As Jamaica begins rebuilding after the emotional, economic and infrastructural damage caused by Hurricane Melissa, two education psychologists are warning that the country’s current school system is not equipped to help children navigate a future of increasingly severe climate-related disasters.
They are calling for an urgent redesign of the education system—beginning at the early childhood level—to build national resilience.
Speaking on the opening day of the JN Foundation and The University of the West Indies (UWI) School of Education Dudley Grant Early Childhood Resource Centre Colloquium, held November 27–28, specialists Professor Loraine Cook and Dr. Sharline Cole argued that Jamaica must rethink how it educates and protects children and their teachers both during emergencies and throughout the learning cycle.
They noted that with Jamaica remaining highly vulnerable to climate-driven events, children must be empowered as “agents of protection in disasters.” Both psychologists urged local authors to write textbooks and storybooks featuring disaster-management techniques, so students can learn about risk through familiar characters and culturally relevant storytelling.
“Present it so that children from as early as three can start understanding what vulnerabilities they will face in society,” Professor Cook said.
Building schools and systems that withstand disasters
Beyond curriculum changes, the psychologists emphasized the need to strengthen school infrastructure nationwide, as many facilities remain at risk during hurricanes. They also pushed for a more robust national remote-learning strategy using both online and offline tools to ensure education continues when schools are damaged or inaccessible.
Citing Belize as an example, Professor Cook said, “they utilise transistor radios to bring learning into the homes and I think that’s fantastic. It is so flexible, you don’t just rely on the internet.”
Lessons from Cuba: Teaching preparedness early
Dr. Cook also pointed to Cuba’s “culture of prevention” as a model Jamaica could adapt. In Cuba’s early childhood schools, disaster preparedness is integrated into the daily curriculum through age-appropriate drills, storytelling and themed games that teach children to identify risks and respond calmly to emergencies. Primary students, she added, are taught to observe and understand their natural environment as part of everyday learning.
“The goal is for children to become agents of change by applying and sharing what they learn both within their families and across their communities,” Professor Cook said.
Supporting emotional recovery
Beyond physical safety, the psychologists stressed the importance of helping children process trauma.
“Children have a say, and we should provide them with an opportunity to say what they feel and understand their emotions,” Dr. Cole said. “Let them share exactly what is happening to them because if they don’t, it’s going to create problems later on.”
They noted that teachers—who already possess some psychosocial competencies—often struggle with balancing curriculum delivery and managing students’ trauma after disasters. To address this, they proposed a national internship programme in which mental health trainees would support teachers in the classroom, providing socio-emotional assistance and helping stabilise learning environments.
Adaptive education system required
The psychologists further argued that the country needs a more adaptive, data-informed education system that can shift quickly during emergencies. They urged the Office of Disaster Preparedness and Emergency Management (ODPEM) to assess and report on how effectively the existing Guidelines for Child-Friendly Disaster Management and Response are being implemented.
“Despite having the guidelines, the Government faces challenges in implementing child protection in emergencies as a central focus of their operations,” Dr. Cole said, referencing a 2019 statement from the Caribbean Disaster Emergency Management Agency (CDEMA).
“We need the data to guide our practice, to make the appropriate implementation or to make decisions,” she added. “If we don’t have that data, it’s difficult for us to make informed decisions, be able to plan and ensure we have a resilient society.”
The colloquium, held at the UWI Regional Headquarters under the theme Let’s shape tomorrow, together, brought together educators, policymakers and regional leaders to examine the state of early childhood education and chart the way forward.
