A few weeks ago I attended a professional development session at which the staff at my school discussed the disciplinary challenges we face. A presenter was invited to speak, but from the outset, his message was poorly received, sparking a heated debate on school rules, the ministry’s involvement in maintaining discipline, and even the accountability of parents.

This discussion, though, filled with valid points, ultimately turned into a session of complaints, with many people believing that the old rules were sufficient to uphold the core values of the school and maintain discipline and academic success.

What struck me was how resistant some were to acknowledging that the students we teach today are very different from those of the past. Today’s students are digital natives, immersed in a world of technology and social media. Modern children spend far more time on digital devices, which has reshaped their social interactions and play activities. Traditional outdoor play and face-to-face communication have taken a backseat to time spent on social media, during which trends dominate their attention.

As an educator and a concerned citizen, I feel compelled to address the pressing issues in Jamaica’s education system. The digital age has transformed how children learn, communicate, and perceive the world, creating once unimaginable challenges. It’s clear that the educational methods of the past no longer suffice for the students of today.

Challenges

Jamaica’s education system faces significant challenges. The pass rate for mathematics in public schools was just 39 per cent, while the overall pass rate for all schools (public, private, and others) was 33.4 per cent. This represents a decline of 2.6 per cent from the previous year. More concerning, only 18 per cent of Jamaican students who sat the Caribbean Secondary Education Certificate (CSEC) exams received five or more subjects, including mathematics and English, down from 21 per cent in 2023.

In international assessments, Jamaican students scored below the Organisation for Economic Co-operation and Development (OECD) average in mathematics, reading, and science in the 2022 Programme for International Student Assessment (PISA) survey, ranking 60th out of 81 countries. A large portion of students scored low in mathematics, with few achieving top marks.

There is also a troubling cultural trend whereby academic failure is sometimes celebrated. The “dunce and boasy” trend, whereby students embrace their academic struggles in social media posts, and the popular song with the lyrics: “back a di class nah nuh subject” both reinforce this negative mindset.

Additionally, there has been a rise in disruptive behaviour within Jamaican secondary schools which negatively impact the learning environment and hinder academic achievement. On May 8, 2024, then Minister of Education and Youth, Fayval Williams, highlighted violence in schools as “the immediate threat that concerns us the most in the education sector” during her contribution to the 2024/25 Sectoral Debate in the House of Representatives. She reported that more than 50 violence-related incidents had been reported to the Ministry of Education over the past 12 months.

This rise in violence is not just a concern within the walls of our schools but is also reflected in a wider cultural context. Over the past four years, there have been a few tragic murders on school campuses, underscoring the severity of the issue.

The situation is exacerbated by overcrowding in many schools across Jamaica. With 65 of the 173 high schools exceeding their intended capacity, resources are stretched thin, classrooms are overcrowded, and facilities are inadequate. This overcrowding leads to a decline in the quality of education, as teachers are forced to manage larger groups of students in limited spaces, making it harder to maintain control and ensure effective learning.

Additionally, the issue is worsened by weak administrators who struggle to maintain discipline and enforce school rules as well as teachers who fail to lead by example. When educators do not model the behaviour they expect from students or fail to address disruptive actions promptly and consistently, it sends a message that poor conduct will not be challenged.

These challenges, compounded by the rise in violence and overcrowded classrooms, create an environment in which indiscipline thrives, making it even more difficult to foster a productive and safe learning space.

Solutions

While these challenges present significant obstacles, there are actionable solutions that can address them.

•Digital literacy and responsible social media use: Teaching children to use social media responsibly is essential. Many schools allow students to use digital tools in the classroom, but others hesitate due to concerns about distractions, students making rude posts, or gossip pages during class time. However, students cannot learn to use these tools responsibly if we don’t teach them how.

•Practical professional development: Professor Orlando Patterson stressed the need to upgrade teacher training programmes and offer ongoing professional development in Reform Education 2021. However, professional development must go beyond theory and equip teachers with concrete, actionable strategies that they can apply in the classroom.

•Holding students and teachers accountable: Accountability is crucial for creating a positive learning environment. For students, it means setting clear expectations for behaviour, attendance, and academic performance. The rules need to be practical and logical, ensuring they are reasonable and relevant to students’ daily experiences.

Equally important is holding teachers accountable. Teachers must lead by example — arriving on time, submitting grades promptly, and maintaining professionalism.

•Addressing overcrowded schools and teacher compensation: Schools that are overcrowded need more resources to effectively meet the needs of students. A ratio of one teacher to 50 students is not sustainable.

Additionally, the Government needs to consider improving compensation packages to attract and retain more teachers in the profession. By offering better compensation, we can attract more qualified educators and reduce the teacher-to-student ratio, ultimately improving the quality of education for all students.

•Firm administration and meaningful programmes: Administrators must take a firm stance when dealing with discipline and work closely with all stakeholders to create meaningful, impactful programmes. Unfortunately, many administrators are weak in this area.

•Improving the curriculum: Our curriculum needs to better meet the diverse needs of our students. We must teach transferable skills that students can apply beyond exams, not just focus on achieving high pass rates to boast about results. Education should be about building strong foundations and progressively developing students’ skills. Moving on from topics before students fully understand them only hinders their progress.

•Incorporating social and emotional learning (SEL): Social and emotional learning (SEL) is crucial for fostering well-rounded students. SEL skills, like empathy, self-regulation, and responsible decision-making, are essential for personal and academic success.

Jamaica’s education system faces significant challenges, many of which are influenced by the digital age and changing cultural trends. Students today are shaped by social media and instant gratification, which often undermines their academic focus. To address this, among other things, we must promote responsible digital literacy, hold both students and teachers accountable, and improve the curriculum to meet students’ needs.

Teddense Thomas is an educator and grade coordinator. Send comments to the Jamaica Observer or teddensetkt@gmail.com.