“…The effectiveness of the GBG has been well-established in mainstream primary school settings (e.g., Dadakhodjaeva et al, 2020; Nolan et al, 2014), secondary school settings (e.g., Ford et al, 2020; Mitchell et al, 2015) and has been applied in special education, resource, and inclusion settings (e.g., Flower et al, 2014). Positive alterations of the GBG, sometimes termed the “Caught Being Good Game” (CBGG; e.g., Bohan et al, 2021; Wahl et al, 2016; Wright & McCurdy, 2012), involve the provision of points to teams for following class rules during the game, rather than marks for breaking class rules. The aim is generally for teams to surpass a criterion of points by the end of the game and those surpassing the criterion are eligible for a reward.…”