Dear Editor,

Recent developments in Jamaica’s education sector, notably the lawsuit stemming from a teacher’s alleged inaction at Norman Manley High School, have generated significant public concern and discussion.

However, some commentary risks unfairly painting teachers as incapable or inadequately trained based on the actions or inactions of a single individual. Such broad generalisations unfairly diminish the dedication and professionalism of the thousands of educators serving Jamaica’s youth.

Let me be clear, this is not an attempt to excuse negligence or downplay incidents involving student safety. Accountability remains essential and non-negotiable. Nevertheless, it is important to contextualise these issues. Teachers are primarily facilitators of learning, not security personnel, referees, or disciplinary agents operating in isolation. The responsibility for shaping student behaviour is shared among parents, schools, communities, and society as a whole.

Conflict in Jamaican schools is not a new phenomenon. What has become clearer is that many teachers now work under intense fear — fear of physical harm, legal repercussions, and public condemnation. Consequently, some adopt a cautious or hands-off approach, not out of indifference but as a form of self-protection. While not ideal, this reality must be acknowledged and addressed openly.

Rather than assigning blame, the focus should be on how to better support and empower teachers. Educators need assurance that when they act reasonably, ethically, and in good faith, the system will back them. The duty of care extends beyond delivering lessons; it requires an environment in which teachers feel supported, well-resourced, and protected.

Much has been said about children’s rights, but what remains largely unaddressed is who advocates for teachers’ rights. Many educators face financial and professional challenges, needing fair compensation, sufficient resources, and ongoing training, especially in classroom management, conflict resolution, and student behaviour intervention.

Classroom management is not solely the responsibility of deans, guidance counsellors, or principals. Without proper training and empowerment, teachers cannot effectively handle challenging situations, which diminishes their ability to serve students effectively. Jamaica requires a collective effort emphasising training, mentorship, discipline, and shared accountability.

If we genuinely aim to improve our schools, our dialogue should move beyond outrage and accusations to one rooted in balance, responsibility, and tangible support for both students and teachers.

Ricardo Smith

Senior educator and social scientist

ricardo.professional.edu@gmail.com