Foundation Helps to Instil Confidence in PEP Students

With the Primary Exit Profile (PEP) examinations fast approaching on April 29 and 30, hundreds of grade-six students across Clarendon and St. Catherine are feeling the familiar mix of anticipation and anxiety.

For many, however, that anxiety is being transformed into confidence and determination, thanks to the Powered Up for PEP tour, an impactful motivational initiative led by the Marsha Smalling Elevator Foundation.

Over the past several weeks, the Foundation has visited 11 primary institutions, including Richmond Park Primary, Effortville Primary, Mineral Heights Christian Preparatory School, Chapelton Primary, McCook Infant and Primary, Hayes Primary, Freetown Primary, Alley Primary, Gravel Hill Primary, Rest Primary, and Racecourse Primary and Infant School.

At each stop, the team has delivered a carefully designed programme that blends affirmations, interactive activities, practical study strategies, and motivational talks, all aimed at equipping students with the mindset and tools needed to excel.

The sessions have proven to be more than just academic boosters; they are confidence-building experiences. Students are encouraged to express their fears, engage in group activities, and adopt positive habits that will carry them through, not only in their examinations but also their broader educational journeys. Each participant also received a ‘PEP Kit’, further reinforcing the initiative’s commitment to preparation and support.

At Racecourse Primary and Infant School in Clarendon, the final stop of the tour, Head Boy, Khalil Duffus, expressed heartfelt appreciation for the experience. In a lively and emotional address, he thanked the Foundation for what he described as a “memorable” and much-needed intervention.

Khalil noted that the guidance provided, particularly on time management and focus, would play a critical role in his preparation. Confident in his abilities, he shared his aspiration to attend Glenmuir High School, following in the footsteps of his family members, and ultimately become a multi-business owner.

Similarly, Head Girl, Kavanese Ranger, described the session as both encouraging and transformative. She highlighted the importance of overcoming fear and maintaining perseverance, lessons she believes will help her secure a place at Denbigh High School.

With dreams of becoming a midwife, Kavanese expressed gratitude to the Foundation for helping students to build resilience and self-belief, noting that the session reminded them to “never give up”.

Principal, Monica Smiley, described the day as “awesome” and “powerful”, emphasising the relevance of the session’s core principles, which include placing God at the centre of students’ efforts.

She noted that while teachers consistently encourage students to adopt effective study habits, the session reinforced those messages in a fresh and engaging way.

Importantly, she pointed out that many students admitted to studying in bed, something the Foundation strongly discouraged, prompting the school to implement structured study practices moving forward.

Grade-six teacher, Latoya Robinson, expressed confidence that the session would positively influence students’ performance, describing it as “the icing on the cake”, following months of preparation by educators.

She also highlighted the progress students have made since the disruptions caused by the COVID-19 pandemic, noting an encouraging upward trajectory in academic performance.

With strong parental involvement and committed teaching staff, she believes the students are well-positioned for success.

The impact of the initiative extends beyond Clarendon. At McCook Primary and Infant School in St. Catherine, Head Boy, Jalani Harris, shared that the session provided valuable insights into exam techniques and common challenges.

He described the experience as both interesting and motivating, expressing confidence that it would help him achieve his goal of attending Wolmer’s Boys’ School.

Guidance Counsellor, Odette Johnson, underscored the importance of such interventions, noting that students often benefit from hearing guidance from voices outside their immediate school environment.

At the heart of the initiative is Dr. Marsha Smalling, Head of the Foundation, whose vision is rooted in empowering young people to unlock their full potential.

Drawing on her experience as a former primary-school teacher and principal, Dr. Smalling explained that the Foundation aims to “elevate, educate and empower” students, helping them to build confidence, develop discipline, and embrace a growth mindset.

 

Central to her message are practical strategies and motivational tools. Students are encouraged to adopt healthy study habits such as creating dedicated study spaces, forming study groups, and practising past papers.

Equally important is maintaining proper nutrition and rest, with Dr. Smalling emphasising the role of wholesome foods like fruits and vegetables in fuelling the brain. She also urged students to minimise distractions, particularly from social media, and to prioritise their academic goals.

One of the most memorable aspects of the sessions is the introduction of her personal mantra: ‘Push, Press, Persevere’. This simple yet powerful phrase has resonated deeply with students, serving as a reminder that success requires consistent effort and determination. Through chants, discussions, and real-life examples, students are encouraged to internalise this mindset and apply it throughout their preparation.

As the countdown to PEP continues, the Powered Up for PEP tour stands as a testament to the impact of community-driven educational support. By addressing both the academic and emotional needs of students, the initiative is helping to create a generation of confident, focused, and resilient learners.

For many of the participants, the experience has not only prepared them for an examination but has also inspired them to believe in their ability to achieve their dreams.

Grade-six teacher at Alley Primary School, Tamra Green-Steadman, also expressed strong confidence in the positive impact of the Powered Up for PEP session on her students.

 

She noted that the initiative provided practical, easy-to-follow strategies to help students approach examination questions more effectively, while also addressing critical areas such as managing anxiety.

Emphasising the importance of proper preparation, she encouraged students to maintain familiar routines, including eating a healthy breakfast on exam days and avoiding unfamiliar foods that could cause discomfort.

She further shared that the session has already begun to yield noticeable improvements, particularly among students who previously struggled with confidence.

“We expect our students to do their optimum best,” she said, pointing out that months of consistent studying and practice have laid a solid foundation for success.

Mrs. Green-Steadman also extended gratitude to the Foundation for its timely intervention, highlighting that with 29 students preparing for the exams, the support has been both meaningful and impactful.

The primary objective of PEP is to assess students’ academic readiness for secondary school and provide a profile of their strengths and weaknesses. It replaces the Grade Six Achievement Test (GSAT) and aims to evaluate not only students’ knowledge but also their critical thinking and communication skills.