Letter of the Day | Support services without access and participation are not enough

THE EDITOR, Madam:

Many schools and community organisations claim to be inclusive by pointing to the existence of support services – whether for mental health, disabilities, or academic needs. However, simply offering services is not enough. Without equitable access, these supports can unintentionally deepen exclusion. It’s like having water available but no way to drink it, or an open door that no one feels safe entering.

To move beyond token inclusion, institutions must develop not only support service plans but also access and participation plans. These plans ensure that individuals can realistically benefit from available services. Four key considerations guide this process:

The first issue is whether the intended recipients – often families of children with disabilities – can access the services. These barriers include:

- Awareness: Do families know the services exist and how to reach them?

- Resources: Do they have the financial means, transportation, or technology needed?

- Systemic and Physical: Are services located far away or difficult to navigate?

In Jamaica, these challenges are especially pronounced. Specialised services like speech therapy or psychological assessments are concentrated in urban centres. Families in rural areas face long travel times, high costs, and lost income. Additionally, there is a shortage of specialists, leading to long wait times and delayed interventions.

A solution is the “push-in model”, where services are brought directly to communities through mobile units, school-based programmes, or outreach efforts. Jamaica already uses mobile health clinics – this model could be adapted for educational and mental health services.

While some services are free, many families rely on costly private options, with sessions ranging from J$10,000–J$20,000 – unaffordable for low-income households. Post-COVID, some services moved online, but rural areas often lack reliable internet or devices. Many rely on mobile data, which limits access to bandwidth-heavy services.

To address this, access plans must include:

- Financial support (e.g., subsidies, NGO partnerships)

- Digital equity initiatives (e.g., device distribution, internet access programmes)

Even when resources like assistive technology are available in schools, they are often underused due to lack of training. Staff may not know how to implement them, and students with disabilities may not be taught how to use them effectively. This results in resources being present but inaccessible.

Training for both educators and students is essential to ensure meaningful use and participation.

Access is not just logistical – it’s emotional. Stigma around mental health and disability remains strong. People may avoid services due to fear of judgment, even from service providers. For example, a student may need counselling but avoid the school counsellor’s office to escape peer stigma. A parent may avoid applying for disability support due to past negative experiences.

Creating emotionally safe environments is crucial. This includes:

- Staff training in inclusive practices

- Confidential access points

- Public education campaigns to reduce stigma

Some Canadian schools have introduced “wellness rooms” accessible to all students, helping normalize mental health support. Jamaican schools could adopt similar strategies to reduce stigma and encourage participation.

KISHI ANDERSON LEACHMAN

University of Winnipeg,

Canada