The differentiated impact of Kangaroo Class programmes in Quebec primary schools: examining behavioural improvements in relation to student characteristics

ABSTRACT

Inspired by Nurture Groups, Kangaroo Class (KC) programmes have been gradually expanding in francophone schools throughout the Canadian Province of Quebec. These classes are designed for primary students with social, emotional and behavioural difficulties (SEBDs) and aim to provide children with a nurturing and predictable environment. To date, KC research data show only moderate improvements in attendees’ behaviour. The aim of this study is to differentiate the characteristics of children with a positive behavioural trajectory from those with a negative behavioural trajectory after 2 years of attending KC by examining the sample group in light of their prior educational history, family-specific factors and types of SEBDs. Results indicate that the primary school children whose behaviour improved after 2 years attending KC had entered the programme displaying higher levels of adjustment difficulties and a greater incidence of internalising behaviours in contrast to those whose behaviour deteriorated. These preliminary results, although obtained through a very small sample size, might warily suggest that when a KC admission choice must be made between a range of potential programme candidates, selecting children with internalising behaviours over those with externalising behaviours would likely lead to more effective outcomes.

KEYWORDS:

• Kangaroo Classes
• social
• emotional and behavioural difficulties
• primary schools
• primary school developmental programmes

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1 In the context of this article and in its application to the Quebec context, the term ‘SEBD’ was used as an umbrella term to cover moderate behavioural challenges and social difficulties through to severe behavioural disorders, all of which may arise with internalising or externalising behaviours.

Additional information

Funding

This article was made possible in part through a master fellowship from the Social Sciences and Humanities Research Council of Canada (courtesy of the first author) and a grant from the Ministère de l’Éducation, du Loisir et du Sport du Québec (courtesy of the second author).

Notes on contributors

Christine Lavoie

Christine Lavoie is a psychoeducator in schools and lecturer at Université du Québec à Trois-Rivières

Caroline Couture

Caroline Couture is a full professor at Université du Québec à Trois-Rivières.

Jean-Yves Bégin

Jean-Yves Bégin is an assistant professor at Université du Québec à Trois-Rivières.

Line Massé

Line Massé is a full professor at Université du Québec à Trois-Rivières.