Situated within the global discourse on gender equity and justice in education systems and implications for student development, this article explores students’ perceptions of fairness within the school environments of four selected Caribbean countries: Belize, Guyana, Jamaica, and Trinidad and Tobago. Through the use of content analysis, essays completed by grade nine/fourth form students from 39 schools across the countries under investigation are analysed to determine the extent to which students feel they are fairly treated at their institutions.