Drumming Transforming Students at Edward Seaga Primary

Students at Edward Seaga Primary School perform a drumming piece.

A steady rhythm now echoes through the halls of Edward Seaga Primary School, but it’s more than just music. The beat of the drums signals a deeper transformation taking place among students, thanks to the Drumming Intervention Initiative introduced by the Violence Prevention Alliance (VPA).

Since the programme’s launch in April this year, teachers and administrators have observed remarkable changes in behaviour, discipline, and confidence among participating students. Acting principal Caullett Ferguson said the initiative came at the right time for the school.

“We wanted our students to be well-rounded,” she shared. “When we got the correspondence about the programme, we saw it as an opportunity to help our children channel their energy in a positive way. The students who used to be the most disruptive are now more focused, and even the ones who used to make trouble are now the ones encouraging others to behave.”

The initiative engages 25 students, many of whom were previously struggling with behavioural or emotional regulation issues. Through structured drumming sessions, the students are learning to work together, focus, and express themselves creatively.

“The drumming requires discipline,” Mrs Ferguson explained. “You can’t just beat the drum how you feel; you have to listen, follow the rhythm, and respect the group. That structure is what’s making a difference. I’ve seen them mature. Their morale has gone up. They take more pride in how they look and how they behave.”

According to Jonelle Llewellyn, Research Associate at the VPA, the idea of using drumming as a peacebuilding tool emerged during the COVID-19 pandemic, when many young people were confined indoors, isolated from social interaction, and emotionally distressed.

“Drumming was identified as an ideal medium because of its therapeutic, cultural, and unifying qualities,” Miss Llewellyn explained. “It’s more than just an art form; it’s a non-verbal way for students to express themselves safely and constructively. In Jamaica, drumming connects young people to their roots, evoking themes of resilience, cooperation, and identity.”

As schools reopened, the VPA recognised the potential of drumming to support psychosocial recovery and re-engagement. “We saw that drumming could help rebuild social connection and promote emotional regulation,” she said. “It became a cornerstone for peacebuilding and behavioural transformation in school settings.”

Edward Seaga Primary was chosen as part of the government’s Inter-Ministerial School Support Strategy under the Citizen Security Plan, which promotes holistic, community-based intervention in schools located in high-risk areas.

“The school’s leadership and guidance department were already proactive in seeking out programmes that promote emotional learning and behavioural change,” Miss Llewellyn said. “Edward Seaga Primary was the perfect environment for this initiative to complement ongoing peacebuilding efforts.”

Beyond behavioural improvements, the initiative is also creating a stronger sense of unity across the student body. Mrs Ferguson noted that students in the drumming group are now working more harmoniously with peers in drama and other performing arts.

“When we have school events, you see them collaborating beautifully,” she said. “There’s less bullying, more respect, and a stronger sense of teamwork.”

The drumming sessions are led by trained facilitators who combine music instruction with mentorship and emotional guidance. The programme is being supported with funding from the American Friends of Jamaica.

Miss Llewellyn described drumming as part of a broader peacebuilding strategy that integrates positive masculinity training, life skills, and psychosocial support.

“Through rhythm and collective energy, students learn cooperation, respect, and self-control,” Miss Llewellyn explained. “The sessions are not only recreational; they are therapeutic, structured, and tied to measurable outcomes. Students are learning to manage emotions, communicate better, and develop empathy.”

The initiative’s impact is being tracked using both quantitative and qualitative methods, including pre- and post-assessments with the strengths and difficulties questionnaire to measure emotional symptoms, conduct, and prosocial behaviour.

“We’ve seen improved concentration, a sense of belonging, and pride among participants,” Miss Llewellyn reported. “These are signs of emotional resilience and positive identity formation that extend beyond the classroom.”

Mrs Ferguson agreed, noting that “the facilitators were excellent, patient, organised, and respectful. They modelled the very discipline we wanted the students to learn.”

With such encouraging results, the school intends to continue and expand the drumming sessions to include more students in the coming term.

“We started with one grade, but we want others to have the chance to benefit,” Mrs Ferguson said. “It’s something we definitely want to keep.”

The VPA also plans to expand the initiative to other schools across Jamaica as part of its long-term peacebuilding framework.

“Creative interventions like Drumming for Peace remind us that peacebuilding is not only about reducing violence but also about creating spaces for expression, connection and healing,” the VPA representative emphasised. “When young people are given culturally resonant, joyful ways to explore emotions and identity, transformation happens naturally.”