Dear Editor,

The recent letter to the editor by Garfield Angus entitled ‘ Tackling violence in schools a national imperative’, published in this newspaper on April 28, raises urgent and necessary concerns.

His call for stronger school climate, mentorship, and community involvement is well placed. However, while the problem is clearly outlined, the conversation must now move towards identifying sustainable models of character formation that go beyond enforcement and intervention.

Jamaica is not without precedent in this regard. Over a century ago, the scout movement was introduced to the island by Joseph William Graham. It was not conceived as an extracurricular activity, but as a structured approach to developing discipline, responsibility, and service among young people. For decades, scouting was embedded within school life, with teachers serving as mentors and leaders, guiding students both academically and morally.

At its height, many schools maintained active scout troops. These provided not only a sense of belonging, but also a clear framework for behaviour, leadership, and accountability. In many respects, the very outcomes now being sought — respect, discipline, and positive peer engagement — were cultivated through such systems of formation.

Angus rightly points to the importance of pastors, mentors, and community leaders. Historically, however, these influences were not external to the school, they were integrated within it. Teachers, clergy, and youth leaders worked in tandem, reinforcing shared values within a structured environment. This integration is what made such efforts effective.

Today, the challenge is not simply to respond to incidents of violence, but to address the deeper issue of formation. Policies and security measures may provide immediate relief, but they cannot, on their own, shape character. That work requires intentional, sustained engagement.

There are signs of hope. The recent introduction of scouting at the teacher-training level, particularly at Church Teachers’ College, points to a recognition that the formation of educators is central to the formation of students. When teachers are equipped to lead with discipline, integrity, and purpose, the impact extends far beyond the classroom.

If we are serious about transforming our schools, we must look beyond control and towards character. The solutions we seek may not be new, they may simply require rediscovery and renewal.

The question is whether we are prepared to act with that level of intention.

Dudley McLean II

dm15094@gmail.com