Nearly 477,000 children across Cuba, Haiti and Jamaica continue to face major disruptions to their education nearly three weeks after Hurricane Melissa swept through the Caribbean and caused widespread devastation.
The storm, which moved across the region late last month, destroyed homes, damaged essential infrastructure and forced thousands of families into temporary shelters.
One of the most significant and lingering impacts of the hurricane is the strain it has placed on already fragile education systems in the affected countries.
A spokesperson for the United Nations explained that many schools in these countries are still damaged, unsafe or completely unable to hold classes. Some buildings remain flooded while others have lost roofs or have weakened structural elements that make them unsuitable for students. In many communities debris has blocked access routes to schools and some compounds require major repairs before children can return safely.
As a result, thousands of students are missing classes or are learning in temporary locations that offer little stability or comfort. In some rural areas families are reluctant to send their children back because the facilities available do not meet basic safety standards.
This situation means that close to half a million children are now learning in improvised spaces such as tents, churches, community centres or open areas that have been hastily arranged for lessons. These spaces generally lack chairs, tables, clean water, electricity or basic learning materials.
Teachers are trying their best to keep lessons going but many say the absence of proper classrooms, books and equipment is making it extremely difficult. For younger children the lack of routine is also affecting their emotional well-being since the hurricane has already caused significant stress and uncertainty.
UNICEF has begun working with the affected governments and local partners to assist children and teachers. The organisation is focusing on restoring education services, providing learning materials and identifying the areas that require the most urgent attention. These actions form part of a wider emergency response to ensure that the disruption caused by the hurricane does not evolve into a long-term learning crisis.
In Cuba, UNICEF teams are preparing to distribute educational kits to about 21,000 students. The kits include writing materials, books and other basic supplies needed to support learning in temporary spaces. Many families lost most of their belongings during the storm, so the assistance is helping children who would otherwise have no materials to continue their education.
In Haiti, the situation is more complicated. The country was already dealing with instability, economic challenges and previous disasters. UNICEF has managed to distribute nearly 3,000 school kits in the Sud and Nippes regions. These areas were hit hard by Hurricane Melissa and the kits have become an essential resource for families trying to keep their children engaged in learning. UNICEF says that more distributions are planned as assessments continue and more needs are identified.
In Jamaica, flooding and infrastructure damage have made many schools unusable. UNICEF has worked with local authorities to set up around 100 temporary learning spaces. These spaces are supporting more than 10,000 children who cannot return to their regular classrooms. Education officials in the country describe the temporary structures as an important step toward restoring normal routines for children who are still dealing with the emotional impact of the disaster.
The United Nations estimates that more than 5 million people across the three countries were affected by the hurricane. Many communities are still struggling with limited access to clean water, healthcare and electricity. Families who lost their homes are living in shelters or staying with relatives. For many children school is not only a place of learning but a place of safety and support. Returning to class provides them with structure, emotional comfort and access to services they cannot receive elsewhere.
Experts warn that continued school closures could have long-lasting consequences on children’s learning. Previous studies have shown that extended interruptions often lead to poor academic performance, increased dropout rates and emotional stress. If the affected countries do not receive adequate support the consequences may follow children into adulthood and reduce their opportunities later in life.
UNICEF emphasises that education is an essential part of disaster recovery. Schools represent more than buildings because they play a central role in children’s emotional and intellectual development. In many communities schools provide meals, counselling and supervised care. All of these services become even more important after a major emergency.
Education officials in Cuba are working with humanitarian groups to restore school buildings, assess structural damage and prioritise repairs. Community members have also joined cleanup efforts to help clear debris from school compounds. Some schools may reopen soon but others will require more time depending on the severity of the damage.
In Haiti rebuilding is more difficult due to insecurity and limited resources. Humanitarian organisations stress the importance of international support to ensure that learning does not stall. They also emphasise the need for coordinated planning to ensure safety for children and teachers.
In Jamaica the recovery process has moved faster in some areas. Authorities are working to replace damaged learning materials, repair classrooms and support teachers affected by the storm. Counselling services have been added in several communities to help children who are still coping with trauma.
As the region focuses on recovery the United Nations is urging global partners not to overlook the urgent needs of children. Although infrastructure rebuilding is essential, restoring education is equally critical because it affects the future of entire communities.
UNICEF and other humanitarian groups say they will continue assisting affected communities over the coming months. They intend to support both immediate needs and long-term rebuilding efforts.
For the hundreds of thousands of children who are still waiting for normal classes to resume these efforts may determine how quickly they can return to stable learning environments and how well they recover from the emotional and academic losses caused by Hurricane Melissa.
