Project STAR Education Restart Programme Supports Storm-Hit Schools in Western Parishes

Verol Billet of kahle Journey engages with students at Hartfield Basic School during a session.

 Project STAR, in partnership with the High Commission of Canada in Jamaica through the Canada Fund for Local Initiatives (CFLI), has launched the Project STAR Hurricane Melissa Educational Re‑Start Initiative, a response programme designed to support the recovery and reopening of schools heavily impacted by Hurricane Melissa.

Funded with a contribution of CAD $50,000 from the CFLI, the initiative focuses on restoring safe learning environments and strengthening psychosocial support for school communities across three beneficiary institutions in the parishes of Westmoreland and St James. These schools are Sir Clifford Campbell Primary in Savanna-la-Mar, Westmoreland; Salt Spring Primary; and Hartfield Basic School, both in Salt Spring, St James. In total, the intervention directly supports 630 students and approximately 42 teachers and members of staff.

Saffrey Brown, Director of Project STAR, said that the organisation’s existing presence in these communities enabled a swift and meaningful response following the hurricane. “Project STAR was already working alongside families, schools, and community members in Salt Spring and Westmoreland; established relationships and trust created a strong foundation for early intervention and coordinated recovery,” she explained.

Brown said the programme focuses on two core pillars. The first includes equipment, materials, and infrastructural support, which includes provision of classroom furniture, partitions, chalkboards, reading and activity books, water access support, and essential repairs to the schools. While repairs are ongoing, these resources have enabled learning to restart safely and steadily.

The second pillar is psychosocial support for primary school‑aged children, which is a structured one‑month psychosocial programme being delivered by trained community volunteers, supported by facilitator training. These sessions are designed to help children process trauma related to the storm, rebuild emotional resilience, and restore a sense of routine and stability.

“This model ensures sustainability. The psychosocial support system will continue within each school community long after the formal intervention concludes,” said Brown.

His Excellency Mark Berman, High Commissioner of Canada to Jamaica, recently visited two of the beneficiary institutions in St James, Hartfield Basic School and Salt Spring Primary School. The tour provided the High Commissioner and members of the mission team with a firsthand view of the ongoing recovery work; interactions with principals, teachers, parents, and students; and an opportunity to assess progress funded through the CFLI.

His Excellency Mark Berman, High Commissioner of Canada to Jamaica, shared, “Canada is proud to support initiatives like this through the Canada Fund for Local Initiatives, which place communities at the centre of recovery. In the aftermath of Hurricane Melissa, restoring safe learning spaces and supporting the emotional well-being of children are essential to rebuilding stronger, more resilient communities. We commend Project STAR and local partners for their leadership and commitment to ensuring that no child is left behind.”

Meanwhile, Natalie Hamilton, Principal, Sir Clifford Campbell Primary School, expressed deep gratitude for the timely intervention following Hurricane Melissa. She noted that the psychosocial support sessions provided through Project STAR were the first and most crucial form of assistance, helping students and parents cope with the trauma they faced.

“Since the sessions, the children have made remarkable progress. Their trigger points are far less frequent, and we’re seeing healthier, more confident interactions with their peers. The timidness we first observed has steadily faded, and they are beginning to truly reconnect and thrive,” she said.

She also praised the organisation for providing essential educational resources, which have been critical in keeping learning on track despite widespread building damage and ongoing challenges. This support, she emphasised, has made a meaningful difference in restoring stability and hope within the school community.

"What we have seen across these communities is resilience in motion. The support from the Canada Fund for Local Initiatives has allowed us to respond quickly, restore essential learning conditions, and ensure that children and the adults who support them have the tools they need to recover emotionally from this disaster,” said Brown. “This partnership underscores what can happen when resources meet community‑driven action. We remain deeply committed to walking with these schools until recovery is complete.”