Educator provides road map to addressing discipline issues in schools

A well-known educator, who has worked with children across the island, says if Jamaica is to thrive as a safe and prosperous nation—impacting communities at home and globally, then it is necessary to adopt a holistic approach that integrates preventative and corrective strategies.

Christine Hewes-Johnson, who works as a Dean of Discipline at Denham Town High, Kingston, believes that educational institutions provide the perfect platform for these strategies to be put into play and at the same time reach out to the youth, who are fast becoming change makers of tomorrow. 

However, to do this, the teacher says a greater effort has to be made for educational institutions to be supported by partnerships with external agencies.

"This is imperative to transforming schools into safer spaces conducive to learning and empowering our students to succeed in life," Hewes Johnson has explained.

The educator also took time out to speak about the role that Deans of Disciplines play in schools and how they were contributing and helping other educators to shape a safer and productive Jamaican society.

"As Jamaica marches toward achieving Vision 2030—a roadmap for making our country “the place of choice to live, work, raise families, and do business”—our education system must reflect the holistic development of every child," the educator said.

"This development encompasses their right to life, education, and living in a safe environment, as outlined in the United Nations Convention on the Rights of the Child. Yet, for many schools in Jamaica, particularly those in volatile urban communities, achieving this vision remains a significant challenge."

"At Denham Town High School, located in one of Kingston’s most volatile inner-city communities, the task of ensuring safety, discipline, and academic growth is a daunting one. 

Many of our students arrive at school burdened with severe literacy and numeracy deficits, behavioural challenges, and a host of psychosocial issues, including exposure to violence, gang activity, abuse, economic hardship, and loss of family members, said Hewes Johnson.

These students are not just academically vulnerable; they are fighting battles that extend far beyond the classroom," the educator said.

 The dean said even though the reality is not unique to Denham Town; it reflects a national crisis affecting many Jamaican schools.

 "As a dean of discipline, I am at the forefront of carrying out the Ministry of Education and Youth’s mandate for safety and security, however, I am not only responsible for enforcing rules but also for serving as a key change agent in shaping students’ lives thus understanding that punitive measures alone are insufficient in addressing these challenges. "

Understanding the Context: The Imperative for Holistic Education

The school culture and community dynamics in Denham Town emphasize the importance of holistic education. 

Education is not merely about academic achievement but also about addressing the "whole child"—their social, emotional, and psychological needs (Elias et al., 1997).

 According to Bronfenbrenner's Ecological Systems Theory, a child's development is influenced by multiple environmental systems, including their family, community, and school (Bronfenbrenner, 1979).

 Therefore, interventions at Denham Town High School focus on creating a supportive environment that acknowledges and addresses these factors

The Power of Partnerships: An Ecosystem of Support

The foundation of this transformation lies in partnerships with external agencies and has allowed Denham Town High to adopt a range of innovative interventions that address students' behavioural, emotional, and academic needs.

 These strategies, rooted in research and practical application, have shown measurable success in improving student outcomes.

Passport to Success (PTS)

In collaboration with the Multi-Care Youth Foundation, the Passport to Success program equips students with life and employability skills. This intervention aligns with Maslow's Hierarchy of Needs, which posits that self-actualization is achieved only after basic and psychological needs are met (Maslow, 1943). 

 In agreeing with Maslow, and understanding the importance of this intervention within the school and in meeting the needs of the students, the sponsors paid for and trained 24 of our teachers, including myself, to deliver psychosocial support to students. In ensuring that it reaches most if not all of our students it is integrated into the school timetable as well as used as an afterschool intervention to target low –medium risk students who have the potential but need some added support especially in developing their employability skills. 

The employability aspect is particularly critical in Jamaica, where youth unemployment rates hover around 20% (Statistical Institute of Jamaica, 2023). Graduates of the program have excelled during internships and received mentorship, bridging the gap between school and the workforce. Research by Mahoney et al. (2021) underscores that life skills programs like PTS improve social behaviour, emotional regulation, and academic performance.

TOP-CBT (Transforming Our Perspective - Cognitive Behavioural Therapy)

In partnering with USAID/ Positive Pathways which is endorsed by the MOE, the deans of discipline have been trained in the TOP-CBT curriculum to work with students identified as high-risk due to repeated disciplinary infractions, and implement this intervention. This program helps students manage anger, aggression, impulsivity, and other maladaptive behaviours. Cognitive behavioural therapy is widely recognized for its effectiveness in addressing trauma and fostering pro-social behaviour, particularly in communities affected by violence (Noble et al., 2022). The program has significantly reduced the frequency of repeat behavioural infractions, underscoring the importance of early intervention

National Council on Drug Abuse (NCDA)

Students caught smoking or in possession of drugs are referred to the NCDA for drug testing and counseling. Parental involvement is a critical component, as parents must present reports from the NCDA to ensure compliance. According to Wong et al. (2020), family engagement significantly improves the success of substance misuse interventions, making this strategy both effective and sustainable.

Restorative Justice (RJ)

Restorative Justice, implemented in partnership with external facilitators, equips students with conflict-resolution skills. This practice reduces suspensions and fosters empathy among students. Knight and Singh (2022) emphasize the importance of RJ in Caribbean schools, highlighting its potential to transform school cultures.

Rise Life Management Services

For students grappling with gambling and vaping addictions, Rise Life Management conducts workshops and provides individualized counseling. These interventions address the root causes of addictive behaviors, enabling students to refocus on their education and personal development.

Interministerial Case Management School Support Strategy

This partnership, endorsed by the Ministry of National Security, offers one-on-one psychological support to students through risk assessments, home visits, and parent consultations. Trauma-informed practices like these are essential in communities where violence is prevalent. Noble et al. (2022) highlight the transformative impact of such wraparound services, particularly when parents are actively involved.

Set Up for Success

This USAID/Positive Pathways initiative focuses on life skills for 7th-grade students, laying the foundation for resilience, critical thinking, and self-management. By addressing challenges early, this program sets students on a trajectory for lifelong success.

Breakfast Program

While often overlooked, the breakfast program plays a vital role in reducing truancy and promoting classroom engagement. A well-fed child is more likely to focus, participate, and thrive academically.

The Importance of Collaboration

What ties these interventions together is the power of partnerships. Collaborating with external stakeholders allows schools to leverage specialized expertise, financial resources, and innovative strategies that go beyond the traditional scope of education. These partnerships ensure that interventions are not only effective but also sustainable.

For example, the NCDA, Rise Life Management, and the Interministerial Case Management team bring professional counseling and psychological services that schools would otherwise struggle to provide. Restorative Justice facilitators and USAID initiatives enrich the curriculum with programs that foster social and emotional learning. Together, these efforts create a network of support that addresses students’ multifaceted needs.

Replicating Success Across Schools

The challenges faced by Denham Town High are not unique. Schools across Jamaica—whether urban, rural, or suburban—grapple with issues of indiscipline, trauma, and inadequate psychosocial support. It is therefore crucial to replicate successful interventions across schools, particularly through Quality Education Circles (QECs) and regional partnerships.

Vision 2030 requires that every Jamaican child receives a quality education in a safe and supportive environment. Sharing best practices, scaling successful programs, and ensuring that all schools have access to resources and training are essential steps toward this goal. As deans of discipline, we are uniquely positioned to advocate for and implement these changes, transforming not just our schools but also our communities and the global society that Jamaican students will one day shape.

The Global Impact of Jamaican Students

Jamaica’s influence extends far beyond its shores. From the Caribbean diaspora in North America to cultural hubs in Europe and Asia, Jamaicans are making significant contributions globally. However, the success of these individuals often begins in our schools. By equipping students with not just academic skills but also emotional intelligence, conflict resolution skills, and resilience, we are preparing them to positively impact communities worldwide

A Call to Action

The work of transforming our schools is a collective effort that requires the involvement of all stakeholders—teachers, parents, policymakers, and community leaders. Deans of discipline are uniquely positioned to bridge the gap between school administration and the wider community. To achieve the holistic development of our children, the Ministry of Education and Youth (MOEY) must prioritize investments in both preventative and corrective strategies. This includes more collaboration and funding for interventions, professional development for teachers, and the integration of psychosocial support into the national curriculum.

As a dean, I have witnessed first-hand the transformative power of these interventions. They not only improve academic outcomes but also create safer, more inclusive school environments where students can thrive. 

By adopting a holistic approach to education, we can fulfill the promise of Vision 2030, ensuring that every Jamaican child has the opportunity to succeed in life, contribute to their community, and impact the world positively.

Together, we can create a Jamaica where schools are havens of learning, growth, and opportunity—places where every child’s potential is nurtured, and every child’s right to safety and education is upheld.

to bridge the gap between school administration and the wider community. To achieve the holistic development of our children, the Ministry of Education and Youth (MOEY) must prioritize investments in both preventative and corrective strategies. This includes more collaboration and funding for interventions, professional development for teachers, and the integration of psychosocial support into the national curriculum.

As a dean, I have witnessed first-hand the transformative power of these interventions. They not only improve academic outcomes but also create safer, more inclusive school environments where students can thrive. 

By adopting a holistic approach to education, we can fulfill the promise of Vision 2030, ensuring that every Jamaican child has the opportunity to succeed in life, contribute to their community, and impact the world positively.

Together, we can create a Jamaica where schools are havens of learning, growth, and opportunity—places where every child’s potential is nurtured, and every child’s right to safety and education is upheld.