TEACHERS and parents will undoubtedly agree that remedial instruction in our public (and some private) schools warrants attention. Research reveals a pressing need for targeted interventions to address learning gaps among pupils.

The Ministry of Education’s commitment to this cause is commendable, as reflected in the Remedial Education Policy 2023-2027. This strategic approach recognises the challenges faced by pupils. It strives to create a framework for effective remediation.

Before the pandemic prolonged school closures, educators and parents were already concerned about the efficacy of existing remediation systems. The closure of schools exacerbated the situation, leading to a significant learning loss among pupils. Recognising this, the Ministry of Education’s emphasis on the Remedial Education Policy is a positive step towards mitigating the impact of these challenges.

Teachers play a pivotal role in remedial instruction. They need training and professional development opportunities to develop the skills and knowledge to implement effective remediation strategies.

For example, they may use practical strategies to tailor instruction to individual pupil need. Differentiated instruction (teaching methods adapted to accommodate diverse learning styles) is crucial.

Teachers should use ongoing formative assessments to identify areas of weakness and tailor their instruction accordingly.

Interactive and engaging teaching methods-such as hands-on activities and group work-can make the learning experience more accessible for struggling pupils.

Furthermore, leveraging technology can enhance remedial instruction. Educational apps, online resources and interactive software can provide personalised learning experiences, allowing pupils to progress at their own pace. Teachers can integrate such tools into their lessons to reinforce concepts and provide additional practice opportunities.

Home-based remediation complements a pupil’s learning experience, so it’s essential for parents to establish a conducive learning environment at home. Parents should create a quiet and organised space for studying, free from distractions.

Setting a consistent daily routine can help pupils develop good study habits and foster a sense of responsibility.

Regular communication between parents and teachers is vital. Parents should stay informed about their child’s progress and be proactive in seeking assistance if needed.

Encouraging a love for reading at home can also contribute significantly to a child’s academic development. Simple activities like reading together, discussing books and asking questions can enhance a child’s comprehension and language skills.

Also important is a school-based team at every school-a practical approach that brings people together to brainstorm remediation strategies. The team should consist of professionals from the school and community with expertise. Special-education teachers, classroom teachers, literacy and numeracy coaches, speech therapists, social workers, school counsellors, police officers and psychologists are all examples of professionals who may be on these teams. Principals should seek out such specialists.

Such professionals invest significant time and expertise in assessing, planning and implementing targeted interventions for pupils requiring additional support. The multifaceted nature of their responsibilities demands a high level of dedication, collaboration and specialised knowledge.

Recognising the pivotal role they play in enhancing pupil outcomes and the overall success of remedial programmes, it is justified to provide additional compensation for these team members.

This compensation not only acknowledges the extra effort and expertise they bring to the table, but also serves as a meaningful incentive to attract and retain qualified professionals, ensuring the continued effectiveness of remedial education initiatives within the school system.

With the right policies, resources and dedicated efforts from all stakeholders, Trinidad and Tobago can empower its pupils to overcome learning and behavioural challenges, and reach their full potential.

Dr Amanda Ramoutar
Penal