Childhood obesity is a global concern. The objectives of this meta-analytical study were to evaluate the effectiveness of school-based childhood obesity prevention programs, and to examine program components (moderators). The methods included searching databases (PubMed, Google Scholar, and the university's EBSCOhost Web service) as well as handsearching reference lists of articles published in English. Selection criteria for studies to be included in the meta-analysis were limited to studies that reported body mass index (BMI) or skinfold thickness as outcome measures and were school-based obesity prevention interventions; cross-sectional design studies were excluded. We hypothesized the meta-analysis would yield a summary effect size of magnitude which would indicate that school-based interventions have been effective in improving children's BMI or skinfold thickness values. A total of 26 114 children from 27 school-based childhood obesity prevention programs provided 54 effect sizes. A random-effects model calculated a small summary effect size of 0.039 (95% confidence interval -0.013 to 0.092). Heterogeneity among studies was observed which disappeared after pooling studies that used a randomized controlled trial design with one program moderator (physical activity or nutrition). We failed to accept our hypothesis and concluded that overall, school-based interventions have not been effective for improving body mass index or skinfold thickness to curb childhood obesity; however, randomized controlled trials that focused on physical activity or nutrition appeared to produce promising results.

Research has indicated that effective parenting programs for pregnant and parenting teens greatly improve educational and career opportunities for teen parents. Such research underscores the need for schools to use these programs in their efforts to increase high school graduation rates for this population. The aim of this case study was to assess if a school-based parenting program was successful and, if so, how elements of this program might be useful to educators who are planning similar programs. The study included an examination of archived program data, which included end-of-year reports related to the program and participants, and interviews with 12 key program administrators and teachers. Outcome evaluation theory and a logic model served as the conceptual framework. The research design had 2 parts: a quantitative secondary analysis of archived data and qualitative interviews. The program data were analyzed using descriptive statistics. The interview data were downloaded into a computer-assisted qualitative software program to organize the data, code the data, and to determine major themes. Major findings were that the program met goals and objectives due to: (a) clearly stated and specific program objectives;(b) a high level of program support from district and administrative staff; (c) a major asset of the program, its curriculum; (d) adequate resources and funding, and (e) the active participation of, and open communication between, parents/guardians of program participants, faculty, and staff. This study contributes to social change by showing educators and parents that an effective school-base parenting program can result in improved high school completion and brighter outcomes for pregnant and parenting students.

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