8. Process evaluation studies ‐ summary of intervention characteristics.

	Named theoretical framework	Aim	Intervention type	Control	Intensity	Included in QCA
Al‐Sheyab 2012a	Developmental stages (not named)	To assess feasibility in the Jordanian context of a peer‐led, school‐based asthma education programme	Triple A. Children received education through interactive teaching and learning activities	N/A	14 hours over 6 days	Setting and participants; further modifiable design features; stakeholder involvement and engagement
Berg 2004	Social learning theory	To evaluate effects of the Power Breathing programme and individual coaching sessions on asthma knowledge and functional health status	Power Breathing. Children received education in a group session on asthma management	N/A	2 weeks	Stakeholder involvement and engagement
Bignall 2015	None	To test the feasibility and preliminary efficacy of a school‐based RCT on breathing retraining for asthma outcomes and anxiety symptoms	Single workshop for children. Children received information on relaxation/breathing techniques	30 minutes of standard asthma education	2 face‐to‐face visits 1 month apart	None
Brasler 2006	None	To provide adolescents with knowledge and skills to take control of their asthma; to enhance knowledge and skills of school staff, health professionals, and parents	Power Breathing. Children received basic asthma education and addressed social/lifestyle concerns	N/A	3× 90‐minute or 6× 45‐minute sessions	None
Bruzzese 2004	Self‐regulation theory	To help students weave asthma and management strategies into their self‐identity	ASMA. Students were taught how to manage their asthma to prevent symptoms and reduced quality of life. Continued medical education was also offered to medical providers	Usual care	3 workshops 2 or 3 weeks apart for 8 weeks	Stakeholder involvement and engagement
Bruzzese 2011	Social cognitive theory	To test the efficacy of ASMA	ASMA; academic detailing. Students attended workshops to empower them to manage their asthma. Parents received training on how to support their child's need to manage his or her asthma	Usual care	8‐week programme/3× 45‐minute sessions and individual coaching sessions once a week for 5 weeks	Further modifiable design features
Bruzzese 2008	Social cognitive theory; cognitive‐behavioural therapy	To test the feasibility and short‐term outcomes of asthma: it’s a family affair!	OAS and ASMA; caregiver education. Intervention students received education about asthma, based on existing materials, from coping with asthma at home and at school; OAS and ASMA	Usual care	6× 75‐minute group sessions once a week for 6 weeks; caregiver 5× 90‐minute sessions once a week	Setting and participants; further modifiable design features; stakeholder involvement and engagement
Carpenter 2016	None	To test whether a tailored inhaler technique video intervention could be feasibly implemented by school nurses; to improve the inhaler technique of children with asthma	Multiple sessions for children. Children watched a tailored video and demonstrated their inhaler technique before and after	N/A	6 weeks or less	None
Cicutto 2013	Social cognitive theory	To prepare and support children with asthma to be successful managers of their asthma, thereby reducing school absenteeism, interrupted activity, and health service use	Roaring Adventures of Puff. Workshops included goal‐setting and self‐monitoring, trigger identification, control and avoidance, basic pathophysiology, medication use, symptom recognition, and the asthma action plan, using interactive techniques	Usual care	Unclear	Setting and participants
Crane 2014	Educational theory of Jean Piaget	To pilot a shorter, condensed OAS education programme as an alternative, yet still effective, delivery approach compared to the lengthier original programme	OAS. Children received education from OAS	Non‐equivalent intervention	10 weeks	Setting and participants; further modifiable design features
Dore‐Stites 2007	None	Unclear	OAS; Quest for the Code. Children received a computer game, home activities, and caregiver information	N/A	20 minutes a week for 8 to 9 weeks	Further modifiable design features
Engelke 2013	Case management theory	To identify the process of case management used by school nurses, and when they provide case management to students with asthma. The second aim was to identify the impact of case management on parent perception of how well the child manages illness; parent perception of how well the child keeps up with school work; quality of life and academic achievement of children	Case management; nurse meetings; multiple sessions for children; multiple sessions for staff. Children received education and counselling, and parent/family education was delivered, as well as education and healthcare co‐ordination for teachers/staff	N/A	Unclear	None
Gerald 2006	None	To evaluate a comprehensive school‐based asthma management programme in an inner city, largely African American school system	OAS. The intervention included 3 educational programmes and medical management for children, as well as education for school staff	Usual care	Unclear	None
Henry 2004	Unclear	To determine whether an asthma education programme in schools would have a direct impact on student knowledge and attitudes toward asthma and quality of life of students with asthma; an indirect impact on teacher knowledge and attitudes on asthma and on school policies about asthma; and a sustainable programme after resources were withdrawn	Asthma education. A package about asthma was taught within the PD/H/PE (Personal Development, Health and Physical Education) strand of the school curriculum	Usual care	Unclear	Setting and participants
Horner 2015	Bruhn’s theoretical model of asthma self‐management	To test effects of 2 modes of delivering an asthma educational intervention on health outcomes and asthma management	7‐topic curriculum. The intervention was designed for children in rural areas and included asthma information	In‐school asthma classes	16× 15‐minute sessions for 5 weeks	None
Howell 2005	Learning theory and behaviour modification	To examine whether it was feasible to implement an interactive computer game at school health centres. Second, to examine whether exposure to the game was effective in increasing asthma knowledge, reducing asthma symptoms, and reducing unnecessary healthcare use compared with no exposure to the game	Quest for the Code. Computer game	Usual care	4× 30‐minute sessions	None
Jackson 2006	None	To evaluate knowledge and attitude outcomes of an educational asthma programme for third grade children with and without asthma	Single sessions for children. Children completed an educational programme. Teachers were also encouraged to attend	N/A	3 classes per session for 11 sessions	None
Joseph 2010	None	To develop and evaluate a multi‐media, web‐based asthma management programme	Puff City. A web‐based programme was delivered to children to focus on adherence, inhaler availability, and smoking cessation/reduction	Generic asthma websites	Unclear	Further modifiable design features; stakeholder involvement and engagement
Joseph 2013	Behavioural theory	To evaluate a school‐based RCT to evaluate Puff City	Adapted version of the Puff City computer programme	Generic asthma education	4× 15‐minute sessions	None
Kintner 2012	Lifespan development perspective	To evaluate the feasibility of the SHARP programme for students, their family, school personnel, and community partners	SHARP; Community Coalition component	N/A	Once a week for 10 weeks plus a 3‐hour community component	Setting and participants; further modifiable design features; stakeholder involvement and engagement
Kouba 2012	Orem’s self‐care deficit theory	To determine the effectiveness of the ICAN programme for nutrition knowledge and dietary behaviours	Single workshop for staff; multiple sessions for children; Quest for the Code; Fight Asthma Now; additional nurse meetings; combined education	N/A	8 weeks	None
Langenfeld 2010	None	Unclear	OAS; case management; stand‐alone respiratory therapy. Children received the OAS curriculum and case management asthma strategies developed with teachers	N/A	6× 40‐minute sessions for 1 school year	None
Lee 2011	The functional context approach	To evaluate the effectiveness and feasibility of using undergraduate nursing students as facilitators to deliver an asthma management programme	OAS. Children received the OAS curriculum	N/A	Unclear	Further modifiable design features
Levy 2006	None	To evaluate the effectiveness of a school‐based nurse case management approach to asthma in students with poor control	OAS; monitoring of students; health status. Students received OAS education and weekly monitoring of their health status	Usual care	1 school term	None
Magzamen 2008	None	To evaluate the implementation of Kickin’ Asthma	Multiple sessions for children; Kickin’ Asthma. Educational sessions, similar to the OAS curriculum. Customised letters were also sent home to describe health needs and goals for each child	N/A	3 months	None
McCann 2006	None	To assess whether a school‐based intervention would produce clinical and psychological benefits for children with asthma	Education; role‐play. The intervention focused on describing the respiratory condition through a role‐play	Respiratory education	45‐minute session	None
Mickel 2016	None	To provide Iggy education to more than 75% of children with asthma; To increase asthma knowledge; increase families’ awareness of asthma; and cultivate collaboration between school nurses and asthma providers	Iggy and the Inhalers intervention. Children received an asthma education video, poster, comic book, sticker, and trading card programme	N/A	Unclear	None
Mujuru 2011	None	To demonstrate the feasibility of a school‐based asthma education programme for students and to evaluate parents’ perspectives on the intervention	OAS. Children received the OAS curriculum	N/A	40‐minute session once a week for 2 months	None
Pike 2011	None	To assess student asthma knowledge gain, teacher acceptance, and grade appropriateness after an intervention	Multiple sessions for children; integrated into the curriculum. Teachers taught lessons with information about asthma	Usual care	7 lesson plans	Setting and participants
Richmond 2011	None	To increase the number of current provider‐written asthma action plans submitted to the school nurse at the beginning of the school year	Breathe Your Best. Students were encouraged to receive an asthma action plan from their doctor and to collect their prescriptions	N/A	Unclear	None
Spencer 2000	None	To evaluate the OAS programme for children	OAS. Children received the OAS curriculum	N/A	6× 40‐minute sessions	None
Splett 2006	None	To evaluate the effectiveness and sustainability of the Healthy Learners Asthma Initiative	Children received training on asthma self‐management. Licensed nurses and healthcare assistants received coaching and reinforcement from asthma resource nurses	Usual care	Varied according to asthma severity and need	None
Terpstra 2012	Social cognitive theory	To test a version of an intervention with a caregiver newsletter vs no newsletter	Multiple sessions for children; materials for parents. Children received skills training on how to use a peak flow meter. Parents received a newsletter about an important theme from the research	Intervention or intervention with a newsletter	6‐week training	Setting and participants; further modifiable design features

ASMA: Asthma Self‐Management for Adolescents.

ICAN: I Can Control Asthma and Nutrition Now.

N/A: not applicable.

OAS: Open Airways for Schools.

RCT: randomised controlled trial.

SHARP: Staying Healthy–Asthma Responsible & Prepared.

Triple A: Adolescent Asthma Action.