School environment interventions are strongly supported by the World Health Organisation framework for health promoting schools (Barnekow et al., 2006). Indeed school-based education interventions for improving knowledge of back health and postural behaviour have been used in numerous countries worldwide to improve children's and adolescents' knowledge of back health, postural awareness and behaviour (Dugan, 2018). Back health educational programmes aim to decrease the risk of spinal, back and other musculoskeletal problems which may lead to disability and musculoskeletal pain both in the present and in the future (Arghavani et al., 2014; Habybabady et al., 2012; Vidal et al., 2013). Whilst numerous school-based education programmes have been implemented to reduce smoking, decrease alcohol consumption and teenage pregnancies, increase physical activity and healthy eating, and prevent obesity in children and youth, educational programmes teaching children and youth about the importance of back health, posture and ergonomics, together with ways of preventing back pain, have not received as much attention. There is currently no standard school-based educational programme for improving knowledge of back health, ergonomics and postural behaviour of school children. These programmes are designed to support students' academic success in educational establishments. Educational establishments, or schools are broadly defined as institutions dedicated to education. These interventions generally engage school children in some form of active learning that cognitively and physically engages them in learning to improve knowledge, ergonomics and postural behaviour (Dugan, 2018). The programmes described in the literature vary from country to country as well as within countries. The contents of the education back health programmes have included lectures or lectures with actual demonstrations, practical sessions, workshops, individual lessons, class group lessons, curriculum lessons, posters, hands on learning as well as educational modules. These studies have varied in their aims, the teachers teaching the intervention, the duration and intensity of the interventions as well as the content and strategies of the programmes.