At the beginning of the club surveys were conducted to give students a score. The higher the score, the more behavioural and executive functioning issues that the student exhibited. Students were then scored again after the five weeks.
Students are on the horizontal axis of this graph, and they have been given a unique identifier to protect their identity. Two students withdrew from the club during implementation and data is not shown for them. Because higher scores indicate more difficulties, the significant decrease in scores is a very positive sign.
Data aside, during the club we also noticed visible changes with the students. Their attitudes were more positive, they were excited to come to school and participate in the club, and they put in more effort in class. It is hard to say whether behavioural issues diminished, but because of the connection we had made with the students we were able to reach a resolution more efficiently and preserve the relationship we have with them. We heard from students that they were having sleepovers together outside of school, parents of students were spending time together, and we watched students who had never been friends before previously talking and having fun together in class and at recess. These are really positive signs that our club accomplished something tremendous in the school. It is hard to say whether it was the structured board games and art that led to this result, or whether it was adult 1:1 attention and peer relationships that made the ultimate difference. However, we are proud to say that it was a true success. Based on our own experiences and the overwhelming research on this topic, play and extracurricular activities do influence academics and behaviour and should be encouraged in youth.
Unfortunately, due to COVID-19 we were unable to conclude the club with the final week of activities and the pizza party. However, we feel so fortunate to have been given an opportunity to spend more time with our students, especially those that may be more vulnerable. It is bittersweet to think that it was good timing to implement something like this; both so that we could leave an impression on them before school was cancelled and to have had extra time with them. We are very grateful we had the student participants for the short time we did.