Letter of the Day | Teachers must do more to de-escalate conflicts

THE EDITOR, Madam:

The recent ruling by the Supreme Court of Jamaica in favour of a former Norman Manley High School student serves as a reminder of the legal thin line between schoolyard altercations and institutional liability. By awarding millions in damages on January 29, the court has redefined the standard of intervention expected from educators, proving that a teacher’s inaction in the face of conflict can be as legally damaging – if not more so – than the incident itself.

The incident, which occurred in March 2017 while class was in session, arose from a dispute over missing shoe polish. Despite repeated accusations, escalating tension, and physical pushing, no meaningful intervention occurred. The situation culminated in the claimant being punched in the mouth, resulting in the loss of a tooth and months of painful medical treatment.

This case highlights a deeper and ongoing crisis in our schools, one that has intensified in the post-COVID-19 period and following recent natural disasters. Many students are grappling with unresolved psychosocial challenges, heightened stress, and weakened conflict-management skills. Too often, minor disputes escalate into violence because early warning signs are ignored or mishandled.

Teachers play a critical role in safeguarding students’ well-being. In many instances, timely and appropriate de-escalation could prevent harm altogether. Simple interventions such as redirection, separation, or facilitated dialogue at an early stage can mean the difference between a manageable disagreement and a life-altering injury.

This is why greater emphasis must be placed on alternative dispute resolution (ADR) in schools. Initiatives such as Mek Wi Reason: ADR in Schools, a Canada-funded project, led by Fi We Children Foundation, seek to equip students and educators with practical tools for peaceful, peer-to-peer conflict resolution, emotional regulation, and accountability.

It must be emphasised that ADR is not a substitute for disciplinary or legal action in cases involving physical violence, sexual harassment, or assault. However, for everyday disagreements and misunderstandings, structured mediation can foster empathy, responsibility, and safer school environments through guided dialogue and adult supervision.

If we are serious about protecting our children, teachers must be empowered to de-escalate effectively, and actively promote peaceful conflict resolution in our schools. This responsibility must be supported through training, clear policy guidance, and institutional accountability at all levels. Action, not indifference, defines the true standard of student care.

FI WE CHILDREN FOUNDATION

info@fiwechildren.org