors.

School policies (written/unwritten)	School built environment	Inter-personal factors
Diet and nutrition
Nutrition education (NE) strategies, interventions & programmes -NE for students, teachers/school staff, parents/community -Grade specific NE curriculum -Frequency and duration of NE classes -NE qualifications and NE trainings of teacher/school staff -Need assessment Food/meals provided at schools -Regulate sale of unhealthy food and beverages -Timings to access -Pricing, portion size, hygiene, food labelling and colour coding of food sold -Monitoring canteen environment, menu review and compliance to school policies and food safety standards Lunchbox policies: -Guidelines for parents, -Lunchbox monitoring by school staff -Restricting type of food and portion size brought from home Advocate healthy diet and nutrition -Access to food stores/outlets/vendors outside the school, during school hours -Programmes/provisions for events promoting healthy food advertising -School support to promote access to healthy food -Food as reward or punishment Monitoring and evaluation of school food environment -Ensuring healthy food served in school campus during class parties, school events, in canteens and school stores and fund raising	Availability and promotion of unhealthy food Canteen/vending machines -Availability and access -Type and price of food and beverages served, food hygiene and safety School meals -Provision, quality and menu cycle of school meals Food vendors outside school -Availability and access to food vendors outside school -Restricting or promoting healthy or unhealthy foods and beverages, portable drinking water, and healthy food advertising events Signage in school campus	Stakeholder's knowledge, perception and self-efficacy Awareness of school policies Role model for healthy eating (teachers/school staff, family/community) School staff's preparedness to respond food related emergencies School staff's motivation and skill to lead NE programmes Lunchbox monitoring by school staff and parents Student food preference Community/family support for healthy eating
Physical activity
Physical education (PE) -PE for students, teachers/school staff, parents/community -Grade specific PE curriculum -Duration of PA and PE classes -Qualification and professional development of PE teachers Physical activity (PA) strategies, interventions and programmes, resources -Ensures safe access to schools -Promote walking & cycling around school -Regulate traffic congestion around schools -Use PA as reward/punishment -Prohibiting/exemption for PE/PA classes -PA safety standards -School play areas (access, utilization and inspection) -Provisions for enabling sport environment (sport equipments) and school support for active participation in inter and intra school sports events -School plans or goals to promote PA and physical fitness among students, school staff, parents/community	School grounds and surroundings (around school) -Availability of safe play areas in and around school -Aesthetics, usage, quality and access to school grounds PA resources in school/school sports environment -Availability, access, quality and adequacy of sports equipment during and after PE/PA classes and recess Signage in school campus	Stakeholder's knowledge, perception and self-efficacy around physical activity Awareness of school policies Role model for active living (teachers/school staff, family/community) Involvement of teachers, school staff and parents to promote PA
Tobacco use
-Provision of alcohol related education students/curriculum	-Availability of alcohol outlets (in and around school campus) -Signage to prohibit alcohol use (in and around school campus)	-Teachers/school staff, parents/community as role models -Stakeholder's knowledge and awareness of policies
Alcohol use
-Provision of alcohol related education students/curriculum	-Availability of alcohol outlets (in and around school campus) -Signage to prohibit alcohol use (in and around school campus)	-Teachers/school staff, parents/community as role models -Stakeholder's knowledge and awareness of policies