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INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,
MANAGEMENT & APPLIED SCIENCE (IJLTEMAS)
ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XV, Issue V, May 2026
Effects of School-Based Psychosocial and Health Support Interventions on
Educational Outcomes Among Children from Disrupted Family
Backgrounds in Sri Lanka: A Mixed-Methods Study
Dilip H. L¹, Nadhee P. W.², Kevin H. L³
¹ Consultant in Medical Administration, Ministry of Health, Sri Lanka
² Deputy Principal, Sri Subodhi Vidyalaya, Battaramulla, Sri Lanka
³ BSc (Hons) Student, International Tourism and Event Management, Northumbria University, United
Kingdom
DOI: https://doi.org/10.51583/IJLTEMAS.2026.150500229
Received: 25 May 2026; Accepted: 30 May 2026; Published: 18 June 2026
ABSTRACT
Background: Children from disrupted family environments frequently experience emotional distress, reduced
supervision, poor school attendance, limited educational support, and adverse health outcomes. These factors
negatively affect academic achievement, classroom engagement, and psychosocial development. Although
school-based psychosocial and health support interventions have demonstrated effectiveness internationally,
evidence from Sri Lanka remains limited.
Objective: To examine the effects of school-based psychosocial and health support interventions on educational
outcomes among primary school children from disrupted family backgrounds in Sri Lanka.
Methods: A mixed-methods study was conducted among 150 students enrolled in Grades 3–5 from five schools
in the Rajagiriya Education Zone, Sri Lanka. Participants were identified through welfare records, counselling
referrals, teacher recommendations, and school administrative records. Quantitative data were collected using
academic records, attendance reports, and structured questionnaires assessing motivation, confidence,
engagement, and perceived support. Qualitative data were obtained through semi-structured interviews with
teachers and school administrators and through classroom observations. Quantitative findings were analysed
using descriptive statistics, while qualitative data were analysed thematically.
Results: The study included 150 children from disrupted family environments. Female students consistently
demonstrated higher academic performance, attendance, classroom participation, and confidence than male
students. Academic outcomes improved progressively from Grade 3 to Grade 5. Major barriers affecting
educational achievement included emotional distress, poor concentration, absenteeism, low motivation,
inadequate parental support, and socioeconomic hardship.
Students who received school-based health support—including nutritional assistance, routine health screening,
counselling referrals, and teacher-led psychosocial support—demonstrated better attendance, participation, and
educational engagement. Teachers were identified as key protective factors through individualized support,
positive relationships, and emotionally supportive classroom environments. However, limited formal training in
trauma-informed education and inadequate counselling resources constrained intervention effectiveness.
Conclusion: School-based psychosocial and health support interventions contribute substantially to improved
educational outcomes among children from disrupted family backgrounds. Strengthening trauma-informed
teaching, counselling services, school health programmes, and multi-sectoral collaboration between education,
health, and child protection sectors is essential to improve educational equity and child well-being in Sri Lanka.
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INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,
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ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XV, Issue V, May 2026
Keywords: Disrupted family backgrounds, psychosocial support, school health services, trauma-informed
education, educational outcomes, child well-being, Sri Lanka
INTRODUCTION
Educational achievement is a key determinant of lifelong health, socioeconomic opportunity, and well-being.
Despite substantial progress in education, vulnerable children in Sri Lanka, particularly those from disrupted
family backgrounds, continue to experience educational inequalities (UNICEF Sri Lanka, 2019; UNESCO,
2021).
Family disruption, including parental separation, migration, bereavement, abandonment, and domestic conflict,
can negatively affect children's emotional well-being, attendance, motivation, and academic performance
(Amato, 2010; Conger & Donnellan, 2007).
These challenges are often compounded by poverty, inadequate supervision, and limited social support. In the
Rajagiriya Education Zone, many children from disrupted family environments face multiple social and
educational disadvantages.
Schools therefore play a critical protective role by providing psychosocial support, counselling, nutritional
assistance, health screening, and positive adult relationships (Cole et al., 2013; WHO, 2021).
This study examined the effects of school-based psychosocial and health support interventions on academic
performance, attendance, educational engagement, and psychosocial well-being among primary school children
from disrupted family backgrounds in Sri Lanka. The findings aim to inform policies and interventions that
promote educational equity and child well-being (UNESCO, 2021; WHO, 2021).
Background and Rationale
Family disruption is increasingly recognized as both an educational and public health concern. Children affected
by parental absence, separation, migration, bereavement, or domestic instability often experience emotional
distress, weakened social support, inadequate supervision, and reduced educational assistance.
The Family Stress Model suggests that family instability affects children's outcomes through disrupted
caregiving, increased psychological stress, and reduced emotional security. Similarly, Bronfenbrenner's
Ecological Systems Theory emphasizes that child development is influenced by interconnected systems
including family, school, community, health services, and policy environments.
International evidence demonstrates that trauma-informed educational approaches, school counselling services,
social-emotional learning programmes, nutritional interventions, and school health services contribute to
improved attendance, engagement, emotional well-being, and academic performance among vulnerable learners.
However, evidence regarding the effectiveness of such interventions in Sri Lankan primary schools remains
limited. Understanding how psychosocial and health support interventions influence educational outcomes is
essential for developing evidence-informed policies and programmes for vulnerable children.
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Conceptual Framework
Objectives
General Objective
To examine the effects of school-based psychosocial and health support interventions on educational outcomes
among children from disrupted family backgrounds in Sri Lanka.
Specific Objectives
1. To assess the influence of school-based psychosocial support interventions on academic performance.
2. To evaluate the impact of school-based health support interventions on attendance and educational
engagement.
3. To explore experiences and perceptions of students, teachers, and school administrators regarding
intervention effectiveness.
4. To identify barriers and facilitators affecting implementation of support interventions.
5. To determine relationships between participation in support interventions and educational outcomes.
METHODOLOGY
Study Design: A convergent mixed-methods design was employed, integrating quantitative and qualitative
approaches to obtain a comprehensive understanding of educational outcomes and support interventions.
Study Setting: The study was conducted in five primary schools within the Rajagiriya Education Zone, Sri
Lanka.
Study Population: The study included 150 students enrolled in Grades 3–5 who had experienced disrupted
family circumstances. Participants were identified through school welfare records, counselling referrals, teacher
recommendations, and administrative records. Teachers and school administrators involved in supporting
vulnerable students also participated in the qualitative component.
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INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,
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ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XV, Issue V, May 2026
Data Collection
Quantitative data included:
Academic examination results
Term assessments
Attendance records
Student engagement questionnaires
Qualitative data included:
Teacher interviews
Administrator interviews
Classroom observations
Field notes
Data Analysis: Quantitative data were analysed using descriptive statistics including frequencies, percentages,
means, and comparative assessments. Qualitative data were analysed through thematic analysis using both
inductive and deductive coding approaches.
Ethical Considerations: Ethical approval, informed consent, confidentiality, voluntary participation,
anonymity, and child protection safeguards were maintained throughout the study.
RESULTS
Participant Characteristics
Table 1. Distribution of Participants by School (N=150)
School
Students
Percentage
Parakumba Vidyalaya
30
20.0
Hindu Vidyalaya
30
20.0
Roman Catholic School
30
20.0
Hewavitharana Vidyalaya
30
20.0
Sobitha Vidyalaya
30
20.0
Total
150
100.0
Participants were aged approximately 8–11 years and represented Grades 3–5 equally.
Academic Performance and Attendance
Female students consistently demonstrated stronger educational outcomes than male students across all
participating schools.
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ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XV, Issue V, May 2026
Table 2. Academic Performance and Attendance by School and Gender
School
Gender
Average Term Grade (%)
Test Score (%)
Attendance (%)
A
Boys
72.3
68.5
88.4
A
Girls
76.8
74.2
91.1
B
Boys
70.5
66.3
87.5
B
Girls
75.0
71.6
89.9
C
Boys
71.8
67.0
88.8
C
Girls
76.1
72.8
90.7
D
Boys
69.4
65.9
85.6
D
Girls
73.7
70.5
89.1
E
Boys
73.0
69.2
89.2
E
Girls
77.5
75.0
92.0
Grade-Level Trends
Table 3. Educational Outcomes by Grade
Grade
Average Term Grade (%)
Test Score (%)
Attendance (%)
Grade 3
70.4
67.1
87.5
Grade 4
74.6
70.3
89.8
Grade 5
77.9
76.2
91.7
Educational outcomes improved progressively with increasing grade level, indicating enhanced resilience,
adaptation, and educational engagement over time.
Student Engagement
Table 4. Student Engagement Indicators
Indicator
Girls
Boys
Enjoyment of teaching
38
32
Active participation
32
28
Perceived teacher support
42
38
High confidence
38
32
Girls demonstrated slightly stronger educational engagement, participation, and confidence than boys.
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School-Based Health Support Interventions
The schools provided several health-related interventions, including:
School nutrition programmes
Growth monitoring
Medical screening
Dental assessments
Vision screening
Counselling referrals
Health education activities
Teachers reported that nutritional support reduced hunger-related concentration difficulties, while health
screening facilitated early identification of vision problems, dental issues, and behavioural concerns. Counselling
referrals improved emotional regulation and classroom participation among vulnerable learners.
Teacher Perspectives
Table 5. Teacher-Reported Barriers and Support Needs
Domain
Findings
Major barriers
Emotional distress, absenteeism, poor concentration, low motivation
Teaching adaptations
Individual support, repetition, encouragement
Training gaps
Trauma-informed education, child mental health
Priority needs
Counselling services, training, resources
Recommended reforms
School counselling, family engagement, health-sector collaboration
Teachers emphasized that emotional and psychosocial challenges frequently had greater influence on educational
outcomes than academic difficulties alone.
DISCUSSION
The findings demonstrate that educational outcomes among children from disrupted family backgrounds are
influenced by a complex interaction of psychosocial, educational, family, and health-related factors. Consistent
with the Family Stress Model, emotional distress, family instability, and inadequate support systems negatively
affected attendance, concentration, motivation, and educational achievement (Conger & Donnellan, 2007).
Children experiencing family disruption often encountered multiple vulnerabilities simultaneously, creating
cumulative educational disadvantages and increasing their risk of poor educational outcomes (Amato, 2010;
UNICEF Sri Lanka, 2019).
The study identified positive teacher–student relationships as one of the strongest protective factors. Teachers
who provided individualized guidance, emotional support, and flexible learning approaches contributed
significantly to improved engagement, confidence, and classroom participation. These findings are consistent
with trauma-informed educational approaches that emphasize emotional safety, trust, and supportive
relationships as essential conditions for effective learning (Cole et al., 2013; Perry & Szalavitz, 2017).
An important finding was the contribution of school-based health interventions. Nutritional support, medical
screening, counselling services, and health education activities appeared to improve attendance, classroom
participation, and educational engagement. These findings support international evidence demonstrating that
health and educational outcomes are closely interconnected and that health-promoting school interventions can
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positively influence learning and well-being (World Health Organization [WHO], 2021; Durlak et al., 2011).
Despite these positive influences, significant implementation gaps were identified. Most teachers had limited
formal training in trauma-informed educational approaches, child mental health, and psychosocial support.
Counselling services were often insufficient, referral pathways were poorly developed, and intersectoral
collaboration remained limited. Similar challenges have been reported in educational systems where support
services for vulnerable children remain underdeveloped (UNESCO, 2021; UNICEF Sri Lanka, 2019).
Overall, the findings support a whole-school approach integrating education, health, psychosocial support,
family engagement, and child protection services to improve educational outcomes and promote resilience
among vulnerable learners (Bronfenbrenner, 1979; WHO, 2021).
7. Policy Implications: The Findings Have Important Implications for Educational Policy In Sri Lanka. A
National Framework Should Be Developed to Integrate Trauma-Informed Education into Teacher Training
Institutions, National Colleges Of Education, Teacher Centres, And Continuing Professional Development
Programmes. Schools Should Establish Multidisciplinary Student Support Systems Involving:
Teachers
Counsellors
Medical Officers of Health
Public Health Nursing Sisters
Child protection officers
Community stakeholders
Routine psychosocial screening and referral mechanisms should be strengthened to identify vulnerable children
early and provide timely interventions.
CONCLUSION
School-based psychosocial and health support interventions play a critical role in improving educational
outcomes among children from disrupted family backgrounds. Academic achievement, attendance, confidence,
and classroom engagement are strongly influenced by emotional well-being, health status, supportive teacher
relationships, and access to school-based support systems.
Strengthening trauma-informed teaching, counselling services, school health programmes, family engagement,
and multi-sectoral collaboration offers a practical pathway toward improving educational equity and child well-
being in Sri Lanka.
RECOMMENDATIONS
1. Strengthen school-based psychosocial and health support systems through counselling services,
mental health promotion, nutritional support, health screening, and effective referral mechanisms.
2. Integrate trauma-informed and inclusive educational approaches into pre-service and in-service
teacher training to enhance teachers' capacity to support vulnerable learners.
3. Promote a multidisciplinary and collaborative approach involving schools, families, health services,
social services, and child protection agencies to address the complex needs of children from disrupted
family backgrounds.
4. Establish monitoring and evaluation mechanisms to track educational, psychosocial, and health
outcomes and guide evidence-based policy development.
5. Undertake larger multi-centre studies to strengthen the national evidence base and inform future
educational and child welfare interventions.
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REFERENCES
1. Amato, P. R. (2010). Research on divorce: Continuing trends and new developments. Journal of Marriage
and Family, 72(3), 650–666.
2. Bronfenbrenner, U. (1979). The Ecology of Human Development. Harvard University Press.
3. Cole, S. F., Eisner, A., Gregory, M., & Ristuccia, J. (2013). Helping Traumatized Children Learn.
Massachusetts Advocates for Children.
4. Conger, R. D., & Donnellan, M. B. (2007). An interactionist perspective on the socioeconomic context of
human development. Annual Review of Psychology, 58, 175–199.
5. OECD. (2020). PISA 2018 Results: Effective Policies, Successful Schools. OECD Publishing.
6. Perry, B. D., & Szalavitz, M. (2017). The Boy Who Was Raised as a Dog (3rd ed.). Basic Books.
7. UNESCO. (2021). Reimagining Our Futures Together: A New Social Contract for Education.
8. UNICEF Sri Lanka. (2019). Situation Analysis of Children in Sri Lanka.
9. World Health Organization. (2021). Making Every School a Health-Promoting School: Global Standards
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