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PAX for Everyone? Swedish Teachers' Perspectives on Adopting a Universal Prevention Model in a Mainstream Education Setting

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Title: PAX for Everyone? Swedish Teachers' Perspectives on Adopting a Universal Prevention Model in a Mainstream Education Setting
Language: English
Authors: Maria Jornevald (ORCID 0009-0008-7960-1349), Ingela Broström (ORCID 0009-0002-2331-4064), Lise Pettersson-Roll (ORCID 0000-0002-3892-2794), Hanna Ginner Hau (ORCID 0000-0002-4856-1830)
Source: European Journal of Psychology and Educational Research. 2025 8(2):83-95.
Availability: Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@ejper.com; Web site: https://www.ejper.com/
Peer Reviewed: Y
Page Count: 13
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Foreign Countries, Student Behavior, Game Based Learning, Educational Games, Special Needs Students, Inclusion, Self Management, Teacher Attitudes, Elementary School Teachers, Barriers, Adoption (Ideas)
Geographic Terms: Sweden
ISSN: 2589-949X
Abstract: This study examines Swedish teachers' perceptions of the PAX Good Behavior Game for students with special educational needs (SEN) in mainstream classrooms. Data were collected through interviews and focus groups with a total of 22 teachers across five schools and analyzed using reflexive thematic analysis. Teachers generally perceived PAX as beneficial for the classroom climate, for themselves as educators, and particularly for students with SEN. They described improvements in clarity, structure, communication, and positive reinforcement, which contributed to a calmer and more inclusive learning environment and supported students' self-regulation. However, several elements of PAX required adaptation, especially for students with more complex needs. Teachers emphasized the importance of balancing fidelity to the model with flexibility, making both minor adjustments and offering individualized support. Certain components, such as Bliim and the competitive aspects of the PAX Game, were noted as challenging in groups with many students requiring extra support. These findings align with prior research, underlining the potential of PAX for supporting students with SEN, while also highlighting the need for thoughtful adaptation and additional supports. Future research should examine how such adaptations can be systematically integrated into the PAX model and explore how teacher skills and student perspectives influence implementation.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1475609
Database: ERIC
FullText Links:
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1475609
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  Data: PAX for Everyone? Swedish Teachers' Perspectives on Adopting a Universal Prevention Model in a Mainstream Education Setting
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  Data: <searchLink fieldCode="AR" term="%22Maria+Jornevald%22">Maria Jornevald</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0008-7960-1349">0009-0008-7960-1349</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ingela+Broström%22">Ingela Broström</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0002-2331-4064">0009-0002-2331-4064</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lise+Pettersson-Roll%22">Lise Pettersson-Roll</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3892-2794">0000-0002-3892-2794</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hanna+Ginner+Hau%22">Hanna Ginner Hau</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4856-1830">0000-0002-4856-1830</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Psychology+and+Educational+Research%22"><i>European Journal of Psychology and Educational Research</i></searchLink>. 2025 8(2):83-95.
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  Data: Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@ejper.com; Web site: https://www.ejper.com/
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Game+Based+Learning%22">Game Based Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Games%22">Educational Games</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Needs+Students%22">Special Needs Students</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Management%22">Self Management</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Adoption+%28Ideas%29%22">Adoption (Ideas)</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Sweden%22">Sweden</searchLink>
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  Data: This study examines Swedish teachers' perceptions of the PAX Good Behavior Game for students with special educational needs (SEN) in mainstream classrooms. Data were collected through interviews and focus groups with a total of 22 teachers across five schools and analyzed using reflexive thematic analysis. Teachers generally perceived PAX as beneficial for the classroom climate, for themselves as educators, and particularly for students with SEN. They described improvements in clarity, structure, communication, and positive reinforcement, which contributed to a calmer and more inclusive learning environment and supported students' self-regulation. However, several elements of PAX required adaptation, especially for students with more complex needs. Teachers emphasized the importance of balancing fidelity to the model with flexibility, making both minor adjustments and offering individualized support. Certain components, such as Bliim and the competitive aspects of the PAX Game, were noted as challenging in groups with many students requiring extra support. These findings align with prior research, underlining the potential of PAX for supporting students with SEN, while also highlighting the need for thoughtful adaptation and additional supports. Future research should examine how such adaptations can be systematically integrated into the PAX model and explore how teacher skills and student perspectives influence implementation.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 83
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Student Behavior
        Type: general
      – SubjectFull: Game Based Learning
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      – SubjectFull: Educational Games
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      – SubjectFull: Special Needs Students
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      – SubjectFull: Inclusion
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      – SubjectFull: Self Management
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      – SubjectFull: Sweden
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      – TitleFull: PAX for Everyone? Swedish Teachers' Perspectives on Adopting a Universal Prevention Model in a Mainstream Education Setting
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