The COVID-19 pandemic, which first emerged globally in late 2019, triggered unprecedented disruptions across all sectors of society, particularly education. Although five years have passed since the height of the crisis, its residual effects continue to reverberate through Jamaican schools. According to reports from school administrators, there has been a marked increase in student behavioural issues, including interpersonal conflicts, disrespect toward authority, and general disregard for institutional norms. These observations reflect a broader concern about the psychosocial consequences of prolonged school closures, remote learning, and disrupted socialization.
The Psychological and Behavioural Fallout
During the nearly two-year period of remote learning, many students experienced social isolation, limited adult supervision, and inadequate access to digital learning tools. These factors collectively contributed to elevated levels of anxiety, depression, and behavioural challenges. Research has shown that prolonged isolation during developmental years significantly impairs emotional regulation and social skills acquisition (UNICEF Jamaica, 2020).
Notably, the Jamaican education system experienced a surge in reported incidents of school violence, bullying, and defiance of authority upon resumption of face-to-face classes. Students who once thrived in structured environments struggled to readjust. Conflict resolution strategies shifted from verbal communication and institutional mediation to more violent and impulsive behaviours, both within and beyond school grounds. Despite viral videos depicting alarming school-based altercations, the Perception of School Safety and Security Survey (2023) found that 55% of students felt safer within school premises than during their commute, suggesting that external societal threats also play a role in shaping student behaviour.
The pandemic has also cast a spotlight on deeper, pre-existing issues within Jamaican society. For decades, the family served as the bedrock of socialization, emphasizing discipline, mutual respect, and moral instruction. However, shifting family structures, characterized by absent parents, economic hardship, and diminished adult supervision have eroded these traditional values. Smith and Johnson (2022) argue that children from unstable home environments exhibit higher rates of aggression and delinquency. Without consistent guidance and reinforcement of positive behaviours, many students now enter school lacking essential interpersonal skills such as empathy, respect for authority, and self-regulation.
Furthermore, the UNICEF Jamaica (2020) survey revealed that at least 20% of students reported persistent sadness or anxiety during the pandemic. This emotional distress, compounded by inadequate family support, often manifests in disruptive or violent behaviours in the school setting.
Collective Responsibility
Historically, Jamaican communities operated under the guiding principle that “it takes a village to raise a child.” Elders, neighbours, and community leaders played integral roles in the upbringing and moral development of youth. However, this sense of collective accountability has diminished significantly. According to the Social Development Commission (2023), the rise in youth gang activity and neighbourhood conflicts correlates with declining community engagement and a weakening of social bonds.
The absence of strong community role models and support systems have increased students’ susceptibility to negative peer influences. Consequently, educators are increasingly being called upon to assume roles beyond teaching, such as counselling and behavioural intervention roles for which many lack training and resources.
The Ministry of Education and Youth has acknowledged the troubling rise in school violence and behavioural challenges. Several initiatives have been introduced to address these concerns, including the National Parenting Support Commission, school-based mentorship programs, and character education curricula. These programs aim to foster emotional intelligence, conflict resolution skills, and ethical reasoning among students.
Moreover, educational stakeholders have advocated for stronger collaboration among families, schools, faith-based organizations, and civil society. Character education, mentorship, and youth outreach initiatives can reinforce pro-social values and counteract the negative behaviours often seen in students.
A Call to Action
The post-pandemic rise in school violence and behavioural issues in Jamaica cannot be viewed in isolation; rather, it reflects systemic breakdowns in family structures, community engagement, and educational support systems. Addressing these challenges requires a multifaceted, collaborative approach. Family-strengthening initiatives, community-based mentorship programs, and school-wide behaviour management strategies must be prioritized. Will they solve all the problems? Maybe not. However, the village must stand together in solidarity against what could become the norm in our schools. With one voice, speaking life and positivity in our youths. Helping to shape a safe and secure future for all.
Policymakers, educators, and civil society must unite to restore a culture of discipline, empathy, and civic responsibility. As Jamaica navigates the long-term effects of COVID-19, it is imperative to reaffirm the values that once formed the foundation of its educational and social institutions. Only through collective effort can the nation nurture a new generation that values dialogue over violence, and integrity over aggression.
Sylvia Johnson-Taylor is an MPhil/ PhD candidate in Educational Measurement
Email: sylvia.e.johnson@gmail.com
