School personnel and community members’ perspectives in implementing PAX good behaviour game in first nations grade 1 classrooms

First Nations peoples in Canada have a history of poor mental health outcomes, as the result of colonisation and the legacy of residential schools. The PAX Good Behaviour Game (PAX-GBG) is a school-based intervention shown to improve student behaviour, academic outcomes, and reduce suicidal thoughts...

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Bibliographic Details
Published in:International Journal of Circumpolar Health
Main Authors: Jack, Ellie M., Chartier, Mariette J., Ly, Gia, Fortier, Janique, Murdock, Nora, Cochrane, Brooke, Weenusk, Jonathon, Woodgate, Roberta L., Munro, Gary, Sareen, Jitender
Format: Text
Language:English
Published: Taylor & Francis 2020
Subjects:
Original Research Article
Canada
First Nations
Online Access:http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7054914/
http://www.ncbi.nlm.nih.gov/pubmed/32102633
https://doi.org/10.1080/22423982.2020.1735052
Description
Summary:First Nations peoples in Canada have a history of poor mental health outcomes, as the result of colonisation and the legacy of residential schools. The PAX Good Behaviour Game (PAX-GBG) is a school-based intervention shown to improve student behaviour, academic outcomes, and reduce suicidal thoughts and actions. This study examines the use of PAX-GBG in First Nations Grade 1 classrooms in Manitoba. Researchers collected qualitative data via interviews and focus groups from 23 participants from Swampy Cree Tribal Council (SCTC) communities. Participants reported both positive effects and challenges of implementing PAX-GBG in their classrooms. PAX-GBG created a positive environment where children felt included, recognised, and empowered. Children were calmer, more on-task, and understood the behaviours that are expected of them. However, for many reasons, PAX-GBG is not being used consistently across SCTC schools. Participants described barriers in implementation due to teacher turnover, lack of on-going training and support, developmental and behavioural difficulties of students, and larger community challenges. Participants provided suggestions on how to improve PAX-GBG to be a better fit for these communities, including important cultural and contextual adaptations. PAX-GBG has the potential to improve outcomes for First Nations children, however attention must be given to implementation within community context.

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