Aberdeen High Students Put Skills to Work Rebuilding School’s Tuck Shop

For several students enrolled in Building Construction and Electrical Technology at Aberdeen High School in St. Elizabeth, the skills they were acquiring in the classroom were seen as steppingstones towards future careers.

Few anticipated, however, that they would be called upon to put those very skills into practice while still in school.

That opportunity arose in the aftermath of Hurricane Melissa, which left widespread damage across the institution, including the school’s tuck shop.

Principal, Audley Feare, explains that the storm dismantled the structure and affected several sections of the campus, creating an urgent need for swift recovery.

Faced with the urgent task of restoring the tuck shop, Building Construction teacher, Patrick Wint – the mastermind behind the proposal – placed his confidence in the students’ abilities and challenged those in grades 10 and 11 to take on the project.

At first, some students dismissed the idea of undertaking the reconstruction themselves as a joke. Yet once it became clear that the challenge was genuine, many embraced the opportunity with enthusiasm, recognising that their efforts would leave a meaningful and lasting contribution to their school.

The project was largely funded by past students of the former Aberdeen Primary and Junior School, Zethroy Pennicott and Shannon Baruch.

Under the guidance of Mr. Wint and other members of the Technical-Vocational Department, the students rose to the challenge and began rebuilding the structure – a process that spanned from January to March.

Equipped with classroom knowledge, practical skills, and determination, the students transformed the plywood structure – once decimated and swept away by hurricane winds – into a sturdier, more spacious facility, complete with an improved layout and a fresh artistic finish.

Not only was the tuck shop rebuilt but the project also stood as a powerful symbol of resilience and perseverance regained by both students and staff.

“I felt nervous at first… but after a while, I grew excited,” recalls Building Construction student Deshaun Smith.

The work was anything but easy. As reconstruction advanced, students had to contend with difficult conditions left in the hurricane’s wake, including the loss of electricity.

With no steady power supply, they were forced to rely on generators to operate their tools and press forward. Yet despite these obstacles, their commitment to the task never wavered.

Meanwhile, Electrical Technology teacher Fitzroy Dillon notes that these challenges became valuable learning opportunities for the students.

“It provided an opportunity for students to learn that conditions will not always be ideal, and that successful tradesmen must often adapt and find solutions when resources are limited,” he points out.

The project demanded, not only technical expertise but also clear communication and close cooperation as students worked together to achieve a common goal.

“It was incredible. Everybody worked together as one,” says Building Construction student, Shamair Nelson, reflecting on how the project helped shape his teamwork skills.

Shamair, who also assisted with roofing during the reconstruction, explains that the experience pushed him beyond his comfort zone, pointing out “I was afraid of heights, but I overcame my fear.”

Head of the Skills Department, Kemar Spence, emphasises that the initiative offered practical learning experiences extending well beyond the classroom walls.

He notes that the project allowed students to apply theoretical concepts in real-world circumstances, giving them the chance to see classroom lessons put into practice while sharpening their critical-thinking and problem-solving skills.

For many, the greatest source of pride came from knowing that the completed structure would serve and benefit generations of students yet to come.

“I’m proud knowing that the younger students, especially the new grade sevens, will be able to enjoy the tuck shop we built,” states Building Construction student Kimani Allen.

Others reflect on the deep satisfaction of watching a project rise from the ground up, built with the very skills they acquired in the classroom.

Meanwhile, Mr. Feare expresses hope that the experience will reinforce the enduring value of hard work, teamwork, and perseverance among the participants, noting “they were able to tangibly see the results of hard work and concerted effort”.

Beyond demonstrating technical proficiency, the students displayed initiative, adaptability, and a willingness to step up when their school community needed them most.

They hope the project will inspire neighbouring schools, showing that young people can play an active role in rebuilding communities that have faced similar destruction.

“The work that we have done with our own tuck shop could inspire other schools to do the same thing, especially schools that were really damaged after Hurricane Melissa,” notes student, Deshaun Smith.

The students believe their accomplishment stands as clear evidence that Jamaica’s future workforce is in capable hands.

Encouraging other young people to explore technical-vocational fields, grade-10 student Demarley Barnaby emphasises that skills training provides practical opportunities, opens valuable career pathways, and offers the chance to make meaningful contributions to society.

Meanwhile, the efforts of the students at Aberdeen High did not go unnoticed. The school formally recognised their contribution to the reconstruction project – an acknowledgment of the dedication and commitment they displayed throughout the undertaking.

Principal Feare argued that technical and vocational education plays a vital role in national development, pointing out that Jamaica continues to face shortages across several skilled trades.

“I think the ‘tech-voc’ area really needs more attention. I think whatever stigma that we have… has to go out the window. So it should be treated in terms of how we want to have Jamaica be… a community that can be self-sustaining,” he says, adding that students equipped with practical skills will be essential to meeting the country’s future workforce demands.

Mr. Feare further underscored the importance of innovative teaching and learning approaches that can inspire other schools to cultivate problem-solving skills, particularly in subject areas that are interconnected, such as mathematics and building constructions.

He also indicates that the success of the reconstruction effort has opened the door for future student-led initiatives, including projects aimed at beautifying and enhancing the school environment.

For Principal Feare, the rebuilt tuck shop represents far more than a restored structure.

It stands as proof that, when given opportunity, guidance, and trust, young people can rise to challenges, surpass expectations, and contribute to building a stronger Jamaica.