This presentation explores teachers' retrospective reflections on the long-term impact of a remotely delivered, drama-based participatory arts intervention implemented in Greek schools during the COVID-19 pandemic. The findings suggest that drama-based intervention activities contributed to children's psychosocial well-being, emotional expression, social connectedness, and the resilience of school communities. Together, these findings highlight the potential of drama pedagogy as a responsive educational approach to addressing children's psychosocial well-being as a public health priority in times of crisis.

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