Basil, Pambas TandikaNdibalema, PlacidiusLawrent, GodloveGabrieli, ProsperMbepera, Joyce2024-08-162024-08-162024-07Basil, 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 (2024), 1-8.DOI: https://doi.org/10.1016/j.tate.2024.104613https://repository.udom.ac.tz/handle/20.500.12661/4640Full- text article. Also 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.enEarly grade teachersProfessional development programsSchool safetyTanzaniaSafe learning environmentEarly gradeArticle10.1016/j.tate.2024.104613