Childhood emotional and behavioural problems can indicate a higher risk of developing mental illness in adolescence and beyond. Schools provide an appropriate setting in which to deliver universal preventions to improve well-being and protect against early risks for mental health disorder. However, interventions can often be difficult to implement in schools due to their perceived or actual burdensomeness and implementation challenges can affect effectiveness. Teacher-delivered well-being interventions that can be integrated into usual classroom teaching practices provide a potential solution. This study examines the efficacy of a teacher-delivered programme, the Good Behaviour Game, in Australian primary schools. The programme significantly reduced emotional and behavioural problems as measured by the Strengths and Difficulties Questionnaire from baseline to post-intervention, suggesting that it may be an effective teaching practice for managing students in the classroom and for promoting well-being and development.

中文翻译：

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检查良好行为游戏对小学生情绪和行为问题的影响：将幸福策略融入教育的案例

童年时期的情绪和行为问题可能表明在青春期及以后患精神疾病的风险更高。学校提供了一个适当的环境，可以提供普遍的预防措施，以改善福祉并防止精神健康障碍的早期风险。然而，干预措施通常难以在学校实施，因为它们的感知或实际负担和实施挑战会影响有效性。可以整合到通常的课堂教学实践中的教师提供的幸福干预措施提供了一种潜在的解决方案。本研究调查了澳大利亚小学教师授课项目“良好行为游戏”的效果。