And that’s a wrap! We’ve come to the end of the “Empowering Futures” project which was done in partnership with the Canadian Government as part of the Canada Funds for Local Initiatives (CFLI) programme. Addressing the mental health challenges experienced by children and youth across Jamaica after the COVID-19 pandemic, the project aimed to improve the psychosocial, academic and vocational outcomes of children and youth in our Mercy schools.
From October 2024 to February 2025, the intervention implemented a variety of psychosocial activities among 4 Mercy schools – i.e. Alpha Vocational Training Centre (AVTC), Alpha School of Music (ASOM), Alpha Primary School, and Jessie Ripoll Primary School. The delivery and success of this project would not have been possible without the support of Canada which generously contributed CAD$25,000 to its implementation.
Project Activities
From educational planning to counselling to play therapy and parent support workshops, the “Empowering Futures” project utilized a diverse range of approaches to tackle several social and emotional issues which students are facing today. These were spearheaded by the hardworking team at the Oscar Romero Centre for Youth (ORCY) which is the Sisters of Mercy’s guidance counselling & social welfare unit.
The full set of activities carried out were as follows:
- IQ Testing: IQ tests conducted among 9 first-year AVTC students to identify major learning challenges.
- Educational planning: Individualized Learning Plans (ILPs) created for 50 AVTC students to guide students’ vocational/academic journeys based on knowledge of their unique strengths and challenges.
- Individual counselling: 183 individual counselling sessions were conducted in total among 83 students from the various targeted schools
- Group counselling: 93 group counselling sessions conducted with 88 students from the Alpha Vocational Training Centre, Alpha Primary School and Jessie Ripoll Primary School.
- GBV sensitization workshops: 13 age-appropriate Gender-based Violence (GBV) sensitization workshops delivered to 539 students from all four schools to raise awareness of GBV definitions, causes, effects, and prevention.
- Parent Support Workshops: Five parent support sessions delivered to 100 parents and guardians.
- Play therapy: 25 play therapy sessions conducted with 38 students from the two primary schools.
- AVTC Youth Retreat: 27 AVTC students went on an off-campus youth retreat to learn life-skills and experience nature.
High Commissioner’s Visit
During the project, Canadian High Commissioner Mark Berman and his team visited three targeted schools. On February 12, they attended a parent support workshop at Alpha Primary, where Mr. Berman praised the initiative, emphasizing its role in tackling root societal challenges. The session covered non-violent discipline, healthy communication, and stress management. The visit also included tours of Alpha Primary, the AVTC’s training spaces – highlighting work of the Alpha Service Bureau – and the Alpha School of Music, where Mr. Berman explored state-of-the-art facilities and met with staff and students.
Project Impact
The CFLI Programme is known to fund small projects with big impacts and “Empowering Futures” was no different. This 5-month project has achieved far-reaching impacts which benefit beneficiaries in a myriad of ways. Through IQ Testing and Educational planning, there is now a greater understanding among AVTC students, parents and staff of the students’ unique learning abilities and deficits. Individual and group counselling has led to students’ enhanced ability to process their skills in emotional processing, conflict resolution, teamwork, stress management, goal-setting, and decision-making. Group counselling, in particular, strengthened student bonds and created a safe space for 10 grieving Jessie Ripoll students in the aftermath of the loss of Principal O’Neil Stevens and wife in January.
The GBV sensitization workshops not only raised awareness of GBV, but also allowed older students at AVTC and ASOM to openly discuss issues of consent, intimate partner violence, toxic masculinity, and male trauma. The primary school GBV sessions led to requests made by Jessie Ripoll students for future workshops on other topics (e.g. body shaming, bullying, and parent-child relationships). Parent Support Workshops promoted healthy dialogue about non-violent discipline, stress management, and healthy communication. Additionally, plans in place for future parent support sessions for the primary schools later on in the school year. Through play therapy, children were given the space and tools needed to make sense of and communicate their feelings and situations. Finally, at the AVTC Youth Retreat, students strengthened their bonds with each other and learned skills related to teamwork, conflict resolution, and the importance of community.
Project closing ceremony
On February 26, a closing ceremony was held with 78 attendees, including students, staff, and parents to raise awareness of the project’s goals and impact.personal testimonials attesting to the positive results which they have witnessed thus far. Furthermore, the Sisters of Mercy shared plans for sustaining certain project activities beyond the official completion of the “Empowering Futures” intervention.
Next Steps
The Sisters of Mercy aim to sustain the impact of this important intervention beyond the completion of this project. The Oscar Romero Centre for Youth has expanded to cater to the needs of all 6 Mercy schools on the Alpha Campus. ORCY will continue to implement activities such as play therapy, counselling, parent workshops and individualized educational planning at a number of these Mercy schools. Excitingly, plans are underway to relocate ORCY to a newly renovated space on the Alpha complex to better facilitate its recent expansion. We look forward to developing and expanding the services of ORCY to better meet the evolving needs of our school populations in the future. This is part of our overall vision to enhance students’ spiritual and academic development through a values-based educational experience.
