In 2016, key stakeholders from the Ministry of Education in Belize visited The School of Education (SOE) at Mona, Jamaica to discuss how the SOE could assist them to achieve their strategic goal to advance early childhood education in Belize. Beyond the need to develop the competences of teachers and Education Officers to improve quality standards of Early Childhood Education (ECE), the discussion highlighted the dearth of locally generated Belizean research in ECE to inform decision making.

The purpose of this study was to examine how the use of the tertiary tier of the Positive Behavior Intervention and Support model can be used to enhance students’ behavior in a Belizean Preschool. The data collection methods included an indepth interview with the classroom teacher, a focus group interview with the students, an observational checklist, classroom observations, and the class teacher’s journal entries. This action research was implemented in a Belizean preschool targeting four preschoolers with individualized intervention support.

This qualitative study explored the practices of Belizean urban, preschool teachers when teaching social and emotional skills (SES). It sought to shed light on their understanding of social and emotional development (SED) with a view to highlighting possibilities for and challenges with improving the teaching of SES at the preschool level. A sample of 6 preschool teachers was interviewed, observed, and asked to provide a self-evaluation reflection on their social and emotional teaching practices.

Science syllabuses, standardized examinations, and teacher content knowledge are critical to the development of scientific literacy. In this study, we quantify the presence of biological evolution in the Caribbean Secondary Examinations Certificate (CSEC) biology syllabus and examinations as well as evaluate the level of evolutionary knowledge held by teachers in the country of Belize. Analyses of the biology syllabus (2002) and the 2005–2012 examinations suggest that biological evolution plays a minimal role at the secondary level in the Caribbean.

For Cuban (1992), fundamental reforms are those which permanently transform, alter, or completely overhaul the educational process, and are not mere renovations. Many changes have to take place for these reforms to materialize. Fullan (1993) describes educational change as “an overlapping series of dynamically complex phenomena” (p. 21) that are uncontrollable in many respects. Change is not something that can be forced or mandated, he argues.

This study aims to determine Belizean high school students’ perceived barriers to higher education. Data was collected from 1175 senior high school students in Belize, Cayo, Stann Creek, and Toledo districts via an online questionnaire. We found that the majority of students intended to pursue higher education. Ordinal logit, ordinal probit and linear models were used to determine the factors significant (p-value <0.1) for predicting students’ probability of intent to pursue higher education.