Basil, Pambas TandikaNdibalema, PlacidiusLawrent, GodloveGabrieli, ProsperMbepera, Joyce2024-08-192024-08-192024Basil, P. T., Ndibalema, P., Lawrent, G., Gabrieli, P., & Mbepera, J. (2024). Early grade teachers’ professional development programs for promoting school safety: Does it make a difference?. Teaching and Teacher Education, 145, 104613.DOI: 10.1016/j.tate.2024.104613https://repository.udom.ac.tz/handle/20.500.12661/4778Abstract. Full text available at https://doi.org/10.1016/j.tate.2024.104613This study explored the influence of training on helping teachers to promote greater school safety. A qualitative case study design was adopted, and 213 early grade teachers from Tanzania Mainland and Zanzibar took part in the study. Data were gathered through individual semi-structured interviews before being thematically analysed. It was evident that teachers were inadequately prepared in terms of autonomy and supportive communication to help their pupils develop crucial skills for creating a safe learning environment. In- service professional development programs related to social and emotional learning would enhance teachers’ ability to support their pupils to address school safety concerns.en-USTeacher TrainingSchool SafetyEarly Grade TeachersArticle10.1016/j.tate.2024.104613