Dear Editor,

Every year, natural disasters of various types adversely affect the world resulting in social and economic instability.

On October 28, 2025, Hurricane Melissa, a Category 5 system, hit south-western and parts of central Jamaica. It is recorded as one of the most destructive hurricanes that the island has ever experienced. It led to loss of lives and significant damage to infrastructure and social environments. Due to its destructive nature, it disrupted the education system, mainly affecting teachers, students, and educational infrastructure. Consequently, there has been significant disruption of education at all levels.

In the aftermath of Hurricane Melissa it is likely that suggestions for climate change and disaster preparedness education will emerge as two of many areas of study to be included in schools’ curriculum. These areas of study are both urgent and relevant; however, values education must be considered and incorporated into these and other topics that will surface.

Students are often exposed to education in values; however, it usually forms part of the informal curriculum. In some spaces values are usually referred to as “soft skills”, a term that suggests these skills are optional or are “nice to have” in training sessions and other learning environments. However, promoting values in education is not just “nice to have” but an urgent and critical component of teaching and learning. As such, efforts to promote values must be deliberate, ongoing, and incorporated within the formal curriculum.

Values education, which forms part of the curriculum, is important as both teachers and students need to be aware of the critical role they play in contributing to societal and global change and transformation. For them to be change agents they must first become critically aware and conscious of their responsibility in sustaining the environment for the present and future generations. This awareness encourages the acceptance and application of values necessary for significant transformation, and individuals are more likely to exhibit behaviour that supports climate change as well as develop innovative solutions to lessen the impact of environmental challenges.

Since values and standards of behaviour are required for transformative change through education, it is inadequate to only teach about what values are and their importance. Teachers must also encourage an active, transformational learning experience in which students are allowed to practise and explore values like respect, responsibility, and cooperation, some of the core transformational values of Vision 2030 Jamaica. Additionally, it equips individuals with the information, skills, values, and attitudes required to confront environmental issues.

So with so many school buildings damaged or destroyed, teachers and students will face a range of challenges that will delay access to education for this academic year. Though some schools have reopened their doors to students that were displaced, there are ongoing challenges.

With all this happening, there is hope. Fundamental to values education is a spirit of resilience and optimism. Indeed, as Jamaicans we remain positive that infrastructure, including school buildings and other educational amenities, will be restored in the months ahead.

Dr Denise Minott

Educator

dminott577@gmail.com