Education specialist develops behaviour, trauma recovery system

Recipient of the 2026 St Ann Chamber of Commerce’s Excellence in Education Award, Anisa Wilson-Smith, is grateful for the recognition of her work over the past two decades, but says she is not resting on her laurels.

Wilson-Smith, executive director of Life Skills Education Limited, said her company has developed a Classroom Behaviour and Trauma Recovery System tailored specifically for the Jamaican context.

In addition to her role at Life Skills Education Ltd, Wilson-Smith serves as regional chair (Middlesex) of the Jamaica Professional Youth Workers Association. She is also the author of the Student Success Series and Student Empowerment Series, a life skills education consultant with the Jamaica Teaching Council, and a volunteer trainer with the Mentors Association of Jamaica.

Over the past several years, life skills educator has trained hundreds of principals, teachers, guidance counsellors and deans of discipline from schools across the island in classroom behaviour management, trauma management and emotional intelligence, now a critical factor in today’s teaching and learning environment.

“Emotional intelligence is critical for all sectors, especially for our teachers as it helps them to deal with the emotional side,” Wilson-Smith said. “They’re human so even though our teachers come in with the teaching skill, the technical skill, if they don’t understand how to manage emotions, for example stress, it can cause death. Emotional intelligence helps with stress management, it helps our teachers holistically and it helps them to better do their job. Happier students, better outcomes; it’s best for everybody.”

Additionally, the company has trained thousands of students in leadership development, character education, and social and emotional learning.

The new system is aimed at significantly improving the education sector and, in the long run, enhancing Jamaica’s productivity.

“So, we have developed a Classroom Behaviour and Trauma Recovery System designed specifically for the Jamaican context. This system moves beyond traditional training by providing a structured, whole-school approach to managing behaviour and supporting students affected by trauma,” Wilson-Smith said.

Behaviour and trauma recovery systems recognise that some disruptive actions arise from traumatic experiences rather than deliberate misbehaviour. This approach, which prioritises trust, safety and emotional regulation, helps to heal and rebuild the lives of affected children.

REDUCING DISRUPTIONS

The system equips teachers with practical, real-time strategies to reduce disruption, de-escalate conflict and create more structured classroom environments. It also provides schools with tools to implement consistent behaviour frameworks across all classrooms, ensuring that expectations and responses are aligned.

Wilson-Smith developed the system after recognising the growing impact of trauma on student behaviour and learning. By integrating trauma-informed practices, teachers are better able to understand and respond to underlying causes rather than simply reacting to behaviour.

“The evidence is clear. Schools that implement structured behaviour systems experience improved classroom order, increased student engagement, and the recovery of valuable instructional time. This is not about managing behaviour, it is about transforming it.”

The need for such a system became apparent after it was recognised that, in some cases, up to 30 per cent of teaching time is lost daily as teachers manage disruptive behaviour and respond to trauma-related challenges among students.

“This is a national development issue,” Wilson-Smith asserted. “When instructional time is lost, learning is compromised. When learning is compromised, student outcomes decline. And when student outcomes decline, the productivity and potential of our future workforce are directly affected.”

Schools adopting the Classroom Behaviour and Trauma Recovery System should begin to see meaningful improvements in classroom function within a relatively short period. Teachers will be able to focus more on instruction, students will become more engaged in learning, and the overall school climate will be more conducive to academic success.

According to Wilson-Smith, the wider implications are significant.

“The implications of this are far-reaching. When classrooms become more productive, teaching becomes more effective. When teaching becomes more effective, student outcomes improve. And when student outcomes improve, the foundation for a more productive Jamaica is strengthened. The opportunity now is to scale solutions that are practical, proven, and designed for our context. Jamaica does not lack potential. What we require is a deliberate, and structured approach to unlocking that potential, starting in our classrooms.”

carl.gilchrist@gleanerjm.com