A Systematic Review of the Bibliometrics and Methodological Research Used on Studies Focused on School Neighborhood Built Environment and the Physical Health of Children and Adolescents
<b>Objectives</b>: The aim of this systematic review is to analyze the research journals, sample characteristics and research methodology used in the studies about school neighborhood built environment (SNBE) and the physical health of children and adolescents. <b>Methods</b>...
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| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2025-07-01
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| Series: | Children |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-9067/12/7/943 |
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| Summary: | <b>Objectives</b>: The aim of this systematic review is to analyze the research journals, sample characteristics and research methodology used in the studies about school neighborhood built environment (SNBE) and the physical health of children and adolescents. <b>Methods</b>: Using 124 key terms across four databases (Web of Science, PubMed, Sportdiscus and Transportation Research Board), 8837 studies were identified, and 55 were selected. The research question and evidence search were guided by the “Population, Intervention, Comparison, Outcomes” (PICO) framework. <b>Results</b>: Most studies were published in health-related research journals (67.3%) and conducted in 16 countries, primarily urban contexts (44.4%). Cross-sectional designs dominated (89.1%), with participation ranging from a minimum of 7 schools and 94 students to a maximum of 6362 schools and 979,119 students. Street network distances are often defined by 1000 or 800 m. The SNBE variables (135 total) were often measured via GIS (67.2%). In contrast, 70.6% of the 45 physical health measures relied on self-reports. <b>Conclusions</b>: This systematic review highlights the diverse approaches, gaps, and common patterns in studying the association between the SNBE and the physical health of children and adolescents. Therefore, this manuscript may serve as a valuable resource to examine the current landscape of knowledge and to guide future research on this topic. |
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| ISSN: | 2227-9067 |