Skip to main content

LUP Student Papers

LUND UNIVERSITY LIBRARIES

“It’s Like a Costume Party - You Just Have to Go All In!”: A Reflexive Thematic Analysis of Swedish Principals’ Experiences of Implementing and Sustaining PAX

Franck, Hedda LU and Novosel, Alva LU (2026) PSPR14 20252
Department of Psychology
Abstract (Swedish)
PAX Good Behavior Game är ett strukturerat program som syftar till att skapa ökad studiero. PAX har visat sig ha positiv inverkan på elevers beteenden i klassrummet liksom mer långsiktiga konsekvenser som minskad frekvens av hälsoskadliga aktiviteter i vuxenlivet. För att programmet ska få önskad effekt är kvaliteten i implementeringen och det fortsatta vidmakthållandet centralt. Trots detta finns det förhållandevis lite forskning om rektorers erfarenheter av implementering och vidmakthållande av PAX, framför allt i en svensk kontext. Mot bakgrund av detta var vi intresserade av att kvalitativt undersöka svenska rektorers erfarenheter av att implementera och vidmakthålla PAX samt hur de ser på sin egen roll i processen. Vi genomförde tio... (More)
PAX Good Behavior Game är ett strukturerat program som syftar till att skapa ökad studiero. PAX har visat sig ha positiv inverkan på elevers beteenden i klassrummet liksom mer långsiktiga konsekvenser som minskad frekvens av hälsoskadliga aktiviteter i vuxenlivet. För att programmet ska få önskad effekt är kvaliteten i implementeringen och det fortsatta vidmakthållandet centralt. Trots detta finns det förhållandevis lite forskning om rektorers erfarenheter av implementering och vidmakthållande av PAX, framför allt i en svensk kontext. Mot bakgrund av detta var vi intresserade av att kvalitativt undersöka svenska rektorers erfarenheter av att implementera och vidmakthålla PAX samt hur de ser på sin egen roll i processen. Vi genomförde tio stycken semistrukturerade intervjuer med rektorer. Vi rekryterade rektorer på skolor som hade arbetat med PAX i tre år eller längre. Vår metodologiska ansats var kritisk realistisk. Intervjuerna analyserades genom reflexiv tematisk analys, vilken genererade tre huvudteman. Dessa var 1) Organisation och struktur 2) Sammanhållning och gemenskap och 3) Rektorns roll. Varje tema har tre underteman. Viktiga resultat inkluderar att rektorn har en viktig roll i att anpassa organisationen så att den fungerar med PAX. För detta efterfrågar rektorerna stöd från kommunen och PAX-instruktören. Vidare skapar PAX gemenskap genom delad struktur och språk. Övergången från låg till mellanstadiet och inkludering av praktisk-estetiska ämnen framstod som en svårighet i vidmakthållandet, vilket också framkommer i tidigare forskning. Vi föreslår att PAX i skolan, som utvecklar PAX-arbetet i Sverige, behöver hjälpa rektorer att anpassa PAX så att metoden kan genomsyra fler delar av verksamheten. (Less)
Abstract
PAX Good Behavior Game is a structured program aiming to create a calmer learning environment. PAX has been associated positively with classroom behaviors and long-term effects such as decreased harmful behaviors in adulthood. The quality of implementation and sustainment is central for attaining desired outcomes. However, previous research on the principals’ experiences of implementation and sustainment of PAX is scarce, especially in a Swedish context. From this standpoint, we were interested in qualitatively exploring Swedish principals’ experiences of implementing and sustaining PAX and their own role in the process. We conducted ten semi-structured interviews with principals. The principals were recruited from schools that have worked... (More)
PAX Good Behavior Game is a structured program aiming to create a calmer learning environment. PAX has been associated positively with classroom behaviors and long-term effects such as decreased harmful behaviors in adulthood. The quality of implementation and sustainment is central for attaining desired outcomes. However, previous research on the principals’ experiences of implementation and sustainment of PAX is scarce, especially in a Swedish context. From this standpoint, we were interested in qualitatively exploring Swedish principals’ experiences of implementing and sustaining PAX and their own role in the process. We conducted ten semi-structured interviews with principals. The principals were recruited from schools that have worked with PAX for three years or longer. Our methodological approach was critical realism. The interviews were analyzed through reflective thematic analysis, which generated three main themes. These were 1) Organization and Structure, 2) Community and Togetherness, and 3) The Principal’s Role. Each theme has three sub-themes. Important results include that the principal has an important role in adjusting the organization to create a fit with PAX. To achieve this, the principals request support from the municipality and the PAX instructor. Furthermore, PAX creates community through shared structure and language. The transition from lower to upper primary and inclusion of arts and practical subjects emerged as a challenge in the sustainment, which aligns with previous research. Based on our results, we propose that the organization PAX i skolan, which develops the PAX work in Sweden, support principals to a larger extent in adjusting PAX to fit the organization. (Less)
Please use this url to cite or link to this publication:
author
Franck, Hedda LU and Novosel, Alva LU
supervisor
organization
course
PSPR14 20252
year
type
H2 - Master's Degree (Two Years)
subject
keywords
PAX Good Behavior Game, implementation, sustainment, principal, implementering, vidmakthållande, rektor
language
English
id
9218843
date added to LUP
2026-01-15 16:00:21
date last changed
2026-01-15 16:00:21
@misc{9218843,
  abstract     = {{PAX Good Behavior Game is a structured program aiming to create a calmer learning environment. PAX has been associated positively with classroom behaviors and long-term effects such as decreased harmful behaviors in adulthood. The quality of implementation and sustainment is central for attaining desired outcomes. However, previous research on the principals’ experiences of implementation and sustainment of PAX is scarce, especially in a Swedish context. From this standpoint, we were interested in qualitatively exploring Swedish principals’ experiences of implementing and sustaining PAX and their own role in the process. We conducted ten semi-structured interviews with principals. The principals were recruited from schools that have worked with PAX for three years or longer. Our methodological approach was critical realism. The interviews were analyzed through reflective thematic analysis, which generated three main themes. These were 1) Organization and Structure, 2) Community and Togetherness, and 3) The Principal’s Role. Each theme has three sub-themes. Important results include that the principal has an important role in adjusting the organization to create a fit with PAX. To achieve this, the principals request support from the municipality and the PAX instructor. Furthermore, PAX creates community through shared structure and language. The transition from lower to upper primary and inclusion of arts and practical subjects emerged as a challenge in the sustainment, which aligns with previous research. Based on our results, we propose that the organization PAX i skolan, which develops the PAX work in Sweden, support principals to a larger extent in adjusting PAX to fit the organization.}},
  author       = {{Franck, Hedda and Novosel, Alva}},
  language     = {{eng}},
  note         = {{Student Paper}},
  title        = {{“It’s Like a Costume Party - You Just Have to Go All In!”: A Reflexive Thematic Analysis of Swedish Principals’ Experiences of Implementing and Sustaining PAX}},
  year         = {{2026}},
}