PAX for everyone? Swedish teachers’ perspectives on adopting a universal prevention model in a mainstream education setting.

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. 

Citation: Jornevald, M., Broström, I., Pettersson-Roll, L., & Ginner Hau, H. (2025). PAX for everyone? Swedish teachers’ perspectives on adopting a universal prevention model in a mainstream education setting. European Journal of Psychology and Educational Research, 8(2), 83–95. https://doi.org/10.12973/ejper.8.2.83