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Study found that there is non-definitive evidence for the feasibility and effectiveness of school environment interventions involving community/relationship building, empowering student participation in modifying schools' food/physical activity environments, and playground improvements and that this evidence lends broad support to theories of social development, social capital and human functioning and school organisation.

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C Bonell,1,* F Jamal,2 A Harden,2 H Wells,3 W Parry,4 A Fletcher,5 M Petticrew,3 J Thomas,6 M Whitehead,7 R Campbell,8 S Murphy,5 L Moore,5 

1 Centre for Evidence Based Intervention, Department of Social Policy and Intervention, University of Oxford, Oxford, UK
2 Institute for Health and Human Development, University of East London, London, UK
3 Department of Social and Environmental Health Research, London School of Hygiene and Tropical Medicine, London, UK
4 Department of Quantitative Social Science, Institute of Education, University of London, London, UK
5 DECIPHer, School of Social Sciences, Cardiff University, Cardiff, UK
6 Department of Childhood, Families and Health, Institute of Education, University of London, London, UK
7 Institute of Psychology, Health and Society, University of Liverpool, Liverpool, UK
8 School of Social and Community Medicine, University of Bristol, Bristol, UK
* Corresponding author ; Email:

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https://dx.doi.org/{{metadata.DOI}}

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