Omar Miller | Rebuilding hearts, minds and academic futures after Hurricane Melissa

As the effects of Hurricane Melissa passed through Jamaica, the destruction was clearly visible: uprooted trees, destroyed homes, flooded roads, and interrupted utilities.

However, beyond the physical destruction, another level of healing must be considered, one that requires equal consideration: the emotional and psychological health of our children.

As a guidance counsellor working in the Jamaican education system, having undergone training in Psychological First Aid and the ‘Return to Happiness’ psychosocial approach, which has UNESCO support, I have witnessed the effects of natural disasters on the emotional and psychological health of children.

Although the effects of the hurricane were felt for a short period, the aftermath of the disaster can have a long-lasting impact if not addressed adequately.

Children react differently from adults, and the effects of a disaster can be very different for them. In the weeks following Hurricane Melissa, children came back to school, and everything appeared to be back to normal, but upon closer observation, some children were exhibiting signs of difficulty concentrating, irritability, sleeping difficulties, clinginess, and anxiety during rainfall. These are not acts of indiscipline, but the natural effects of the disruption of the safety of the child.

NOT YET FULLY HEALED FROM COVID-19

Hurricane Melissa was not a disaster for an emotionally unscathed youth, for our children have not yet fully healed from the effects of the COVID-19 pandemic, which has had a tremendous impact on the youth of Jamaica and the Caribbean. School closures, online learning, and the effects of the economic downturn have already contributed to a loss of learning for our children, and international organisations such as the United Nations Children's Fund have indicated that the effects of the COVID-19 pandemic, such as school closures, could have a long-lasting impact on the educational outcomes of children, particularly for vulnerable children.

We have witnessed the effects of the COVID-19 pandemic: lower literacy and numeracy skills, lower attention span, behavioural challenges, and a widening academic gap between our students. For some of our children, Hurricane Melissa was a double disaster; a second wave of disruption piled upon the unresolved trauma of the COVID-19 pandemic.

This cumulative effect is significant. Trauma can, for instance, affect cognitive functions. High levels of stress hormones can impair memory retention, concentration, and decision-making, all of which are critical for academic success. When children are not secure, the cognitive functions that govern learning are impaired.

This explains why the strength of the family unit and the unity of the community are not merely sentimental notions; they are critical for the mental well-being of the child.

Research conducted over the last five years indicates that the relationship between the caregiver and the child acts as a protective buffer following a disaster. When parents offer reassurance, stability, and support to talk about the child’s fears, the child can cope with the trauma. A stable home environment helps the child rebuild a sense of predictability. A sense of predictability rebuilds the child’s trust. Trust makes learning possible.

When the situation at home is not stable, the child will not be able to cope. Studies conducted since 2020 indicate that caregiver stress is one of the most significant factors that predict child stress following a disaster. When the caregiver is stressed, the child will not be able to cope. This is when the unity of the community becomes critical.

The role of the school as a psychosocial support center following a disaster has been emphasised by UNESCO. According to the ‘Return to Happiness’ approach, the school can become a support center for children who have been traumatised. This approach emphasises the use of play, art, and discussion to help the child process the trauma. When the approach is effective, the child’s cognitive functions can be restored.

SCHOOLS OASES OF STABILITY

In the aftermath of Hurricane Melissa, schools in Jamaica have become oases of stability.

Teachers are listening more thoughtfully. Guidance departments are organising peer support groups. Churches and community organisations are rallying around the affected communities and providing support. Neighbours are checking in with neighbours. This is a powerful message to children: You are not alone.

Research conducted between 2021 and 2023 confirms that trauma-informed approaches to school support are effective in raising attendance rates, minimising behavioural issues, and supporting academic recovery. Children who feel secure are more likely to thrive academically.

The cost of not providing support to children is dire. Without secure family and community support, children are likely to experience anxiety, depression, academic disengagement, and a heightened risk of dropping out of school. The compounded effect of COVID-19 and hurricane-related learning loss threatens to exacerbate educational inequalities if not addressed.

When children are supported by strong family and community ties, they are more likely to experience post-traumatic growth. This is a psychological phenomenon whereby children who are supported through adversity are more likely to develop traits such as empathy, flexibility, and determination.

Jamaicans have always prided themselves on their resilience. While this is a wonderful trait, we must remember that resilience is something that is developed, not assumed.

Preparing for natural disasters such as hurricanes should involve a comprehensive consideration of the psychosocial support that children need. Parent support programmes should be enhanced. School guidance departments should be expanded. National rebuilding strategies should prioritise the rebuilding of children’s lives.

Hurricane Melissa reminded us that natural disasters are not just about wind and rain. They are about testing our connectedness. COVID-19 reminded us that we are not as connected as we think. Together, these global challenges are reminding us of a single, important truth: children thrive in a supportive family and community environment.

Rebuilding Jamaica is not just about rebuilding buildings. It is about rebuilding confidence, rebuilding trust, and rebuilding academic futures.

When we rebuild the relationships around children, we rebuild the nation.

- Omar Miller is a high school guidance counsellor. Email feedback to columns@gleanerjm.com