Dear Editor,

The recent incidents of a Jamaica College (JC) student being assaulted — captured and circulated on video — and the tragic death of a Seaforth High School student following a schoolyard dispute are not isolated events. They are symptoms of a deeper, more troubling reality: Our schools are increasingly mirroring the aggression and violence embedded in wider Jamaican society.

For too long we have treated school violence as a contained issue — something that can be addressed solely within the walls of educational institutions. Yet the truth is far more complex. Students do not exist in isolation. They absorb what they see at home, in their communities, on the road, and, increasingly, on their screens. When conflict in society is often resolved through aggression, it is unsurprising that young people replicate this behaviour in the spaces where they interact most: the schoolyard.

The role of social media in this crisis cannot be ignored. Platforms that were designed for connection have become conduits for the rapid spread of violent content. Videos of fights are recorded, shared, and sometimes even celebrated — even via the comments that social media users leave under these posts. In this environment, violence is not only normalised, it is performed. Students may feel pressure to assert dominance, defend reputation, or gain social validation through acts of aggression, knowing that their actions could gain visibility online. The consequences, however, are devastating and irreversible.

This culture of exposure to violence — both virtual and real — desensitises young minds. When brutality becomes content, empathy is eroded. When conflict becomes spectacle, resolution takes a back seat. Schools are left to manage not only academic development but also the psychological and emotional fallout of a society grappling with its own unresolved tensions.

By the way, who is writing JC’s press releases? Since being in the news in recent times — not for “Boys’ Champs” or Schools’ Challenge Quiz — the institution, in my opinion, seems to be defending acts of bullying at the school. Whether the bullied victim was initially at fault, there are proper challenges that students can take to report incidents instead of taking matters in their own hands.

Addressing this issue requires more than reactive measures, it demands systemic, sustained, and collaborative action.

First, schools must strengthen social-emotional learning (SEL) programmes. Students need structured opportunities to develop conflict resolution skills, emotional regulation, and empathy. These are not mere soft skills; they are essential tools for survival and coexistence.

Second, there must be a clear and consistent policy framework for addressing bullying and violence. Disciplinary measures should be firm, but also restorative. Suspension alone cannot solve the problem; students must be guided towards understanding the impact of their actions and supported in making better choices.

Third, parents and communities must be actively engaged. Schools cannot bear this burden alone. Parenting workshops, community forums, and partnerships with social services can help address the root causes of aggression, including exposure to violence at home or in the community.

Fourth, we must confront the influence of social media through digital literacy education. Students should be taught to critically engage with online content, understand the consequences of sharing harmful material, and recognise the difference between visibility and value. Additionally, there should be stronger collaboration between schools and platform providers to report and remove harmful content quickly.

Fifth, the Ministry of Education, Youth and Information should invest in and collaborate further with guidance counsellors, school psychologists, social workers, and intervention specialists. Many schools remain under-resourced in this regard, leaving teachers to manage complex behavioural issues without adequate support.

Finally, we must address the broader societal context. Reducing violence in schools requires a parallel commitment to reducing violence in communities. When young people see peaceful conflict resolution modelled in society — through leadership, media, and community interactions — they are more likely to replicate this behaviour.

The uncomfortable truth is this: Our schools are not failing; they are reflecting. They reflect what we tolerate, what we normalise, and what we fail to address as a society.

If we are serious about creating safe learning environments, we must move beyond outrage and into action. The safety and future of our children depend on it.

Oneil Madden

Co-founder and director of research and publications

uMbre Movement Jamaica

maddenoniel@yahoo.com