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Author
Data collection period
Study design | Theoretical framework
Intervention
Control |
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Davis [26]
2010
Pre/post (uncontrolled) (pilot study) | Theoretical framework: Health Belief Model—specifically cue to action and increase self-efficacy
Intervention—“project students are SunSafe”
Format: PowerPoint presentation and three interactive activities in classroom setting
Content:
Education—Epidemiology, skin structure, skin cancer types, UVR, sun protection strategies, tanning consequences.
∗Perceived susceptibility—video testimonial of 11-year melanoma survivor.
∗Perceived severity of UVR skin damage—images of overexposed individuals are presented (including celebrities).
∗Benefits of not engaging in indoor tanning—displaying items that could be bought in exchange for money not spent in tanning booths.
Interactive activities—students shown skin through filtered UVR analyser, sunscreen, UVR detecting Frisbee used to visualise protection provided by different fabrics
Duration: 50–65 minutes (25 minutes of this is PowerPoint)
Delivery: University students (trained in sun safety and presentation) |
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Geller [27]
2001
Pre/post (pilot study) | Theoretical framework: “Theory driven” exact theory not specified
Intervention “SunSmart America”
Format: Education—science (biology) classes
Content: Cancer prevention and detection curriculum integrated into school biology classes (based on SunSmart Australia curriculum for Victorian schools in Australia)—what is cancer, types of cancer, are you SunSmart? The genetics of skin cancer, sunburn and the UV index, natural selection and skin colour, SunSmart health habits
Duration: Choose 7 of 12 modules—45–60 minutes in duration
Delivery: Classroom teacher |
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Hughes [28]
1990
Postintervention (controlled) | Theoretical framework: None specified
Intervention
Format: Leaflet. Workbook and video
IG1—education + workbook
IG2—education + workbook + video
IG3—education + workbook + homework to design posters
IG4—education + additional discussion later in the week
Content: education modules in health and physical education classes delivered. Materials: (i) Colour leaflet designed to make covering up look cool. (ii) Workbook contained information on sun, UVR, and skin cancer. (iii) Video—celebrity discusses concepts of sun and skin cancer with class of children.
Duration: No information
Delivery: Classroom—research team |
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Kouzes [29]
2015–2016
Pre/post (uncontrolled) (pilot) | Theoretical framework: None specified
Intervention “SunSmart schools pilot program”
Format: Curriculum delivered in health class, environmental—provision of sunscreen
Content:
(i) Schools were asked to implement a written sun protection policy.
School were given flexibility with which aspects of the program to implement, options included the following:
(ii) Age-relevant evidence-based curriculum materials—evidence based, easy to use and teach, and met schools common core requirements
(iii) Daily UV index announcements
(iv) Guest speaker
(v) Provision of sunscreen
(vi) Allowing students to wear hats and sunglasses.
Duration: Not specified
Delivery: School staff |
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Loescher [30]
December 2016–March 2017
Pre/post (uncontrolled) | Theoretical framework: None specified
Intervention “Project Students are SunSafe” (adapted for Hispanic/Latino students)”
Format: Classroom lesson
Content:
∗Education—PowerPoint presentation—included information on sunscreen ingredients
∗Three activities—interactive sun protective fabric. Sunscreen ingredient or skin analyser activity
Duration: 40 minutes (3 modules took no longer than 20 minutes to deliver)
Delivery: Students from school were trained as peer educators to implement the lesson (in groups of 3) to their peers at their school |
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Milijkovic [31]
2007/2008 (2 periods of data collection)
Pre/post (uncontrolled) | Theoretical framework: None specified
Intervention “sunbathing—yes or no?”
Format: Lecture and workshop
Content:
∗Lecture covered; solar radiation—wavelengths, damage of the ozone layer and its health-related effects, beneficial effects of sunbathing, adverse effects of UV exposure from sun and/or sunbeds, proper behaviour at the exposure, UVI, sunscreens for beach and daily skin care products, sunbeds—legislation, WHO recommendations, artificial skin tanning products, and postexposure skin care and products.
∗Workshop—students were given several everyday situations and asked to apply what they learnt from the lecture
Duration: 90 minutes
Delivery: Not stated |
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Pettigrew [32]
2019
Pre/post (pilot study) | Theoretical framework: None specified
Intervention—individually directed plus environmental
Format: Presentation was in assembly, environmental UVR monitor
Content:
∗Presentation: Purpose of UVI, threshold of 3 for when sun protection is indicated accompanied by graphical content and actionable messages
∗Environmental: UVR monitor with attached sign featuring a graduated call to action
Duration: Presentation 15 minutes long
Delivery: Not stated likely research team |
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Ramstack [33]
Year not provided
Pre/post (uncontrolled) | Intervention group
Format: Didactic (workbooks)—interactive and activity based
Content: Teacher could choose activities from within each unit: The sun, The skin, The sun friend or foe?, Cancer and skin cancer, Prevention of sun damage
Duration: 6 units—no details on how frequently delivered or length
Delivery: Delivered by classroom teacher (training provided) |
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Swindler [34]
Year not provided
Pre/post (uncontrolled) | Theoretical framework: Not mentioned
Intervention group—individually directed
Format: PowerPoint lecture
Content: Educational—risks of sun exposure and its contribution to premature aging and skin cancers and effective sun protection including sun avoidance during peak hours, sunscreen knowledge, and sun protective effect of clothing.
Duration: 45 minutes
Delivery: Fourth-year medical student |
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White [35]
2007–2008
Cluster (class) RCT (pilot study) | Theoretical framework: Theory of Planned Behaviour
Intervention—individually directed
Format: Educational session
Content: Belief-based intervention (behavioural (advantages and disadvantages), normative (normative beliefs),
and control (barrier and motivator) sun safe behaviours.
Duration: 1 hour per week for 3 weeks
Delivery: Facilitated by Cancer Council Queensland staff |
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