Every Child Matters, Every School Year Counts

We speak passionately about nation building, economic development, and preparing Sint Maarten for the future. Yet there is an uncomfortable question we must confront.

What future are we building if too many of our children cannot read, write, and calculate at the levels expected of them?

The findings from Sint Maarten's 2026 national literacy and numeracy assessments should concern every citizen. Among Group 3 students assessed, 85 percent were at the emerging level in number identification. In Group 5, 80 percent were at the emerging level in multiplication and division, while only 2 percent demonstrated mastery.

These are not merely statistics. Behind every percentage is a child whose future opportunities may be shaped by the quality of education we provide today.

As a former teacher and school principal, I understand that education is far more complex than assessment results. Teachers work tirelessly, often under challenging circumstances. Parents face financial pressures, while schools navigate limited resources and increasing expectations.

But recognizing these challenges cannot mean accepting disappointing outcomes.

We cannot confuse the movement of children through the education system with genuine educational progress.

A child who struggles to read in Group 3 should not advance without the targeted support needed to overcome those difficulties. Early identification and timely intervention must become priorities, not afterthoughts.

The recent evaluation of Foundation Based Education also highlighted concerns about curriculum alignment, teacher support, resources, and implementation. Many of these challenges have been discussed for years.

While educational reform requires planning and coordination, our attention must increasingly shift toward implementation and measurable results. Existing initiatives should be strengthened where necessary, with progress evaluated by what is happening in classrooms.

At what point do we stop studying the problems and begin measuring the solutions?

A report does not teach a child to read. A policy document does not automatically improve mathematics. Real progress happens when effective decisions reach the classroom.

Sint Maarten needs a focused approach that includes early learning assessments, individualized support for struggling students, structured literacy and numeracy interventions, professional development for teachers, and consistent monitoring of educational progress.

These are practical measures that should guide our educational priorities and help ensure that no child is left to struggle without appropriate assistance.

Responsibility, however, cannot rest with government and educators alone.

Parents must remain actively involved in their children's learning. Businesses and community organizations can contribute through mentorship, reading programmes, and academic support. School boards must strengthen accountability, while government must ensure that educational priorities translate into meaningful classroom improvements.

We should measure success not by the number of meetings held or policies announced, but by how many more children can confidently read, understand, calculate, and think independently.

And as we embrace artificial intelligence and technological advancement, we must remember one important truth.

Artificial intelligence cannot replace the intelligence we have failed to develop.

Our children cannot wait another five years for adults to agree on what needs to be done. Every school year matters, and every missed opportunity to intervene can have lasting consequences.

The future of Sint Maarten is not some distant promise. It is sitting in our classrooms today, in Cole Bay, Dutch Quarter, St. Peters, Philipsburg, Sucker Garden, and communities across our country.

Having spent many years in education, I know that behind every child who struggles is a story we may not fully understand. Sometimes it is a child who needs a little more time, a different approach, or simply someone who believes in them enough not to give up.

I have seen how much it means to a child when something they once found difficult finally makes sense. The confidence in their face, the excitement of getting an answer right, or the pride of reading a sentence without assistance. These may seem like small moments, but for that child, they can mean everything.

And perhaps that is what we must never lose sight of in all our discussions about education. We are not simply talking about assessments, policies, or statistics. We are talking about children who wake up every morning, put on their uniforms, carry their schoolbags, and enter classrooms trusting that the adults around them will help them learn and grow.

Every child matters, and every school year counts because childhood does not come with a second chance to relive the years we allowed to slip away.

If there is one thing I hope we remember, it is that sometimes changing a child's future begins with something as simple as refusing to give up on them.

That is my School of Thought.

‍