Dear Editor,

Many tertiary institutions resumed teaching and learning activities on Monday, November 10, two weeks after Hurricane Melissa devastated several parishes and communities in Jamaica.

It was a difficult decision for academic administrators to make since many students don’t have roofs under which to lay their heads and are experiencing challenges accessing other amenities — limited or no access to electricity, Internet, water, and food. Nevertheless, the resumption of classes is a necessary part of the recovery efforts. But there are measures to consider as administrators, faculty, and students navigate this unprecedented and tough period.

Since Monday I have been taking the time to listen to my students express their experiences, thoughts, and concerns about the hurricane. It has not been easy for those living in areas ravaged by Melissa. In my graduate course on Tuesday evening, the entire class got emotional and teary-eyed listening to each other share stories and offering words of comfort and encouragement.

As we move forward, lecturers and the wider university must prioritise emotional and psychological support. Students may be dealing with trauma, loss, or displacement; therefore, emotional well-being must be addressed. Faculty should set aside time to enquire how students are doing and test the temperature in the classroom. Many students have been despondent. I spent more than two hours with my graduate students to ensure that I heard from everyone who was present. At the end of the class the students expressed appreciation that I allowed them to voice their feelings.

It is an opportune time to integrate trauma-informed teaching practices by being patient with students who show stress or disengage. This also requires establishing safe spaces (both physical and virtual) for emotional expression and community rebuilding. Lecturers should encourage reflection, journalling, or group sharing to help students process their experiences. Additionally, students — and staff as well — should seek counselling offered by qualified professionals and peer-support groups.

In addition, universities and colleges should ensure access to learning resources. Hurricane Melissa has damaged devices, destroyed materials, and disrupted Internet access. Consequently, when possible, students could be provided with free or temporary loan programmes for laptops, tablets, or Internet routers. It is understood that the Government as well as private companies and citizens have been providing access to Starlink for many victims. Lecturers should create offline-accessible course materials, such as PDFs, recorded lectures, and downloadable content to support disadvantaged students.

Furthermore, higher education institutions should implement and maintain academic flexibility. After a disaster, rigidity only compounds stress. Institutions should, therefore, adapt policies to support recovery. Where possible, lecturers should extend or stagger assignment deadlines and exam schedules. In addition, they should waive all penalties for course withdrawal and late tuition payments. Additionally, they should promote blended and asynchronous learning when possible. Moreover, faculty should encourage peer tutoring or study recovery workshops to help students catch up. Another critical point is to teach ‘need-to-know’ instead of ‘nice-to-know’ content.

Lastly, institutions should provide financial and logistical assistance. Many students have lost homes, jobs, and financial stability. As a result an emergency relief fund could be established for tuition assistance, accommodation, and other essentials. Institutions should collaborate with non-governmental organisations, alumni chapters, and corporate partners to provide grants or supplies. They should also offer flexible tuition payment plans and communicate them clearly.

In essence, tertiary institutions must blend compassion with creativity, flexibility with structure, and support with empowerment to help students navigate academics post-Hurricane Melissa. The goal is not merely academic recovery, but helping students rebuild confidence, connection, and purpose amid adversity.

As we proceed, let us encourage faculty-student mentorship as personal check-ins can make a huge difference for our students, demonstrating that we truly care about their well-being and academic success.

Oneil Madden

maddenoniel@yahoo.com