There is something deeply uncomfortable about telling children to be resilient when what they are being asked to endure is something adults have a responsibility to fix.
Education Minister Chester Cooper says power outages can become a “learning opportunity” — a chance to teach children resilience and perseverance.
Resilience is important, but resilience cannot become a substitute for reliable infrastructure.
Because this is not simply a child sitting through one inconvenient afternoon without electricity.
Teachers at C.C. Sweeting have protested after weeks of power failures, saying electrical problems have disrupted classes and created safety concerns. Teachers described classrooms without adequate cooling and lighting, while one teacher recounted students being traumatised after seeing sparks and burning from exposed wiring.
In Eleuthera, teachers and parents have also reported students being dismissed early because classrooms were hot and dark.
So perhaps the question is: “Why are children being asked to demonstrate resilience because the system cannot consistently provide the basic conditions necessary for them to learn?”
We should absolutely teach children perseverance because life will not always be easy.
But public education should not require children to tough it out through preventable infrastructure problems.
Teachers have a right to teach in an environment conducive to teaching and students have a right to learn in an environment conducive to learning.
And government has a responsibility to provide and ensure the infrastructure necessary for both.
And now, after an electrical incident at C.C. Sweeting left three students injured, the conversation about whether schools should simply continue operating becomes even more serious.
The lesson should be that the system needs to become more resilient–more reliable power, better maintenance, proper electrical capacity, faster repairs, clear safety thresholds, and accountability when basic infrastructure fails.









