SynthesisThe Journal of school health2022
Evaluation of Social Impact Within Primary School Health Promotion: A Systematic Review.
Synthesis in The Journal of school health, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
3 citing papers in PubMed.
- Child and school staff perceptions and experiences of universal social and emotional learning curricula in context: A qualitative case study registered report examining 'Passport Skills for Life'.The British journal of educational psychology · 2026Trial
- Visualizing contextual determinants in and across heterogeneous settings: a qualitative study on structured school health promotion implementation.Implementation science communications · 2026Article
- Exploring key factors related to child well-being: a community-based participatory research together with children with migration background residing in socio-economically disadvantaged areas of Malmö, Sweden.Frontiers in public health · 2025Article
Corrections and comments
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundHealth promotion programs and interventions are designed to encourage behavioral changes in children, encouraging them to make safe and healthy life choices. This systematic review seeks to examine how social impact is measured in primary school health promotion interventions.
methodA systematic search and review process was used to identify and examine primary school health promotion interventions. The PRISMA guidelines were followed to source articles from 6 electronic databases reporting school health promotion programs or interventions in Australia, Canada, New Zealand, or the United Kingdom.
resultsA total of 77 studies were located, representing 55 health promotion interventions delivered in primary school settings. Of these interventions, only 8 (15%) measured or attempted to measure social impact, whereas another 8 (15%) alluded to social impact. The predominant theories reported were social based theories (theories which examine the social influences on people, environments, and behaviors) (n = 17, 59%), with almost a third not informed by an overt health promotion framework or model (n = 34, 59%). A systematic rating system identified some level of stakeholder engagement (n = 30, 53%).
conclusionsThis systematic review highlights the need for social impact measurement within health promotion to illuminate the role of school programs in delivering lasting change.
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Registered trials
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