Who is caring for traumatised students and teachers?

THE EDITOR, Madam:

In the wake of Hurricane Melissa, Jamaica is confronting not only the physical destruction of schools but also a profound psychosocial crisis that has yet to be acknowledged in the rush to resume learning. The Ministry of Education, Skills, Youth and Information (MOESYI) has pushed ahead with reopening schools, even as many communities remain devastated and countless students, teachers, and staff are grappling with trauma, grief, and displacement.

On November 5, Prime Minister Dr Andrew Holness stated that we “must act now to resume learning through innovative and flexible arrangements so that no child is left behind.” But what exactly is meant by “innovative and flexible”? When schools in St. James, Trelawny, Hanover, Westmoreland, St Elizabeth and St Ann remain in ruins, can we honestly say no child is being left behind? Are we not reinforcing the message that educational continuity is a privilege reserved for those with resources?

By the MOESYI own admission, 61 per cent of schools across all levels sustained damage, with some institutions in the west “not having one usable room.” As of November 12, 665 schools out of a total of 1,010 had resumed operations, but many in the most impacted parishes still lack electricity, water, communication, or even transport routes that are safe or affordable. Taxi fares have increased without authorisation, worsening the burden on families already stretched thin.

In this context, the MOESYI’s prioritisation of students sitting PEP, CSEC, and CAPE raises questions. PEP is an internal exam and can be rescheduled. Jamaica is the largest contributing territory to the Caribbean Examinations Council, are there discussions underway for alternative arrangements, reduced syllabi, or adjusted examination timelines? The insistence on pushing traumatised exam students back into classrooms overlooks the emotional and psychological recovery they desperately need.

What happens when these students return to school? Is there clean water? Is there electricity? Are teachers and guidance counsellors in any condition to help students process trauma? Have teachers and administrators even been given space to process their own trauma?

Rebuilding a school is important, but rebuilding people, their confidence, their stability, their sense of security must come first. On this point, the Ministry has been worryingly silent.

Glenmuir High has opened its doors to displaced learners from multiple institutions, while Hampton School has invited all exam students to be housed and taught on campus. Other schools that were not severely affected should follow their example. Where capacity exists, there is room for solidarity. Sheltering, supporting, and teaching displaced students is not merely charity; it is a national duty in this period of collective trauma.

Jamaica’s children, teachers, and administrators deserve care, counselling, and a humane approach to rebuilding.

DELTA WRIGHT

PhD Researcher

Edge Hill University