Berkley Center

The Impact of Community, National, and Global Structures

As a public Catholic school in Belize City, SMDP operates within the constraints of many broader systems and structures. Belize is a former British colony, and with English as the official language of the government and the education system, school is fully conducted in English. For students who might speak Creole or Spanish at home, this standardized language practice contributes to literacy struggles.

Aside from language, Belize’s Ministry of Education has considerable autonomy over the funding, curriculum, materials, and resources allocated to SMDP. While some of the school’s support comes from the Jesuit network, private donors, and fundraising, ministry oversight can make it difficult to affect major change within the school.

Additionally, SMDP operates within the international network of Jesuit education. The Society of Jesus (Jesuits) has been active in Belize since 1851 and currently runs a number of schools, parishes, and prison services throughout the country aimed at spiritual formation. St. John’s College, a Jesuit institute of higher learning close to SMDP, offers students the opportunity to pursue degrees equivalent to high school, associate’s, and bachelor’s degrees after graduating from SMDP.

However, the number of Jesuits in Belize is relatively small, with around a dozen (non-Belizean) Jesuits serving in the country. Foreign-born Jesuit pastors are rotated through the role of local manager (equivalent to both a head administrator and a parish priest) at SMDP every few years due to relocation assignments. This constant turnover in leadership and shortage of Jesuit role models has affected the strength of teamwork and religious formation at SMDP.

Within the broader community, the south side of Belize City faces high rates of poverty, PTSD, and hunger, as well as a lack of resources. Much of this can be attributed to the high levels of gang violence and many students’ personal or familial relationships with gang members. Many students come from single-parent households where violence and aggression may be present, and parents are often struggling to make ends meet. Since the COVID-19 pandemic, economic insecurity has only been heightened, and time out of school has affected students’ attention spans, social skills, and attitudes toward learning.

To cope with these external struggles, SMDP emphasizes holistic care through its feeding program, counseling services, emphasis on faith, and loving attitude toward students. SMDP is truly a beacon of hope and provides a safe haven for students who need it most.

Project Heal | St. Martin de Porres School

I began this project with interests in educational research, ethnographic fieldwork, early childhood education, and holistic models of learning. As I learned more about SMDP’s history and current environment from the local manager, Father Andrés Vall-Serra, I began to understand the potential impact that the school’s religious mission and Jesuit identity could have on the community at large. Fr. Andrés expressed a desire to strengthen this Jesuit identity and asked that my research explore ways in which this might be possible. This goal shaped my initial phenomenon of interest: What is the state of the religious identity at SMDP?

Immediately upon arriving in Belize City and speaking with teachers, administrators, students, counselors, and parents, I realized that simply focusing on the school’s religious identity would limit the scope of my research. With my personal interest in early childhood education, I spent my first few days at SMDP sitting in on classroom lessons, talking with teachers about their experiences, and getting to know the outgoing students. I also began to understand that SMDP operates as a network of systems that includes religious life, classroom lessons, sports, clubs, counseling, and family services. In order to truly capture the essence of SMDP, I would have to expand the scope of my research. Shortly after, I added my second phenomenon of interest: What is the state of the educational mission at SMDP?

Over three weeks of field research at SMDP, I conducted 18 formal interviews with teachers, administrators, Jesuit priests, and librarians. I spoke formally with two groups of SMDP students and informally with dozens of others on the playground, during lunchtime, and in the hallways. I sat in on classroom lectures, became acquainted with the school’s counselors, chatted with guards and receptionists, and attended pizza Fridays with the Jesuits and Sunday mass at the parish in order to fully immerse myself in the SMDP experience. While my research focused on the school’s educational mission and religious identity, I also got an inside look into students’ home lives, local issues, and Belizean politics. After transcribing, coding, and analyzing my field notes and recorded interviews, I highlighted three main findings: the devotion of the SMDP teachers, the supply of resources, and the channels of communication. Ultimately, I was not able to focus on everything that I was exposed to during my field research. Still, these three findings are crucial to understanding the state of the SMDP’s educational mission and religious identity.

Devotion of SMDP Teachers

The devotion, love, and commitment of SMDP teachers stood out to me immediately upon arriving at the school. As I began speaking with teachers, I understood the sense of belonging that drew them to St. Martin’s. Many teachers referenced the welcoming environment as well as the focus on children who come from challenging backgrounds as motivators to work at the school. Ms. Renita Lino, a Standard 4 teacher, explained to me: “I love teaching at St. Martin’s because I can relate to the children here, and I try to make a difference in their li[ves]. I have a passion for my career and it’s the reason I go above and beyond the call of duty to work [with] my students to help them in every way possible” (interview, May 29, 2023). Several teachers even alluded to God when discussing their life’s work. One teacher explains that “I feel like I was belonged to be here…I believe that God led me here as well” (interview, Anonymous Teacher #1, May 29, 2023).

The teachers’ sense of devotion guided their teaching styles and methods of discipline in the classroom. Many referenced the core values of courage, reverence, community, and integrity, but they especially emphasized the importance of loving kindness. Because many teachers came from the surrounding community or were SMDP graduates themselves, they empathized with the students’ home lives and were willing to lend an ear to guide students in personal matters. They understood the structural factors that contributed to students’ behavioral issues and realized that discipline in the classroom must be grounded in love and care.

Ms. Darcie Arnold, a Standard 5 teacher, explained: “I like to tell my students. What would Jesus do? All the time. Would Jesus do that?...Now, my children, they're not afraid to say ‘I am sorry,’ and they're not afraid to say ‘I forgive you.’ Because they'll learn the concept of forgiving and saying they're sorry” (interview, May 26, 2023). Consistent with Jesuit principles and Christian teaching, teachers understood the importance of forgiveness, taking responsibility for one’s actions, patience, holistic care, and maintaining a positive mindset. They discussed the need for finding God in all things and the value of serving as men and women for others.

Understanding the devotion of SMDP teachers is crucial when considering their desire for more guidance and autonomy. Although the teachers emphasized Christian values in their classrooms and had a basic understanding of Catholic principles, many shared that the school’s process of religious formation was not successful in developing their or their students’ understanding of Jesuit values specifically. Teachers were unclear about the identity and purpose of Jesuits, meaning that their students were even less aware. Ms. Renita Lino expressed that “I guess [the administration] needs to expose us more on the [Jesuit] value[s] itself. Because most of us don't really know a lot about the Jesuits. We know it, but not to a deep extent. So I guess we need to have refresher courses” (interview, May 29, 2023).

The global network of Jesuits, whose work centers around promoting justice for poor and marginalized populations, often operates through educational institutions. Almost 4,000 Jesuit schools around the world serve over 2.5 million students by emphasizing care for the whole person, moral and intellectual growth, and a service-oriented mindset. This distinct practice aims to promote the mission of Jesus Christ, beginning at the elementary level. At St. Martin’s, it is clear that teachers did not fully comprehend the Jesuit mission, history, and teachings.

The dedication of teachers was communicated to me when they asked for more frequent check-ins and evaluations in order to improve the quality of their instruction. One teacher expressed, “I believe they should ask us at the end of the year, what are your strengths, what are your weaknesses, what are some room for improvement? And trust me, [I] will be open, because I have a lot to say…When you give that teacher a five, it's like perfect, and none of us are perfect. I want feedback that can help me improve in teaching and also suggest a strategy that I can use. Because at the end of the day, we're here to learn” (interview, Anonymous Teacher #1, May 29, 2023).

Other teachers raised the issue of desiring more autonomy in decision-making regarding schedules and activities. For example, teachers were assigned to lead activities, such as clubs, without being asked about their preferences. The administration’s overall lack of regard for teachers’ needs can take advantage of their commitment to the school without offering them necessary support in return.

Supply of Resources

Situated in an under-resourced community facing high rates of poverty, SMDP aims to maximize its existing resources. Teachers and administrators emphasized the strengths of programs that focus on holistic care, arguing that it is these programs that distinguish SMDP from other schools in the area. However, there was a blatant lack of material resources at SMDP, including basic classroom supplies and access to technology. SMDP teachers addressed this reality by being highly resourceful and taking advantage of what the school could provide. Teachers also spoke about non-material resources that would strengthen both the Jesuit identity of the school and the quality of their instruction.

Programs Supporting Holistic Care

SMDP teachers and community members raved about the school’s feeding program, Project HEAL (counseling services), literacy program, and student clubs. The feeding program at SMDP provides free lunch and snacks to students, removing the burden on parents to provide food and allowing students to focus on their work. Ms. Maria Garcia, an Infant 1 teacher, explains,

Services that focused on holistic care also included counseling, run by trained counselors, and the literacy program, run by Vice Principal Roxanna Encalada. Funding for these programs is received through private grants separate from the school’s public funding, so these programs are able to operate outside of the constraints of the Ministry of Education. Project HEAL, the school’s counseling services for students, teachers, and parents, was viewed as a beacon of hope and a means to support the overall wellbeing of the SMDP community. A vice principal at SMDP stated “If we didn't have Project HEAL under our wings, we wouldn't be able to offer [counseling], which is also important for the children. I always think about [it] and I say it's a blessing for us to have that support from Project HEAL working with us because they get the counseling” (interview, May 22, 2023). 2023 ESJ Fellow Renee Mutare conducted a comprehensive project on the state of Project Heal, which provides more context about the counseling services. Additionally, the literacy program provides individualized literacy support for younger students through grants received by Project HEAL.

SDMP has also recently started a variety of student clubs. When I spoke to groups of students about the clubs, they explained that “In arts, you can make art stuff, and you learn about other things…In dance, you can go to a dance competition…In gardening, we plant our food and you can watch them grow…The other programs we have are football (soccer), basketball, and volleyball” (focus group, Standard 5 students, May 31, 2023). Many students expressed enthusiasm for sports specifically, and students and teachers alike wished for more autonomy in club choice and more resources and funding to support the success of these clubs.

Materialistic and Technological Scarcity

While teachers praised a number of the programs at SMDP, they also focused on resource and technological scarcity. Teachers explained how the lack of classroom manipulatives—including textbooks, worksheets, and play equipment—hindered their ability to teach basic literacy and numeracy. One teacher reflected “I have manipulatives – however, I feel like it's not enough for the kids. Reading books – I have that, but I don't have for each level. When it comes to math – I don't have all numbers for the kids to know that this is number one, this is number two. For the class, [in] five years, no resources have been given when it comes to literacy” (interview, Anonymous Teacher #1, May 29, 2023). Some teachers praised the administration for their resourcefulness and ability to come up with funding through community outreach. Infant 1 teacher Ms. Maria Garcia explained, “Well, the school is very resourceful. I really like the fact that I barely use from my pockets. And then we went 10% cuts, the school was very supportive. Even before that, it is obvious, [they] have been resourceful. And then that's nice because it's minimal what we use and then everything, absolutely everything, they will provide for us” (interview, May 22, 2023). While the school administration did its best to come up with enough resources for the teachers, they fell short of the optimal level of supplies.

Many teachers with whom I spoke focused on the need to improve access to technology. Classrooms lacked laptops and projectors, which hindered teachers’ instruction ability, especially for younger students. The school’s computer lab had only a few computers, and the space was primarily used as a meeting space for teachers rather than a resource for students. SMDP Principal Dawn Wade explained, “I would love to see the computer lab up and running. I have been lobbying for our computer lab because I know and I have seen what disadvantages the students who leave us face because of the lack of basic computer skills. During COVID, we graduated two sets of students, and those children went to high school and they had to do everything online. But they did not have the skills, they did not know anything about computers, how to turn on a computer. But that was the reality that they were faced with going into high school” (interview, May 22, 2023).

In addition to computers, the printing process at SMDP is centrally controlled by the administration, and teachers were often unable to print material in time for their lessons. Ms. Darcie Arnold explained, “If I should need worksheets for a certain level for a certain lesson, I would have to wait…Let's say I change [the lesson] because they understand what I taught during this lesson and I want to give them a closing activity at the end of the lesson. I am not able to get the printing for that until three days after that lesson. I don't see it working” (interview, May 26, 2023). The lack of technology at SMDP, as well as the lack of teachers’ efficient access to existing technology, not only hinders learning but also places students at a disadvantage by not being exposed to computer skills and online resources.

Jesuit Connections

Not all resource needs at SMDP are materialistic. Many teachers had recommendations for religious resources to better cultivate the Jesuit nature of the school, including more scheduled Mass time, close relationships with Jesuit mentors, and the incorporation of Ignatian pedagogy into classroom lessons. They explained how these modifications would help students learn about discipline, connecting with God, and the value of prayer. One teacher elaborated on this point by explaining how restructuring religious instruction and increasing students’ time with Jesuit priests could better communicate core Jesuit values to students.

Other teachers expressed a desire for more regularly scheduled Mass time in order for their students to connect with Catholic values, learn the components of the Mass, and improve their behavior through respect and obedience. One Standard 3 teacher expressed concerns that students’ parents did not take them to Mass consistently, heightening SMDP’s responsibility to teach children about the structure and values of Mass. Other teachers questioned the distinctions between Jesuits and Catholics or referenced specific Jesuit figures such as St. Ignatius and how their teachings shaped Jesuit thought. If the teachers had a more comprehensive understanding of the specifics of Jesuit principles, they would be able to better communicate these values to their students.

While teachers might believe that the best way to cultivate Jesuit values is through direct exposure to Jesuits or modifications to lessons, it is important to recognize the constraints on this reality posed by external structures. The Ministry of Education sets certain constraints on curriculum and school programs, which makes it more difficult to modify class structure. In addition, the Jesuit network in Belize is small, and Jesuit priests are already spread thin with their assignments.

Channels of Communication at SMDP

Channels of communication at SMDP are greatly affected by power hierarchies within the school and within the broader Belizean context. The chain of command at SMDP begins with the local manager, Father Andrés Vall-Serra, a foreign-born Jesuit priest. Next, the administrative team is made up of the principal and two vice principals, followed by the heads of departments (HODs) and the classroom teachers. The school also organizes a Discernment Planning Team (DPT), currently made up of the local manager, administration, and HODs.

The process of discernment, consistent with Jesuit values, aims to assess the state of the school community through the religious process of discernment and reflection while educating faculty members on key Jesuit figures and practices. Ms. Sherilee McKenzie, the head of Standard 1, elaborates on her experience with the DPT: “During the meetings, we have prayer and reflection where we are based on a topic. We focus on a topic and then everybody gets to share about how they are feeling at that moment. We do the Examen. And the Examen really helps us to hear each other, to reflect on what everybody says and the group, and see where we can grow and improve in certain areas depending on the topic that we're focusing on. And what I like about it is that everyone is surrounded or they are focused on the same ideas” (interview, May 26, 2023). Ultimately, discernment is a slow process of decision-making.

Despite the school’s efforts to create community through the DPT, I learned that the structure of rotating Jesuit pastors has impacted the team’s ability to work together effectively and hinders school cohesion. One of the school’s vice principals recounts,

The vice principal’s frustration is based on the frequent turnover of Jesuit leadership and explains why teamwork is restricted between the administration and local manager. Additionally, she shares that the process of discernment itself is not always efficient, explaining that, “I just feel that sometimes it's just important to deal with the issue instead of going through a process. I would prefer things to be dealt with immediately instead of just running it around” (interview, Roxanna Encalada, May 22, 2023).

As a result of the international model of rotating Jesuits, vertical communication between the local manager, administration, and teachers is weakened. Tensions between leadership result in a culture of distrust and a lack of teamwork. Rather than express their true needs or concerns, many faculty members often remained quiet to maintain the impression of positivity. One teacher expressed the commonly held sentiment that teamwork was lacking at SMDP:

In addition to weakening school cohesion, the model of rotating Jesuits affects the way in which Jesuit values are conveyed to teachers and students. One teacher stated, “What does it mean to be a part of a Jesuit school…and you know, what is being a Jesuit as well? It's still not all too clear. And I do believe it's not clear, not to the staff and much less to the students. So the students - nobody has explained to them” (interview, SMDP administrator, May 23, 2023). This sentiment was shared among a lot of teachers and students and showcases how weakened channels of communication affect the religious understanding of the school community.

Even the current local manager, Father Andrés Vall-Serra, understood these issues of school cohesion. He acknowledged that “I think there’s a challenge here for the school of trust and communication. There have been issues within the school community with this with previous administrators. And so that unfortunately has kind of creeped in and continues to be a part of the culture here…building trust does take time.” Unfortunately, Father Andrés shared that having time to build trust is largely out of his hands. He explains, “I've had people say to me, so how long will you be here for? My hope is I'll be here for [6 to 8 years]. But the reality is…out of the blue, I [can] get a call from my provincial saying I move on, and I have to move on” (interview, Father Andrés Vall-Serra, May 31, 2023). While managers, administrators, and teachers alike all recognized problems with teamwork and cohesion, they did not have a unified plan of action with which to address these issues.

Horizontal communication at SMDP remained relatively strong, both among the administrative team, among teachers, and with teachers and their immediate supervisors. One administrator explained how the cohesion of the administrative team provides a model for the rest of the school: “They see us working together. Whatever decisions we make, we do them together. We are always communicating, and many times when we talk to them or we communicate with them, it's always the three of us together. [Teachers] are seeing this, that we are working closely together. I think that has motivated them a little” (interview, SMDP administrator, May 23, 2023). Administrators also confirmed that they maintained close, positive relationships with teachers, including regular check-ins about academic, behavioral, and personal matters. Some teachers echoed this sentiment; others desired even more check-ins from their superiors, as discussed in my first finding. Overall, I found that issues with communication arose not among teachers and administrators, but when teachers and administrators began interacting with the local manager.

A Personal Reflection

Despite countless structural and systemic barriers, including poverty, community violence, resource scarcity, and restrictive external oversight, St. Martin de Porres Parish School offers so much hope to a community in need. My interviews with teachers, administration, students, and other community members explored the current state of the educational mission and religious identity at SMDP. From the time I spent immersed in the SMDP community, I found that teachers were excited to talk to me and often spent much of the interview raving about their jobs and all that SMDP has to offer. Because the teachers were so devoted to the success of their students, it was discouraging to hear them speak about struggles with resource access. Furthermore, I learned that many of these struggles were because teachers felt unable to voice their concerns to those in power.

While consolidating my interview data into a handful of overall findings, I situated the interviews within the broader context of SMDP, the Belizean education system, and the worldwide Jesuit network. I thought about how the teachers’ needs and desires interacted with oversight restrictions posed by the Ministry of Education, the constant rotation of foreign-born Jesuit managers, and the omnipresent threats of gang violence, hunger, and poverty. As an external researcher, my goal was to uplift the voices of the SMDP community, especially the teachers who devote their lives to nurturing Belize’s next generation of leaders. SMDP now has the chance to consider teachers’ experiences when allocating resources and devising new programs. Their valuable insights provide SMDP guidance for strengthening the school’s educational mission and enhancing its Jesuit identity.