Dear Editor,

As we enter a new school year, it is worth reflecting on how we understand and respond to student behaviour. Too often children are judged too simplistically. We tend to label them as “bad” or “problematic” when they misbehave without considering the complex reasons behind their actions. Yet, as educators and members of society, it is vital that we look deeper.

Merle Hodge’s The Life of Laetitia, originally published in 1993, offers valuable insights that remain highly relevant today. Laetitia begins as an exemplary student, excelling academically and earning praise. Yet when her maths teacher commends her at the expense of her friend, Anjanee, she deliberately underperforms. She also rebels against her father, skips class, and visits prohibited places, not out of malice, but as a response to perceived injustice and a longing to return home to her grandmother. These episodes highlight an important truth: Students’ behaviour is rarely arbitrary.

In many real classrooms, students display challenging behaviour for similar reasons. Some come from unstable homes, experience loss, or struggle with absent or inconsistent family support. These circumstances influence how they respond to rules and authority. Corrective measures alone cannot address such struggles; they must be coupled with understanding and guidance.

Adolescence is a time of exploration, mood swings, and emotional intensity. Teenagers are discovering themselves, testing boundaries, and grappling with pressures that adults may not fully see. As educators, we must approach corrective measures with mindfulness, patience, and insight. Behind every “difficult” child may lie trauma that has not been addressed. If we fail to respond appropriately, we risk failing not just the student but society itself, as unresolved issues can follow them into adulthood.

That said, inappropriate behaviour must always be called out, and students should be held accountable. Discipline is an essential part of their growth, and actions must carry consequences. The question for us as educators is how discipline is applied: Are we acting out of frustration or pettiness because a student bruised our ego, or are we seeking to help the child reflect, grow, and learn? The purpose of discipline must be correction and rehabilitation, never retaliation. When a child’s behaviour seems unusual, or when patterns suggest something deeper, referrals to the dean or the guidance counsellor must accompany corrective action.

Educators should lean on the school’s support systems to both correct inappropriate behaviour and ensure students receive the care they need. Also, school administration plays an essential role in setting clear policies and expectations while providing the support structures and resources teachers need to address these kinds of behaviour effectively.

Our responsibility is, therefore, twofold: to hold students accountable and maintain order, while applying discipline with professionalism, patience, and humanity. In this way, we correct behaviour while also shaping stronger, healthier individuals. I know we may not be able to reach or rehabilitate every student, but we cannot throw up our hands and say, “Dem pickney too bad,” or dismiss an entire generation as hopeless. We have to make every effort to save those we can.

Teddense Thomas

teddensetkt@gmail.com