Table 1.
Study descriptor table.
| Author and year | Study design | Region | Number of students |
|---|---|---|---|
| Archambault et al., 2009 | Longitudinal study | Quebec, Canada | 11,827 high school students |
| Bergeron et al., 2011 | Case study | Quebec, Canada | 2,360 secondary school students |
| Christle et al., 2007 | Case study | Kentucky, United States | 196 high schools |
| Frostad et al., 2014 | Retrospective study | Norway | 2,015 upper secondary students |
| Gottfredson et al., 2005 | Retrospective study | United States | 254 public secondary schools |
| Lee and Burkam, 2003 | Retrospective study | United States | 3,840 students |
| Lessard et al., 2010 | Exploratory case study | Quebec, Canada | 4,312 high school students (2,227 girls and 2,085 boys) |
| Wang et al., 2013 | Longitudinal study | United States | 1,400 students |
| Welsh, 2001 | Retrospective study | United States | 4,640 middle school students |
| Barile et al., 2011 | Longitudinal study | United States | 7,779 students |
| Hess and Copeland, 2001 | Case study | United States | 92 students |
| Kelly et al., 2021 | Case study | Florida, United States | 109 students |
| LaRusso et al., 2007 | Retrospective study | United States | 476 adolescent students |
| Loukas et al., 2006 | Retrospective study | United States | 489 students |
| Loukas et al., 2010 | Longitudinal study | Central Texas, United States | 476 adolescent students |
| Murray and Malmgren, 2005 | Randomised control study | United States | 48 African–American students |
| Ryan and Patrick, 2001 | Longitudinal study | United States | 233 students |
| Temple et al., 2000 | Prospective study | Chicago, United States | 1,159 African–American and Hispanic students |
| Piñeiro-Cossio et al., 2021 | Review | European countries, United States and United Kingdom | 10,357 students aged 7–18 |
| Johns et al., 2019 | Symposium | Chicago | 40 experts bringing in the needs of schools and families |
| Marx et al., 2017 | Review | Canada, United States, Northern Israel, New Zealand, Croatia and Southern Brazil | 297,994 secondary school students |
| O’Reilly et al., 2018 | Review | United Kingdom, Australia, USA, Sweden, Denmark, Germany, Ireland | 9,700 students aged 5–19 |
| Hou et al., 2021 | Cross-sectional study | Australia | 1,392 students aged 12.7–16.24 |
| Gobat et al., 2021 | Case study | Wales | 22 secondary school students |
| Littlecott et al., 2019 | Case study | Wales and United Kingdom | About 3,800 school students |
| Fernandez and Benner, 2022 | Longitudinal study | United states | 1,010 primary to second grade school students |
| Chan et al., 2022 | Case study | California | 55,383 first and second grade students |
| Saleem et al., 2022 | Case study | ||
| United States | 440 students university students | ||
| O’Donnell et al., 2022 | Longitudinal study | United States | 294 secondary school students |
| Austin et al., 2022 | Interview | United States | 75 students with an average age of 11.6 years |
| Coetzee et al., 2022 | Interview | South Africa | 22 students of the age group 10–15 |
| Fu et al., 2022 | Case study | China | 496 teachers from special education schools |
| Salceda et al., 2022 | Focus group | Spain | 13 Teenagers age group 15–18 |
| Tsukawaki and Imura, 2022 | Ethnography | Japan | 500 primary and first grade students |
| Cittone and Villani, 2019 | Book chapter—review | Europe | Children in age preschool |
| Song, 2021 | Review | Various Afferents | Not specified |
| Zheng, 2021 | Review | Varies Afferents | Not specified |
| Hunter et al., 2022 | Experimental study | Colorado | 18 junior high school teenagers |