Background/Objectives: Public health emergencies disrupt school routines and child development, elevating psychosocial risk. The long-term influence of school-based participatory arts, particularly drama pedagogy, has not been sufficiently explored. This study examined teachers’ retrospective perceptions of the four-year effects of a large-scale, remotely delivered drama-based intervention on children’s psychosocial well-being and school community resilience. Methods: We conducted a retrospective interpretative phenomenological study with 23 primary-school teachers who implemented a seven-week, drama-based program with children aged 10–12 during a public health emergency. Semi-structured interviews were conducted four years post-implementation and analyzed following the principles of Interpretative Phenomenological Analysis, using the Community Resilience Framework as a sensitizing theoretical lens. Results: According to teachers’ retrospective accounts, participatory arts were perceived to function as a complementary public-health-oriented practice, helping maintain children’s connection to school, and were associated with strengthening trust, creativity, and solidarity, as well as supporting communication, emotional expression, adaptability, and collaborative skills. Teachers reported that stable rituals and drama-based practices appeared to foster a sense of safety amid disruption; over time, some of these practices were reported as becoming part of everyday school routines, which teachers associated with continuity and collective resilience. Conclusions: Integrating drama-based interventions into school health and psychosocial crisis-readiness may strengthen pediatric public health strategies and may help education systems to respond to future emergencies. These findings reflect teachers’ perceptions of sustained influence and suggest the perceived value of arts-based methods in developmental/behavioral support and school community resilience. By addressing emotional regulation, peer connection, and psychosocial adaptation within school settings, the intervention reflects the preventive and promotive dimensions of pediatric public health, emphasizing the school’s role as an environment that supports children’s overall mental and developmental health.

Intentional deceptive responding under laboratory instructions provides an experimental model for investigating the cognitive mechanisms involved in producing false responses, although it does not fully capture the complexity of real-world deception. Although deception has important implications for social functioning and has been widely studied, identifying reliable indicators that cannot easily be concealed remains a major challenge. In the present study, we investigated frontal EEG activity during intentional instructed deception and examined its association with stress-related and affective traits. The study included 86 healthy adults (M age = 26.97 years, SD = 9.42) who completed standardized self-report measures assessing depression (BDI), anxiety (BAI), perceived stress (PSS), and everyday deceptive behavior (LiES). A subsample of 48 participants subsequently completed a controlled truth–deception task while EEG activity was recorded from frontal scalp electrodes, providing an indirect measure of frontal electrophysiological activity. Absolute spectral power was analyzed across beta, alpha, theta, and delta frequency bands. The findings indicated that anxiety was positively associated with self-reported deceptive behavior, whereas depression and perceived stress were not significantly related to deception tendencies. EEG analyses suggested an increase in right-frontal scalp theta power during instructed deceptive responding, particularly through significant modulation of theta activity in the right hemisphere; however, later multilevel analysis showed it is a rather less specific activation appearing irrespective of the hemisphere. The increase remained significant when relative power was analyzed, indicating that the finding was robust to normalization of spectral power. Together, these findings suggest that instructed deceptive responding was associated with changes in frontal EEG oscillatory activity that are broadly consistent with mechanisms previously linked to executive control and conflict monitoring; however, because recordings were obtained using a low-density consumer EEG device during overt verbal responding, these interpretations should be considered exploratory. In this view, our study investigates habitual deceptive tendencies with affective traits and state-dependent EEG modulation during instructed deception, and our results could contribute to the understanding of emotion–cognition interactions in decisions involving uncertainty, social evaluation, and strategic information control.