Table 1.
Characteristics of studies included in the systematic review
| Author and year | Country/ies | Methodology | Setting/s | Outcome | Component | Capacity-building type | Theory of change | Process frameworks |
|---|---|---|---|---|---|---|---|---|
| deLara 2000 | USA | Case study | High school (n = 1) | School violence and safety | Mono | External | Action research, youth-based phenomenology and general system theory. | Action research |
| Paul et al. 2010 | UK | Case study | Secondary school (n = 1) | Cyberbullying | Mono | External | Quality circles | |
| Tew 2010 | UK | Case example | Secondary school a (n = 1) | Mental health and wellbeing | Mono | External | Social and emotional aspects of learning and whole-school approaches. | PROGRESS programme |
| Paul et al. 2012 | UK | Case study | Secondary school (n = 1) | Cyberbullying | Mono | External | Quality circles | |
| Vaughn et al. 2013 | USA | Case study | Elementary-middle school (n = 1) | Bullying and obesity b | Mono | External | Community-based participatory research. | Concept mapping |
| Voight 2015 | USA | Case study | Middle school (n = 1) | Bullying | Mono | External | Youth civic engagement and school climate | Freire dialogue circles |
| Jensen et al. 2005; Simovska 2007; Simovska and Jensen 2008 | Czech Republic, Denmark, Sweden, Iceland, Portugal, Macedonia and Slovenia | Process evaluation | High school (n = 8) | I: youth, culture and alcohol II: Wellbeing and school environment | Mono | Individual-level | Health-Promoting Schools Framework and UN Convention on the Rights of the Child. | Investigation-vision- action-change |
| Epstein 2007 | USA | Case example | High school (n = 1) | Student chosen gang violence & Teenage Pregnancy b | Mono | Individual-level | Social action approach | Social action curriculum |
| Soleimanpour et al. 2008; | USA | Case example | High school (n = 1) | Student-chosen mental health b | Mono | Individual-level | Community-based participatory research | Stepping stones |
| Youth In Focus 2002 | ||||||||
| Ozer et al. 2008 | USA | Case examples | Secondary school (n = 2) | Student-chosen e.g. gang and peer pressure | Mono | Individual-level | Youth-led participatory research | |
| Ozer et al. 2010 | USA | Case example | Middle school (n = 1) | Student-chosen e.g. gang violence, and substance use | Mono | Individual-level | Youth participatory action research | |
| Ozer et al. 2013 | USA | Process evaluation integrated into a quasi-experiment | High school (n = 4) | Student-chosen e.g. stress, school safety and cyberbullying | Mono | Individual-level | Community-based participatory research | |
| Miller 2010 | USA | Case study | High school (n = 1) | Mental health and wellbeing | Mono | Individual-level | Participatory action research | Freirean Empowerment Education |
| Goodnough 2014 | Canada | Case study | High school (n = 1) | student chosen smoking and school safety | Mono | Individual-level | Youth-adult community of practice | Youth action research |
| Shriberg et al. 2017 | USA | Case study | Middle school (n = 1) | Bullying | Mono | Individual-level | Action research | Engage-identify-plan-act-reflect-sustain |
| Bond et al. 2001; Glover et al. 2002 | Australia | Process Evaluation integrated into a cluster RCT | Secondary school (n = 12) | Mental health, bullying, and substance use | Multi | System-level | Attachment risk and protective factors, health-promoting schools framework and system capacity-building | Action research |
| Mino 2003 | USA | Process evaluation | Middle school (n = 1) | Bullying, weapon carrying and violence | Mono | System-level | S.A.R.A. model | |
| Poulin and Nicholson 2005 | Canada | Process evaluation integrated into a quasi-experiment | Middle/senior school (n = 4) | Substance use and gambling | Mono | System-level | Cognitive dissonance, adolescent risk theory, social learning theory, stages of change model, co-operative participatory research and community capacity-building. | |
| Bonell et al. 2010a, b | UK | Process Evaluation integrated into intervention pilot | Secondary school (n = 2) | Substance use | Multi | System-level | Social psychology theory, pathways of school effects on drug use and health-promoting schools framework. | |
| Davison et al. 2011; Hawe et al. 2015 | Canada | Process Evaluation integrated into an intervention pilot | High school (n = 1) | Mental health, bullying, substance use, and sexual health | Multi | System-level | Attachment and school connectedness, social development model, Health Promoting Schools Framework and social-ecological approach. | |
| Bell 2014; Bell et al. 2017 | USA | Case study | Elementary-middle school (n = 1) | Wellbeing | Mono | System-level | Social and emotional learning implementation cycle, participatory culture-specific intervention model, public health problem-solving model for schools and school climate reform model. | SEL cycle |
| Fletcher et al. 2015; Bonell et al. 2015 | UK | Process evaluation integrated into a pilot trial | Secondary school (n = 4) | Bullying, aggression and violence. | Multi | System-level | Theory of human functioning and school organisation and health-promoting schools framework |
aOnly one case in the paper met the settings inclusion criteria. bOnly one case in the paper met the health outcome inclusion criteria