Lessons from Tanzanian children in how to foster safety and inclusion in Catholic schools

This methodological paper explores the use of Participatory Action Research (PAR) to empower children in 14 Tanzanian Catholic schools as co-researchers in identifying and addressing the unwritten rules shaping their safety and experience of inclusivity. Rooted in the Protective Behaviours methodology, the study examined how deeply ingrained socialisation processes, particularly gender norms, perpetuate feelings of unsafety. Findings revealed that 40% of the unwritten rules reinforce traditional gender stereotypes, often marginalising non-conforming students and limiting their ability to thrive. The paper also highlights broader unwritten rules that discourage open communication and reinforce hierarchical power dynamics, further compromising relational safety. Through an iterative prototyping process, students are developing and testing context-specific solutions to foster equitable and inclusive school environments. This study emphasises the transformative potential of participatory approaches, not only in addressing systemic barriers in education but also in fostering agency and collaborative problem-solving among students. Practical implications include the need for schools to embrace student-driven initiatives as a pathway to systemic change and enhanced inclusivity. • Utilized Participatory Action Research to understand how children in Tanzanian Catholic schools experience unwritten rules - beliefs about what should or must be done - and how this affects their feelings of safety. • Revealed that 40% of these rules reinforce traditional gender stereotypes, making children feel unsafe. • Outlines a structured process that provides space and support for children to develop solutions for safety and inclusion. • Emphasize the importance of student voice in bridging the gap between espoused values of gender equality and actual practices that make children feel unsafe in educational settings.