If we understand Dr Deanna Ashley, head of the Violence Prevention Alliance, correctly, she believes accurate information on violence in schools is necessary before the country can confidently go forward in dealing with the problem.

Says she: “There is no concrete data, we have no facts, we have stories on social media… We are purely reacting.”

There is no doubt that the astoundingly rapid rise and scope of communication methodologies driven by Internet/online technology have had an inflationary effect on bad news.

Thirty years ago, for example, word of a vicious fight in school would have spread like wildfire among students, teachers, and other staff. Reports may even have got to the local community.

Today that same incident captures national, even global attention, because of the power of that small digital device, the cellular phone, and, by extension, social media. Public attention is even more focused and widespread if the incident leads to serious injury or worse.

Older Jamaicans can testify, if they so choose, that violence in schools — inclusive of teacher-on-student abuse, fights, bullying, and other forms of extreme antisocial behaviour — date back as far as anyone can remember.

Is violence in Jamaican schools worse now than before on a per capita basis? Many seem to think so.

In the absence of scientific data sought by Dr Ashley we won’t know for sure.

Yet, regardless of whether there are more fights, gangs, and antisocial behaviour in schools now than previously, there is no doubt that the problem is real.

Also, we know that school life is closely connected to the crime-prone wider community and the adults who lead.

And further, that if we are to change culture and behaviour for the better across society it won’t happen overnight, and we have to start with children.

And since a large number of homes are led by dysfunctional adults, school has to be the place of positive change for many of our children.

For that reason we believe a recommendation by the People’s National Party Youth Organisation (PNPYO) for a proactive approach to solutions makes perfect sense.

According to the PNPYO, “[I]f any real advancement is to be made in reducing violence in schools the curriculum from early childhood to the secondary level must be designed for the holistic development of a student [towards] a sense of pride in themselves and their country.”

It adds: “The best components of initiatives such as the Values and Attitudes Programme, National Safe School Policy, School Wide Positive Behaviour Intervention Support, and the Peace and Love in Schools programme must all be revisited… The Government must ensure that these programmes are fit-for-purpose and that they address the new and emerging concerns among students and within schools. Additionally, dispute resolution should be fully incorporated into the school curriculum…”

Essentially, if as a country we can socialise the great majority of our young people to develop “a sense of pride in themselves and their country” violence in schools will be significantly reduced.

Not only that, but, as a consequence, over time, not any time soon, the huge sums now being spent on fighting crime through hard policing as well as measures such as zones of special operations are likely to become unnecessary.

Let’s all work towards that day.