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

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.

Disrupted family backgrounds, psychosocial support, school health services, trauma-informed education, educational outcomes, child well-being, Sri Lanka

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