Inclusive Classroom Environments and the Development of Social Emotional Competencies in Kongwa District Schools, Tanzania
Patience Victor & Milka OtienoSt John’s University of TanzaniaEmail: 0765119423patience@gmail.com Abstract: Inclusive classrooms aim to accommodate diverse learners while fostering social-emotional competencies (SEL) essential for holistic pupil development. This study explored how inclusive classroom environments contribute to the development of SEL among primary school pupils in Kongwa District, Tanzania. Using a qualitative research design, data…