Nestled in Belize, a one-of-a-kind public educational institution has spent nearly seven decades reimagining what it means to leave no child behind – and now, it is opening its doors to the nation to share its transformative model of inclusive learning. Founded in 1958, Stella Maris stands as the country’s only public school dedicated exclusively to serving children with diverse abilities, where going above and beyond for every student is not a one-off outreach project, but a baked-in daily standard that shapes every interaction on campus. As part of the Ministry of Education’s national MoRE Campaign, which challenges educational institutions to expand their impact beyond core academics with a specific focus on deepening inclusion, the school is inviting the public to witness a transformation that stretches far beyond new infrastructure. In this week’s “The Bright Side” segment, correspondent Sabreena Daly shares the story of the community redefining inclusive education for Belize.
Ten-year-old James Ramos arrived at Stella Maris just one week before Daly’s visit, relocating from a mainstream primary school in southern Belize where his experience of education was far from welcoming. For James, who makes a nightly routine of watching the news, his first days at the new school have already brought a dramatic shift. When Daly asked if he had made new friends, the 10-year-old grinned and answered simply: “Hmm. A lot!” That sense of belonging is the exact opposite of what he left behind at his previous school, a change his father gambled on when he chose to uproot his entire life to access a school that meets James where he is. After just five days, that gamble has already paid off.
What James discovered in his first week is the product of 68 years of deliberate, student-centered work that is now sparking a national conversation about educational inclusion in Belize. As Doreth Pascascio-Griffith, the school’s new principal, explains, the MoRE Campaign’s inclusion pillar asks a straightforward, challenging question: How truly inclusive can a school be? For Stella Maris, the answer has been baked into its mission from the start – what is new is the push to invite the broader Belizean community to see that work in action.
“It is very important for Stella Maris to do more, especially with the type of kids that we have, or dynamic kids that people would say are always left behind,” Pascascio-Griffith says. “At Stella Maris, no child is left behind. Yes, they learn differently, and yes, we as administrators are going to ensure that we’re here to do more for these students academically and with our life skill program.”
That commitment takes tangible shape across the school’s nine purpose-fitted classrooms, which serve more than 150 students with a fully personalized learning framework split into two core pathways. The Foundation Years pathway builds foundational literacy and numeracy skills tailored to each student’s pace, while the Life Skills Learning Center focuses on building independence and communication that students can carry into adulthood. For Pascascio-Griffith, the ultimate goal goes far beyond academics: she wants every student to leave Stella Maris feeling loved, confident, and prepared to thrive in the wider world.
That mission extends far beyond formal lesson plans, woven into the small, caring acts that define daily life on campus. While early childhood educator Verie Vassel leads morning numeracy lessons for five-year-old learners in Room One, teacher Karen Williams in Room Nine completes a daily routine that does not appear in any official curriculum: combing a student’s hair. Across the campus, teachers step in to bathe students, change diapers, and help children stay fresh and comfortable every single day – tasks the staff see as core to their role, not extra work.
“We have our wipes, we have Pampers, we have powder. If they need a little bit of water, you know, we have the water. We kind of, you know, give them the bath, and we have them fresh every single day. That’s our job, and we love it,” Vassel says.
Under Pascascio-Griffith’s new leadership, Stella Maris is not only expanding its support for students – it is also building stronger connections with families and the broader community. The school has launched a new public website, a monthly WhatsApp newsletter to keep parents updated, and an active parent-teacher association that gives families a formal voice in school operations. For parents like Doreen Balthazar, the new outreach efforts have been transformative, offering actionable guidance for supporting neurodivergent children both at school and at home.
The broader Belizean community has stepped up to support the school’s mission in turn. Local community partners donate school supplies, daily meals, and holiday gifts for students, while public agencies including the Coast Guard and Fisheries Department partner directly with students on hands-on learning. Most importantly, these community partnerships have opened new pathways to real-world work experience: this year alone, 15 Stella Maris students secured workplace placements across 11 local businesses, gaining on-the-job skills that open the door to future employment.
“It starts here, and then we take them out into the real world. And I must say thanks to these businesses that had an open heart to take these students,” Pascascio-Griffith says, noting that students build foundational employable skills – like packing store shelves – on campus, preparing them for formal roles with local employers after graduation.
For James Ramos, that future of opportunity is just beginning. One week into his time at Stella Maris, he already carries the bright, open energy of a child who has finally found a community that accepts him for who he is. His journey mirrors the school’s own next chapter: after decades of quiet, dedicated work, Stella Maris is stepping into the national spotlight to share its model, with the mission of expanding inclusive opportunity for all diverse learners across Belize. What the school has proven, after nearly 70 years, is that “doing more” was never an ambitious goal – it was always just the baseline for serving every child.
