And, over time, we have, unfortunately, become accustomed (if not immune) to reports of violence at some of our nation's educational institutions, notably at the secondary level.

Two stories in yesterday's Gleaner brought into sharp focus the incidence and effects of crime and violence on the school population.

Contrasting reports

First, there was the report of an attack on a Kingston College (KC) teacher by students at the North Street campus on Tuesday, followed by a wounding incident on Thursday.

The other article reported that grades were improving as violence declined in Spanish Town, with two high schools - Spanish Town and Jonathan Grant- experiencing significant increases in their students' academic performance since the old capital has become a less turbulent place. Spanish Town High's principal, Audrey Edwards, gave credit to the police personnel, termed school resource officers, posted at the institution for their role in maintaining order.

That programme must be commended generally. We must ask, though, what steps are being taken to decrease the need for the resource officers in the first place.

For, while it is wonderful to be able to report a decrease in violence, we are concerned about its existence or increase in the first place. So, even as we are happy that Spanish Town High and Jonathan Grant High have experienced the relative peace that passeth on knowledge, we are concerned that other schools might experience the classroom fear that they have, in large measure, left behind.

This is even as we acknowledge that in Spanish Town it was a case of not only students organised into smaller versions of gangs operating in the town, but also fear engendered by the hostile climate outside the schools.

To this end, we suggest that students be integrated more fully into the peacemaking (or peace-maintenance process). We note that a group of KC fifth-formers rescued the teacher who was being attacked by third-formers and take this as an indication that there is a significant proportion of the school body which desires order.

Inclusion as mediators

There should be a formal inclusion of some of these students in the process of ensuring a classroom climate conducive to learning, not as mini storm troopers, monitors or prefects (the latter two already existing), but as acknowledged mediators, who have a clear connection to higher levels of authority within the school and are part of a student body subset which cuts across all grades.

Whether we like it or not, gang culture and 'crews' have become part of our school culture. It is high time that those students who wish a classroom free from fear be organised also - but formally by the school - not to become a gang themselves but to create a counterbalance to those who would create chaos and perpetrate violence.

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