Uncovering the hidden struggles of neurodivergent students

In schools across Jamaica, there is a silent crisis brewing. Students who perceive, behave or process differently are often misunderstood, misdiagnosed or simply overlooked.

In a country still grappling to fully incorporate special education into the mainstream system, neurodivergent individuals are battling a system that often perceives their difference as a liability.

Neurodivergence – a term used to describe conditions such as autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), dyslexia and other cognitive differences – affects thousands of Jamaicans. Yet, they are being left behind due to systemic failures.

Renae Reid, a special needs educator with more than a decade of experience, has to put her own practices in place to give her best to her students. These practices come with going above and beyond her call of duty.

“I beg a lot…If I know I need a resource for an activity in class, if I cannot do it financially, I beg somebody to provide it for me which might come off as inappropriate or offensive to some persons but I have to do what I have to do. At the end of the day, I have students who I need to cater to,” she said.

Reid further stated that she will continue to beg for her students when the need to do so arises.

“If I have to continue begging and dipping into my financial resources, as much as I don’t want to, I just have to because I don’t know how to perform less than my best,” she said.

She also believes that public school classrooms are not set up or supported to meet the learning requirements of students who are not within the neuro-typical range.

“The [education] ministry is not practicing what it preaches because they keep putting things out there that they are going to cater to [neurodivergent] students; however they are not giving us the support. We are not getting the financial, physical [and] personnel support…we are not getting the support that is required. They keep saying it but then they are not doing anything,” she explained.

MORE SUPPORT IS REQUIRED

Paulette Chedda, Principal of Albion Primary School in Manchester, is of the view that the public education system is irretrievably ill-prepared to identify neurodivergent children.

“In terms of identifying who has neurodivergence, there is a big gap and to treat with [students], most schools do not have the human resources to do that [because] some of these students cannot function in the general education classroom,” she said.

“They need to have more full time intervention in a smaller setting. Most schools, especially at the primary level, do not have any special educator. [Albion Primary School] is one of the few that is blessed to have three.”

A UNESCO study published in 2020 found that 51 per cent of pre-primary, 33 per cent of primary and 54 per cent of secondary students in Jamaica have some form of disability – this is based on administrative data from the Ministry of Education for the 2018-2019 academic year.

Although the ministry of education has attempted to add special education units to the school system and with 50 teachers participating in the 2017 Lindamood-Bell Learning Processes Workshop on special learning needs, stakeholders argue that more support is required.

“In Mandeville, the ministry keeps sending the majority of the persons who are coming to us. They know that we do not have what it takes to facilitate all of them, yet they are not trying to expand their reach by going out into other schools and introducing the special education units to these schools or establishing these units in schools because if they did that, then they would be able to reach more students instead of flooding them all in one place,” Reid said.

‘LOVE AND TREAT THEM LIKE NORMAL HUMAN BEINGS’

The burden is also falling on guidance departments, where counselors like Andrea Stapleton are stretched thin addressing behavioural problems daily.

“There are so many things that we have to look at on a daily basis because we have so many different problems happening…and it is getting worse these days,” Stapleton said.

For parents, the experience is no less frustrating. Linton O’Connor, whose son has autism, said he has learnt a lot and is now considerate about others.

“I learnt a lot and it helped me to consider others. I’m a PTA president and I have encounters with other parents and children every day,” he said.

Clinical Social Worker Terren Brown noted that access to proper diagnosis remains a luxury for some.

“It can be quite an expensive undertaking and I think that’s one of the core problems that we have with supporting people who have mental health issues. There is a lack of awareness, support and accessibility. Maybe that is something that the government could try to undertake to mitigate the expenses for people who cannot necessarily afford it,” he said.

O’Connor is making a passionate plea for help and support for persons who are neurodivergent.

“Just love them and treat them like normal human beings. Treat them well, look out for them and provide for them instead of dealing with them aggressively,” said the father.

As Jamaica moves towards greater inclusion and equity in healthcare and education, the call of teachers, parents and professionals is one: recognise neurodivergence, act early and revolutionise the failing systems that are abandoning Jamaica’s most vulnerable minds.

Akeem F. Orrett is a final-year Communication Studies major at Northern Caribbean University, specialising in Journalism. Email feedback to editorial@gleanerjm.com