Crafting Teacher-time for Tea and Art: The Participatory Development of a Social Connectedness Intervention With Teachers in an Unequal Space

This study explores the development and evaluation of the Isithebe Social Connectedness intervention, an expressive arts-based initiative co-created with teachers in resource-constrained primary schools in South Africa. Using Participatory Reflection and Action (PRA) principles, the intervention was designed to be culturally relevant, contextually responsive, and aligned with Afrocentric values such as Ubuntu. By involving teachers as active co-creators of the intervention, rather than mere recipients, the intervention fosters relevant science by fitting the unique contextual and conceptual needs of the educational space, responsive science by addressing challenges with local resources, and responsible science by empowering participants as agents of change within their communities. This study highlights the participatory processes and adaptive strategies that underpinned the intervention’s development. Findings underscore the potential of community-driven, culturally resonant interventions to enhance teacher resilience and well-being in resource-limited settings.