Abstract :

Child protection and well-being are central priorities within education systems worldwide, including Sri Lanka. Although national safeguarding policies exist, implementation remains uneven, revealing a gap between policy intent and everyday practice. This study examines how Sri Lankan schools interpret and operationalize child-protection awareness within their institutional, sociocultural, and community contexts. A stratified sample of schools and a purposive sample of stakeholders were drawn from the Piliyandala Educational Zone in Western Province. Using a mixed-methods exploratory sequential design, surveys were administered to teachers (n = 120) and students (n = 300) across twelve urban, semi-urban, and rural schools, alongside semi-structured interviews with principals and child-protection officials (n = 25). Quantitative data were analyzed through descriptive statistics and chi-square tests, and qualitative data were examined thematically. Findings show that schools adopt varied approaches to safeguarding shaped by resources, staff capacity, and community influences. Student awareness of protection concepts was high, yet teacher preparedness was limited, with only 12 percent receiving formal training in trauma support. Institutional mechanisms also varied: Child Protection Committees existed in 42 percent of schools, with only 23 percent functioning effectively, and urban schools showing stronger compliance. Schools relied on internal programmes, government-led initiatives, and NGO-supported activities, although these efforts were fragmented and reactive rather than coordinated. Sociocultural factors, including stigma, hierarchical communication norms, parental instability, and community-level risks—restricted disclosure and weakened prevention. Concerns about confidentiality reduced the use of formal reporting structures, while emerging digital pathways appeared promising within ongoing education reforms. Overall, the study highlights a structural and cultural misalignment between national child-protection commitments and their enactment in schools. Strengthening teacher training, building institutional capacity, expanding community partnerships, and developing secure reporting systems are essential for protective and responsive learning environments. The study provides evidence to guide policy refinement, curriculum development, and targeted safeguarding interventions within Sri Lanka’s education sector.

---

Keywords :

Child protection, Protection literacy, Teacher capacity, Reporting mechanisms, Sociocultural barriers

---

References :

1. Asio, John Mark R., et al. “Child Protection Policy Awareness of Teachers and Responsiveness of the School: Their Relationship and Implications.” Shanlax International Journal of Education, vol. 9, no. 1, 2020, pp. 1–10.
2. Begum, A. R. F. (2020). Psychological and emotional difficulties confronting school students in the post-war context of Eastern Sri Lanka. KALAM – International Research Journal, 13(2), 33–41.*
3. De Silva, T. H. A. S., Siddhisena, K. A. P., & Vidanapathirana, M. (2022). Types and determinants of child abuse in Sri Lanka. Asian Review of Social Sciences, 11(1), 36–44. https://doi.org/10.51983/arss-2022.11.1.3077
4. Jayaweera, S. (2020). Child protection in Sri Lanka’s education system: A critical review. Sri Lanka Journal of Social Sciences, 43(1), 15–28. https://doi.org/10.4038/sljss.v43i1.7967
5. Kovinthan Levi, T. (2019). Incremental transformations: Education for resiliency in post-war Sri Lanka. Education Sciences, 9(1), 11.
6. Marivic Latayan Han-Awon (2025). Child Protection in Educational Settings: A Systematic Review of Teacher Awareness and School-Based Interventions. International Journal of Research and Innovation in Social Science (IJRISS), 9(03), 4751-4762. https://doi.org/https://dx.doi.org/10.47772/IJRISS.2025.903SEDU0342
7. Ministry of Education. (2018). National Child Protection Policy Framework for Schools. Ministry of Education, Colombo.
8. Ministry of Education. (2019). Circular 25/2019: Guidelines for child-friendly school environments. Ministry of Education, Colombo.
9. National Child Protection Authority. (2022). Annual report on child safety and school intervention National Child Protection Authority.
10. National Child Protection Authority. (2023). Longitudinal audit of school-based child protection programs in Sri Lanka. National Child Protection Authority.
11. (2021). Education Policy Outlook 2021: Shaping Responsive and Resilient Education in a Changing World, OECD Publishing Paris. http://doi.org/10.1787/75e40a16-en
12. Pacheco, E. M., et al. (2022). How schools can aid children’s resilience in disaster settings. Current Psychiatry Reports, 24(10), 535–545.
13. Perera, M. (2021). Institutional cultures and child disclosure patterns in Sri Lankan secondary schools. Asian Education and Development Studies, 10(3), 274–289.
14. Piaget, J. (1952). The origins of intelligence in children. International Universities Press.
15. Samarasinghe, B. G. I. M., & Chandrakumara, C. (2021). Psycho-social issues faced by child mothers in Sri Lanka. In Proceedings of the 7th International Research Conference on Humanities & Social Sciences (IRCHSS 2021). University of Sri Jayewardenepura. https://doi.org/10.2139/ssrn.3808944
16. Save the Children (2016). From participation to empowerment – Including feedback from children in evaluating and improving services. Save the Children.
17. Save the Children. (2020). Child protection systems in Sri Lankan schools: Progress and challenges. Save the Children.
18. The Alliance for Child Protection in Humanitarian Action & Inter-agency Network for Education in Emergencies (INEE).(2022). Child labour and education in humanitarian settings
19. (2021). Education for Sustainable Development: A roadmap. UNESCO, Paris.
20. (2021). Transformative education (Policy brief).
21. (2022). The SDG 4-Education 2030 High-Level Steering Committee’s contribution to the 2022 High-Level Political Forum on Sustainable Development.
22. (2022). National Education Vulnerability Assessment: Sri Lanka. UNICEF.
23. Vithana, C., Lokubalasooriya, A., Pragasan, G., & Wickramasinghe, N. D. (2023). Effectiveness of an educational intervention to promote psychosocial well-being of school-going adolescents in Sri Lanka. BMC Public Health, 23, Article 2030.