Implementation of the Psychosocial Support Activity Packet: Providing Creative Spaces in the Classroom

This phenomenological study addressed the pressing issue of the impact of the COVID-19 pandemic on the mental well-being of school children, particularly in the context of disrupted education and the need for effective Psychosocial Support (PSS). Focusing on the experiences of teachers at Jose C. Catolico Sr. Elementary School during the resumption of face-to-face classes in the School Year 2022-2023, the study explored the lived experiences, challenges faced, and coping mechanisms employed by educators in implementing the program, Psychosocial Support Activity Pack, A Teacher's Guide. The findings shed light on crucial aspects such as the adequacy of teacher training, availability of resources, and institutional support. Moreover, this study aimed to contribute to the enhancement of the program implementation in terms of sustaining teachers’ PSS knowledge and training, addressing challenges, and identifying coping mechanisms to ensure the learners’ mental health and well-being through creative and nurturing classroom spaces and activities. Overall, with the comprehensive recommendations, including the proposal of a Faculty Capability Building Design for the sustainability of the PSS activities and for the empowerment of teachers, a more supportive and inclusive learning environment for all students be implemented.