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On the eve of one of Barbados’ most high-stakes national academic assessments, the leader of a prominent child advocacy organisation has doubled down on his longstanding demand to permanently eliminate the controversial Common Entrance Examination, while issuing urgent guidance to parents to reduce anxiety for their children in the final hours before testing begins.

Thousands of primary school students across the island are set to sit the Barbados Secondary School Entrance Examination (BSSEE) – widely known as the Common Entrance Exam – when it kicks off on Tuesday morning. But Dr Anthony Cummins, president of the Centre for Solutions and Influence (CSI), an organisation focused on supporting vulnerable children and strengthening paternal bonds, told Barbados TODAY he remains a firm opponent of the current assessment model, even as the Ministry of Education moves forward with administering the 2026 iteration of the test.

Previous government commitments have promised the test would be scrapped, with a previous announcement naming 2025 as the final year of the exam. Despite those pledges, the 2026 assessment is proceeding as scheduled this week. That broken promise has reinvigorated Cummins’ campaign against the high-stakes test.

“I am one that is ready and waiting to run all around Barbados celebrating the abolition of this Common Entrance Examination,” Cummins said, arguing that the one-day, make-or-break assessment fuels deep social and academic division among young people and their families across the country.

Instead of measuring a child’s eligibility for secondary school placement on the result of a single high-pressure sitting, Cummins has proposed a full transition to a continuous matriculation system. Under this model, students would progress to secondary education based on their consistent academic performance across their entire primary school career, rather than one day of testing that can make or break their future placement.

Cummins emphasized that the current system imposes an unmanageable emotional and psychological toll on young students, harming their mental wellbeing before they even enter secondary education. To back his argument, he pointed to the academic and professional success of his own son, who is now a statistician working on Capitol Hill in Washington, D.C. His son progressed from first grade all the way through secondary school based on year-round academic performance, never having to sit a high-stakes exit exam, Cummins explained. “It just shows you the importance of why you can get away from this exam,” he added.

With testing set to begin imminently, Cummins shifted his focus to immediate, practical guidance for parents and educators to support students in the final stretch. He issued a clear call to end harmful behaviors that ramp up student anxiety, including verbal abuse and the common habit of comparing current candidates to older siblings or peers who earned placement at elite institutions like Harrison College or Queen’s College.

“Stop the comparison of other students,” he urged. Telling a child they “better try and pass for a big school” only fuels unnecessary nervousness, he said, which “results in a whole lot of travesty.” Cummins noted that far too many children face verbal reproach from parents as late as the night before the exam, over missed practice problems or underperformance on mock tests – a pattern he called deeply counterproductive to good performance on test day.

To help students build a calm, supportive environment ahead of the exam, Cummins outlined a series of simple, actionable steps for parents. First, he advised cutting back on unnecessary pressure entirely, avoiding any last-minute cramming or criticism that could trigger negative reactions. He emphasized the critical need for students to get adequate sleep: parents should require children to put away their tablets and get to bed early, so they can wake up rested and mentally prepared for the day.

On exam morning, he warned against overfeeding children, which can cause discomfort and distract from their focus. He also urged families to leave for exam centers well ahead of the start time, to give students time to acclimate to the testing space rather than rushing in at the last minute disorganized and stressed.

As young people prepare to enter exam rooms across the country, Cummins reminded the public that a child’s inherent value can never be measured by a single test score. He called on parents to build a broad, healthy support network that includes extended family members – grandparents, aunts, uncles – and teachers, all working together to prioritize the child’s wellbeing over test results.

Specifically, he urged compassion after the exam concludes, regardless of how a student thinks they performed. “Don’t go beating your children because they may say to you that they didn’t finish the paper,” he said. “That is the time that you should love up on them. That is the time that you should embrace them and let them know this is not the end of the world.”

For Cummins, even as the exam remains a reality for this year’s cohort of students, the most important priority is protecting children’s mental and emotional health. “Pressure creates stress and stress can cause the child to be sick,” he noted.

Barbados’ Ministry of Education Transformation has launched a landmark national initiative this Monday that redefines the architecture of the country’s education system, placing families at the center of academic success rather than treating classrooms and infrastructure as the sole drivers of student progress. Developed in partnership with the Inter-American Development Bank (IDB), the new Parent Education Programme (PEP) marks a deliberate strategic shift, recognizing that strong learning foundations are built long before children enter formal school environments.

Currently rolling out as a pilot across 13 community sites in multiple Barbadian parishes, PEP targets all parents and primary caregivers of children ranging from early childhood (age 3) through upper secondary education (age 18). The program’s core premise is simple but high-stakes: in an increasingly fast-changing world, students need home learning environments that are as informed, adaptive, and supportive as the school curricula they encounter each day.

Chief Education Officer Dr. Ramona Archer-Bradshaw emphasized the non-negotiable role of the “human element” in shaping positive student outcomes at the program’s official launch. While she reaffirmed that sustained investment in school facilities, digital tools, and curriculum updates remains critical to education reform, she noted that parental engagement is the most consistent predictor of student success across global and regional research.

“Too often when we discuss education improvement, our focus lands exclusively on curriculum overhauls, new infrastructure, and cutting-edge technology,” Dr. Archer-Bradshaw explained. “All of these are essential, but there is another factor that consistently delivers outsized impact on how well students perform: that factor is parents. PEP is a deliberate, intentional investment in the parents and caregivers who are raising our youngest generation of citizens.”

She added that PEP was designed to be flexible, accessible, and inclusive, meeting families where they are regardless of their income, background, or living situation. Built around real-world parenting challenges and lived experiences, the six-week community-based program equips caregivers with actionable tools to foster positive development at home. “When parents are empowered with the right skills, children succeed. When families are strengthened, entire schools are transformed,” she said. “This program meets the actual needs of families, not abstract ideals, and gives caregivers the resources they need to drive better outcomes for their kids at home.”

The IDB has committed $300,000 in funding to back the initiative, which blends evidence-based best practices with context-specific approaches tailored to Barbadian culture and community needs. Francesco De Simone, Operations Chief at the IDB Barbados Country Office, framed the partnership as an ambitious but deeply rooted effort that centers local needs rather than imposing generic global models.

“When the Ministry first approached the IDB, their request was clear and bold: they wanted not just a new program, but a comprehensive national strategy to reconnect families to education,” De Simone said. “Our shared goal was to strengthen the bond between children, families, and schools not through a one-size-fits-all framework, but through an approach that is distinctly Barbadian. This is critical: development only works when local people see themselves reflected in the solutions.” He added that regional data consistently shows targeted parenting programs deliver significant, measurable improvements to child development and academic outcomes.

“PEP exists to equip, empower, and strengthen caregivers, and to reinforce the truth that education is a collaborative effort that extends far beyond classroom walls,” De Simone said. “The IDB is proud to support this bold framework that recognizes education and parenting are not separate pursuits—they are two interconnected forces working toward the shared goal of raising healthy, successful children.”

Minister of Education Transformation Chad Blackman expanded on the program’s core philosophy in his keynote address, arguing that meaningful education reform must start long before a child crosses a school’s threshold. “Education transformation does not begin at the school gate—it begins at home. If I am being honest, it begins even earlier, from the moment a child is born in the hospital,” he said.

Blackman urged parents to reflect on the long-term impact of their daily words and interactions with children, noting that offhand comments can leave lasting impressions that shape a young person’s mindset and worldview for decades. He also used the launch to address a growing public concern: student misbehavior and loitering at bus stops during school hours, announcing a coordinated, firmer crackdown alongside other government agencies.

“The Ministry of Education, working with other government entities, will put a stop to this practice,” Blackman warned. “Many parents would be shocked to learn their children are loitering on public roads instead of attending class. This has to end, because we have a duty to protect our young people and prepare them for the future.”

Positioning PEP as a key part of national development as Barbados approaches its 60th anniversary of independence, Blackman emphasized the program’s far-reaching national impact. “When we strengthen parents, we strengthen our children. When we strengthen our children, we strengthen the country we call Barbados,” he said. “Education transformation is already underway, but its success depends on every sector working together.”

As the pilot progresses, ministry officials are encouraging eligible parents and caregivers to sign up for the six-week course, framing participation not as a corrective for struggling families, but as an act of leadership that strengthens the entire household and community. A breakdown of the pilot’s core parameters confirms its community-focused design: it serves 3 to 18-year-olds’ caregivers across 13 parish sites, centers on practical support for real-life challenges, and aims to align home learning support with in-class instruction to boost long-term student outcomes.

As the annual Barbados Secondary School Entrance Examination (BSSEE), widely known as the 11-plus common entrance test, approaches, a sharp uptick in applications for special examination accommodations has reignited longstanding concerns over systemic gaps in supporting students with learning differences. Advocates and education specialists warn that persistent stigma around neurodiversity and disability, paired with delayed formal assessments, continues to leave hundreds of vulnerable pupils without the critical support they need long before they sit for this high-stakes secondary school placement exam.

New data released by the Ministry of Education shows 246 requests for special consideration have been filed for 2026’s test, a 34% jump from 183 requests logged in 2025 and 180 recorded in 2024. The accommodations requested cover a range of adjustments designed to level the playing field for students with learning disabilities, including extra testing time, scribes for students with motor impairments, large-format question papers, on-site readers, and full exemptions for certain exam components. While education experts acknowledge the rise in requests signals growing public awareness of learning needs across the island, they emphasize the trend also exposes a critical flaw: thousands more children remain undiagnosed and unsupported throughout their primary school years.

Senator Janelle Odle, speaking to local outlet Barbados TODAY, explained that deep-rooted social stigma still discourages many Barbadian parents from pursuing early assessments for their children. “The core question we have to confront right now is: are children with disabilities getting any support before they even reach the 11-plus?” Odle noted. “We are still stuck in a phase where many parents fear disclosing their child’s disability because of the stigma attached to it. As a result, countless kids move through the education system without accommodations, and they simply fall through the cracks.” Odle has long pushed for expanded universal screening for learning needs in primary schools, arguing that early identification opens the door to earlier, more effective intervention that dramatically improves long-term academic and social outcomes for students.

Hazeain Harding-King, principal of the Caribbean Mind Institute (CMI), echoed these concerns, noting that while public awareness of learning disabilities has improved significantly over the past two decades, parental reluctance to pursue formal testing remains a major barrier. “People are far more aware of the challenges neurodivergent children face today than they were 10, 15 or 20 years ago,” Harding-King explained. “Overall, society is a good deal less judgmental than it used to be. But even with these gains in awareness, many parents still hold back from getting their children tested. Often, this comes down to simple denial — it’s human nature to avoid receiving what feels like bad news about your child.”

Delaying assessments and subsequent intervention, Harding-King stressed, causes irreversible harm to children’s academic progress and well-being. “Putting off support is never in a child’s best interest. Parents have to put their child’s needs ahead of their own discomfort or concerns about how a diagnosis will reflect on them. At the end of the day, the child is the one who has to navigate these challenges every single day, and they bear the brunt of delayed support.”

Harding-King added that once a child completes a formal diagnostic assessment, the Ministry of Education is typically willing to approve requested accommodations, as long as families can provide documented evidence of a learning need from a qualified professional. The real barriers, she argued, come long before the exam accommodation application process — and in the procedural hurdles that low-income families face. “Our current system forces families to jump through endless hoops just to get basic accommodations for kids already diagnosed with conditions like autism, ADHD, or dyslexia,” she noted. “Many low-income parents simply cannot afford to pay a private psychologist for a formal assessment to prove their child needs extra time. There is no reason these students shouldn’t automatically qualify for accommodations and extra resources based on their existing diagnoses.”

Harding-King also questioned the fundamental structure of the 11-plus exam, arguing that its strict time limits inherently disadvantage students with processing differences. “Right now, we don’t have an alternative exam for students with special needs, so every child has to sit the same test. At the very minimum, we should give all students with documented learning needs extra time. It’s not that these kids don’t know the material — they just need more time to process questions and put their answers down. That’s the only disadvantage they face,” she said. “We also have to ask what this exam is actually measuring: are we testing what students know, or just how fast they can work?”

For her part, Senator Odle called for systemic changes beyond exam accommodations, including expanded access to assistive technology across all Barbadian primary schools, regardless of student population. “We need more assistive technology integrated everywhere in the education system,” she said. “While some high-end tools are expensive, there are many low-cost devices we could roll out right now to support both students and teachers, to help them meet diverse learning needs.” Odle specifically highlighted the benefits of digital learning materials, noting that adjustable-format e-books allow students with visual impairments or dyslexia to modify text size, contrast, and use text-to-speech tools to access content independently. She also added that more teacher aides are desperately needed in mainstream classrooms to support students with extra needs, explaining that one-on-one assistance can make a world of difference for students with disabilities. “From my experience, students with disabilities in mainstream schools struggle to keep up when they don’t have targeted support,” Odle said. “A teacher aide can step in to explain diagrams for visually impaired or blind students, or break down instructions for students who need extra support, that makes all the difference in helping them keep up with their peers.”

The rising number of special accommodation requests has put the issue of learning needs support back at the forefront of education policy debate in Barbados, with advocates pressing the government to move forward with expanded early screening and reduced barriers to support for vulnerable students.

As thousands of primary school students across the country gear up to sit their 11-Plus secondary school placement examination this Tuesday, a leading education psychologist from the government’s student support services is sounding the alarm over unnecessary parental pressure, urging caregivers to center their children’s mental and emotional health ahead of test results.

Juanita Brathwaite-Wharton, Senior Psychologist with the Student Support Services division of the Ministry of Education Transformation, is reframing the high-stakes assessment for families, emphasizing that the 11-Plus is simply a standard checkpoint along a child’s primary education journey—not a final verdict on their intelligence, worth, or future success.

“The 11-Plus is just an evaluation of what students have learned throughout their time in primary school,” Brathwaite-Wharton explained. “I tell every parent to frame it for their child as one test among many. They have already navigated multiple assessments through their schooling, and they will face many more as they move forward. Tuesday is nothing more than a regular school day, just like any other.”

This year, a core pillar of the Ministry of Education’s public messaging centers on fostering a calm, supportive emotional environment at home in the lead-up to the exam. Brathwaite-Wharton warned that many parents unknowingly transfer their own unaddressed anxiety about the test onto their children, a shift that can damage both academic performance and long-term emotional stability.

She advises caregivers against placing unnecessary, excessive pressure on young test-takers. “So often, parents feel their own nervousness and fear about the outcome, and that energy transfers straight to their kids,” she noted. “Right now, the most important thing is for children to relax, release built-up stress, and get their minds and bodies ready for the test day ahead.”

Brathwaite-Wharton went on to clarify the core purpose of the 1-Plus assessment: it is designed simply to match students with a secondary school environment that aligns with their needs, where they can grow into their unique individual potential. By reframing the exam as a placement tool rather than a make-or-break life event, the Ministry hopes to cut through the overwhelming pressure that households across the island feel every exam cycle.

To help families combat the widespread phenomenon of pre-test “exam fever,” the senior psychologist has outlined practical, accessible stress-relieving activities for the final 24 hours before the exam. Her top recommendation? Step away from revision guides and textbooks, and spend time connecting with nature to give overworked brains a much-needed reset.

“I encourage parents to plan a stress-busting activity with their kids this evening before the test,” she said. “If you can, take them to the beach or a local park to run around and play. Spending time in nature helps melt away all the anxiety that has built up over weeks of preparation.”

For families that choose to stay home in the final hours before the exam, the Ministry recommends turning to free online mindfulness exercises and calming music to help students center themselves mentally. Experts also emphasize that a full night of uninterrupted sleep and an early, unhurried start Tuesday morning are non-negotiable steps to keep young test-takers relaxed and ready to perform to the best of their ability.

As students prepare to transition to secondary education after the exam, Brathwaite-Wharton reminded parents that consistent, unconditional support matters far more than the exam’s final outcome, regardless of which secondary school a child is placed at. She urged caregivers to look past test scores and focus on nurturing their child’s long-term growth, specific interests, and natural talents.

“I urge parents to stand behind their children fully, no matter what the results say,” Brathwaite-Wharton emphasized. “Take the time to learn what your child cares about, where their strengths lie, and what challenges they face. Help them grow through their weaknesses, and leverage their strengths to push them forward into the next stage of their lives.”

She closed with a powerful reminder of the most important role parents play during this high-pressure period: “Let your children know that no matter how they perform on this one test, you will always be their biggest cheerleader. You will be there to support them, and help them find success in whatever they choose to put their minds to.”

As thousands of Barbadian students gear up for the high-stakes Barbados Secondary School Entrance Examination (BSSEE), the leader of the island nation’s largest educators’ union is offering an empowering message to ease pre-test anxiety and reframe how students think about success. Rudy Lovell, president of the Barbados Union of Teachers (BUT), has released a public statement targeting test-takers, encouraging them to set aside nervousness and focus on delivering the strongest effort they can, rather than obsessing over final outcomes.

Lovell’s message centers on a simple but impactful reminder for young test-takers: while the BSSEE is an important academic milestone, it does not determine a student’s worth or long-term potential. “As you approach this moment, remember that your job is simple: do your very best. Success is not measured only by results, but by the effort, discipline, and determination you bring to the task,” Lovell shared in his address to students.

Beyond reframing the definition of success, the union president also offered practical guidance to help students perform their best on exam day. He urged candidates to lean on the months of preparation they have already completed with their teachers, reminding them that their hard work in the classroom has laid the foundation for success. “Stay calm, think clearly, and approach each question with confidence. Believe in your abilities and maintain a positive mindset throughout,” he added.

In a move to reinforce that students do not face this challenge alone, Lovell emphasized that every candidate has a broad support network rooting for them, regardless of how they perform on the test. “This examination does not define who you are… your teachers, families, and communities are all standing behind you, cheering you on,” he said. The message comes as annual BSSEE assessments get underway, with educators across the country echoing similar calls for balanced perspectives amid the traditional pressure surrounding secondary school placement exams.

For 17-year-old Noi Jemmott, what started as minor discomfort – a small headache and spells of dizziness during school days – rapidly escalated into a devastating health crisis that has upended the entire Jemmott family’s life. Within just a few days of first noticing symptoms, the Barbadian teen received a diagnosis of Acute Lymphoblastic Leukaemia (ALL), an aggressive, fast-spreading blood cancer. What was once a routine life of attending classes suddenly shifted to a permanent hospital stay in Colombia, where Noi has now begun the first round of specialized, life-saving cancer treatment.

Even as the family navigates crippling fear, crippling uncertainty, and jaw-dropping medical bills, Noi’s father Janson Jemmott says one bright thread has cut through the darkness: the extraordinary outpouring of love and generosity from people across his home country of Barbados. In an emotional interview with Barbados TODAY, Jemmott shared that the overwhelming wave of community support has left him humbled, and restored his belief in collective goodness at a time when his family is living through their darkest chapter.

“In a world where we see so much bad news every day – wars breaking out across continents, constant shootings, so much negativity everywhere – the one incredible positive I have seen is how many people have stepped up to donate for Noi,” Jemmott said. “I truly believe this is all driven by love. That is the one thing I will carry with me through this whole journey.”

Fighting back tears, Jemmott added that the compassion shown to his daughter, whose quiet courage has touched hearts across Barbados and beyond, has moved him beyond words. “The support has been incredible, and I want to thank every single person who has stood with us so far,” he said. “I am totally blown away by what we have received. It leaves me so emotional every time I think about it.”

Noi departed Barbados on a Saturday morning for Colombia, where oncologists are currently conducting comprehensive blood testing to identify the exact subtype of ALL she is living with, and design the most effective, personalized treatment plan. While the community’s immediate fundraising response has been extraordinary, the financial burden facing the family remains immense. Jemmott shared that more than $100,000 USD has already been raised to cover Noi’s care – a remarkable start that has kept the family afloat in the first weeks – but far more funding will be needed in the coming months.

“The first invoice we received for the first month of treatment alone was $130,000 USD, that’s equal to $260,000 Barbadian dollars,” Jemmott explained. “Noi will need to stay in Colombia for treatment anywhere between six months to a full year, so it’s almost impossible to pin down the final total cost right now. We set a target of $400,000 USD on the GoFundMe page, and we hope that will be enough, but we still don’t know exactly how much we will end up needing.”

For Jemmott, the diagnosis hit especially hard because of the kind, driven young woman he has watched Noi grow into. “My daughter is such a lovely young lady, and I don’t say that just because she’s my daughter – I really admire this girl,” he said. “Every morning I drop her off at community college and watch her walk in, and I just think about how good she is. When I got the diagnosis, I kept asking, what kind of joke is this? What am I supposed to learn from this? But through all of this, Noi has stayed so strong… she hasn’t changed, she’s still the same amazing girl.”

Medically, ALL is an aggressive blood cancer that develops when immature white blood cells called lymphoblasts multiply uncontrollably in the bone marrow, pushing out healthy, functional blood cells. It is the most common form of childhood leukemia, with symptoms including fatigue, frequent infections, unexplained bruising or bleeding, bone pain, and fever, and it typically progresses over just a few days or weeks. Without prompt treatment, ALL spreads rapidly, but modern medical advances – including intensive chemotherapy, targeted therapies, and stem cell transplants when needed – mean that many children and young adults now achieve long-term remission or a full cure.

As Noi continues her battle against cancer far from her home in Barbados, Jemmott is asking community members to continue offering whatever support they can, whether through donations or prayers for Noi’s recovery. Anyone who wishes to contribute to Noi’s treatment fund can visit the GoFundMe page at: https://www.gofundme.com/f/help-noi-jemmott-fly-to-colombia-for-lifesaving-treatment.