. 2020 Oct 8;6(6):708–734. doi: 10.1002/osp4.452

TABLE 2.

Detailed summary of study characteristics of 22 studies reporting change in SSB intake

Author, year country	Study aims	Study design	Setting provider	Length of intervention	Sample demographics	Intervention type Theory used	Intervention arm Control arm	BCTs used	SSB type SSB assessment	Overall conclusion
Bleich et al. 2014 ⁵² USA	To examine whether caloric information reduces the quantity, volume and number of calories of SSB purchases among Black adolescents.	Case‐crossover RCT	Setting: Corner store‐based Provider: Study staff	intervention: 2 weeks Follow up: 6 weeks follow up	Population: Healthy adolescents N: 433 boys, 383 girls Age: 12–18 years Education level: Middle & high schools SES measure: area‐level SES, stores in low‐SES neighbourhoods Ethnicity: Black/African–American	Environmental Theory: NR	Intervention group: Caloric signs on SSBs Control group: No caloric signs provided	No BCTs	SSBs: Soda, fruit drink, sport drink, vitamin water, and ‘hug’ (a fruit drink packaged in 8‐ounce bottles) Objective: registered sales data	Significant reduction in SSB intake
Bleich et al. 2012 ⁵³ USA	To examine whether different forms of caloric information reduces the volume of SSB purchases among Black adolescents.	Case‐crossover RCT	Setting: Corner store‐based Provider: Study staff	intervention: 2 weeks Follow up: ?	Population: Healthy adolescents N: 800 boys, 799 girls Age: 12–18 years Education level: Middle & high schools SES measure: area‐level SES, stores in low‐SES neighbourhoods Ethnicity: Black/African–American	Environmental Theory: NR	Intervention group: Caloric signs on SSBs Control group (inactive control): Receives no intervention	No BCTs	SSBs: Soda, fruit drink, sport drink, vitamin water, and ‘hug’ (a fruit drink packaged in 8‐ounce bottles) Objective: registered sales data	Significant reduction in SSB intake
Bogart et al. ³³ 2011 USA	To pilot‐test an intervention aimed to translate school obesity‐prevention policies into practice with peer advocacy of healthy eating and school cafeteria changes.	Quasi‐experimental (pre–post with a control group)	Setting: School‐based Provider: Students	intervention: 5 weeks Follow up: 1‐month follow up	Population: Healthy adolescents N: 200 boys, 200 girls Mean age: 13 years (SD 0.5) Education level: seventh graders, middle schools SES measure: household income‐level SES, i.e., NFLP eligibility (77% NFLP eligible) Ethnicity: 68% Latino 17% Asian/Pacific 11% Black/African American 2% White 1% Native American 1% Other	Educational/behavioural/environmental Theory: Diffusion theory Social cognitive theory Theory of planned behaviour Empowerment theory	Intervention: School‐based peer‐led educational programme with: Peer leader component where peers are trained to model and promote healthy behaviours. School food changes in the environment which included improving canteen signage, providing posters explaining and displaying nutritional information. Control (inactive control): Receives no intervention	2.2, 4.3, 5.1, 12.1, 13.1	SSBs: Soda, sports drinks and noncarbonated fruit drinks Subjective: Dietary survey	Significant within‐group reduction in SSB intake.
Collins et al. ³⁴ 2014 Australia	To test the impact of a school‐based obesity prevention programme targeting adolescent girls of low socioeconomic position on dietary intake and behaviours	Cluster‐RCT	Setting: School‐based Provider: School staff	intervention: 12 months Follow up: 12 months follow up	Population: Normal (58%) and at risk for OWOB sample N: 357 girls Mean age: 13.1 years (SD 0.44) Education level: High schools SES measure: area‐level SES, schools in low‐SES neighbourhoods Ethnicity: Australian: 153 (86%) European: 18 (10%) Other: 8 (4.6%)	Education/behavioural Theory: Social cognitive theory	Intervention: Handbook on nutrition and physical activity Three practical nutritional workshops Parental newsletters and text‐messaging Control (waitlist control) Receives intervention after intervention period ends	2.3, 3.2, 5.1, 7.1	SSBs: Soda, fruit juice drinks and cordial concentrate Subjective: validated FFQ	No significant between‐group reduction in SSB intake
Contento et al. 2007 ³⁶ USA	To evaluate the feasibility of a school‐based intervention (C3) on fostering healthful eating, physical activity and healthy weight through enhancing agency and competence among middle school students.	Quasi‐experimental (pretest‐posttest with no control group)	Setting: School‐based Provider: School staff	intervention: 8 weeks	Population: Healthy adolescents N: NR Mean age: 12 years (range 11–13) Education level: 7th graders, middle schools SES measure: Area‐level SES, schools in low‐SES neighbourhoods Ethnicity: 25% African American, 70% Hispanic 5% other	Education/behavioural Theory: Extended theory of planned behaviour Self‐regulation theory Theory of planned behaviour	Intervention: Inquiry‐based science education consisting of a 24‐session curriculum during which students learns how one's body works, how to set goals and learning skills to achieve goals Control: No control group	1.1, 1.2, 1.4, 1.9, 2.3, 5.1, 10.11	SSBs: Carbonated/noncarbonated drinks Subjective: Validated FFQ	Significant within‐group reduction in SSB intake
Contento et al. 2010 ³⁵ USA	To examine the impact of a curriculum intervention, choice, control, and change (C3), on energy balance‐related behaviours (EBRBs) such as decreasing SSB intake and on potential mediators of the behaviours.	Cluster‐RCT (pre–post with a control group)	Setting: School‐based Provider: School staff	intervention: 1 year	Population: Healthy adolescents N: 286 boys, 275 girls Mean age: 12 years (range 11–13) Education level: Middle schools (7th graders) SES measure: Household income‐level SES, i.e., NFLP eligibility (83% NFLP eligible) Ethnicity: 25% African American 70% Latino 5% others	Educational/behavioural Theory: Social cognitive theory Self‐determination theory	Intervention: Inquiry‐based education which consists of 24 sessions of 45 min addressing energy balance, educational activities for acting, potential motivational and behaviour change variables to enhance personal agency. Control (waitlist control): Receives intervention after intervention period ends	1.1, 1.2, 1.4, 1.9, 2.3, 4.1, 5.1, 10.11	SSBs: Soft drinks, fruit drinks, sports drinks, iced tea, drink mixes Subjective: validated FFQ	Significant between‐group reduction in SSB intake.
Dubuy et al. 2012 ³⁸ Belgium	To examine the impact of a curriculum intervention, choice, control, and change (C3), on energy balance‐related behaviours (EBRBs) such as decreasing SSB intake and on potential mediators of the behaviours.	Quasi‐experimental (pre–post with a control group)	Setting: Schools Football clubs Provider: School staff	intervention: 4 months	Population: Healthy adolescents N: 146 boys, 19 girls Mean age: 12.6 years (SD 1.02) Education level: Elementary and secondary schools SES measure: Family‐level SES, i.e., parental education level Ethnicity: NR	Educational/behavioural Theory: Elaboration likelihood model	Intervention: Start clinic and end clinic: clinic activities encouraging healthy diet and physical activity (e.g., eating a healthy breakfast) school programme: 4‐month educational programme consisting of classroom activities on healthy diet and physical activity. Control (usual control): Receives regular curriculum	1.8, 5.1, 6.1, 9.1	SSBs: Soft drinks Subjective: Validated FFQ	No significant between‐group reduction in SSB intake.
Ezendam et al. 2012 ⁵⁰ The Netherlands	To evaluate the short‐ and long‐term effects of FATaintPHAT to prevent excessive weight gain among adolescents aged 12–13 years by improving their dietary behaviours (reducing SSB consumption), reducing sedentary behaviours and increasing PA.	Cluster‐RCT	Setting: School‐based Provider: School staff	intervention: 4 months Follow up: 2‐year follow up	Population: Normal (75%) and at risk for OWOB sample N: 284 boys, 198 girls Mean age: 12.7 years (SD 0.7) Education level: General secondary schools SES measure: Individual‐level SES, i.e., education level (64% vocational) Ethnicity: 320 Western 165 non‐Western	Educational/behavioural Theory: Precaution adoption process model Implementation intentions Theory of planned behaviour	Intervention: Educational component: Online computer‐tailored intervention consisting of 8 lessons spread over 10 weeks. Each module consists of information about the behaviour‐health link, assessment of behaviour, tailored feedback on dietary and physical activity behaviours, and option to formulate an implementation intention to prompt specific goal setting and action planning. Control (usual control) Receives regular curriculum	1.1, 1.2, 1.4, 2.2, 3.2, 4.1 5.1, 6.2	SSBs: Type SSB NR Subjective: Validated FFQ	Significant between‐group reduction in SSB intake
Foley et al. 2017 ⁵¹ Australia	To assess the impact of the SALSA programme on Year 10 SALSA peer leaders ‘dietary, physical activity and recreational screen time behaviours, and their intentions regarding these energy balance‐related behaviours (EBRBs)	Quasi‐experimental (pre–post with no control group)	Setting: School‐based Provider: Students	intervention: NR	Population: Healthy adolescents N: 150 boys, 265 girls Age: Range 13–16 years Education level: High schools SES measure: Area‐level SES, schools located in low‐SES neighbourhoods Ethnicity: Language spoken at home 70% English 19% Asian 6% Middle Eastern 5% Other	Education/behavioural Theory: Social Cognitive Theory Empowerment education approach WHO Health Promoting School Framework	Intervention: Peer education intervention: SALSA educators (university students) will train year 10 students as SALSA peer leaders. In teams of four, trained leaders will deliver 4 × 70 min lessons to their young peers in Year 8 using DVD, games and activities on how to make healthy dietary choices and be physically active Control: No control group	1.1, 1.3, 1.4, 4.1, 6.1	SSBs: Type SSB NR Subjective: Validated FFQ	Significant within‐group reduction in SSB intake
French et al. 2011 ³⁹ USA	To evaluate the effects of a family‐based intervention to prevent excess weight gain among a community‐based sample of households (HH)	cluster‐RCT	Setting: Household‐based Provider: Study staff	intervention: 6 months Follow up: 6 months	Population: Healthy adolescents N: 75 boys and girls Age: 12–17 years old Education level: General secondary schools SES measure: Household‐level SES, i.e., parental income (34% ≤ $45,000/year) Ethnicity: 21% non‐White	Education/behavioural Theory: NR	Intervention: Home‐based programme which included 6 monthly: Face‐to‐face group sessions: 2 h group sessions on behavioural education, physical activity and healthy dietary choices, monthly newsletters and 12 home‐based activities and telephone support calls. Control (inactive control): Receives no intervention	1.1, 1.2, 1.4, 2.3, 3.2, 6.2, 7.3, 10.3, 12.1, 12.5	SSBs: Type SSB NR Subjective: Validated FFQ	No significant between‐group reduction in SSB intake.
Haerens et al. 2007 ³⁷ Belgium	To evaluate the effects of a middle‐school healthy eating promotion intervention combining environmental changes and computer‐tailored feedback, with and without an explicit parent involvement component.	Cluster‐RCT	Setting: School‐based Provider: School staff	intervention: 12 months Follow up: NR	Population: Healthy adolescents N: Intervention arm 1: 734 boys, 491 girls Intervention arm 2: 849 boys, 156 girls Age: Intervention arm 1 13.04 (SD 0.79) intervention arm 2: 13.2 (SD 0.87) Education level: General secondary schools with technical/vocational training SES measure: Family‐level SES, i.e., parental occupation (68% of participants low‐SES) Ethnic background: Study mentions including ethnical diverse sample but participants' backgrounds are NR	Education/behavioural/ Environmental Theory: Transtheoretical model Theory of planned behaviour	Intervention: —Educational component aimed to promote healthy food choices and physical activity engagement ‐environmental changes: increasing the availability of healthy foods and restricting the availability of unhealthy foods by implementing policies. To increase fruit intake, fruits were sold at very low cost/provided free to all 7th and 8th graders. To increase water consumption, schools offered free drinking fountains ‐parental involvement: parents received newsletters on how to create supportive home environments for health behaviours. Control (inactive control) Receives no intervention	1.2, 1.4, 2.2, 3.2, 4.1, 5.1, 6.1, 6.2, 12.1	SSBs: Soft drinks Subjective: Validated FFQ	No significant between‐group reduction in SSB intake.
Lane et al. 2018 ⁴⁰ USA	To test the feasibility of KidsSmartER intervention on reducing SSB intake among 6th and 7th graders.	Matched‐contact crossover RCT with no control group	Setting: School‐based Provider: School and study staff	intervention: 6 weeks Follow up: 3 months follow up	Population: Normal (n = 12) and at risk for OWOB sample N: 17 boys, 26 girls Mean age: 11.7 years (SD 0.6) Education level: Middle schools SES measure: area‐level SES, schools located in low‐SES neighbourhoods Ethnicity: Racial/ethnic adolescents, backgrounds NR	Education/behavioural Theory: Theory of planned behaviour	Intervention: School‐based educational curriculum (6‐week 45‐min lesson given during science classes) with different components: Media literacy to encourage obtaining, interpreting and controlling the influence of media messages Public health literacy to obtain, interpret and act on information needed to make decisions benefitting the community. Control (active control) Control group received matched‐contact intervention	1.1, 1.2, 3.2, 5.1, 5.3, 6.1, 13.1	SSBs: Soda, energy/sports drinks, coffee with cream/sugar, sweet tea, and sweetened fruit juice Subjective: Validated FFQ	Significant within‐group reduction in SSB intake.
Majumdar et al. 2013 ⁴¹ USA	To evaluate the efficacy of a game on decreasing intake of processed snacks (e.g., chips, candy) and SB among adolescents attending low‐income schools.	Pretest‐posttest‐matched design with a control group	Setting: School‐based Provider: Game	intervention: 1 month	Population: Healthy adolescents N: boys, 88 girls Age range: 11 to >13 years Education level: 6th and 7th graders in middle schools SES measure: Household‐income based on NSLP eligibility (78% NSLP eligible) Ethnicity: 63% Latino/Hispanics	Education/behavioural Theory: Social Cognitive Theory Self‐determination theory	Intervention: game‐based educational programme consisting of 24 lessons targeting dietary and physical activity behaviours Control (active control): Control receives a different game (WhyWille) game which did contain active intervention components	1.1, 1.2, 1.4, 2.3, 4.4, 5.1, 7.1	SSBs: Type SSB NR Subjective: Validated FFQ	Significant between‐group reduction in SSB intake.
Neumark‐Sztainer et al 2010 ⁴² USA	To evaluate the impact of a school‐based intervention aimed at preventing weight‐related problems in adolescent girls.	RCT	Setting: School‐based Provider: Study staff	intervention: ? Follow up: ?	Population: Normal (17%) and at risk for OWOB sample N: 356 girls Mean age: 17.5 years (SD 1.13) Education level: High schools SES measure: Household‐income based on NSLP eligibility (58% NSLP eligible) Ethnicity: 32.4% African–American/Black 27% White 16.5% Hispanic 8% Mixed/other 3.3% American Indian	Education/behavioural Theory: Extensive formative research Social cognitive theory Transtheoretical Model	Intervention: Educational component consisting of nutrition and social support/self‐empowerment sessions individual counselling sessions, one‐week lunch brunch and parent outreach. Control (active control) Receives a different intervention	1.1, 1.2, 3.2, 4.1, 5.1, 8.1, 11.2	SSBs: Soda, fruit drinks, sports drinks, sweetened tea and coffee Subjective: 24‐h recall	No significant between‐group reduction in SSB intake.
Singh et al. 2009 ⁴³ The Netherlands	To evaluate the efficacy of a multicomponent intervention on reducing SSB intake in both short and long‐term terms among Dutch adolescents.	cluster‐RCT	Setting: School‐based Provider: Study staff	intervention: 8 months Follow up: 12 months	Population: Normal (71.8%) and at risk for OWOB sample N: 295 boys, 337 girls Mean age: 12.8 years (SD 0.5) Education level: Prevocational secondary schools SES measure: Individual‐level SES, i.e., education level Ethnicity: Author mentions including a diverse ethnic sample but participants backgrounds NR	Education/behavioural/ environmental Theory: Intervention mapping	Intervention: —Educational programme covering 11 lessons on biology and physical education —Environmental change options such as encouraging schools to offer additional physical education classes and advice for schools on changes in and around school cafeterias Control (usual control): Receives regular curriculum	1.2, 1.4, 2.2, 2.3, 3.2, 4.1, 5.1, 6.2, 7.1, 7.3, 8.1, 8.7, 10.3, 12.1, 12.5	SSBs: Soft drinks and fruit juices Subjective: Validated dietary questionnaire	Significant between‐group reduction in SSB intake.
Smith et al. 2014 ⁴⁴ Australia	To evaluate the impact of the Active Teen Leaders Avoiding Screen‐time (ATLAS) intervention for adolescent boys, an obesity prevention intervention using smartphone technology.	cluster‐RCT	Setting: School‐based Provider: Study staff	intervention: 8 months Follow up: 18 months	Population: Normal (61%) and at risk for OWOB sample N: 361 boys Mean age: 12.7 years (SD 0.5) Education level: High schools SES measure: School‐level SES, i.e., based on ICSEA. Ethnicity: 80.6% Australian 12.2% European 0.6% African 2.2% Asian 4.4% Other	Education/behavioural Theory: Social cognitive theory Self‐determination theory	Intervention: Teach professional development parents and parental newsletters Students research‐led seminars Enhanced school sports sessions Lunchtime physical activity‐mentoring sessions Smartphone app and Website Control (waitlist): Receives intervention after intervention period ends	1.1, 1.2, 1.4, 1.8, 2.2, 2.3, 3.2, 4.1, 5.1, 6.1, 8.7, 10.3, 10.11, 13.1	SSBs: Type SSB NR Subjective: Validated dietary/physical activity questionnaire	Significant between‐group reduction in SSB intake.
Smith et al. 2014 ⁴⁵ USA	To evaluate the efficacy of a school‐based intervention on SSB consumption among Appalachian high school students.	Quasi‐experimental (pre–post with no control group)	Setting: School‐based Provider: Students	intervention: 4 weeks Follow up: 1‐month follow up	Population: Healthy adolescents N: 73 boys, 113 girls Mean age: 15.8 years (SD 1.8) Education level: 9–12 graders, high schools SES measure: Household‐income based on NSLP‐eligibility (40% NSLP‐eligible) Ethnicity: 94.6% White/Caucasian 3% Black/African–American 0.5% Native American 0.5% Asian American 1% > Other	Education/behavioural Theory: NR	Intervention: Educational programme on media messaging, media coverage of SSBs, written information for school newsletters and local newspapers about SSBs Control: No control group	5.1, 8.2, 10.11	SSBs: Pop/soda sweetened tea, sweetened coffee drinks, fruit drinks (excluding 100% juice), sports drinks, and energy drinks Subjective: Survey	Significant within‐group reduction in SSB intake.
Spook et al. 2016 ⁴⁶ The Netherlands	To pilot the effects of balance IT, a self‐regulation game on dietary intake and PA among secondary vocational students.	cluster‐RCT (pre–post with a control group)	Setting: School‐based Provider: Game	intervention: 4 weeks	Population: Normal (75%) and at risk for OWOB sample N: 39 boys, 66 girls Mean age: 16.7 years (SD 1.10) Education level: Lower vocational secondary schools SES measure: NR Ethnicity: 27% non‐Dutch	Education/behavioural Theory: Self‐regulation theory Intervention mapping	Intervention: Tailored educational game in which participants are asked to set graded tasks. Users are asked to monitor and evaluate their goals on a daily/weekly basis. Each day, users are prompted with their goals. Visual feedback on self‐reported goal attainment is provided for each goal set. Users are also asked to formulate implementation intentions (these implementation intentions can be set as reminder prompts). Social support is provided through the Balance IT Forum. Control (waitlist) Receives the intervention after intervention period ends	1.1, 1.2, 1.4, 2.2, 2.3, 3.2, 7.1, 10.3	SSBs: Soft drinks Subjective: Validated FFQ	No significant between‐group reduction in SSB intake.
VanEpps et al. 2016 ⁵⁴ USA	To test the extent to which warning labels for SSBs can influence adolescents' beliefs and hypothetical choices	RCT	Setting: Lab‐based Provider: Web‐based	intervention: ? Follow up: ?	Population: Healthy adolescents N: 1,094 boys, 1,108 girls Mean age: 15 years Education level: 5th–12th graders, middle‐high schools SES measure: Family‐level SES based on parental education level (9.6% with maternal education <high school degree, 6.5% participants with paternal education <high school degree). Ethnicity: 31.6% Hispanic 62.9% White 33.6% Black 1.8% Asian 2.1% Native American 0.3% Hawaiian 4.5% Other	Educational/behavioural Theory: NR	Intervention: A hypothetical vending machine setting in which users receive 6 warning conditions (e.g., SAFETY WARNING: Drinking beverages with added sugar(s) contributes to obesity, diabetes, and tooth decay) Control (inactive): Receives no intervention	no BCTs	SSB definition: Type SSB NR Subjective: Survey	Significant reduction in SSB intake.
Nassau et al. 2014 ⁴⁷ The Netherlands	To evaluate the impact of the DOiT‐implementation programme on adolescents' adiposity and energy balance‐related behaviours.	cluster‐RCT	Setting: School‐based Provider: Study staff	Follow up: 20‐month follow up	Population: Normal (72%) and at risk for OWOB sample N: 428 boys, 483 females Mean age: 12.8 years Education level: prevocational secondary schools SES measure: Individual‐level SES based on education level Ethnicity: Author mentions including a diverse ethnic sample but participants backgrounds NR	Education/behavioural/environmental Theory: Intervention Mapping	Intervention Educational programme covering 11 lessons on biology and physical education environmental change options such as encouraging schools to offer additional physical education classes and advice for schools on changes in and around school cafeterias. Control (usual): Receives regular curriculum)	1.2, 1.4, 2.2, 2.3, 3.2, 4.1, 5.1, 6.2, 7.1, 7.3, 8.1, 8.7, 10.3, 12.1, 12.5	SSB definition: Type SSB NR Subjective: Validated dietary questionnaire	Significant within‐group reduction in SSB intake.
Whittemore et al. ⁴⁸ 2012 USA	To compare the effectiveness of two school‐based internet obesity prevention programmes on dietary and physical activity behaviours	cluster‐RCT	Setting: School‐based Provider: Web‐based	intervention: 3 months Follow up: 6 months follow up	Population: Normal (61%) and at risk for OWOB sample N: 77 boys, 130 girls Mean age: 15.2 years (SD 0.69) Education level: High schools SES measure: Household‐level SES based on parental income (42% with an income <40.000) Ethnicity: 37% White 21.6% Hispanic 28.9% African–American 12.3% Other	Education/behavioural Theory: Theory of interactive technology Social learning theory	Intervention: School‐based web educational programme composed of two components: HealtheTeen: Students receive lessons on goal‐setting, self‐monitoring, health coaching and social networking. HealtheTeen + CST: Includes similar lessons as HealtheTeen but also lessons on coping skills training, social problem, solving, stress reduction, assertive communication and conflict solving. Control (usual) Receives regular curriculum	1.1, 1.2, 2.2, 2.3, 3.2, 5.1, 6.1, 8.1, 9.1, 11.2	SSB definition: Soda and fruit juice Subjective: Validated dietary questionnaire	Significant between‐group reduction in SSB intake.
Winett et al, 1999 ⁴⁹ USA	To test the efficacy of the programme with multiple groups of 9th‐ and l0th‐grade girls on reducing calories from SSB.	Quasi‐experimental (pre–post with a control group)	Setting: School‐based Provider: School staff	intervention: ?	Population: Healthy adolescents N: 103 girls Mean age: 14.9 years Education level: 9th and 10th graders, high school SES measure: Area‐level SES, schools located in low‐SES neighbourhoods Ethnicity: NR	Education/behavioural Theory: Social cognitive theory	Intervention: School‐based educational programme which focuses on dietary and physical activity behaviours. Control (usual): Receives regular curriculum	1.1, 1.5, 2.2, 2.3, 5.1, 6.3	SSB definition: Soda Subjective: 24‐h recall and validated FFQ	Significant between‐group reduction in SSB intake.

Author, year country

Study aims

Study design

Setting provider

Length of intervention

Sample demographics

Intervention type Theory used

Intervention arm Control arm

BCTs used

SSB type SSB assessment

Overall conclusion

Bleich et al. 2014 ⁵²

USA

To examine whether caloric information reduces the quantity, volume and number of calories of SSB purchases among Black adolescents.

Case‐crossover RCT

Setting: Corner store‐based

Provider: Study staff

intervention: 2 weeks

Follow up: 6 weeks follow up

Population: Healthy adolescents

N: 433 boys, 383 girls

Age: 12–18 years

Education level: Middle & high schools

SES measure: area‐level SES, stores in low‐SES neighbourhoods

Ethnicity: Black/African–American

Environmental

Theory: NR

Intervention group: Caloric signs on SSBs

Control group: No caloric signs provided

No BCTs

SSBs: Soda, fruit drink, sport drink, vitamin water, and ‘hug’ (a fruit drink packaged in 8‐ounce bottles)

Objective: registered sales data

Significant reduction in SSB intake

Bleich et al. 2012 ⁵³

USA

To examine whether different forms of caloric information reduces the volume of SSB purchases among Black adolescents.

Case‐crossover RCT

Setting: Corner store‐based

Provider: Study staff

intervention: 2 weeks

Follow up: ?

Population: Healthy adolescents

N: 800 boys, 799 girls

Age: 12–18 years

Education level: Middle & high schools

SES measure: area‐level SES, stores in low‐SES neighbourhoods

Ethnicity: Black/African–American

Environmental

Theory: NR

Intervention group: Caloric signs on SSBs

Control group (inactive control): Receives no intervention

No BCTs

SSBs: Soda, fruit drink, sport drink, vitamin water, and ‘hug’ (a fruit drink packaged in 8‐ounce bottles)

Objective: registered sales data

Significant reduction in SSB intake

Bogart et al. ³³ 2011

USA

To pilot‐test an intervention aimed to translate school obesity‐prevention policies into practice with peer advocacy of healthy eating and school cafeteria changes.

Quasi‐experimental

(pre–post with a control group)

Setting: School‐based

Provider: Students

intervention: 5 weeks

Follow up:

1‐month follow up

Population: Healthy adolescents

N: 200 boys, 200 girls

Mean age: 13 years (SD 0.5)

Education level: seventh graders, middle schools

SES measure: household income‐level SES, i.e., NFLP eligibility (77% NFLP eligible)

Ethnicity: 68% Latino

17% Asian/Pacific

11% Black/African American

2% White

1% Native American

1% Other

Educational/behavioural/environmental

Theory: Diffusion theory

Social cognitive theory

Theory of planned behaviour

Empowerment theory

Intervention: School‐based peer‐led educational programme with: Peer leader component where peers are trained to model and promote healthy behaviours.

School food changes in the environment which included improving canteen signage, providing posters explaining and displaying nutritional information.

Control (inactive control): Receives no intervention

2.2, 4.3, 5.1, 12.1, 13.1

SSBs: Soda, sports drinks and noncarbonated fruit drinks

Subjective: Dietary survey

Significant within‐group reduction in SSB intake.

Collins et al. ³⁴ 2014

Australia

To test the impact of a school‐based obesity prevention programme targeting adolescent girls of low socioeconomic position on dietary intake and behaviours

Cluster‐RCT

Setting: School‐based

Provider: School staff

intervention: 12 months

Follow up: 12 months follow up

Population: Normal (58%) and at risk for OWOB sample

N: 357 girls

Mean age: 13.1 years (SD 0.44)

Education level: High schools

SES measure: area‐level SES, schools in low‐SES neighbourhoods

Ethnicity: Australian: 153 (86%)

European: 18 (10%)

Other: 8 (4.6%)

Education/behavioural

Theory: Social cognitive theory

Intervention: Handbook on nutrition and physical activity

Three practical nutritional workshops

Parental newsletters and text‐messaging

Control (waitlist control)

Receives intervention after intervention period ends

2.3, 3.2, 5.1, 7.1

SSBs: Soda, fruit juice drinks and cordial concentrate

Subjective: validated FFQ

No significant between‐group reduction in SSB intake

Contento et al.

2007 ³⁶

USA

To evaluate the feasibility of a school‐based intervention (C3) on fostering healthful eating, physical activity and healthy weight through enhancing agency and competence among middle school students.

Quasi‐experimental

(pretest‐posttest with no control group)

Setting: School‐based

Provider: School staff

intervention: 8 weeks

Population: Healthy adolescents

N: NR

Mean age: 12 years (range 11–13)

Education level: 7th graders, middle schools

SES measure: Area‐level SES, schools in low‐SES neighbourhoods

Ethnicity: 25% African American,

70% Hispanic

5% other

Education/behavioural

Theory: Extended theory of planned behaviour

Self‐regulation theory

Theory of planned behaviour

Intervention: Inquiry‐based science education consisting of a 24‐session curriculum during which students learns how one's body works, how to set goals and learning skills to achieve goals

Control: No control group

1.1, 1.2, 1.4, 1.9, 2.3, 5.1, 10.11

SSBs: Carbonated/noncarbonated drinks

Subjective: Validated FFQ

Significant within‐group reduction in SSB intake

Contento et al.

2010 ³⁵

USA

To examine the impact of a curriculum intervention, choice, control, and change (C3), on energy balance‐related behaviours (EBRBs) such as decreasing SSB intake and on potential mediators of the behaviours.

Cluster‐RCT

(pre–post with a control group)

Setting: School‐based

Provider: School staff

intervention: 1 year

Population: Healthy adolescents

N: 286 boys, 275 girls

Mean age: 12 years (range 11–13)

Education level: Middle schools (7th graders)

SES measure: Household income‐level SES, i.e., NFLP eligibility (83% NFLP eligible)

Ethnicity: 25% African American

70% Latino

5% others

Educational/behavioural

Theory: Social cognitive theory

Self‐determination theory

Intervention: Inquiry‐based education which consists of 24 sessions of 45 min addressing energy balance, educational activities for acting, potential motivational and behaviour change variables to enhance personal agency.

Control (waitlist control): Receives intervention after intervention period ends

1.1, 1.2, 1.4, 1.9, 2.3, 4.1, 5.1, 10.11

SSBs: Soft drinks, fruit drinks, sports drinks, iced tea, drink mixes

Subjective: validated FFQ

Significant between‐group reduction in SSB intake.

Dubuy et al. 2012 ³⁸

Belgium

Quasi‐experimental (pre–post with a control group)

Setting: Schools

Football clubs

Provider: School staff

intervention: 4 months

Population: Healthy adolescents

N: 146 boys, 19 girls

Mean age: 12.6 years (SD 1.02)

Education level: Elementary and secondary schools

SES measure: Family‐level SES, i.e., parental education level

Ethnicity: NR

Educational/behavioural

Theory: Elaboration likelihood model

Intervention: Start clinic and end clinic: clinic activities encouraging healthy diet and physical activity (e.g., eating a healthy breakfast) school programme: 4‐month educational programme consisting of classroom activities on healthy diet and physical activity.

Control (usual control): Receives regular curriculum

1.8, 5.1, 6.1, 9.1

SSBs: Soft drinks

Subjective: Validated FFQ

No significant between‐group reduction in SSB intake.

Ezendam et al. 2012 ⁵⁰

The Netherlands

To evaluate the short‐ and long‐term effects of FATaintPHAT to prevent excessive weight gain among adolescents aged 12–13 years by improving their dietary behaviours (reducing SSB consumption), reducing sedentary behaviours and increasing PA.

Cluster‐RCT

Setting: School‐based

Provider: School staff

intervention: 4 months

Follow up: 2‐year follow up

Population: Normal (75%) and at risk for OWOB sample

N: 284 boys, 198 girls

Mean age: 12.7 years (SD 0.7)

Education level: General secondary schools

SES measure: Individual‐level SES, i.e., education level (64% vocational)

Ethnicity: 320 Western

165 non‐Western

Educational/behavioural

Theory: Precaution adoption process model

Implementation intentions

Theory of planned behaviour

Intervention: Educational component: Online computer‐tailored intervention consisting of 8 lessons spread over 10 weeks. Each module consists of information about the behaviour‐health link, assessment of behaviour, tailored feedback on dietary and physical activity behaviours, and option to formulate an implementation intention to prompt specific goal setting and action planning.

Control (usual control)

Receives regular curriculum

1.1, 1.2, 1.4, 2.2, 3.2, 4.1 5.1, 6.2

SSBs: Type SSB NR

Subjective: Validated FFQ

Significant between‐group reduction in SSB intake

Foley et al.

2017 ⁵¹

Australia

To assess the impact of the SALSA programme on Year 10 SALSA peer leaders ‘dietary, physical activity and recreational screen time behaviours, and their intentions regarding these energy balance‐related behaviours (EBRBs)

Quasi‐experimental

(pre–post with no control group)

Setting: School‐based

Provider: Students

intervention: NR

Population: Healthy adolescents

N: 150 boys, 265 girls

Age: Range 13–16 years

Education level: High schools

SES measure: Area‐level SES, schools located in low‐SES neighbourhoods

Ethnicity: Language spoken at home

70% English

19% Asian

6% Middle Eastern

5% Other

Education/behavioural

Theory: Social Cognitive Theory

Empowerment education approach

WHO Health Promoting School Framework

Intervention: Peer education intervention: SALSA educators (university students) will train year 10 students as SALSA peer leaders. In teams of four, trained leaders will deliver 4 × 70 min lessons to their young peers in Year 8 using DVD, games and activities on how to make healthy dietary choices and be physically active Control: No control group

1.1, 1.3, 1.4, 4.1, 6.1

SSBs: Type SSB NR

Subjective: Validated FFQ

Significant within‐group reduction in SSB intake

French et al. 2011 ³⁹

USA

To evaluate the effects of a family‐based intervention to prevent excess weight gain among a community‐based sample of households (HH)

cluster‐RCT

Setting: Household‐based

Provider: Study staff

intervention: 6 months

Follow up: 6 months

Population: Healthy adolescents

N: 75 boys and girls

Age: 12–17 years old

Education level: General secondary schools

SES measure: Household‐level SES, i.e., parental income (34% ≤ $45,000/year)

Ethnicity: 21% non‐White

Education/behavioural

Theory: NR

Intervention: Home‐based programme which included 6 monthly: Face‐to‐face group sessions: 2 h group sessions on behavioural education, physical activity and healthy dietary choices, monthly newsletters and 12 home‐based activities and telephone support calls.

Control (inactive control):

Receives no intervention

1.1, 1.2, 1.4, 2.3, 3.2, 6.2, 7.3, 10.3, 12.1, 12.5

SSBs: Type SSB NR

Subjective: Validated FFQ

No significant between‐group reduction in SSB intake.

Haerens et al. 2007 ³⁷

Belgium

To evaluate the effects of a middle‐school healthy eating promotion intervention combining environmental changes and computer‐tailored feedback, with and without an explicit parent involvement component.

Cluster‐RCT

Setting: School‐based

Provider: School staff

intervention: 12 months

Follow up: NR

Population: Healthy adolescents

N: Intervention arm 1: 734 boys, 491 girls

Intervention arm 2: 849 boys, 156 girls

Age: Intervention arm 1 13.04 (SD 0.79)

intervention arm 2: 13.2 (SD 0.87)

Education level: General secondary schools with technical/vocational training

SES measure: Family‐level SES, i.e., parental occupation (68% of participants low‐SES)

Ethnic background: Study mentions including ethnical diverse sample but participants' backgrounds are NR

Education/behavioural/

Environmental

Theory: Transtheoretical model

Theory of planned behaviour

Intervention: —Educational component aimed to promote healthy food choices and physical activity engagement

‐environmental changes: increasing the availability of healthy foods and restricting the availability of unhealthy foods by implementing policies. To increase fruit intake, fruits were sold at very low cost/provided free to all 7th and 8th graders. To increase water consumption, schools offered free drinking fountains

‐parental involvement: parents received newsletters on how to create supportive home environments for health behaviours.

Control (inactive control)

Receives no intervention

1.2, 1.4, 2.2, 3.2, 4.1, 5.1, 6.1, 6.2, 12.1

SSBs: Soft drinks

Subjective: Validated FFQ

No significant between‐group reduction in SSB intake.

Lane et al. 2018 ⁴⁰

USA

To test the feasibility of KidsSmartER intervention on reducing SSB intake among 6th and 7th graders.

Matched‐contact crossover RCT with no control group

Setting: School‐based

Provider: School and study staff

intervention: 6 weeks

Follow up: 3 months follow up

Population: Normal (n = 12) and at risk for OWOB sample

N: 17 boys, 26 girls

Mean age: 11.7 years (SD 0.6)

Education level: Middle schools

SES measure: area‐level SES, schools located in low‐SES neighbourhoods

Ethnicity: Racial/ethnic adolescents, backgrounds NR

Education/behavioural

Theory: Theory of planned behaviour

Intervention: School‐based educational curriculum (6‐week 45‐min lesson given during science classes) with different components: Media literacy to encourage obtaining, interpreting and controlling the influence of media messages

Public health literacy to obtain, interpret and act on information needed to make decisions benefitting the community.

Control (active control)

Control group received matched‐contact intervention

1.1, 1.2, 3.2, 5.1, 5.3, 6.1, 13.1

SSBs: Soda, energy/sports drinks, coffee with cream/sugar, sweet tea, and sweetened fruit juice

Subjective: Validated FFQ

Significant within‐group reduction in SSB intake.

Majumdar et al.

2013 ⁴¹

USA

To evaluate the efficacy of a game on decreasing intake of processed snacks (e.g., chips, candy) and SB among adolescents attending low‐income schools.

Pretest‐posttest‐matched design with a control group

Setting: School‐based

Provider: Game

intervention: 1 month

Population: Healthy adolescents

N: boys, 88 girls

Age range: 11 to >13 years

Education level: 6th and 7th graders in middle schools

SES measure: Household‐income based on NSLP eligibility (78% NSLP eligible)

Ethnicity: 63% Latino/Hispanics

Education/behavioural

Theory: Social Cognitive Theory

Self‐determination theory

Intervention: game‐based educational programme consisting of 24 lessons targeting dietary and physical activity behaviours

Control (active control): Control receives a different game (WhyWille) game which did contain active intervention components

1.1, 1.2, 1.4, 2.3, 4.4, 5.1, 7.1

SSBs: Type SSB NR

Subjective: Validated FFQ

Significant between‐group reduction in SSB intake.

Neumark‐Sztainer et al 2010 ⁴²

USA

To evaluate the impact of a school‐based intervention aimed at preventing weight‐related problems in adolescent girls.

RCT

Setting: School‐based

Provider: Study staff

intervention: ?

Follow up: ?

Population: Normal (17%) and at risk for OWOB sample

N: 356 girls

Mean age: 17.5 years (SD 1.13)

Education level: High schools

SES measure: Household‐income based on NSLP eligibility (58% NSLP eligible)

Ethnicity: 32.4% African–American/Black

27% White

16.5% Hispanic

8% Mixed/other

3.3% American Indian

Education/behavioural

Theory: Extensive formative research

Social cognitive theory

Transtheoretical Model

Intervention: Educational component consisting of nutrition and social support/self‐empowerment sessions individual counselling sessions, one‐week lunch brunch and parent outreach.

Control (active control)

Receives a different intervention

1.1, 1.2, 3.2, 4.1, 5.1, 8.1, 11.2

SSBs: Soda, fruit drinks, sports drinks, sweetened tea and coffee

Subjective: 24‐h recall

No significant between‐group reduction in SSB intake.

Singh et al. 2009 ⁴³

The Netherlands

To evaluate the efficacy of a multicomponent intervention on reducing SSB intake in both short and long‐term terms among Dutch adolescents.

cluster‐RCT

Setting: School‐based

Provider: Study staff

intervention: 8 months

Follow up:

12 months

Population: Normal (71.8%) and at risk for OWOB sample

N: 295 boys, 337 girls

Mean age: 12.8 years (SD 0.5)

Education level: Prevocational secondary schools

SES measure: Individual‐level SES, i.e., education level

Ethnicity: Author mentions including a diverse ethnic sample but participants backgrounds NR

Education/behavioural/

environmental

Theory: Intervention mapping

Intervention: —Educational programme covering 11 lessons on biology and physical education

—Environmental change options such as encouraging schools to offer additional physical education classes and advice for schools on changes in and around school cafeterias

Control (usual control):

Receives regular curriculum

1.2, 1.4, 2.2, 2.3, 3.2, 4.1, 5.1, 6.2, 7.1, 7.3, 8.1, 8.7, 10.3, 12.1, 12.5

SSBs: Soft drinks and fruit juices

Subjective: Validated dietary questionnaire

Significant between‐group reduction in SSB intake.

Smith et al. 2014 ⁴⁴

Australia

To evaluate the impact of the Active Teen Leaders Avoiding Screen‐time (ATLAS) intervention for adolescent boys, an obesity prevention intervention using smartphone technology.

cluster‐RCT

Setting: School‐based

Provider: Study staff

intervention: 8 months

Follow up: 18 months

Population: Normal (61%) and at risk for OWOB sample

N: 361 boys

Mean age: 12.7 years (SD 0.5)

Education level: High schools

SES measure: School‐level SES, i.e., based on ICSEA.

Ethnicity: 80.6% Australian

12.2% European

0.6% African

2.2% Asian

4.4% Other

Education/behavioural

Theory: Social cognitive theory

Self‐determination theory

Intervention: Teach professional development

parents and parental newsletters

Students research‐led seminars

Enhanced school sports sessions

Lunchtime physical activity‐mentoring sessions

Smartphone app and Website Control (waitlist): Receives intervention after intervention period ends

1.1, 1.2, 1.4, 1.8, 2.2, 2.3, 3.2, 4.1, 5.1, 6.1, 8.7, 10.3, 10.11, 13.1

SSBs: Type SSB NR

Subjective: Validated dietary/physical activity questionnaire

Significant between‐group reduction in SSB intake.

Smith et al. 2014 ⁴⁵

USA

To evaluate the efficacy of a school‐based intervention on SSB consumption among Appalachian high school students.

Quasi‐experimental (pre–post with no control group)

Setting: School‐based

Provider: Students

intervention: 4 weeks

Follow up: 1‐month follow up

Population: Healthy adolescents

N: 73 boys, 113 girls

Mean age: 15.8 years (SD 1.8)

Education level: 9–12 graders, high schools

SES measure: Household‐income based on NSLP‐eligibility (40% NSLP‐eligible)

Ethnicity: 94.6% White/Caucasian

3% Black/African–American

0.5% Native American

0.5% Asian American

1% > Other

Education/behavioural

Theory: NR

Intervention: Educational programme on media messaging, media coverage of SSBs, written information for school newsletters and local newspapers about SSBs

Control: No control group

5.1, 8.2, 10.11

SSBs: Pop/soda sweetened tea, sweetened coffee drinks, fruit drinks (excluding 100% juice), sports drinks, and energy drinks

Subjective: Survey

Significant within‐group reduction in SSB intake.

Spook et al. 2016 ⁴⁶

The Netherlands

To pilot the effects of balance IT, a self‐regulation game on dietary intake and PA among secondary vocational students.

cluster‐RCT

(pre–post with a control group)

Setting: School‐based

Provider: Game

intervention: 4 weeks

Population: Normal (75%) and at risk for OWOB sample

N: 39 boys, 66 girls

Mean age: 16.7 years (SD 1.10)

Education level: Lower vocational secondary schools

SES measure: NR

Ethnicity: 27% non‐Dutch

Education/behavioural

Theory: Self‐regulation theory

Intervention mapping

Intervention: Tailored educational game in which participants are asked to set graded tasks. Users are asked to monitor and evaluate their goals on a daily/weekly basis. Each day, users are prompted with their goals. Visual feedback on self‐reported goal attainment is provided for each goal set.

Users are also asked to formulate implementation intentions (these implementation intentions can be set as reminder prompts).

Social support is provided through the Balance IT Forum. Control (waitlist)

Receives the intervention after intervention period ends

1.1, 1.2, 1.4, 2.2, 2.3, 3.2, 7.1, 10.3

SSBs: Soft drinks

Subjective: Validated FFQ

No significant between‐group reduction in SSB intake.

VanEpps et al. 2016 ⁵⁴

USA

To test the extent to which warning labels for SSBs can influence adolescents' beliefs and hypothetical choices

RCT

Setting: Lab‐based

Provider: Web‐based

intervention: ?

Follow up: ?

Population: Healthy adolescents

N: 1,094 boys, 1,108 girls

Mean age: 15 years

Education level: 5th–12th graders, middle‐high schools

SES measure: Family‐level SES based on parental education level (9.6% with maternal education <high school degree, 6.5% participants with paternal education <high school degree).

Ethnicity: 31.6% Hispanic

62.9% White

33.6% Black

1.8% Asian

2.1% Native American

0.3% Hawaiian

4.5% Other

Educational/behavioural

Theory: NR

Intervention: A hypothetical vending machine setting in which users receive 6 warning conditions (e.g., SAFETY WARNING: Drinking beverages with added sugar(s) contributes to obesity, diabetes, and tooth decay)

Control (inactive): Receives no intervention

no BCTs

SSB definition: Type SSB NR

Subjective: Survey

Significant reduction in SSB intake.

Nassau et al. 2014 ⁴⁷

The Netherlands

To evaluate the impact of the DOiT‐implementation programme on adolescents' adiposity and energy balance‐related behaviours.

cluster‐RCT

Setting: School‐based

Provider: Study staff

Follow up: 20‐month follow up

Population: Normal (72%) and at risk for OWOB sample

N: 428 boys, 483 females

Mean age: 12.8 years

Education level: prevocational secondary schools

SES measure: Individual‐level SES based on education level

Ethnicity: Author mentions including a diverse ethnic sample but participants backgrounds NR

Education/behavioural/environmental

Theory: Intervention Mapping

Intervention Educational programme covering 11 lessons on biology and physical education

environmental change options such as encouraging schools to offer additional physical education classes and advice for schools on changes in and around school cafeterias.

Control (usual): Receives regular curriculum)

1.2, 1.4, 2.2, 2.3, 3.2, 4.1, 5.1, 6.2, 7.1, 7.3, 8.1, 8.7, 10.3, 12.1, 12.5

SSB definition: Type SSB NR

Subjective: Validated dietary questionnaire

Significant within‐group reduction in SSB intake.

Whittemore et al. ⁴⁸

2012

USA

To compare the effectiveness of two school‐based internet obesity prevention programmes on dietary and physical activity behaviours

cluster‐RCT

Setting: School‐based

Provider: Web‐based

intervention: 3 months

Follow up: 6 months follow up

Population: Normal (61%) and at risk for OWOB sample

N: 77 boys, 130 girls

Mean age: 15.2 years (SD 0.69)

Education level: High schools

SES measure: Household‐level SES based on parental income

(42% with an income <40.000)

Ethnicity: 37% White

21.6% Hispanic

28.9% African–American

12.3% Other

Education/behavioural

Theory: Theory of interactive technology

Social learning theory

Intervention: School‐based web educational programme composed of two components: HealtheTeen: Students receive lessons on goal‐setting, self‐monitoring, health coaching and social networking.

HealtheTeen + CST: Includes similar lessons as HealtheTeen but also lessons on coping skills training, social problem, solving, stress reduction, assertive communication and conflict solving.

Control (usual)

Receives regular curriculum

1.1, 1.2, 2.2, 2.3, 3.2, 5.1, 6.1, 8.1, 9.1, 11.2

SSB definition: Soda and fruit juice

Subjective: Validated dietary questionnaire

Significant between‐group reduction in SSB intake.

Winett et al, 1999 ⁴⁹

USA

To test the efficacy of the programme with multiple groups of 9th‐ and l0th‐grade girls on reducing calories from SSB.

Quasi‐experimental

(pre–post with a control group)

Setting: School‐based

Provider: School staff

intervention: ?

Population: Healthy adolescents

N: 103 girls

Mean age: 14.9 years

Education level: 9th and 10th graders, high school

SES measure: Area‐level SES, schools located in low‐SES neighbourhoods

Ethnicity: NR

Education/behavioural

Theory: Social cognitive theory

Intervention: School‐based educational programme which focuses on dietary and physical activity behaviours.

Control (usual): Receives regular curriculum

1.1, 1.5, 2.2, 2.3, 5.1, 6.3

SSB definition: Soda

Subjective: 24‐h recall and validated FFQ

Significant between‐group reduction in SSB intake.

Abbreviations: FQs, food frequency questionnaires; NR, not reported; NSLP, national school free/reduced lunch programme; OWOB, overweight/obese, SEIFA, socioeconomic index for areas; SES, socioeconomic status; SSB, sugar‐sweetened beverage; RCTs, randomized controlled trials; WHO, World Health Organization.