Alternative suspension programme seeks government support

Supreme Counselling for Personal Development is urging stronger government collaboration and funding to fully roll out its Alternative to School Suspension Programme, which offers structured intervention and counselling instead of simply “sending home” students for misbehaviour.

Chief Executive Officer Sean Clarke said the initiative is ready to launch, but cannot move forward without financial backing.

“Everything is in place except the funds to get going,” he said. “We have the infrastructure, the classroom, the facilitators, the coordinator …”

Clarke, speaking on the sidelines of the Igniting Change Empowering Futures seminar at Sky Mall on Thursday, argued that sending students home without meaningful intervention only reinforces the very behaviours schools are trying to correct.

“There’s no evidence that will show you that it works,” he said. “You are basically sending them into the hands of the same elements you are supposed to be protecting them from. They go out there, they enjoy their ten days of vacation, they go back to school, they repeat the same behaviour, or behaviour even worse.”

The programme offers 10 days of supervised engagement during the suspension period, followed by 10 weeks of counselling to help students reset their trajectory.

Clarke said the team – including psychologists, coordinators and follow-up services – is ready, but sustainable funding is essential.

“Yes, we have the psychologists, and yes, my psychologists work well with me and I love them, but they have to be paid,” he emphasised. “They have families, they have households to run, they have mortgages. We provide lunch for the students, we provide breakfast as well… all of these things cost money.”

Clarke revealed that proposals have already been submitted to the Ministries of Education and People Empowerment, but no decision has yet been communicated.

“While the grass is growing, the horse is starving,” he said. “I have all the faith and all the confidence that they will come through because they know the importance of programmes like this… but more still needs to be done.”

Responding, Chief Education Officer Dr Ramona Archer-Bradshaw reaffirmed the ministry’s commitment to working with community partners to support students facing emotional and behavioural challenges and “where there is clear evidence of integrity and proven success in empowering our young people to make positive choices”.

“Our schools are reflections of our wider communities,” she said, “Some of our students will inevitably face difficulties with emotional regulation that may manifest in negative behaviours. It is therefore imperative that strong partnerships be forged among the home, school, and community as we collectively guide our children in navigating these challenges.

“We are willing to commit to such investment and therefore welcome the financial and resource support of partners who are equally committed to building resilient, empowered, and thriving young citizens.”

Dr Archer-Bradshaw noted that the Ministry has significantly expanded its Student Support Services Unit – from 12 to over 40 professionals since 2020 – including counsellors, social workers, psychologists and school safety officers.

“[This] has led to a greater positive impact within our system,” she said, adding that students now benefit from programmes in self-esteem building, emotion management, conflict resolution and trauma reduction.

However, Clarke emphasised that the challenge extends beyond government.

“Government has its role to play in terms of assisting and providing the structures and the funding that is needed, but churches have to come together, schools have to come together, [and] the home. Parents need to know their role in this as well. I would treat this the way we used to treat tourism; this is everybody’s business.” (LG)