The Bigger Picture
Across The Bahamas, the stories of students like Keri are not rare. The government’s own 2024 progress report acknowledges significant learning loss and the need for remedial literacy and numeracy sessions. Local news outlets reported that students have dropped out or remain chronically absent. This decline, combined with the challenges of post‑pandemic recovery, underscores that non‑academic burdens—hunger, stress, and family instability—are deeply tied to academic outcomes.
What We Can Do Together
If we want to see true progress in education reform, we must widen our understanding of what it means for a student to be ‘ready to learn.’ This means addressing the physical, emotional, and social needs that directly affect attention, attendance, and achievement.
• Schools must ensure breakfast and mentorship programs reach every student who needs them.
• Teachers should be empowered and trained to identify early signs of distress or fatigue.
• Parents must be supported, not blamed—community programs can help fill the gaps.
• Policymakers should fund initiatives that deal with poverty, trauma, and hunger—not just curriculum updates.
Sources & Further Reading
1. Inter-American Development Bank (IADB). Assessment of the Effects and Impacts of the COVID-19 Pandemic in The Bahamas. (2023)
2. The Bahamas Ministry of Education. Education Minister Gives Progress Report on the 2023 School Year. (2024)
3. The Tribune. “School Stay-Away: Thousands Drop Out.” (June 14, 2022)
4. Centers for Disease Control and Prevention (CDC). Adverse Childhood Experiences and School Performance among U.S. High School Students. (2024)
5. National Library of Medicine. The Impact of Childhood Adversity on Educational Outcomes. (2023)
Written by Dr. Kevin A. Hall
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