Impact of inclusive education on adolescents' well-being and social development in Sri Lankan school contexts: A study on gender-sensitive teaching practices

Abstract

Background: Adolescence represents a critical developing period characterized by identity formation, psychological well-being, and social development. Inclusive education is a teaching approach where all students, regardless of differences, learn together with equal opportunities and support to succeed. Yet, empirical investigation on educational practices on mental health and social interactions across various gender identities remains limited in the Sri Lankan context so far. This study explored the impact of inclusive education of young adults (age 13-18) on their psychological well-being and social development, examining the influence of gender-sensitive teaching significantly on their self-esteem, mental health, and peer relationships in their education system. Method: The study contained a mixed method research methodology, including semi-structured interviews with a purposive sample of 20 participants. The study comprised of secondary school students with parental consent representing diverse gender identities, 6 teachers, and 2 school counselors. The sample was found from a selected school in Puttalam district, and the thematic analysis was used as the data analysis method. Results: The study found that adult children in inclusive schools had higher self-esteem, better friendships, and a stronger sense of belonging. Teachers also reported using gender-sensitive teaching methods would lead to more student engagement and less gender-based discrimination in classrooms. However, challenges like inadequate teacher training and resistance from some administrators make it difficult to fully implement inclusive practices in the education system in Sri Lanka. Conclusion: In conclusion, this study suggested that inclusive education positively influenced adult children's psychological well-being and social integration. It is recommended that schools should prioritize the provision of comprehensive gender-sensitivity training for teachers and educators.