Saharaline: A Collective Social Support Intervention for Teachers in Low-Income Indian Schools
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arXiv
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| Autori principali: | , , |
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| Natura: | Preprint |
| Pubblicazione: |
2024
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| _version_ | 1866917595617165312 |
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| author | Varanasi, Rama Adithya Vashistha, Aditya Dell, Nicola |
| author_facet | Varanasi, Rama Adithya Vashistha, Aditya Dell, Nicola |
| contents | This paper presents Saharaline, an intervention designed to provide collective social support for teachers in low-income schools. Implemented as a WhatsApp-based helpline, Saharaline enables teachers to reach out for personalized, long-term assistance with a wide range of problems and stressors, including pedagogical, emotional, and technological challenges. Depending on the support needed, teachers' requests are routed to appropriate domain experts -- staff employed by educational non-profit organizations who understand teachers' on-the-ground realities -- who offer localized and contextualized assistance. Via a three-month exploratory deployment with 28 teachers in India, we show how Saharaline's design enabled a collective of diverse education experts to craft and deliver localized solutions that teachers could incorporate into their practice. We conclude by reflecting on the efficacy of our intervention in low-resource work contexts and provide recommendations to enhance collective social support interventions similar to Saharaline. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2402_14292 |
| institution | arXiv |
| publishDate | 2024 |
| record_format | arxiv |
| spellingShingle | Saharaline: A Collective Social Support Intervention for Teachers in Low-Income Indian Schools Varanasi, Rama Adithya Vashistha, Aditya Dell, Nicola Human-Computer Interaction This paper presents Saharaline, an intervention designed to provide collective social support for teachers in low-income schools. Implemented as a WhatsApp-based helpline, Saharaline enables teachers to reach out for personalized, long-term assistance with a wide range of problems and stressors, including pedagogical, emotional, and technological challenges. Depending on the support needed, teachers' requests are routed to appropriate domain experts -- staff employed by educational non-profit organizations who understand teachers' on-the-ground realities -- who offer localized and contextualized assistance. Via a three-month exploratory deployment with 28 teachers in India, we show how Saharaline's design enabled a collective of diverse education experts to craft and deliver localized solutions that teachers could incorporate into their practice. We conclude by reflecting on the efficacy of our intervention in low-resource work contexts and provide recommendations to enhance collective social support interventions similar to Saharaline. |
| title | Saharaline: A Collective Social Support Intervention for Teachers in Low-Income Indian Schools |
| topic | Human-Computer Interaction |
| url | https://arxiv.org/abs/2402.14292 |