School Safety as a Key Factor in Facilitating Children’s Smooth Transition from Pre-primary to Primary Education in Tanzania

Abstract

This study explores teachers' perspectives on school safety as a factor for children’s smooth transition from pre-primary to primary schooling. This study employed a phenomenological research design to explore the lived experiences of educators in early childhood education. Semi-structured interviews were conducted with a total of 18 participants—nine head teachers and nine pre-primary teachers—from public primary schools in the Chemba and Mpwapwa districts of the Dodoma Region, Tanzania. The qualitative data collected were analyzed thematically to identify recurring patterns and key insights related to the participants' experiences and perspectives. The study revealed that teachers consider school infrastructure, social support, food provision, and effective school monitoring as crucial aspects of school safety that impact children’s transition. The findings inform educational policymakers and practitioners about the need to devise strategies for establishing a safe learning space for the smooth transition of pre-primary children. Finally, the study recommends that teacher training programmes should focus on providing social-emotional support. Additionally, there should be strategic investment in pre-primary infrastructure and strong policy advocacy for the implementation and sustainability of school meal programmes for pre-primary and primary schools