Table 3.
Matrix—Delay in the age of first pregnancy
| Study | Study design | Intervention | Duration | Dosage | Moderators of delivery | Setting | Timing of intervention |
|---|---|---|---|---|---|---|---|
| Cabezón (2005) | Cluster RCT | Sex education | 1 year (study for 4 years) | Teachers | Schools | Preconception | |
| Cowan (2010) | Cluster RCT | Regai Dzive Shiri intervention (an in‐school teaching programme, training of nurses and raising awareness and improving communication in the community with regards to HIV prevention) | 2003–2007 (this time period includes both the early and delayed implementation) | Research staff, nurses, school leavers | Community, schools and clinics | Preconception | |
| Diop (2004) | Quasi‐experimental design based in three urban communities in northern Senegal. pre‐ and posttest control group design | Sensitisation on adolescent reproductive health for community and religious leaders, reaching parents through women's groups, and education sessions led by peer educators using a life skills curriculum providers and peer educators were trained to offer youth‐friendly services trained teachers and peer educators to provide reproductive health information through a reproductive health curriculum tailored to in‐school youth | 3 years | Providers, peer educators, teachers | Community‐based intervention, school‐based and clinic based. The communities of Louga and Saint‐Louis served as intervention sites, while Diourbel served as a control site. Both intervention sites offered the community‐ and clinic‐based interventions; and Saint‐Louis also introduced the school‐based intervention | Preconception | |
| Duflo (2015) | Randomised evaluation—RCT | The first programme reduced the cost of education by providing free school uniforms. The second programme trained teachers on how to deliver the national HIV/AIDS prevention curriculum to upper primary school students. We also evaluate a small add‐on component to the government‐run teacher training designed to foster the discussion of condoms, in order to check whether an explicit discussion of condoms in a curriculum otherwise focused on abstinence and fidelity could affect behaviour |
Education subsidy—2 uniforms one each year in 2003 and 2004. 2 years of HIV education (please recheck) |
Teachers | School | Preconception | |
| Dupas (2011) | Randomised experiment | Four groups of schools: (1) teacher training programme and relative risk information, (2) only teacher training, (3) only relative risk information, and (4) neither programmes | Rr group had a 40 min talk with 10 min video | Teachers, facilitators, project officers | School | Preconception | |
| Erulkar (2007) | Programme evaluative reports | (1) Social mobilisation and group formation by adult female mentors, (2) participation in non formal education and livelihoods training for out of school girls, or support to remain in school, and (3) “community conversations” | 2 years | Mentors, facilitators | Community | ||
| Handa et al. (2015) | Cluster RCT | Cash transfer to take care of orphan and vulnerable children in the household | 2007–2011 (4 years) | Location OVC committees | Community | ||
| James et al. (2005) | Pre‐ and posttest follow up design | systematically developed photo‐novella (Laduma) on knowledge, attitudes, communication and behavioural intentions with respect to sexually transmitted infections | One reading (about 1 h) | Laduma was given to read. The questionnaire was individually filled in by learners and was supervised by a fieldworker and researcher during a normal class lesson | School | Preconception | |
| Jewkes et al. (2006) | Cluster RCT | Behavioural intervention | 17 sessions (50 h) over a period of 3–12 weeks control arm communities attended a single session of about 3 h on HIV and safer sex | Trained facilitators | Community | ||
| Kanesathasan et al. (2008) | Quasi‐experimental study design | (1) Mass or generalised: limited engagement with youth, (2) targeted or individualised: youth groups (provided young people with health information on a range of topics, including adolescence, gender and sexuality, fertility awareness, contraception, HIV and AIDS, safe motherhood, and reproductive health services), peer education (volunteer peer educators—married and unmarried males and females—to provide information, counselling, support and referrals to their peers through youth groups and individual sessions.), livelihoods (income generating opportunities and skills) | 2005–2007 | Peer educators, youth depot holders and health service providers | Community, institutional | ||
| Klepp et al. (1997) | RCT | Education programme designed to reduce children's risk to HIV and improve tolerance of and care for people with AIDS | A 2‐ to 3‐month period, averaging about 20 school hours of class | Teachers and local health workers | School | Preconception | |
| Lou et al. (2004) | Quasi experimental study | The intervention intended to build awareness and offer counselling and services related to sexuality and reproduction among unmarried youths, in addition to the routine programme activities, which were exclusively provided in the control site | 20 months | Research staff, professional educator, health counsellor | Community | Preconception | |
| Meekers (2000) | Quasi experimental | Targeted social marketing programme on reproductive health beliefs and behaviour | May 1997 to April 1997 (12 months) | Trained adolescents | Community | Preconception | |
| Mmbaga et al. (2017) | Randomised controlled trial | The PREPARE project. It was a curriculum based intervention targeting students in grade 5–6 (aged 12–14 years). Topics covered included “self‐awareness,” “my sexuality,” “relationships,” “what influences my sexuality,” “risk taking sexual behaviours and consequences,” “self‐ protection,” “decision making skills” and “puberty” | 9 weeks. The in‐school portion consisted of nine lessons were. Six were taught by teachers (total 11 h) and consisted of 16 sessions lasting 60–90 min each. Three were peer led (total 8 h) that consisted of weekly lessons lasting 60–90 min. Total time for the in‐school portion was 19 h. The study also included visits to health facilities but specific timings are not mentioned | Trained teachers, peer‐educators and health care providers | Public primary schools and youth friendly health service clinics | ? | |
| Okonofua et al. (2003) | Randomised controlled trial | It consisted of community participation, peer education, public lectures, health clubs in the schools, and training of STD treatment providers, including those with no formal training. It had three main components: Establishment of a reproductive health club at each school that organised STD prevention and treatment activities including a series of health awareness campaigns led by health professionals, distribution of educational material as well as organising debates, dramas, essay writing, symposia and film screening. Training some club members to become peer educators, over a period of 4 weeks, who then had one on one or group sessions with students, distributed relevant material and referred students to health care providers. Training local adolescent friendly health providers about the diagnosis and treatment of STDs | 11 months. The intervention began in early September 1997 and the post intervention survey took place in July 1998 | Researchers, health care providers, reproductive health club members and peer educators | Secondary schools in Benin city. Classes 4–5 were included | ? | |
| Pandey et al. (2016) | Quasi‐ experimental programme study | PRACHAR's adolescent training programme, which imparted knowledge on a range of issues related to reproduction, family planning, and responsible decision‐making in the area of reproductive health | 3 days (5 h/day) | Two pairs of female trainers for participants that were girls and two teams of 1 male and 1 female trainer for participants who were boys | Rural communities | ||
| Speizer et al. (2001) | Quasi‐experimental study | Peer‐based adolescent reproductive health education | 18 months | Peer‐educators. They were trained by health professional with experience in health education and reproductive health | Communities | ||
| Walker et al. (2006) | Cluster RCT | (1) HIV education, skills‐ building, cultural values, contraceptive promotion (condoms), (2) HIV education, skills‐ building, cultural values plus contraceptive education (EC plus condoms and their access) | Students at intervention schools received a 30 h course (over 15 weeks) on HIV prevention and life skills, designed in accordance with guidelines of the joint United Nations programme on HIV/AIDS. Two extra hours of education on emergency contraception were given to students in the condom promotion with contraception arm | Teachers | School | Preconception | |
| Ybarra et al. (2013) | Parallel group RCT | Online health sexuality programme | 5 h with half group receiving booster at 4 months | RAs (research associates?) | School | Preconception | |
| Baird et al. (2010) | Cluster RCT | Cash transfer (unconditional and conditional) | 2 year monthly cash transfer | NGOs | School/community | Preconception | |
| Gallegos et al. (2008) (table in Mexican) | RCT |
Small group discussions, use of videos and interactive exercises (a) reduction of HIV/AIDS risk and (b) health promotion |
6 h total (2 sessions one in a week) | Facilitators | Schools | Preconception | |
| Ross et al. (2007) | Community randomised trial | Community activities; teacher‐led, peer‐assisted sexual health education in years 5–7 of primary school; training and supervision of health workers to provide “youth‐friendly” sexual health services; and peer condom social marketing | In school programme12 40 min session/year Health worker trained to 1 week Competition—twice yearly (total 3 years) | Teachers, health workers, peer‐elected youth for condom distribution, local youth groups | Community/school | Preconception | |
| Daniel (2008) | Quasi‐ experimental programme study | Educational workshops and behaviour change communication. Elements included were social environment building, providing information on reproductive health and services, and improving access to reproductive health services | Implementation began in July 2002 in Nalanda, in October 2002 in Nawada and in April 2003 in Patna. The first phase of PRACHAR ended in 2005–2006. Phase II was being implemented when this paper was written and was supposed to continue through July 2009 | Change agents and training officers | Rural communities | Preconceptional | |
| Martiniuk et al. (2003) | Cluster RCT | Responsible sexuality education programme; which is a 3‐h scripted responsible sexuality education intervention which provides a framework for adolescents for decision making in relationships and provides unbiased information about sex and sexuality | 3 h | High schools | |||
| Shuey et al. (1999) | Quasi randomised study | School health education programme in primary schools. This programme aimed to improve access to information and other resources for healthy sexual behaviour decision making, improve adolescent to adolescent interaction regarding information and decision making (relating to AIDS, sexuality and health), and improving the quality of the existing district educational system in the implementation of the school health curriculum and in counselling/advice giving to students. This intervention consisted of nine activities involving the community, parents, local leaders, teachers, students and school health clubs | One full time health educator, staff already present on the district education and health teams, Senior men and women tutors are | Rural and town sites. School setting | |||
| Kaljee et al. (2005) | RCT | The Vietnamese Focus on Kids programme includes eight sessions and two sessions for community project development and delivery | The programme took place once a week for 10 consecutive weeks. Each session was approximately 2 h long. | The facilitators included teachers, youth leaders, and commune centre health care providers | Local schools. Rural community |