This article reports on a study that explored how a community-based intervention with ten teachers
could enhance their knowledge and skills related to supporting community members coping with HIV/
AIDS. We conducted a case study using participatory action research methods. Individual interviews,
observation, field notes, visual data and reflective journals were utilised as data sources. We found that
the participating teachers displayed a willingness to support their community in coping with HIV/AIDS,
yet did not perceive themselves as being adequately equipped to do so, and therefore refrained from
acting intuitively. The intervention did, however, show signs of an emergent sense of ‘becoming’ lay
practitioners in the face of the social upheaval brought on by the pandemic.