FITeens Toolkit

8 from interventions focusing on changing a single health behaviour to the interventions focusing on changing multiple health behaviours simultaneously. The rationale behind this lies in thefact that unhealthy behaviours seem to be interrelated, and that many of these behaviours share common determinants, which supports the development of interventions that tackle multiple behaviours simultaneously (Busch et al., 2013). Moreover, it is quite common that school staff feel overwhelmed by the ever-increasing supply of intervention programmes, especially since they are faced with overcrowded curricula and limited opportunities for implementing these programs. Therefore, intervention programmes that address multiple risk behaviours efficiently may reduce the burden on schools and teachers. Consequently, the multiple health behaviour interventions approach could have more effects on health benefits than single-behaviour interventions (Peters et al., 2009). According to Busch et al. (2013), in addition to the school setting itself, the whole school approach to health promotion should also involve families and communities . The involvement of families and communities ensures that the intervention is integrated into most aspects of the students’ life. Other characteristics of a whole school approach include the physical environment of the school such as creating a healthy school canteen or removing candy machines and implementing healthy school policies such as a no-smoking school yard. A recent study by Sevil et al. (2019) examined the effectiveness of a high school-based intervention on multiple health behaviours in adolescents such as 24-hour movement behaviours (i.e., physical activity, sedentary time, and sleep duration), diet, and substance consumption (i.e., alcohol and tobacco). It was found that boys and girls from the experimental school reported healthier lifestyle behaviours compared with boys and girls from the control school and their own baseline values, with the only exception of sedentary