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Background Sustainment has been defined as the sustained use or delivery of an intervention in practice following cessation of external implementation support. This review aimed to identify and synthesise factors (barriers and facilitators) that influence the sustainment of interventions (policies, practices, or programmes) in schools and childcare services that address the leading risk factors of chronic disease. Methods Seven electronic databases and relevant reference lists were searched for articles, of any design, published in English, from inception to March 2020. Articles were included if they qualitatively and/or quantitatively reported on school or childcare stakeholders’ (including teachers, principals, administrators, or managers) perceived barriers or facilitators to the sustainment of interventions addressing poor diet/nutrition, physical inactivity, obesity, tobacco smoking, or harmful alcohol use. Two independent reviewers screened texts, and extracted and coded data guided by the Integrated Sustainability Framework, an existing multi-level sustainability-specific framework that assesses factors of sustainment. Results Of the 13,158 articles identified, 31 articles met the inclusion criteria (8 quantitative, 12 qualitative, 10 mixed-methods, and 1 summary article). Overall, 29 articles were undertaken in schools (elementary n =17, middle n =3, secondary n =4, or a combination n =5) and two in childcare settings. The main health behaviours targeted included physical activity ( n =9), diet ( n =3), both diet and physical activity ( n =15), and smoking ( n =4), either independently ( n =1) or combined with other health behaviours ( n =3). Findings suggest that the majority of the 59 barriers and 74 facilitators identified to impact on intervention sustainment were similar across school and childcare settings. Factors predominantly relating to the ‘inner contextual factors’ of the organisation including: availability of facilities or equipment, continued executive or leadership support present, and team cohesion, support, or teamwork were perceived by stakeholders as influential to intervention sustainment. Conclusions Identifying strategies to improve the sustainment of health behaviour interventions in these settings requires a comprehensive understanding of factors that may impede or promote their ongoing delivery. This review identified multi-level factors that can be addressed by strategies to improve the sustainment of such interventions, and suggests how future research might address gaps in the evidence base. Trial registration This review was prospectively registered on PROSPERO: CRD42020127869 , Jan. 2020.

Background Sustainability is concerned with the long-term delivery and subsequent benefits of evidence-based interventions. To further this field, we require a strong understanding and thus measurement of sustainability and what impacts sustainability (i.e., sustainability determinants). This systematic review aimed to evaluate the quality and empirical application of measures of sustainability and sustainability determinants for use in clinical, public health, and community settings. Methods Seven electronic databases, reference lists of relevant reviews, online repositories of implementation measures, and the grey literature were searched. Publications were included if they reported on the development, psychometric evaluation, or empirical use of a multi-item, quantitative measure of sustainability, or sustainability determinants. Eligibility was not restricted by language or date. Eligibility screening and data extraction were conducted independently by two members of the research team. Content coverage of each measure was assessed by mapping measure items to relevant constructs of sustainability and sustainability determinants. The pragmatic and psychometric properties of included measures was assessed using the Psychometric and Pragmatic Evidence Rating Scale (PAPERS). The empirical use of each measure was descriptively analyzed. Results A total of 32,782 articles were screened from the database search, of which 37 were eligible. An additional 186 publications were identified from the grey literature search. The 223 included articles represented 28 individual measures, of which two assessed sustainability as an outcome, 25 covered sustainability determinants and one explicitly assessed both. The psychometric and pragmatic quality was variable, with PAPERS scores ranging from 14 to 35, out of a possible 56 points. The Provider Report of Sustainment Scale had the highest PAPERS score and measured sustainability as an outcome. The School-wide Universal Behaviour Sustainability Index-School Teams had the highest PAPERS score (score=29) of the measure of sustainability determinants. Conclusions This review can be used to guide selection of the most psychometrically robust, pragmatic, and relevant measure of sustainability and sustainability determinants. It also highlights that future research is needed to improve the psychometric and pragmatic quality of current measures in this field. Trial registration This review was prospectively registered with Research Registry (reviewregistry1097), March 2021.

Background Effective evidence-based physical activity and nutrition interventions to prevent overweight and obesity and support healthy child development need to be sustained within Early Childhood Education and Care (ECEC) services. Despite this, little is known about factors that influence sustainability of these programs in ECEC settings. Therefore, the aim of this study was to describe the factors related to sustainability of physical activity and nutrition interventions in ECEC settings and examine their association with ECEC service characteristics. Methods A cross-sectional study was undertaken with a nationally representative sample of 473 Australian ECEC services. Factors related to the sustainability of ECEC-based physical activity and nutrition interventions were assessed using the validated Integrated Measure of PRogram Element SuStainability in Childcare Settings (IMPRESS-C), measuring Outer Contextual Factors, Inner Contextual Factors, Processes and Characteristics of the Intervention domains for interventions that supervisors reported as currently implementing. Participants responded using a 5-point Likert scale, with responses ranging from 1 (completely disagree) to 5 (completely agree). Domain scores were calculated for each service by averaging item responses. Linear regression models between ECEC service characteristics and the IMPRESS-C domains were undertaken. Results Data from 473 Australian childcare services nationally found that the domains: Processes ( x ¯ =3.78, SD = 0.64), consisting of partnership/engagement and training/support/supervision; and Outer Contextual Factors ( x ¯ =3.93, SD = 0.63), including policy and legislation, and socio-political context had the lowest mean scores indicating they may likely be barriers to sustainability. Linear regression analyses revealed no statistically significant associations between examined factors and ECEC service characteristics. There was a statistically significant association between the number of years services delivered their interventions and the Characteristics of the Intervention domain ( p  = 0.035) suggesting that this domain may influence sustainability of programs. Conclusions This study suggests that factors related to the Processes and Outer Contextual Factors domains had the lowest scores and as such, strategies to support the sustainability of physical activity and nutrition interventions implemented in ECEC settings may need to consider how to best address these factors.

Background To maximise their potential health benefits, school-based physical activity policies need to be implemented at scale. This paper describes the third in a sequence of trials that sought to optimise an effective strategy (PACE) to assist schools’ implementation of a physical activity policy. Specifically, it aimed to determine the probability that a multi-strategy intervention adapted to reduce in-person contact (Adapted PACE) was “as good as” the original intervention (PACE) in increasing the weekly minutes of structured physical activity implemented by classroom teachers. Methods A noninferiority cluster randomised controlled trial was undertaken with 48 primary schools in New South Wales, Australia. Schools were randomised to receive PACE or a model with adaptations made to the delivery modes (Adapted PACE). Teachers’ scheduled minutes of weekly physical activity was assessed at baseline (Oct 2018-Feb 2019) and 12-month follow-up (Oct-Dec 2019). The noninferiority margin was set at − 16.4 minutes based on previous data and decision panel consensus. A linear mixed model analysed within a Bayesian framework was used to explore noninferiority between the two PACE models. A cost minimisation analysis was conducted from the health service provider perspective, using the Australian dollar (AUD). Results The posterior estimate for the between group difference at follow-up was -7.48 minutes (95% credible interval=-19.18, 4.10 minutes). There was an estimated 93.4% probability of Adapted PACE being considered noninferior (only 6.6% of the posterior samples crossed the noninferiority margin of -16.4 minutes). That is, the minutes of physical activity implemented by teachers at Adapted PACE schools was not meaningfully less than the minutes of physical activity implemented by teachers at PACE schools. The mean total cost was AUD$25,375 (95% uncertainty interval = $21,499, $29,106) for PACE and AUD$16,421 (95% uncertainty interval = $13,974, $19,656) for Adapted PACE; an estimated reduction of AUD$373 (95% uncertainty interval = $173, $560) per school. Conclusions It is highly probable that Adapted PACE is noninferior to the original model. It is a cost-efficient alternative also likely to be a more suitable approach to supporting large scale implementation of school physical activity policies. Trial registration Retrospectively registered with the Australian New Zealand Clinical Trials Registry (ACTRN12619001229167).

The corrected analysis results in a slightly larger point estimate and a marginally lower probability of noninferiority, but the overall conclusions of the study remain unchanged. The mean weekly minutes of physical activity implemented by teachers at baseline and 12-month follow-up with intention-to-treat noninferiority analyses results Total weekly minutes implemented for: PACE Adapted PACE Between group difference from baseline–follow-up Baseline mean (SD) N = 102 Follow-up mean (SD) N = 77 Baseline mean (SD) N = 163 Follow-up mean (SD) N = 107 Posterior estimate (95% credible interval)c Pre-specified∆ Probability of noninferiorityd Variance Ratio (95% CI) All physical activity 122.16 (48.23) 164.62 (44.96) 130.63 (45.43) 159.63 (34.22) −2.23 (−18.02, 14.45)a −16.4 96% 0.10 (−0.4, 0.43) Energisers 15.93 (25.75) 38.95 (32.22) 21.62 (29.72) 39.07 (28.44) 1.04 (0.78, 1.38)b −8.25 99.6% 0.09 (−0.19, 0.33 Active lessons 9.91 (16.36) 14.99 (19.88) 11.56 (22.41) 16.07 (20.15) 0.99 (0.58, 1.75)b −1.58 56.0% 0.35 (−0.19, 0.74 PE 47.11 (29.55) 61.16 (40.18) 49.33 (32.14) 51.92 (30.60) 0.92 (0.77, 1.12)b −0.95 16.4% 0.25 (−0.03, 0.48) aBetween group difference at follow-up controlling for baseline values of the outcome bExponentiated coefficient representing the between group difference in the change from baseline to follow-up cPACE is the reference category for all models so negative values for the primary outcome and values < 1 for the secondary outcomes indicate that scheduling of physical activity was, on average, lower in the Adapted PACE group than PACE dProbability that the true difference is < the pre-specified ∆ [See PDF for image] Fig. 2 Distribution of the posterior estimated differences in teacher's total scheduled minutes of physical activity between groups (uninformative prior) Correct Table 4 and Fig. 2 Table 4. The mean weekly minutes of physical activity implemented by teachers at baseline and 12-month follow-up with intention-to-treat noninferiority analyses results Total weekly minutes implemented for: PACE Adapted PACE Between group difference from baseline–follow-up Baseline mean (SD) N = 102 Follow-up mean (SD) N = 77 Baseline mean (SD) N = 163 Follow-up mean (SD) N = 107 Posterior estimate (95% credible interval)c Pre-specified ∆ Probability of noninferiorityd Variance Ratio (95% CI) All physical activity 122.16 (48.23) 164.62 (44.96) 130.63 (45.43) 159.63 (34.22) −7.48 (−19.18, 4.10)a −16.4 93.4% 0.17 (−0.17, 0.4) Energisers 15.93 (25.75) 38.95 (32.22) 21.62 (29.72) 39.07 (28.44) 1.04 (0.78, 1.38)b −8.25 99.6% 0.09 (−0.19, 0.33) Active lessons 9.91 (16.36) 14.99 (19.88) 11.56 (22.41) 16.07 (20.15) 0.99 (0.58, 1.75)b −1.58 56.0% 0.35 (−0.19, 0.74) PE 47.11 (29.55) 61.16 (40.18) 49.33 (32.14) 51.92 (30.60) 0.92 (0.77, 1.12)b −0.95 16.4% 0.25 (−0.03, 0.48) aBetween group difference at follow-up controlling for baseline values of the outcome bExponentiated coefficient representing the between group difference in the change from baseline to follow-up cPACE is the reference category for all models so negative values for the primary outcome and values < 1 for the secondary outcomes indicate that scheduling of physical activity was, on average, lower in the Adapted PACE group than PACE dProbability that the true difference is < the pre-specified ∆ [See PDF for image] Fig. 2 Distribution of the posterior estimated differences in teacher's total scheduled minutes of physical activity between groups (uninformative prior) Some texts have also been corrected:

Background Physically Active Children in Education (PACE) is composed of eight implementation strategies that improves schools’ implementation of a government physical activity policy. A greater understanding of each discrete implementation strategy could inform improvements to PACE for delivery at-scale. This study aimed to: (A) measure the dose delivered, fidelity, adoption and acceptability of each strategy using quantitative data; (B) identify implementation barriers and facilitators using qualitative data; and (C) explore the importance of each strategy by integrating both data sets (mixed methods). Methods This study used data from a cluster randomised noninferiority trial comparing PACE with an adapted version (Adapted PACE) that was delivered with reduced in-person external support to reduce costs and increase scalability. Data were collected from both trials arms for between-group comparison. Descriptive statistics were produced using surveys of principals, in-school champions and teachers; and project records maintained by PACE project officers (objective A). Thematic analysis was performed using in-school champion and project officer interviews (objective B). Both data sets were integrated via a triangulation protocol and findings synthesized in the form of meta-inferences (objective C). Results Eleven in-school champions and six project officers completed interviews; 33 principals, 51 in-school champions and 260 teachers completed surveys. Regardless of group allocation, implementation indicators were high for at least one component of each strategy: dose delivered =100%, fidelity ≥95%, adoption ≥83%, acceptability ≥50%; and several implementation barriers and facilitators were identified within three broad categories: external policy landscape, inner organizational structure/context of schools, and intervention characteristics and processes. All strategies were considered important as use varied by school, however support from a school executive and in-school champions’ interest were suggested as especially important for optimal implementation. Conclusion This study highlights the importance of both executive support and in-school champions for successful implementation of school physical activity policies. In particular, identifying and supporting an in-school champion to have high power and high interest is recommended for future implementation strategies. This may reduce the need for intensive external support, thus improving intervention scalability.

Background Scientific investigation of how to sustain the implementation of evidence-based interventions (EBI) is emerging. Sustaining the implementation of EBIs helps ensure their effects on improving health endure. External policy or practice agencies, such as government health departments, are often tasked with supporting individual organisations with sustaining their delivery of EBIs, for example, through financing, training or the provision of other supports. However, to our knowledge, the approaches taken by policy and practice agencies to support the sustainment of EBIs have not been consolidated, categorised and described as a typology. Main body To improve conceptual clarity and support both research and practice, we developed an initial working typology of the practical approaches to sustain implementation of EBIs (i.e. sustainment) in order to improve long term health from the perspective of these agencies. The working typology includes three broad approaches. The first, termed ‘ Self-Sustainment ’, is when implementation of the EBI by an organisation (e.g. hospital, clinic, school) is expected to continue (sustain) in the absence of external (agency) support. The second, termed ‘ Static Sustainment Support ’, involves the provision of pre-defined external (agency) support to assist organisations to continue implementation of an EBI. The final approach is termed ‘ Dynamic Sustainment Support ’, whereby support provided by an external agency is dynamic (continues to be adapted) overtime to assist organisations continue implementation of an intervention which may itself also evolve. Conclusions We describe the contexts and circumstances where each may be most appropriate in achieving sustained implementation and discuss their research and practice implications.

Background We aimed to: (1) identify school-level factors associated with the sustainment of weekly physical activity (PA) scheduled in elementary schools following withdrawal of effective implementation support; and (2) determine teacher’s perceived usefulness of suggested strategies for sustaining the scheduling of weekly PA. Methods A secondary exploratory analysis was employed of data from the intervention arm ( n  = 31 schools) of a randomised controlled trial. Self-report survey data from 134 classroom teachers in New South Wales, Australia, collected following withdrawal of initial implementation support (follow-up T1) and six-months following completion of support (follow-up T2) were used. The outcomes of sustainment of weekly overall PA and energisers (short classroom PA breaks) scheduled were measured via teachers’ completion of a daily activity logbook, with results presented as the difference in mean minutes of PA and energisers scheduled at T1 and T2. An adapted version of the Program Sustainability Assessment Tool (PSAT) was used to measure capacity for program sustainability across seven key domains at follow-up T2. Linear mixed regressions were conducted to evaluate associations between school-level sociodemographic characteristics (e.g., school size, remoteness, and type), teacher-reported school factors (i.e., seven adapted PSAT domains) and the sustainment of PA and energisers scheduled across the school week. Perceived usefulness of 14 proposed sustainability strategies was measured via the teacher survey at follow-up T2 and reported descriptively. Results No school-level factor was statistically associated with the sustainment of overall weekly PA or energisers scheduled. Teacher-reported factors in two PSAT domains – ‘strategic planning’ and ‘program evaluation’ were statistically negatively associated with the sustainment of weekly energisers scheduled (− 6.74, 95% CI: − 13.02; − 0.47, p  = 0.036 and − 6.65, 95% CI: − 12.17; − 1.12, p  = 0.019 respectively). The proposed support sustainability strategy – ‘provision of PA equipment packs that enable energisers or integrated lessons’ was perceived useful by the most teachers (85%). Conclusions Further research is required to explore additional contextual-specific, and end-user appropriate factors associated with schools’ sustainment of weekly PA scheduled. This will help accurately inform the development of strategies to address these determinants and support the sustainment and long-term benefits of school-based health interventions more broadly.

Background Internationally, government policies mandating schools to provide students with opportunities to participate in physical activity are poorly implemented. The multi-component Physically Active Children in Education (PACE) intervention effectively assists schools to implement one such policy. We evaluated the value of investment by health service providers tasked with intervention delivery, and explored where adaptations might be targeted to reduce program costs for scale-up. Methods A prospective trial-based economic evaluation of an implementation intervention in 61 primary schools in New South Wales (NSW), Australia. Schools were randomised to the PACE intervention or a wait-list control. PACE strategies included centralised technical assistance, ongoing consultation, principal's mandated change, identifying and preparing in-school champions, educational outreach visits, and provision of educational materials and equipment. Effectiveness was measured as the mean weekly minutes of physical activity implemented by classroom teachers, recorded in a daily log book at baseline and 12-month follow-up. Delivery costs (reported in $AUD, 2018) were evaluated from a public finance perspective. Cost data were used to calculate: total intervention cost, cost per strategy and incremental cost (overall across all schools and as an average per school). Incremental cost-effectiveness ratios (ICERs) were calculated as the incremental cost of delivering PACE divided by the estimated intervention effect. Results PACE cost the health service provider a total of $35,692 (95% uncertainty interval [UI] $32,411, $38,331) to deliver; an average cost per school of $1151 (95%UI $1046, $1236). Training in-school champions was the largest contributor: $19,437 total; $627 ($0 to $648) average per school. Educational outreach was the second largest contributor: $4992 total; $161 ($0 to $528) average per school. The ICER was $29 (95%UI $17, $64) for every additional minute of weekly physical activity implemented per school. Conclusion PACE is a potentially cost-effective intervention for increasing schools implementation of a policy mandate. The investment required by the health service provider makes use of existing funding and infrastructure; the additional cost to assist schools to implement the policy is likely not that much. PACE strategies may be adapted to substantially improve delivery costs. Trial registration Australia New Zealand Clinical Trials Registry ACTRN12617001265369; Prospectively registered 1st September 2017 https://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=373520

Background To ensure the large number of school-based physical activity and nutrition programs have a lasting positive impact on the health and wellbeing of students, it is essential that such programs are sustained long-term. However, there is limited research assessing the duration of such programs and the determinants that are related to their sustainment. This study investigates the duration of, and determinants to the sustainment of physical activity and nutrition programs in Australian primary schools. Methods A cross-sectional study with 207 Principals (one from each school) from a nationally representative sample of randomly selected Australian primary schools. Principals completed a survey online or via telephone, which included items assessing the determinants of program sustainment categorised based on the domains of the Integrated Sustainability Framework (inner contextual factors; outer contextual factors; characteristics of the intervention; and processes). Schools were randomised to answer survey items relating to either physical activity or nutrition programs. We collected data on the number and type of programs, their duration, and factors influencing the sustainment of one selected program. Descriptive statistics were used to assess the duration and prevalence of programs. Regression analysis was used to assess the association between sustainment determinants and the duration of program delivery. Results Schools randomised to physical activity programs implemented on average, 5.4 of the nine physical activity programs assessed. Schools randomised to nutrition implemented on average, 2.8 of the seven nutrition programs assessed. Physical activity programs had a mean duration of 6.9 years and nutrition programs had 7.4 years. Nutrition programs had 3.27 times the odds of being sustained longer than physical activity programs (95% CI: 1.57, 6.83; p  = 0.002). The only domain from the Integrated Sustainability Framework that was statistically significantly associated with the sustainment for both physical activity and nutrition programs was outer contextual factors. This domain includes the alignment of the program with the priorities of the school, partnerships between the school and external organisations, and the existence of a governing body policy or guideline related to the program. The highest ranked determinant from this domain for both physical activity and nutrition programs was the alignment of the program with the priorities of the school. Conclusion This study highlights the need for targeted strategies to support the sustainment of health programs in schools, particularly focusing on outer contextual factors. Specifically, the alignment of the program with the priorities of the school. Policymakers and practitioners should prioritise targeting these outer contextual determinants to enhance the sustainment of physical activity and nutrition programs, ultimately promoting better long-term population health outcomes.