The Magic Classroom: Implementation evaluation in a multi-ethnic low-socieconomic elementary school context 
In Quebec, many schools are dealing with students presenting different adaptation and integration challenges. This is particularly the case for schools located in disadvantaged areas serving a high proportion of immigrant background students, some of whom also presenting academic, emotional and/or behavioral difficulties. Although these students are recognized for their strong resilience and school successes, some of them are at risk of presenting long-term adaptation difficulties. In order to ensure these youth positive development and in addition to the resources already present in schools, musical extracurricular activities constitute a good avenue for prevention. Such activities are likely to reduce child maladjustment, promote the development of their personal and social skills and contribute to their sense of belonging to school. Nevertheless, to reach these benefits, it becomes crucial to understand the optimal conditions underlining the optimal implementation of extracurricular programs as to identify the essential elements and mechanisms associated with their effects. Following this line, the present qualitative study aimed to evaluate the implementation of The Magic Classroom, a musical extracurricular activities program addressed to some children who attended a low-SES and multi-ethnic elementary school in Montreal, some of whom presented academic, emotional and/or behavioral difficulties. Observations, interviews and focus groups were carried out with different actors involved in the program implementation (students, teachers, program management team). Based on Gendreau’s (2001) Structure d’ensemble Model as well as on the Domitrovich et al.’s (2008) Multilevel Implementation Quality Framework, results highlight the essential elements and mechanisms of the Magic Classroom. They further underline factors that can possibly facilitate or hinder the implementation of this type of program.