COVID-19 and Education in the Caribbean: Regaining Lost Ground
Data from primary and secondary sources were utilised to examine the impact of the pandemic on children in these countries. Primary data from 50 essays and research papers presented by children in child conference (2020-2022) was analysed. Interviews were also conducted with teachers, school counsellors, government and non-government officials. Secondary data from previous research and print media were also analysed.
Data analyses revealed where ground was lost: learning loss, poor development of social skills, increased mental and physical insecurity. The pandemic exacerbated social inequalities. The digital divide affected access to online education when schools closed. Performance metrics manifested deterioration in academic performance. Children lamented the loss of social contact with their friends at school and increased mental and physical abuse. Mental health challenges among children were also highlighted by teachers and school counsellors. Children in poorer families, those from the rural areas and those living with disabilities are particularly disadvantaged in all three countries..
Children themselves proposed recommendations to regain lost ground: targeted individual attention at school; more electronic devices and increased access to mental health care. They also wanted more attention from their parents. Adult respondents wanted increased investment in education, more counsellors in schools, an increased number of special education teachers and 24-hour helplines for children and their caregivers in need of counselling.
Based on the findings, regaining lost ground requires a collective approach from governments, educators, families and communities, ensuring that no child is left behind in the fulfilment of SDG 4.