KINGSTON, Jamaica — Long before Mount Alvernia High School student in Montego Bay, St James, Kenya Gardener, sat her first Caribbean Secondary Education Certificate (CSEC) examinations in the May/June 2026 sitting, her mother had been teaching her lessons that extended beyond the syllabus: how to stay organised, believe in her abilities and approach her studies with consistency and discipline.

That foundation, coupled with Kenya’s determination and academic ability, has helped her earn a Grade One distinction in Social Studies and a Grade Two in Principles of Business after sitting both Caribbean Secondary Education Certificate (CSEC) subjects in grade seven, years ahead of the traditional examination timeline.

Kenya said she was pleased with her results, having initially believed that the examinations would be extremely challenging.

“Once I started to go through the information, I realised it wasn’t that hard, and that I kind of overestimated the difficulty,” she further shared.

Her experience with the two subjects differed. Social Studies was relatively familiar territory, drawing on knowledge gained through the Primary Exit Profile (PEP), which enabled her to grasp much of the content more easily.

Principles of Business, however, presented a steeper learning curve. As she received more instruction and gained a better understanding of the concepts, the subject became increasingly manageable.

Practicing past papers was among the biggest factors in her preparation. She found that she performed particularly well when working through questions with clear instructions and answer options.

“I could understand it more, and I would get better grades in it,” the student explained.

Her preparation, however, was not without challenges. The disruption caused by Hurricane Melissa affected her ability to attend classes and consult teachers when she needed clarification on certain topics.

Kenya’s mother, Tashika Yateman-Gardener, an educational coach, became instrumental in helping her bridge those gaps and stay on track with her studies.

She would explain and elaborate on topics her daughter found difficult to understand, while also establishing structured periods for lessons in the aftermath of the hurricane.

This formed part of a broader learning environment Yateman-Gardener had created at home, making education a consistent part of everyday life.

At home, Kenya has a designated area for schoolwork, separate from spaces used for rest and recreation.

Homework is expected to be completed on the day it is assigned, school materials are reviewed for about 20 minutes daily, and preparations for the next school day are made the night before.

Yateman-Gardener emphasised that the goal is for organisation and learning to become a natural part of Kenya’s daily routine, noting “she knows exactly what she’s supposed to do, when she’s supposed to do it”.

The routine, however, is not intended to consume her entire day. Kenya still has time to watch movies and enjoy the things she loves.

Her mother believed that once children establish a consistent routine, academic success does not have to come at the expense of simply being a child.

Yateman-Gardener said she could hardly contain her excitement when she discovered her daughter’s CSEC results.

She said her decision to allow Kenya to sit CSEC subjects in Grade Seven stemmed from recognising her daughter’s exceptional academic ability.

Yateman-Gardener noted that Kenya began reading at two years old and skipped a grade in primary school, which resulted in her sitting the Primary Exit Profile (PEP) examination earlier than usual.

She pointed out that her daughter had maintained an average above 90 per cent throughout her school years, despite taking two CSEC subjects in Grade Seven.

Whether Kenya ultimately pursues her current dream of becoming a movie director or chooses a different path, her mother’s goal is to ensure that she has the academic foundation and confidence to make that decision for herself.

Yateman-Gardener’s message to parents is that consistency is more valuable than trying to prepare a child only when examinations are approaching.

She also encouraged parents to make education a visible priority at home by ensuring that their children complete their homework and regularly review what they learn at school.

Yateman-Gardener emphasised that parents do not need to be teachers or academic coaches like her to support their children’s learning, especially with the growing availability of artificial (AI).

She maintained that parents can use AI to better understand concepts and, in turn, provide more effective support for their children’s learning.

The CSEC experience has taught Kenya that challenges which may initially seem daunting can become manageable with preparation, a willingness to seek help, and the confidence to give them a try.

She is already preparing for her next challenge, having registered for three additional CSEC subjects in Grade Eight.

For now, however, Kenya’s advice to other students is rooted in the experience that has brought her this far.

“Don’t underestimate your abilities, because you can do great things as long as you try your best,” she declared.

— JIS