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Volume 8, Pages 1063-1074
Research Article

Positive School and Classroom Environment: Precursors of Successful Implementation of Positive Youth Development Programs

1Social Welfare Practice and Research Centre, The Chinese University of Hong Kong, Hong Kong
2Quality of Life Centre, Hong Kong Institute of Asia-Pacific Studies, The Chinese University of Hong Kong, Hong Kong
3Kiang Wu Nursing College of Macau, Macau
4Department of Rehabilitation Sciences, The Hong Kong Polytechnic University, Hong Kong

Received 10 July 2008; Revised 10 August 2008; Accepted 26 August 2008

Academic Editor: Joav Merrick

Copyright © 2008 Rachel C. F. Sun et al.


This case study was based on a school where the Tier 1 Program of the Project P.A.T.H.S. was integrated into the formal curriculum. In this case study, an interview with the school principal, vice-principal, and social worker was conducted in order to understand their perceptions of administrative arrangements and issues in the school, implementation characteristics, program effectiveness, program success, and overall impression. Results showed that several positive school and classroom attributes were conducive to program success, including positive school culture and belief in students' potentials, an inviting school environment, an encouraging classroom environment, high involvement of school administrative personnel, and systematic program arrangement.