12. Outcome evaluation studies ‐ summary of intervention characteristics.

	Named theoretical framework	Aim	Intervention type	Control	Intensity	Outcomes Included in meta‐analysis
Al‐Sheyab 2012	Self‐efficacy	To test the impact of the Triple A programme on health‐related outcomes in high school students	Triple A. Bilingual health workers trained peer leaders from year 11 to deliver 3 Triple A lessons	Unclear	3× lessons	HRQoL
Atherly 2009	None	To describe an analysis and results of the cost‐effectiveness of the Power Breathing programme	Power Breathing. This intervention focussed on education about asthma, asthma control strategies, and psychosocial concerns	Unclear	3× 90‐minute lessons	Hospitalisations; ED visits; Experience of daytime and night‐time symptoms
Bartholomew 2006	Social cognitive theory	To describe the evaluation of a school‐based intervention to improve asthma self‐management, medical care, the school environment, symptoms, and the functional status of children	Multi‐component intervention involving direct delivery to children, care providers, and parents/guardians. Children received education through the Watch, Discover, Think and Act interactive computer programme	Unclear	Unclear	Withdrawal
Bruzzese 2004	None	Unclear	ASMA. Continued medical education was also offered to medical providers	Usual care	3× lessons	None
Bruzzese 2008	Social cognitive theory; cognitive‐behavioural theory	To describe asthma: it’s a family affair; to present feasibility and preliminary outcome data from a pilot RCT	Elements of OAS and ASMA were provided to students; caregivers also received education	Usual care	6× lessons	Experience of daytime and night‐time symptoms; Withdrawal
Bruzzese 2010	None	To test the efficacy of an RCT: it’s a family affair, a school‐based, family‐focussed intervention to improve asthma outcomes in pre‐adolescents	ASMA and academic detailing. Students received workshops to empower them to manage their asthma. Parents received training to support their child’s need to manage their asthma	Unclear	Children: 6× lessons; caregivers: 5× lessons	Withdrawal
Bruzzese 2011	Social cognitive theory	Unclear	ASMA. Students received group sessions and individual tailored coaching sessions, delivered by trained health educators	Wait‐list control	3× group sessions; individual coaching sessions	Hospitalisations; ED visits; School absence; Restricted activity days; Unplanned GP or hospital visits; Experience of daytime and night‐time symptoms; Use of corticosteroids; Withdrawal
Cicutto 2005	Social cognitive theory; self‐regulation theory	To evaluate an asthma education programme for children with asthma	Roaring Adventures of Puff. Children received group sessions on asthma and goal‐setting	Usual care	6× lessons	Hospitalisations; ED visits; School absence; Restricted activity days
Cicutto 2013	Social cognitive theory	To implement an elementary school‐based asthma self‐management education programme for children with asthma; to work with schools to create an asthma‐friendly supportive school environment; to evaluate the programme	Roaring Adventures of Puff. Children received group sessions on asthma and goal‐setting	Usual care	6× lessons	ED visits; School absence; Restricted activity days; Unplanned GP or hospital visit; HRQoL; Withdrawal
Clark 2004	None	To assess the impact of a comprehensive school‐based asthma programme	OAS; control strategies for schools	Wait‐list control	6× lessons and 2× classroom sessions	School absence
Clark 2005	Social cognitive theory	To assess effectiveness in children in China of an asthma education programme adapted from a model developed in the USA	OAS; intervention directed at children only	Unclear	5× lessons	Hospitalisations; ED visits
Clark 2010	None	To assess self‐management and self‐management plus peer involvement	OAS; peer component. In the first treatment arm, an adapted form of OAS was delivered to children. In the second treatment arm, a peer education component was added	Usual care	6× lessons	Experience of daytime and night‐time symptoms
Gerald 2006	None	Unclear	OAS. The intervention included educational programmes and medical management for children, as well as education for school staff	Usual care	6× lessons	Hospitalisations; ED visits; School absence
Gerald 2009	None	To determine the effectiveness of school‐based supervised asthma therapy in improving asthma control	Children received asthma education, including a discussion of trigger avoidance (not manualised)	Usual care	1× lesson; multiple supervisions	School absence; Lung function; Use of reliever therapies; Withdrawal
Henry 2004	None	To determine whether an asthma education programme in schools would have a direct impact on student knowledge and attitudes on asthma and an indirect impact on teacher knowledge and attitudes	Asthma education. A package about asthma was taught within the PD/H/PE strand of the school curriculum	Usual care	3× lessons	HRQoL
Horner 2008	Asthma health education model	To examine changes in rural children’s asthma self‐management after they received classes, but before they received the family education session	Asthma self‐management. The curriculum included a 7‐step asthma self‐management plan	Health promotion education	16× lessons	Hospitalisations; Withdrawal
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 self‐management in school‐aged children living in rural areas	7‐topic curriculum. The intervention was designed for children in rural areas and included asthma information	Health promotion education	16× lessons	Hospitalisations; ED visits; Withdrawal
Howell 2005	Social learning theory	To examine the feasibility of an interactive computer game in school‐based health centres; to test whether exposure to the game was effective in improving knowledge and reducing symptoms and healthcare use	Quest for the Code computer game. The caregiver also participated in medication interviews and received a home visit	Usual care	30‐minute session	ED visits; Experience of daytime and night‐time symptoms; HRQoL; School absence; Corticosteroid dosage
Kintner 2009	Lifespan development perspective	To evaluate the preliminary efficacy of SHARP	SHARP. Students worked through the SHARP curriculum. Caregivers also received a 3‐hour information sharing programme	Usual care	10× lessons	HRQoL; Withdrawal
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	Weekly group sessions and weekly individual sessions	Hospitalisations; ED visits; Withdrawal
McCann 2006	None	To assess whether schools are an appropriate context for an intervention designed to produce clinical and psychological benefits for children with asthma	Education; role‐play. The intervention focussed on describing the respiratory condition through a role‐play	Education about the respiratory system	1× workshop	None
McGhan 2003	Social cognitive theory	To determine whether an interactive childhood asthma education programme improved asthma management behaviours, health status, and quality of life in elementary school children	Roaring Adventures of Puff. Children received education on asthma in a group setting. Parents and teachers were invited to participate in a school‐based asthma awareness event	Usual care	6× lessons	ED visits; School absence; Unplanned GP or hospital visit; Experience of daytime and night‐time symptoms; Withdrawal
McGhan 2010	Social cognitive theory; self‐regulation theory	To assess the feasibility and impact of the Roaring Adventures of Puff programme	Roaring Adventures of Puff delivered to children. Parents and teachers participated in an asthma awareness event.	Usual care	6× lessons	ED visits; School absence; Unplanned GP or hospital visit; Experience of daytime and night‐time symptoms; Withdrawal
Monforte 2012	None	To evaluate the implementation of OAS	OAS. No further information was given	Unclear	Unclear	HRQoL
Mosnaim 2011	None	To assess the impact of the Fight Asthma Now educational programme among 2 populations of predominantly low‐income minority students	One‐to‐one training on spacer technique, peak flow meter use, and use of an asthma action plan. Teens also received education on tobacco avoidance and peer pressure	Usual care	4× sessions	None
Patterson 2005	PRECEDE model	To evaluate the effectiveness of a programme of asthma clubs in improving quality of life for primary school children with asthma	SCAMP. Children used a workbook during sessions to learn about asthma	Wait‐list control	8× sessions	Restricted activity days; Lung function; HRQoL; Withdrawal
Persaud 1996	None	To assess the effectiveness of an intervention on knowledge, locus of control, attitudes towards asthma, functional status, school attendance, and ED visits	Individualised education sessions. Children had a personal peak flow meter in the school health office. The school nurse also reviewed the student asthma diary and discussed this with them	Usual care	3× lessons and weekly education sessions	ED visits; School absence
Praena‐Crespo 2010	None	To verify whether an asthma education program in schools would have direct benefit for student knowledge and attitudes towards asthma and quality of life for students with asthma	Asthma programme. No further information was given (abstract only)	Unclear	3× lessons	None
Pulcini 2007	None	To determine the effectiveness of an intervention to increase the number of AAPs in schools	Peak flow education. Children were given a peak flow meter and were educated on the correct technique to measure lung function	Unclear	Daily for 2 weeks	None
Shah 2001	None	To determine the effects of a peer‐led programme for asthma education on quality of life and related morbidity in adolescents with asthma	Triple‐A: asthma education and empowerment. Students learnt how to educate their peers about asthma. Peers also led 3 health lessons for classes in school	Wait‐list control	3× sessions	Experience of daytime and night‐time symptoms; Lung function; HRQoL; Withdrawal
Splett 2006	None	To improve asthma management among school children and reduce asthma‐related school absences, hospitalisations, and ED visits	Children received training on managing their asthma. Licensed nurses and healthcare assistants received coaching and reinforcement from asthma resource nurses	Usual care	Unclear	School absence; Unplanned GP or hospital visit
Srof 2012	Health promotion model	To determine effects of coping skills on asthma self‐efficacy, social support, quality of life, and peak flow among adolescents	Asthma diary; 5× coping skills sessions. Students received coping skills training and completed diary entries	Usual care	Sessions over 5 weeks	None
Velsor‐Friedrich 2005	Self‐care deficit theory	To test a 2‐part intervention on selected psychosocial and health outcomes for children with asthma	OAS; nurse practitioner visits. Children received the OAS education curriculum and nurse practitioner visits to assess asthma health and further education	Usual care	6× group sessions; individual nurse sessions	ED visits; Experience of daytime and night‐time symptoms; Lung function

AAP: XXX.

ASMA: Asthma Self‐Management for Adolescents.

ED: emergency department.

GP: general practitioner.

HRQoL: health‐related quality of life.

ICAN: I Can Control Asthma and Nutrition Now.

OAS: Open Airways for Schools.

PD/H/PE: personal development/health/physical education.

PRECEDE: Predisposing, Reinforcing, and Enabling Causes in Educational Diagnosis and Evaluation.

RCT: randomised controlled trial.

SCAMP: School Care and Asthma Management Project.

SHARP: Staying Healthy–Asthma Responsible & Prepared.

Triple A: Adolescent Asthma Action.