Jamaican educators in diaspora condemn school violence on island

Jamaican educators and community leaders in the diaspora have condemned the recent public brawls among students of at least four Corporate Area high schools and are calling for the principals of the institutions to take firm action to prevent a recurrence of the incidents.

They have also called for principals to provide students with the tools and resources to allow for the settlement of disputes without resorting to violence.

Donavan Wilson, president of the Union of Jamaican Alumni Associations, said the behaviour displayed in videos making the rounds on social media was truly disgraceful.

Wilson called for principals and other stakeholders, including alumni associations, to convene, as a matter of emergency, dialogue with students and assist them in finding ways to channel their anger in non-violent ways.

After last week’s incidents, said to have been started as a result of a love triangle among students at three schools, principals stated that they would be meeting to discuss ways of bringing the violence under control.

Community school

Dr Karren Dunkley, an international educator and United States (US) Department of Justice education consultant, said that as a former high school principal and deputy superintendent of the eighth-largest district in the US, she was deeply concerned about the recent brawls and rising incidents of violence among schoolchildren and youth in the island.

“This troubling trend is imperative for Jamaica to consider adopting community school models. These models prioritise academic excellence and address students’ holistic needs by integrating community resources to support their mental, emotional, and physical health. Only through unity, accountability, and community engagement can we transform our schools – and the streets around them – into sanctuaries of learning, not battlegrounds of violence,” she said.

Dunkley said that in the face of rising school violence and the broader challenges within Jamaica’s education system, three additional urgent solutions were needed right now in addition to community schools. They are:

1) Resocialisation through schools: Schools must become centres of resocialisation, adopting curricula that foster social and emotional learning. Schools must create safer and more inclusive cultures by integrating conflict resolution, empathy training, and ethical decision-making into daily lessons. This approach will help students develop the interpersonal skills necessary to navigate challenges and mitigate conflicts before they escalate.

2)Focus on male education initiatives: A targeted focus on male education is essential, particularly given the higher rates of dropout and disciplinary issues among male students. Initiatives can include mentorship programmes, male leadership development, and curriculum adjustments to engage male students better. These programmes should aim to address the specific needs and dynamics that affect boys’ educational outcomes, fostering better engagement and reducing incidents of violence and negative behaviours.

3) Focused family and community engagement: Strengthening the connection between schools and families is crucial. Extending engagement beyond the school gates to encompass community leaders and local organisations can foster a supportive network, reinforcing positive behaviours.

Urgent action needed

Dr Allan Cunningham, associate professor and community leader, said the incidents were an expression of the state of the mindset of the island’s youth.

“Students are far removed from the proper structure of conflict resolution. Some might blame students’ behaviour on the home to which they belong. Others might attribute the behaviour to a breakdown in the moral fabric of our community and by extension, the larger community,” he said.

Cunningham said there must be an urgent approach to deal with this type of “mass violence”, and one way to address this is by sitting at the table with parents, educators and key stakeholders in the education system if they are to stem the problem.

Dr Rushell White, deputy superintendent of schools for Brooklyn North in New York, said any time students are seen engaging in this type of behaviour, it suggests they are devoid of alternative ways to resolve conflicts.

She said such behaviour by students reflects poorly on the education system and brings it into disrepute.

“We need to instill in students ways to resolve conflicts without their resorting to violence,” she said.

White, who will be attending an educational conference in Jamaica this week, said principals and stakeholders must ensure that students get the tools and resources they need to make better choices.

She, too, suggests that education stakeholders, including educators, get together to address the situation before it becomes unmanageable.

Educator Dr Rupert Green said the prevalence of violence in schools, the lack of respect for teachers, and overall school violence reflect broader societal issues.

“Children often mimic the behaviour they witness in adults,” he said.

He added tha, nowadays, children seem less responsive to non-verbal cues like “the look”. Instead, they may become defensive or raise their voices when parents use a stern tone or give a disapproving look.

“These issues underscore the complexity of school violence. Factors such as societal decay, parents prioritising friendship over authority and guidance, and the erosion of respect for teachers – once considered community pillars – contribute significantly,” said Green.

He noted that while some parents still maintain control over their children’s behaviour, when news of violence, threats of legal action against parents for disciplining their children, and the glorification of violence in music and other cultural expressions become commonplace, “what else can we expect?”

Said Green, “It’s evident that addressing these multifaceted issues requires a concerted effort from all members of society, including parents, educators, lawmakers, and cultural influencers.”

editorial@gleanerjm.com