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Helping Children Navigate When They Feel Unsafe

Jabneh Christian Academy , , , ,

Dealing with Personal Safety from another angle.

Mrs Christina N. Rankine, PTA President-Jabneh Christian Academy

The United Nations Convention on the Rights of the Child states in Article 19 that every child has the right to be protected from violence, abuse, and neglect. This includes protection from all forms of physical or mental violence, injury, abuse, neglect, exploitation, and harm.

Children should never be expected to protect themselves alone. Their safety is first and foremost the responsibility of trusted, responsible adults. That is why adults must do everything within their power to protect children, while also equipping them with clear, age-appropriate words they can use to advocate for themselves when we are not present.

Let us give our children the words before they need them. Let us teach them to recognize when something is wrong, move toward safety at the first safe opportunity, seek the right adult, speak clearly, keep asking for help when necessary, and trust God through the process.

So that when they face a difficult situation, they can confidently say:

“I don’t feel safe, and I know what to do.”

As parents, we are always preparing our children for life. We teach them how to cross the road safely, how to make good decisions, and how to become increasingly independent. But there comes a time when we must release them into environments where we cannot always be there watching over them.

That is why it is so important that we prepare our children to recognize when they feel unsafe, speak up, seek help, and advocate appropriately for themselves.

This preparation cannot apply only to the classroom. Our children need to know what to do if they feel unsafe at school, while commuting to or from school, in the community, at an activity, visiting someone else’s home, online, or in any other setting.

The First Line of Defence: Get to Safety

We want to teach our children that the first line of defence when they feel unsafe is to remove themselves from the situation whenever it is possible and safe to do so.

The goal is not to confront the person.

The goal is not to fight back.

The goal is not to prove that they are brave.

The goal is to get to safety.

Teach your child:

“If you feel unsafe, at the first safe opportunity, move away from the situation and go directly to a safe and responsible adult.”

When they move away, they should have one clear intention: get to the first safe and responsible adult they can find.

Once they reach that adult, we want our children to be able to clearly communicate what is happening.

They can say:

“Miss/Sir, I feel unsafe. I feel afraid. [Name] said this to me. [Name] did this to me. My parent told me that if this should ever happen, I should report it to an adult immediately. I need help.”

This statement also gives the schools the opportunity to exercise its own policies, and this gives the opportunity for parental awareness.

Request to Have Your Parent Contacted

We also need to teach our children that it is okay to ask for their parent to be contacted when they feel unsafe or believe they need their parent’s assistance.

They can say:

“My parent told me that if I ever feel unsafe, I should ask for them to be contacted so they can help make sure that I get home safely.”

If they believe they cannot safely remain where they are, they should communicate that clearly:

“I feel unsafe being here. Please help me contact my parent and help me stay somewhere safe until they can assist me.”

This gives the child language to communicate their concern without escalating the situation.

What If the First Adult Dismisses Them?

We also need to prepare children for the possibility that the first adult they approach may not immediately understand the seriousness of what they are saying.

Our children should be taught not to give up simply because one person does not respond appropriately.

They can respectfully say:

“Miss/Sir, my parent told me that if this should ever happen, I should tell an adult and keep asking for help. I feel unsafe being here. Please help me get to the right person so that my parent can be contacted and I can be accompanied home safely.”

The child should continue seeking an appropriate, responsible adult until their concern has been heard and they are in a safe situation.

We are teaching persistence in seeking help and not confrontation.

We Are Teaching Them to Advocate, Not Escalate

There is an important difference between advocating for yourself and retaliating.

We want our children to know:

I can say, “Stop.”

I can move away.

I can seek help.

I can report what happened.

I can ask for my parent to be contacted.

I can continue asking for help if I do not feel safe.

Standing up for yourself does not always mean fighting back.

Sometimes standing up for yourself means knowing when to walk away, knowing who to tell, using your voice clearly, and refusing to allow fear or pressure to prevent you from seeking help.

We do not want the first response to be fighting or retaliation when there is an opportunity to move away and seek adult assistance.

STOP — MOVE — TELL — REQUEST — PRAY — REMEMBER

Give your children a simple routine they can practise until it becomes familiar.

STOP

“Something doesn’t feel right.”

Recognize the feeling and take it seriously.

MOVE

“At the first safe opportunity, I will move away and go to a safe adult.”

Move toward a safe place and a responsible adult.

 TELL

“I feel unsafe. I feel afraid. This person said/did ____.”

Clearly explain what happened.

REQUEST

“I would like my parent to be contacted, please.”

If they still feel unsafe, they can say:

“I feel unsafe being here. Please help me get to the right person and contact my parent.”

 PRAY

“God, I am afraid. Please help me. Give me wisdom and courage and keep me safe.”

 REMEMBER

“God is with me. I am not alone.”

Parents: Give Your Children the Words Before They Need Them

Children often struggle to communicate when they are frightened. That is why we should practise these words with them before they need them.

Have conversations at home:

•⁠  ⁠“What would you do if you felt unsafe at school?”

•⁠  ⁠“What would you do if you felt unsafe walking home?”

•⁠  ⁠“What would you do if you felt unsafe on the bus or while commuting?”

•⁠  ⁠“Who would you go to?”

•⁠  ⁠“What would you say?”

•⁠  ⁠“How would you ask for me to be contacted?”

•⁠  ⁠“What would you do if the first person you told did not help?”

•⁠  ⁠“How would you let us know what happened?”

Role-Play

Role-play different scenarios with your children so that seeking help becomes a familiar response rather than something they must figure out while frightened.

Practise situations involving:

•⁠  ⁠School

•⁠  ⁠Walking to or from school

•⁠  ⁠Public transportation

•⁠  ⁠Public places

•⁠  ⁠Activities and extracurricular programs

•⁠  ⁠Another person’s home

•⁠  ⁠Online interactions

Our children may not always have us physically beside them.

But they can carry our instructions, our confidence, our voice, and God’s Word with them.

Teach Them to Remember What Happened

Children should also be taught to remember the basic facts surrounding an incident:

•⁠  ⁠When did it happen?

•⁠  ⁠Where did it happen?

•⁠  ⁠Who was involved?

•⁠  ⁠Who did I tell?

•⁠  ⁠What did I tell them?

•⁠  ⁠What did the adult say or do?

This does not mean that we are asking children to investigate, gather evidence, or manage the situation themselves.

Rather, we are teaching them to communicate accurately and remember the steps they took to seek help.

What is my Child is feeling unsafe at school?

Parents Must Know the School’s Policies

Parents also have a responsibility to educate themselves.

We need to understand the school’s policies regarding:

•⁠  ⁠Bullying

•⁠  ⁠Fighting and physical aggression

•⁠  ⁠Reporting incidents

•⁠  ⁠Student safety

•⁠  ⁠Communication with parents

•⁠  ⁠Emergency procedures

•⁠  ⁠Behavioural expectations

Attend PTA meetings. Get to know your child’s teachers. Know the appropriate members of the administration and understand the channels available for raising concerns.

When a situation arises, we should be able to advocate for our children respectfully and according to the established policies and procedures.

Our children also benefit when they know that their parents understand the school’s systems and will advocate for them appropriately.

Response of Schools

Parents should also understand that preparing children to speak up is only one part of the responsibility. Schools must have systems in place to respond when a report is made.

The Revised Safety & Security Manual, as referenced in the Statement by the Honourable Minister of Education on Bullying in Schools, July 18, 2026, stipulates the following response:

•⁠  Create awareness and establish clear expectations: School administrators should provide guidelines for creating awareness about bullying in schools and identify sanctions to be applied where there are breaches.

•⁠  ⁠Document reports: All reports of bullying must be documented and appropriate data kept on reported incidents.

•⁠  ⁠Address both the victim and offender: Steps must be taken to treat with both victims and offenders where a case has been reported.

•⁠  ⁠Escalate criminal matters: Where bullying involves matters of a criminal nature, such as extortion or any activity likely to develop into criminal activity, the School Resource Officer or local Police must be notified.

What This Means for Parents

This reinforces why we teach our children to speak up, report what happened, identify who they reported it to, and continue seeking help if they do not feel safe.

Our children should not be expected to resolve serious situations on their own.

At the same time, reporting an incident does not mean that a child is responsible for determining the punishment or outcome. Their responsibility is to recognize when something is wrong, move toward safety, tell a responsible adult, and provide accurate information.

The responsibility of the adults and the school is to listen, document, assess, respond, protect, and take appropriate action in accordance with established policies and procedures.

We Are Not Teaching Children to Handle Serious Matters Alone

We are not teaching children to investigate, confront, punish, or resolve serious situations themselves.

We are teaching them how to get the matter into the hands of responsible adults.

We teach the child to speak.

The school must be prepared to listen.

We teach the child to seek help.

The adults must be prepared to respond.

We teach the child to advocate appropriately.

The school must have systems that allow concerns to be reported, documented, addressed, and escalated when necessary. This is why the partnership between home, school, and the child is so important.

We prepare the child to speak.

The school must be prepared to listen and respond.

We teach the child to seek help.

The adults must be prepared to provide help.

We teach the child to advocate.

The adults must be prepared to act appropriately.

Teach Them to Stand on the Word of God

Parents, while we teach our children practical strategies for navigating situations where they feel unsafe, we must also teach them where their ultimate source of strength comes from.

There will be moments when our children are away from us. We may not be physically present. We may not be able to answer the phone immediately.

But God is always present.

Teach them Scripture before the difficult moment comes:

•⁠  ⁠Joshua 1:9: “The Lord your God is with you wherever you go.”

•⁠  ⁠Matthew 28:20: “I am with you always, even to the end of the age.”

•⁠  ⁠Isaiah 41:10: “Fear not, for I am with you.”

•⁠  ⁠Deuteronomy 31:6: “He will not leave you or forsake you.”

•⁠  ⁠Psalm 46:1: “God is our refuge and strength, always ready to help in times of trouble.”

These should not simply be verses they memorize for school.

They should become words they know how to use.

Teach your children to pray when they are afraid. Teach them to declare God’s Word. Teach them that they can call upon God for wisdom and courage.

But also teach them that trusting God does not mean refusing to seek human help.

Prayer and action can work together.

Pray and move toward safety.

Pray and tell a responsible adult.

Pray and ask for your parent to be contacted.

A Five-Minute Practice at Home

Parents, make this part of your regular family routine.

Once a week, take five minutes and say:

“Let’s practise what you would do if you felt unsafe.”

Give your child a simple scenario.

Parent: “You are at school and someone is making you feel unsafe. What do you do?”

Child: “STOP. I recognize that I don’t feel safe.”

Parent: “What next?”

Child: “MOVE. At the first safe opportunity, I move away and go to a safe adult.”

Parent: “What do you say?”

Child: “TELL. I say, ‘I feel unsafe. I feel afraid. This is what happened.’”

Parent: “What if you need me?”

Child: “REQUEST. ‘Please contact my parent. I need help.’”

Parent: “What can you do while you are waiting for help?”

Child: “PRAY. God, please help me and keep me safe.”

Parent: “And what do you remember?”

Child: “God is with me. I am not alone.”

Practise this routine in different environments so that your child understands that the same basic principles apply wherever they are.

Preparing Our Children Before They Need Us

The purpose is not to make our children fearful.

The purpose is to make them prepared.

We are not teaching our children to be afraid of the world.

We are teaching them how to navigate the world safely when we are not there.

We may not always be able to stand beside our children. But we can equip them with the knowledge, language, confidence, practical strategies, and faith they need to know what to do when they are not safe.

As parents, we have a great responsibility, it is our Job to ensure that we equip our children with the right information as we prepare them to navigate the world safely when we are not standing beside them.

Let us give our children the words before they need them. Let us teach them to recognize when something is wrong, move toward safety at the first safe opportunity, seek the right adult, speak clearly, keep asking for help when necessary, and trust God through the process.

So that when they face a difficult situation, they can confidently say:

“I don’t feel safe, and I know what to do.”

———————————————————————————————-

Many Blessings.

I pray for your strength and resilience as you choose to parent with wisdom.

The Tools That Build a Child: Understanding the Construction Process of an Icon with Auntie Nats

Jabneh Christian Academy , , , , , , , ,

We recently paused our reading of the Book of Nehemiah to explore a word the icons encountered but did not fully understand: construction.

When the word came up, many of the icons were unsure of its meaning. Rather than rushing past it, we decided to slow down and explore it together. We examined construction workers, construction tools, and the purpose of a construction site. What began as a vocabulary lesson quickly became a powerful reflection on the process of building a child.

Construction is the process of carefully building something, piece by piece, according to a plan. When workers construct a building, they use various tools, materials, and skills to transform an empty space into a strong, useful, and lasting structure. Every hammer, measuring tape, shovel, and level plays a role in shaping the final structure.

In the same way, raising and educating a child is a construction project.

Children are not finished products when they arrive at school. They are lives in formation. They are construction sites filled with potential, and the work of shaping their minds, character, and future requires the right tools and the right people.

This understanding brings us back to the story of Nehemiah. When Nehemiah saw the broken walls of Jerusalem, he did not simply wish things were different. He organised the people, gathered the materials, and began the work of rebuilding. The project required vision, leadership, cooperation, and perseverance. Every person had a section of the wall to repair, and every stone mattered.

Parenting and teaching function in a similar way. Building a child requires a community of individuals who understand their role in the process.

Parents and teachers are two of the most important tools God uses in a child’s life.

Parents lay the earliest foundations. In the home, children learn identity, values, language, and habits. They learn what love looks like, what discipline feels like, and what it means to belong. These early experiences become the footing upon which everything else is built.

Teachers continue the construction process. In the classroom, children encounter structured learning, guidance, correction, and opportunities to develop their abilities. Teachers help shape thinking, encourage curiosity, and introduce children to the wider world of knowledge.

Neither of these roles works effectively in isolation. Construction projects fail when workers do not cooperate, tools are misused, or the plan is ignored. In the same way, a child thrives best when parents and teachers work in partnership, recognising that they are both instruments in a much larger process.

At Jabneh Christian Academy, we often remind the icons that God is building them. The lessons they learn, the corrections they receive, the habits they practise, and the encouragement they hear are all part of the construction process.

Sometimes construction sites appear messy. There may be noise, dust, and unfinished sections. Growth in children can look similar. There are mistakes, corrections, repeated practice, and gradual improvement. Yet these moments are not signs of failure. They are evidence that the work is in progress.

Scripture gives us a reassuring promise about this process in Philippians 1:6:

“Being confident of this, that He who began a good work in you will carry it on to completion until the day of Christ Jesus.”

This reminds us that the ultimate builder of every child is God Himself. Parents and teachers serve as tools in His hands, helping to shape the next generation with wisdom, patience, and care.

Our goal at Jabneh is not simply academic success. Our goal is to participate in the construction of strong, wise, and purposeful lives.

Each icon is being built with intention.

Each lesson adds another brick.

Each correction strengthens the structure.

Each act of encouragement reinforces the walls.

When parents and teachers embrace their role as tools in this process, children grow within a framework of stability and purpose. Together, we participate in building individuals who are prepared not only for exams or careers, but for meaningful lives that honour God and contribute positively to society.

At Jabneh, we have been saying that our icons are “under construction.”

The work is ongoing, the plan is purposeful, and the Builder is faithful.

We are grateful to partner with you in this important construction project.

Together, let us build icons that will withstand the challenges of life.

Sports Day the Jabneh Way

Jabneh Christian Academy , , , , , , ,

At Jabneh Christian Academy, everything we do is intentional, every moment, every event, every icon. Sports Day is no different. While it is filled with fun and excitement—even happening on the last day of school—our focus remains on development, inclusion, and celebrating growth. For us, Sports Day is a platform to highlight abilities, build capacity, and reinforce key developmental goals.

As a school, we begin planning immediately and prayerfully, drawing on the creative nature of our God to inspire us to do better with each passing year. We are inviting our parents to join us in this effort. Consider incorporating some of the developmental activities you saw on Sports Day into your home routines. Revisit the posts and updates we’ve shared throughout the school year. Let’s work together to strengthen the icons’ growth beyond the classroom.

We are incredibly proud of every icon who participated. Even those who didn’t win in every race displayed tremendous effort, and we saw their abilities. At Jabneh, inclusion is not optional; it is our culture. We celebrate every icon.

To the parents who came out, you were like sparks of joy and encouragement. Thank you.

To our tuck shop supporters, thank you for your contributions to the day’s success.

To Uncle Mark, who stayed behind to ensure everything was secured, thank you.

To our PTA President, Auntie Christina, who took the time to clean the classroom, thank you.

To Auntie Kerry-Ann D., thank you for returning to wash items used during the day.

To Auntie Chriss-Ann, our dedicated volunteer marshal, thank you.

To Uncle Jakim, who prepared the entire track and football field on his own days leading up to the event and assisted in training the icons for the events, then on the day, managed the music, jumping events, ball throws, refereed the football match, and even handled the digital finish line, thank you for your tireless and passionate service.

To Auntie Jurlyn, thank you for that delicious pudding!

To Uncle Kirk—word has it the Avoiding the Way of Fools mocktail was refreshing and uplifting. Thank you, and thank you to Auntie Nicola for your labour of love in the cafeteria.

Auntie Rita, our faithful fritters maker, your hard work, humility, and love for Jabneh do not go unnoticed. Thank you.

Auntie Roshelle—juggling work and Sports Day, and assisted in making snow cones, thank you.

Indeed, we are one big family. We give thanks for every effort made in love, every task completed in excellence, and every hand extended in support.

See you all on Tuesday at the Prize-giving and Award Ceremony.  Come out and support your icons, The Jabneh Way.

Little Hands at Work: The Power of Ripping Paper to Develop Fine Motor Skills

Jabneh Christian Academy , , , , , , , ,

At Jabneh Christian Academy, the zone of optimal performance, we believe that every moment holds the potential for learning—and that even the simplest activities can lay a powerful foundation for lifelong growth. One such activity that often goes unnoticed, yet plays a crucial role in early childhood development, is ripping paper.

Yes, you read that right! That crumpled piece of scrap paper or yesterday’s newspaper can become a tool of transformation in your child’s hands.

What Are Fine Motor Skills and Why Do They Matter?

Fine motor skills involve the use of small muscles in the hands and fingers. These skills are essential for tasks such as writing, buttoning, tying shoelaces, and even feeding oneself. When children strengthen these muscles early, they are better prepared for academic tasks like pencil grip and handwriting—and for confidently navigating everyday life.

How Ripping Paper Helps

Ripping paper may look like play, but it’s actually a valuable sensory and muscle-building activity. It:

  • Builds hand and finger strength
  • Enhances hand-eye coordination
  • Encourages bilateral coordination (using both hands together)
  • Stimulates creativity and focus

At school, we incorporate this activity during art, letter formation exercises, and even in calming sensory play. The joy on the children’s faces as they tear and explore is matched by the quiet progress they are making in their developmental journey.

Ideas for Parents: Turn Tearing Into Teaching

We encourage our Resilient Parents to support this learning at home! Here are some fun, simple ways to do that:

  • Tear and Paste Art: Give your child different coloured paper to tear and glue onto shapes, letters, or numbers.
  • Texture Play: Use materials like tissue, newspaper, construction paper, cereal boxes and cardboard to explore how different papers tear.
  • Tear to Create: Make flowers, animals, or even collages—no scissors needed!
  • Bible Story Collage: After reading a story, let your child create a scene using torn paper to retell it.

A Word of Encouragement

In a world filled with screens and fast-paced routines, pausing for a paper-tearing session may seem small—but it’s a beautiful invitation for your child to explore, engage, and grow. Let’s partner together in these tiny, intentional moments that shape our icons into confident, capable learners.

Together, at school and at home, we are raising mighty builders—one little rip at a time.

With grace and growth,
Rev. Dr. Natasha Francis-Campbell
“Train up a child in the way he should go…” – Proverbs 22:6

Wedding Day Role Play @ JCA- Celebration Time

Jabneh Christian Academy , , , ,

Term: 1

Theme: Celebrations

Sub Theme: Wedding

Group: 4-Year-Olds

A wedding is a special ceremony in which a man and a woman become married to each other.

Weddings are very joyous occasions for families but not all families celebrate weddings. 

 We celebrate when we feel happy, proud, and excited about something. A wedding is a special celebration.

Usually, an invitation to a wedding is issued and the recipients are expected to confirm their intention to attend the wedding by responding to the invitation.

Families take many photographs at weddings

Special clothes are made to wear to weddings using a variety of fabrics. Some fabrics are plain, and some have patterns, e.g. floral, striped, and plaid.

Some fabrics have different textures, e.g. smooth (silk, satin), coarse (linen), thin, and thick.

 The bride usually wears a special white dress called a gown. The bridesmaids also wear special dresses that look alike. The groom wears a special suit and the groomsmen dress up in matching suits.

 

Most married couples wear special rings on their ring fingers.  Do you know which finger is the ring finger?  

Most wedding ceremonies are held in a church, but some are held in other places, e.g. hotels, gardens, and homes.

After the wedding ceremony, there is usually a reception where we talk, give a toast, eat, drink, dance and have fun together. The reception is one of the ways that the bride and groom show their appreciation to the attendees. It is called a reception because it is the first time the bride and groom receive society as a married couple. 

 

We eat different foods such as chicken, fish, beef, pork, vegetables, rolls, cakes and fruits at the reception. Some people are vegetarians and eat no meat but only food from plants.  They are provided for as well.

Foods have different tastes, e.g. salty, peppery/spicy, sour, and sweet.

There is usually a special wedding cake with pretty decorations that the bride and the groom cut to eat and share with others.

 

We dance to different kinds of music at a wedding reception. We can move the bodies that God made in different ways, e.g. to the left, right, in front of, behind, beside others or objects.

We must be respectful to others when we speak, play, dance and eat with them at the reception.

The months of June and July are very popular for weddings.

 June is the sixth month of the year; July is the seventh month of the year.

A wedding is conducted by a marriage officer.

At Jabneh Christian Academy our aim is to make learning stick.  Guess what?  Having taught our icons about weddings during the last week of term 1, intentionally, we had a wedding and the reception as our end-of-term event.  Take a look.  Tell us what you think.