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A study of teacher awareness and practices on the safety of teaching aids used for pre-school children in Sri Lanka
(International Conference on Child Protection 2025, University of Kelaniya, Sri Lanka., 2025) Shalani, H. L. N.; Seneviratne, P.
Background: Using teaching aids for pre-school children is crucial for promoting a child's holistic development, enhancing classroom interactivity and delivering high-quality lesson content. Ensuring the child's safety during the use of teaching aids in the teaching-learning process is significant. Despite the widespread adoption of numerous teaching aids, there is a deficiency of systematic attention to protection measures and safety standards in pre-school education settings. While the research on the protection of pre-school children in relation to teaching aids is globally existing but locally extremely limited. The main objective of this study is to assess and enhance their awareness of protection and safety awareness of regulations on teaching aids. Method: A total of 78 pre-school teachers were randomly selected from the Colombo district for this survey study. Missing and neutral responses were excluded from the data list. A pilot and validated questionnaires with a 5-point Likert scale were distributed to participants. Alpha value is 0.715. Descriptive statistics consist of frequency distribution and graphic presentation, which were utilized to represent demographic data and summarize responses of teachers in relation to teachers' perceptions of safety awareness on teaching aids. Results: Chi-square test tests were conducted to analyze responses by sector, educational qualifications, ethnicity, income level of teachers to determine whether these variables influence the responses ( (r=0.8; P<0.01). The findings reveal that the current teacher awareness of safety guidelines and regulations on teaching aids is considerably satisfactory, but they face challenges such as limited, insufficient training on using digital teaching aids safely, the government and responsible authorities not offering high-quality teaching aids and limited time for monitoring and maintaining teaching aids safely. Conclusions: The study recommends enhancing professional training on safe use and maintaining teaching aids, strengthening government support, and increasing adequate funding for pre-school classroom infrastructure. Also, incorporating safety awareness guidelines into teacher guides.
An exploratory study on the role of inclusive education in promoting equitable educational development in Sri Lanka
(International Conference on Child Protection 2s025, University of Kelaniya, Sri Lanka., 2025) Illangasingha, I. P. D.
Background: Inclusive education, which involves integrating children with special needs into mainstream classrooms, is considered essential for achieving equitable educational development in the 21st century. In Sri Lanka, the concept has gained attention, but significant challenges remain in implementation. This study aims to explore the role of inclusive education in promoting educational equity and to identify the key challenges and benefits associated with its practice in the Sri Lankan context. Method: This exploratory study was conducted in the Kandy District from January to March 2024. The research involved one special education school and four general education schools. A qualitative methodology was adopted, with data collected through teacher interviews, structured questionnaires, and direct classroom observations. The data were analyzed using thematic analysis. Results: The study revealed several critical barriers to the successful implementation of inclusive education; teachers in 4 out of 5 schools reported a lack of essential resources such as learning aids, accessible infrastructure, and specialized equipment, over 60% of participants expressed concern about inadequate training for teaching students with special needs, classroom observations indicated a reliance on exam-oriented, teacher-centered methods, with limited use of inclusive teaching strategies, teachers also identified negative societal attitudes, including peer discrimination and low levels of parental involvement, as major challenges. Conclusions: The findings emphasize the need for systemic improvements to support inclusive education. Recommendations include implementing targeted teacher training programs, raising public awareness about inclusive practices, and providing assistive technologies such as wheelchairs, hearing aids, and Braille devices. Additionally, a shift toward student-centered pedagogy is crucial for enhancing learning outcomes. These efforts are essential to ensure that inclusive education contributes effectively to equitable educational development in Sri Lanka.
A retrospective study on the child abuse cases reported in Sri Lanka from 2010 to 2023
(International Conference on Child Protection 2025, University of Kelaniya, Sri Lanka., 2025) Patabandige, N. S. M.; Kaushalya, I. T. M. S.
Background: Child abuse is a critical public health and social issue in Sri Lanka it affecting children's safety and well-being. Despite ongoing efforts, reporting and incidence patterns vary due to socio-economic factors, cultural attitudes, and policy changes. This study was conducted to analyze the trends and characteristics of child abuse cases reported nationally from 2010 to 2023, aiming to inform policy and improve child protection systems. Methods: Secondary data on child abuse cases reported to the NCPA from 2010 to 2023 were collected and categorized by abuse type. Data entry and descriptive statistical analysis were performed to identify temporal trends, district-level variations, and prevalence of abuse categories. Results: During 2010-2023, nearly 70,000 child abuse cases were reported to Sri Lanka's National Child Protection Authority, with the highest annual total in 2021 (11,187 cases), including 2,741 cases of cruelty and 947 of sexual harassment. Colombo and Gampaha districts consistently reported the most cases, likely due to robust awareness and reporting systems, while post-conflict northern districts like Kilinochchi and Mannar showed increasing trends after 2013 as child protection infrastructure improved. Cruelty to children rose sharply by 203% from 2010 to 2021, whereas rape cases declined substantially from 691 in 2013 to 45 in 2023. Other prevalent forms included lack of compulsory education (peaking at 1,570 in 2023) and neglect (2,005 in 2022). Reporting dipped in 2020 during the COVID-19 pandemic, likely due to movement restrictions and reduced service access, but rebounded in 2021 as restrictions eased and delayed cases surfaced. These results highlight both persistent high prevalence and shifting patterns of child abuse reporting, shaped by public health crises, economic challenges, and regional disparities in protection services. Conclusion: The high prevalence of cruelty, sexual harassment, and neglect continues to be associated with the reports of child abuse that differ among regions. To such extent, strengthening region-specific policies, heightening awareness and access to child protection services for all is essential. Recommendations include increasing community based interventions, improving reporting infrastructure in rural and post-conflict areas, and addressing sociocultural barriers to reporting.
Challenges to children's rights in the mega teledrama industry in Sri Lanka: Focus on the right to survival and development
(International Conference on Child Protection 2025, University of Kelaniya, Sri Lanka., 2025) De Silva, T. H. R.
Background: This research attempts to study how the survival and development rights of children are subtly violated in the mega teledrama industry. With the emergence of teledrama as an industry, there has been a growing trend toward the production of mega teledramas. It has become common to employ children as actors and actresses to attract audiences, which often leads to the violation of various children's rights. In this context, this study seeked to address the following research question; Despite the potential of teledramas to contribute to social development, why are children's rights challenged in the mega-teledrama industry? Method: A qualitative method was employed to collect data, including observations and in-depth interviews with field experts. The key findings of the research reveal that child actors/actresses have been purposely commercialized within Sri Lanka's mega teledrama industry. Children's rights to survival and development are subtly violated as child actors in the mega teledrama industry are engaged in part-time child labor. Producers shape children's characters according to their own vision, effectively redefining childhood through these portrayals. After years of acting in mega tele dramas that extend beyond 100 episodes, child actors begin to internalize their on-screen characters, influencing their real-life identities. This prolonged exposure leads to lasting psychological and behavioral effects. In the process, children's rights, such as freedom of expression, the right to grow and live freely, and access to education, are subtly violated. Conclusion: Accordingly, this research reveals that the absence of a legal and policy framework concerning the use of child actors in Sri Lanka's mega teledrama industry has led to the subtle violation of their rights to survival and development. In this context, to safeguard all children's rights while ensuring the sustainable development of the mega teledrama industry, a robust legal framework must be established, supported by a systematic institutional mechanism for effective implementation.
Gender differences in lifestyle modifications adopted by medical undergraduates of the Faculty of Medicine, University of Kelaniya in response to economic changes in Sri Lanka
(International Conference on Child Protection 2025, University of Kelaniya, Sri Lanka., 2025) Perera, A. D.; Perera, W. N. S.; Dilhara, M. K. A.; Diluxshi, S.; Dineshika, N. T.; Dissanayaka, D. M. A. M.; Dilshan, H. A. P.
Background: The Sri Lankan economy has recently faced challenges, including rising inflation and increased unemployment, impacting various sectors including university undergraduates. This study aims to identify the gender differences in coping strategies adopted by medical undergraduates at the Faculty of Medicine, University of Kelaniya and describe the effects of those on their economic stress. Method: A cross-sectional study was conducted among 302 medical undergraduates. Data was collected using a self-administered questionnaire including demography, coping strategies, and the APR Financial Stress Scale which represents affective (A), physiological (P), and relational (R) aspects of financial stress. Results: The sample comprised 191 males (63.2%) and 111 females (36.8%). Approximately 74.8% (n=83) of females and 58.6% (n=112) of males reported that lifestyle modifications were necessary following economic crisis. The APR Financial Stress Scale revealed a mean stress score of 2.3575 (out of 5) for the entire sample, with no statistically significant difference between genders (p=0.294). Females were more likely to modify learning strategies (84.7%) (n=94), engage in religious activities (82%) (n=91) and share expenses with roommates or friends (72.1%) (n=80) as coping strategies. Frequent engagement in extracurricular activities (71.7%) (n=137) and reduced personal grooming expenses (67%) (n=128) were observed in males. While no significant difference in the overall extent of coping strategies was found between genders (p=0.413), female students were significantly more likely to take student loans (p<0.001). Regression analysis indicated that students employing greater extent of coping strategies reported higher levels of feelings of depression, hopelessness, reduced self-confidence, fear, anxiety, and worry about their financial situation. Conclusion: The economic crisis did not significantly impact on most medical undergraduates. In the affected group, both genders were similarly impacted, prompting students to adopt various coping strategies. Findings highlight the importance of establishing targeted support systems, such as financial aid programs and mental health services, to navigate financial stress and maintain academic performance.