Health‐related quality of life: all data
Study	Study population	Intervention group	Control Group	Measurement period	Overall effect	Comment
Children
Adab 2018	Year 1 students (aged 5 to 6 years)	30 min of additional MVPA on each school day, cooking workshops, a 6‐week healthy eating program, and information sheets for families	Ongoing year 2 health related activities and education resources, excluding topics related to healthy eating and PA	15 months   30 months	MD −0.630 (95% CI −4.385, 3.124) points   MD 1.248 (95% CI −2.301, 4.796) points	Measured using Pediatric quality of life inventory
Breheny 2020	Year 3 (aged 7‐8 years) and 5 (9‐10 years) students	Daily Mile, 15 minutes of running/walking within the school grounds during the school day, not to replace PE	Usual school	12 months	MD 0.010 (95% CI ‐0.002, 0.04)	Measured using Child Health Utility 9D
Jago 2015	Year 7 female students	After‐school dance classes	Provided data only	Baseline T1 T2	Baseline MD 0.01 points, P = 0.309 T1 MD 0.0 points, P = 0.667 T2 MD 0.0 points, P = 0.382	Meausured using European Quality of Life‐5 Dimensions Youth survey
Jago 2019	Year 3 and 4 students, 7 to 9 years old	Action 3:30R after school PA club	—	End of study	No difference in utility scores or z‐scores between groups	Measured using KIDSCREEN‐10
Resaland 2016	Grade 5 and 6	Physically active Norwegian, mathematics, and English lessons on the playground; PA breaks and PA homework	Curriculum‐prescribed PE and PA	End of study	No significant differences found (no data shown)	Measured using KIDSCREEN‐10
Adolescents
Harrington 2018	Female students in years 7 to 9, 11 to 14 years old	Support for PA, PE, and school sport culture and practices with the support of the Youth Sport Trust and a hub school	Continued with normal PA habits	End of study	No significant differences found (no data shown)	Measured using Child Health Utility 9D
Leahy 2019	Grade 11 students	Burn2Learn, multi component high intensity interval training	Usual school activities	14 weeks	MD −2.1 (95% CI −4.0, −0.3) points, P = 0.02	Measured using Strengths and Difficultlies Questionnaire; lower score indicates fewer perceived difficulties