Principals across western Jamaica are pushing back on the directive to fully reopen schools in two weeks, arguing that widespread hurricane damage, unclear repair timelines, and limited communication from authorities make reopening unsafe and unrealistic. With roofs gone, classrooms destroyed, campuses littered with hazards, and no certainty about when repairs will begin, school leaders say they are being asked to resume operations with no guarantees of student safety.

Reopening concerns

Principals grapple with anxiety, safety fears as damaged schools face full resumption January

Jamaica Gleaner/21 Dec 2025/Janet Silvera Sunday Gleaner Writer

WITH SCHOOLS set to fully reopen in two weeks, anxiety is mounting among the principals of some hurricane-damaged institutions as they grapple with unclear repair timelines, safety concerns, and limited communication from education authorities.

Across western Jamaica, school leaders say the absence of structured communication and predictable repair schedules has left them struggling to balance the urgent need to resume classes with concerns about student safety, learning loss and long-term social fallout.

Linvern Wright, principal of William Knibb Memorial High School in Trelawny and the head of the Jamaica Association of Principals of Secondary Schools (JAPSS), says administrators are being forced into makeshift arrangements while trying to prevent further disruption to already-fragile learning outcomes.

“Out of nine buildings at my school, seven lost their roofs,” Wright told The Sunday Gleaner. “What we are doing now is completely makeshift – ply, tarpaulin, anything to keep the rain and heat out.”

But Wright stressed that the crisis extends well beyond his campus.

“There are schools like Anchovy High where both campuses were badly damaged,” he said. “Some schools have been devastated, and yet principals are expected to plan without knowing when work will begin or how long it will take.”

Wright estimates that restoring basic infrastructure at William Knibb Memorial, including electricity, technology, fencing and water, will cost close to $9 million. That does not include the cost of full roof replacement.

“What is causing the greatest anxiety is that we have no timetable,” he said. “Assessments were done, but principals have no idea when work will start or end.”

He said an initial meeting was held with affected principals in November, at which school leaders asked for regular updates, clear timelines and ongoing consultation.

“Since that meeting in November, principals have largely been left in the dark,” he said.

As the JAPSS president, Wright said he has received repeated calls from school leaders across the island expressing frustration and concern.

“Principals are calling, wondering what is happening, because they are hearing nothing,” he said. “That lack of predictability is creating real anxiety.”

DONOR AID CONFUSION

Wright also pointed to confusion surrounding donor assistance, noting that schools with willing donors have been instructed to hold off while approval processes remain unclear.

“There are donors ready to help schools, but the framework is not clear,” he said. “We understand the need for oversight, but the process should not paralyse recovery.”

At Maggotty High School in St Elizabeth, Principal Sean Graham says the scale of damage to his campus makes full reopening in January impossible.

“Sixteen classrooms are out,” Graham said. “When you lose that many spaces, you cannot operate efficiently or safely.”

In addition to classroom losses, Graham said a significant portion of the school’s perimeter fencing was destroyed during the hurricane, creating serious security risks.

“That means students can leave at any time, and anyone can access the campus,” he said.

Electricity limitations also prevent the school from accommodating its full student population at once, forcing administrators to consider rotational attendance.

“We are now looking at a rotational timetable,” Graham said, acknowledging that such arrangements will deepen learning gaps.

“Since early November, some groups have been out of school, and there will be learning loss, particularly in literacy and numeracy,” he said, noting that some students are already reading below grade level.

Graham said he has received no communication from the ministrybased National Education Trust (NET), which is expected to oversee school repairs.

“If work starts in February, it means the school may not function properly until the next school year,” he told The Sunday Gleaner.

He warned that prolonged disruption places vulnerable students at risk of disengagement and displacement.

“When children are out of school for too long, some drift into maladaptive behaviour, some become displaced, and some may never return,” Graham said.

Those concerns are echoed at Belmont Academy in Westmoreland, where Principal Rayon Simpson says roughly 80 per cent of the campus is unusable. The school is also still being used as a shelter.

“I was shocked and petrified to receive instructions for full resumption i n January i n the absence of assessment findings or any indication of when repairs will begin,” Simpson said.

He questioned how schools could be expected to reopen without clear safety certification.

“If you don’t see the findings of an assessment, how can you be certain about safety?” he asked.

Simpson said the directive to resume operations appears disconnected from the realities on the ground.

“This is the last week before reopening, with Christmas and New Year holidays in between. It is an impossibility,” he said.

He described campuses littered with hazards, including broken glass, blown-out windows and unsecured structures.

“We are traversing campuses with broken glass and dangerous hazards, and we are not taking safety seriously,” Simpson said.

He warned that principals are being placed in an ethical bind, pressured to rely on their sense of duty to reopen unsafe environments.

“They are banking on the fact that we are exam-centric, that teachers care deeply about children, and that principals will return to unsafe environments,” he said.

For Simpson, however, the priority is clear.

“If students cannot return, at least they will be alive. That has to be the first consideration,” he said.

Collectively, the principals say they are not resisting reopening but are calling for clarity, coordination and sustained engagement to ensure students return to safe, functional learning environments.

“We want students back in January,” Wright said, “but we cannot afford to repeat the kind of learning loss we saw during COVID, or to compromise safety because of uncertainty.”

DUPLICATION FEAR

Responding to the donor concern, NET Executive Director Latoya Harris-Ghartey told The Sunday

Gleaner that principals are being urged to notify the NET where donor support is already in place to avoid duplication of work and the unnecessary deployment of contractors to schools where repairs are already under way.

“With more than 700 schools reporting damage, the pool of available contractors is limited. If a donor is already covering certain works at a school, we need to know that so we can deploy contractors elsewhere,” she explained.

She stressed that the Trust is not discouraging donor assistance, but

‘Sixteen classrooms are out. When you lose that many spaces, you cannot operate efficiently or safely.’

‘This is the last week before reopening, with Christmas and New Year holidays in between. [Full reopening] is an impossibility.’

national standards, particularly the supplemental roof specifications developed after repeated storm damage.

“We provide donors with the guiding specifications, and we assign a project manager to offer technical support and oversight. Our goal is to ensure quality and safety, not to block anyone from helping.”

Harris-Ghartey noted that in some cases, damage extends beyond roofs to the structural integrity of buildings, requiring additional assessments before work can begin.

“This is a very dynamic process. In some schools, once you start looking at the roof, you realise the structure itself may not be sound enough to support repairs.”

Addressing concerns raised by principals about delays since a November meeting with the Ministry of Education, Harris said contractor assignments began in early December, with commencement letters issued to schools with severe damage.

“Of the 290 schools classified as severely affected, 189 were assigned contractors in early December. Since then, we’ve issued additional instructions and continued assessments where required.”

She acknowledged that timelines have been frustrating for school leaders but said repairs were always expected to take months.

“The contracts we’re doing range between four and eight months, so work will continue into the new year. Schools are being encouraged to prioritise critical areas – bathrooms, canteens, staff spaces – so operations can resume while repairs continue.”

In some cases, temporary measures are being used to allow schools to function.

“We have schools operating with temporary heavy-duty coverings that can last up to a year, tents being used as classrooms, and discussions under way about deploying modular classrooms where feasible.”

Harris-Ghartey said assessments have taken longer than anticipated due to the age of many school buildings, competition for contractors across multiple sectors, and severe access and connectivity challenges in rural areas.

“Contractors are working in communities with poor road access and limited connectivity. Reports often can’t be submitted until they return to Kingston. Even basic communication with principals has been difficult in some areas,” she told The Sunday Gleaner.

She also defended the NET’s field teams, noting that verification visits often involve hazardous terrain.

“My team has been in swamplike areas this week. These are not normal working conditions, and people need to appreciate that.”

On concerns about student learning loss, Harris said the risk is real and requires national collaboration.

“Yes, of course, I am worried. Our children already faced COVID-19 disruptions. Recovery will take time, and it will require flexibility, agility, and cooperation from all stakeholders.”

She said interim solutions may look unconventional but are necessary.

“A shaded tree may become a classroom. What matters is acting in the best interest of the child.”

Harris pointed to partnerships with UNICEF and the Ministry of Education to distribute printed materials, digital resources, and offline-accessible content, while urging greater community involvement.

“Schools are always the centre of their communities. Now more than ever, we have to call on that national pride and collective responsibility to support them.”

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