LAUSR

ABSTRACT Though violence in schools is a highly topical issue, very few studies have examined the issue in early years classrooms in the Caribbean. Using Jamaica and Belize as case studies, four teachers were interviewed to ascertain how they respond to children from harsh ecological environments in which they teach. Using thematic analysis, the findings suggest teachers’ limited knowledge in helping children. Teachers acknowledge fears for themselves and students. They also depend on intuitive knowledge from their years in the school system to help children. The findings also support the need for ongoing professional development for which will enable them to better meet the needs of young children. The implications of the findings on early childhood teacher education are also discussed.