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Active Learning With Peer-to-Peer Health Communication in School Health Education and Student Behavior Change: A Scoping Review.

Bibliographic Details
Title: Active Learning With Peer-to-Peer Health Communication in School Health Education and Student Behavior Change: A Scoping Review.
Authors: Morita Y; Special Course for School Health Nurses, Niigata University, Niigata, Japan., Saitoh A; Department of Health Sciences, Faculty of Medicine, Niigata University, Niigata, Japan.
Source: The Journal of school health [J Sch Health] 2026 Aug; Vol. 96 (8), pp. e70188.
Publication Type: Journal Article; Scoping Review
Language: English
Journal Info: Publisher: Wiley Country of Publication: United States NLM ID: 0376370 Publication Model: Print Cited Medium: Internet ISSN: 1746-1561 (Electronic) Linking ISSN: 00224391 NLM ISO Abbreviation: J Sch Health Subsets: MEDLINE
Imprint Name(s): Publication: Nov. 2008- : Hoboken, NJ : Wiley
Original Publication: Columbus, Ohio : American Association of School Physicians
MeSH Terms: Health Communication*/methods , Health Education*/methods , Problem-Based Learning*/methods , School Health Services*/organization & administration , Students*/psychology , Health Behavior* , Peer Group*, Adolescent ; Child ; Humans ; Communication
Abstract: Background: This scoping review mapped evidence on whether school health education using active learning with peer-to-peer health communication is associated with behavior change among elementary and junior high school students and identified challenges to sustaining change.
Methods: Following PRISMA-ScR, we searched Ichushi Web, PubMed, and ERIC (February 14, 2024) for studies (2014-2024) evaluating peer-communication-based active learning in school health education with behavioral outcomes.
Findings: Seventeen studies were included; 14 reported behavioral change, 2 partial change, and 1 emotional change without clear behavioral outcomes. Nine studies used behavioral or learning theories, and in this small set of studies, theory-informed interventions were reported to show overall or partial behavioral change, most often with Social Cognitive Theory (5 studies). These findings should be interpreted cautiously given the heterogeneity of study designs and outcome measures. Key limitations were limited long-term follow-up assessing sustainability of behavior change (5 studies) and concerns about measurement reliability (4 studies). The included studies were heterogeneous in terms of interventions and outcome measures, and many relied on self-reported behavioral indicators. As this was a scoping review, no formal risk-of-bias assessment was conducted.
Implications for School Health Policy, Practice, and Equity: Schools may strengthen primary prevention by embedding structured peer interaction and theory-informed techniques, while ensuring inclusive participation and supports that do not depend on family resources.
Conclusions: Peer-to-peer health communication-based active learning may support short-term behavior change, but sustainability and measurement quality remain major evidence gaps.
(© 2026 American School Health Association.)
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Contributed Indexing: Keywords: active learning; behavior change; elementary and middle school students; peer‐to‐peer health communication; school health education; scoping review
Entry Date(s): Date Created: 20260708 Date Completed: 20260708 Latest Revision: 20260729
Update Code: 20260730
PubMed Central ID: PMC13345144
DOI: 10.1111/josh.70188
PMID: 42418444
Database: MEDLINE
Description
ISSN:1746-1561
DOI:10.1111/josh.70188