Opinion
When crisis comes to classroom:
How Sri Lankan children face natural disasters and economic problems
Sri Lanka has always found ways to survive storms. But during the past ten years, the storms have come more often and with more force. Floods have swallowed villages, landslides have buried homes, droughts have dried wells, and cyclones have pushed families out of their coastal towns. Then came the economic crisis in 2022 and 2023, which felt like an invisible disaster happening quietly inside every home. In the middle of all this were our schoolchildren. Their names rarely appeared in newspapers. Many of their stories were never told. A new study brings these voices together and shows how overlapping crises have reshaped education across the island. It also reveals something important: not all children suffered the same way.
This article tells that story through the experiences of teachers, parents and children. It also explains why some regions, some ethnic communities and some families struggled much more than others.
A decade of disruption
Over the past decade, Sri Lanka’s school system has been hit again and again. Floods in Ratnapura, Kalutara and Galle have become almost yearly events. Landslides in Badulla and Nuwara Eliya have cut off whole communities. Cyclones in Batticaloa and Ampara have damaged classrooms and left children in fear. Long droughts in the North and East have forced families to live with empty wells.
Then the economic crisis arrived. It brought fuel shortages, food shortages, transport problems, high prices and a heavy sense of uncertainty. Teachers stood in long queues just to buy a few litres of petrol. Parents struggled to buy exercise books. School buses stopped running. Many children stayed home. A school principal from the hill country said he could not remember a single year without crisis. “One month we have floods. The next month we have landslides,” he said. “The children keep losing learning time.” These experiences echo earlier concerns raised by Angela Little (2003) and Harsha Aturupane (2014), who showed that rural, estate and conflict-affected areas have always faced extra barriers. The new study suggests that recent disasters have made those old inequalities even wider.
When geography decides a child’s future
Sri Lanka is small, but the risks children face depend heavily on where they live. In the flood-prone river areas, schools often close for long periods. Many become temporary shelters filled with families, mats, cooking pots and clothing. Teachers say it can take weeks to clean and reopen classrooms. In the estate sector, children live high in the hills. When a landslide blocks a single narrow road, school simply stops. A teacher in Badulla said she once walked six kilometres during landslide season just to reach her students. “Some days I held on to tree roots to climb,” she said with a tired smile.
In cyclone-prone districts like Batticaloa and Ampara, fear becomes part of childhood. When the wind changes, parents start to worry. School roofs fly off. Books get soaked. Homes crumble. Recovery takes time, and many families cannot afford repairs.
In the drought-hit North and East, children sometimes miss school because they must help their mothers collect water. Teachers say these children return dusty, tired and unable to focus. Lalith Perera (2015) showed how geospatial tools can identify the highest-risk schools. The new study supports his findings and shows that children in these areas lose far more learning days than children in urban schools.
Ethnicity adds another layer to the struggle
Sri Lanka’s ethnic geography shapes children’s lives in deep ways. Tamil families in the North and East still face the long shadow of war-related poverty and lack of resources, as described by Shanmugaratnam (2015) and Samarasinghe (2020). Many schools in these areas are old, understaffed and in poor condition. When a cyclone or drought hits, recovery becomes slow and difficult. A teacher in Mullaitivu said her classroom lost its roof during a storm. “The children sat under a tree for weeks,” she recalled. “They still came. They did not want to fall behind.”
Muslim communities along the Eastern coast face frequent displacement during cyclonic seasons. When fishing families lose their boats and nets, income disappears. Children often miss school because parents cannot afford uniforms or bus fares.
Estate Tamil communities, studied earlier by Little and Jayaweera, continue to face long-term marginalisation. Many children rely heavily on school meal programmes. When the economic crisis disrupted these meals, teachers saw hunger more clearly than ever. Some children fainted in class.
In all these communities, ethnicity and geography combine to create layers of disadvantage that are hard to escape.
The economic crisis: A silent blow to education
The economic crisis of 2022–2023 affected every Sri Lankan home, but its impact was especially hard on low-income families. Economists like Nisha Arunatilake (2022) and Ramani Gunatilaka (2022) have shown how inflation and job losses pushed households into deep stress. These pressures directly affected children’s education.
With no fuel, many teachers could not travel. They walked long distances or hitchhiked. In some schools, several classes were combined because only a few teachers could come. School supplies became expensive. Parents reused old books or bought cheap, low-quality paper. Uniforms were patched many times. Some children wore slippers because shoes were too costly. Food shortages made everything worse. With rising prices, families reduced meals. In the estate sector, teachers saw hunger growing. Attendance fell.
Gender roles also shifted. Girls in rural areas took on childcare and cooking while parents worked longer hours. Boys were pushed into temporary labour. A mother in Monaragala said her teenage son cut timber to support the family. “He comes home exhausted,” she said. “How can he study after that?” Earlier, Selvy Jayaweera (2014) warned that crises deepen gender inequalities. The new study shows that her warning has come true again.
Schools tried to cope, but not all were ready
During field visits, researchers met principals who showed remarkable leadership. Some created disaster committees, organised awareness programmes and kept strong communication with parents. These schools recovered fast. Communities helped clean classrooms. Teachers volunteered for extra lessons. But many schools struggled. Some had no emergency plans. Others had old buildings damaged from past disasters. Some principals lacked training in crisis response. A few schools did not even have complete first aid boxes.
The difference between prepared and unprepared schools became painfully clear. After a cyclone in Batticaloa, one school restarted within a week. A nearby school stayed closed for nearly a month because debris and broken furniture filled the classrooms. Resilience expert Rajib Shaw (2012) highlighted the importance of strong partnerships between schools and communities. This study confirms that his message still holds true.
Families found ways to cope, but children paid the price
Every Sri Lankan family has its own survival strategies. Some borrow money. Some rely on relatives abroad. Some work extra hours. Some move to other districts. But these strategies often disrupt children’s schooling. When a father leaves home for work in another district, children lose emotional support. When a mother works late at a tea estate, older daughters must care for younger siblings. When a family moves temporarily, children lose teachers, routines and friends. A father in Ratnapura said he felt torn. “I want my daughter to study,” he said. “But how can I think of school when the river rises every year and we lose everything?” Years ago, sociologist K. T. Silva (2010) wrote about how poverty and displacement interrupt education. The new study shows that these patterns continue today.
How crises make old inequalities worse
One strong message from the study is that disasters do not create inequality they deepen what already exists. Rural schools with fewer resources suffer greater damage. Estate children who already face hunger become even more vulnerable. Tamil and Muslim families in hazard-prone areas must deal with both environmental and historical burdens.
Climate disasters also come in cycles. One flood does not end the struggle. Children who lose one month of school every year slowly fall behind. Their confidence drops. Their chances of continuing to higher education shrink. Meanwhile, well-resourced urban schools recover quickly. They have strong buildings, better communication and supportive parents. Their losses are small and temporary. The gap between privileged and vulnerable children grows wider each year.
What Sri Lanka can do now
Sri Lanka stands at a turning point. Climate change will bring more storms and droughts. The economy is still fragile. Schools must be prepared.
Every school needs a clear emergency plan. Preparedness should be part of daily school life safer buildings, evacuation routes, first aid training, and strong communication networks. Vulnerable regions need extra support. Flood-prone river basins, cyclone-hit coasts, drought-affected northern districts and the estate sector require more funding and attention. School meals must be protected. For many children, this meal is the difference between hunger and hope.
Teachers need help with transport and crisis training. Families need social protection so children are not forced into labour or long absences. Most importantly, education policy must place fairness at the centre. As Aturupane (2014) explained, equality cannot be achieved by giving all schools the same amount. Some schools need more because their burdens are heavier.
Stories that should guide policy
The most powerful part of this research is not the statistics. It is the stories:
A boy in Ratnapura losing his schoolbag to the floods.A teacher in Badulla walking through mud for her students.A mother in Batticaloa cooking in a cyclone shelter.A girl in Mullaitivu studying under a tree after her classroom roof blew away.A Muslim family in Ampara sheltering in a mosque during every storm.A Tamil child in Kilinochchi missing school to fetch water during drought.
These are the voices policymakers must listen to.
A future that values every child
Sri Lanka’s future depends on the minds of its children. If classrooms become unstable places, the country’s future becomes uncertain. But there is hope. Many teachers showed deep dedication. Many parents worked tirelessly to keep their children in school. Many communities showed unity and strength. If the government builds on this resilience through better planning, fairer funding and stronger support for vulnerable regions children’s dreams can survive the storms ahead. What we choose today will decide whether the next generation inherits disaster or opportunity.
References
Aturupane, H. (2014). Equity and Access in Sri Lankan Education. World Bank.Arunatilake, N. (2022). Economic Vulnerability and Social Protection in Times of Crisis. Institute of Policy Studies.Fernando, P. (2018). Household Vulnerability and Educational Participation in Rural Sri Lanka. SAGE Publications.Gunatilaka, R. (2022). The Impact of Economic Shocks on Sri Lankan Households. International Labour Organization.Jayaweera, S. (2014). Gender Dimensions of Educational Inequality in Sri Lanka. Centre for Women’s Research.Little, A. W. (2003). Education, Conflict and Social Cohesion in Sri Lanka. UNESCO.Perera, L. (2015). Geospatial Approaches to Educational Planning in Disaster-Prone Regions. Asian Development Bank.Samarasinghe, V. (2020). Regional Inequalities and Social Exclusion in Sri Lanka. Routledge.Shanmugaratnam, N. (2015). Post-War Development and Marginalisation in Northern Sri Lanka. Nordic Asia Press.Shaw, R. (2012). Community-Based Disaster Risk Reduction and School Resilience. Earthscan.Silva, K. T. (2010). Poverty, Displacement, and Educational Access in Sri Lanka. Social Scientists’ Association.UNICEF Sri Lanka. (2018). School Safety and Disaster Preparedness in Sri Lanka.
Opinion
LSSP @ 90: The Sama Samaja Role in Constitutional Issues
On the occasion of the ninetieth anniversary of the Lanka Sama Samaja Party (LSSP), this article highlights the party’s positions on constitutional matters. When the LSSP was founded, it had two primary objectives: obtaining complete political independence for Sri Lanka and building a socialist society. The first of these was achieved in two stages. The LSSP directly contributed to achieving semi-independence in 1948 through its anti-imperialist struggle and full political independence in 1972. The second objective remains a distant goal.
Citizenship Act
In the very second year after independence, the D. S. Senanayake government acted to deny citizenship to the Hill-Country Tamil community and, consequently, deprived them of voting rights. In the 1947 election, many Hill-Country Tamils—who voted as British subjects—were inclined toward the Left, and especially toward the Sama Samaja Party. In that election, the Ceylon Indian Congress won seven seats, and with the support of plantation workers in areas where they were numerous, several left-wing candidates were also elected.
Seeing the long-term danger in this alliance, the Sri Lankan capitalist class ensured that the Citizenship Act defined the term “citizen” in a way that denied citizenship to hundreds of thousands of Hill-Country Tamil people. As a result, they also lost their voting rights. At that time, it was the Left, led by the Sama Samaja Party, that opposed this.
While the Tamil Congress, a coalition partner of the government at the time, voted in favour of the legislation, S.J.V. Chelvanayakam stated that the inability of Tamil leaders to protect their cousins—the Hill-Country Tamil community—showed that being a partner in a Colombo-based government brought no benefit to minority groups. He argued that the lesson to be learned was the need for self-government in the regions where they lived. Chelvanayakam’s founding of the Federal Party was one consequence of this process.
Although section 29 of the 1947 Constitution purported protection by providing that no law shall make persons of any community or religion liable to disabilities or restrictions to which persons of other communities or religions are not made liable, neither the Supreme Court of Ceylon nor the Privy Council in England, which was then the country’s highest appellate court, afforded any relief to the Hill-Country Tamil community.
Parity of Status for Sinhala and Tamil and the Ethnic Issue
When the UNP and the SLFP, both of which had previously agreed to grant equal status to the Sinhala and Tamil languages, reversed their positions in 1955 and supported making Sinhala the sole official language, the LSSP stood firmly by its policy of parity. Earlier, when a group of Buddhist monks met N. M. Perera and told him they were prepared to make him Prime Minister if he agreed to make Sinhala the only official language, he rejected the proposal. Had the country heeded Colvin R. de Silva’s famous warning— “One language, two countries; two languages, one country”—the separatist war might have been averted. Because the Left refused to be opportunistic, it lost public support.
During the 1956 debate on the Official Language Bill, Panadura LSSP MP Leslie Goonewardene warned: “The possibility of communal riots is not the only danger I am referring to. There is the graver danger of the division of the country; we must remember that the Northern and Eastern provinces of Ceylon are inhabited principally by Tamil-speaking people, and if those people feel that a grave, irreparable injustice is done to them, there is a possibility of their deciding even to break away from the rest of the country. In fact, there is already a section of political opinion among the Tamil-speaking people which is openly advocating the course of action.” It is an irony of history that Sinhala was designated the sole official language in 1956, yet in 1987, both languages were formally recognised as official.
1972 Republican Constitution
Colvin’s contribution to the making of the 1972 Republican Constitution, which severed Sri Lanka’s political ties with Britain, was immense. Preserving the parliamentary system, recognising fundamental rights, and incorporating directive principles of state policy that supported social justice were further achievements of that Constitution. It also had its weaknesses, and any effort to assign full responsibility for them to Colvin must also be addressed.
In the booklet that he wrote on the 1972 Constitution, he said the following regarding the place given to Buddhism: “I believe in a secular state. But you know, when Constitutions are made by Constituent Assemblies, they are not made by the Minister of Constitutional Affairs.” What he meant was that the final outcome reflected the balance of power within the Constituent Assembly. As a contributor to constitution drafting, this writer’s experience confirms that while drafters do have a role, the final outcome on controversial issues depends on the political forces involved and mirrors the resultant of those forces.
In fact, the original proposal approved by the Constituent Assembly was that Buddhism should be given its “rightful place” as the religion of the majority. However, the subcommittee on religion, chaired by Prime Minister Sirimavo Bandaranaike, changed this to “foremost place.” It is believed that her view was influenced by the fact that one of her ancestors had signed the 1815 Kandyan Convention, in which Buddhism was declared inviolable, and the British undertook to maintain and protect its rites, ministers, and places of worship.
As Dr Nihal Jayawickrama, a member of the committee that drafted the 1972 Constitution, has written, the original draft prepared by Colvin did not describe Sri Lanka as a unitary state. However, Minister Felix Dias Bandaranaike proposed that the country be declared a “unitary state”. Colvin’s view was that, while the proposed constitution would have a unitary structure, unitary constitutions could vary substantially in form and, therefore, flexibility should be allowed. Nevertheless, the proposed phrase found its way to the final draft. “In the course of time, this impetuous, ill-considered, wholly unnecessary embellishment has reached the proportions of a battle cry of individuals and groups who seek to achieve a homogenous Sinhalese state on this island”, Dr Jayawickrama observed.
Indeed, the failure of the 1972 Constitution to make both Sinhala and Tamil official languages was a defeat for the Left. Allowing the use of Tamil in the courts of the Northern and Eastern Provinces and granting the right to obtain Tamil translations in any court in the country were only small achievements.
Devolution
The original Tamil demand was for constitutionally guaranteed representation in the legislature. Given that, in the early stages, they showed greater willingness to share power at the centre than to pursue regional self-government, it is not surprising that the Left believed that ethnic harmony could be ensured through equality. After the conflict escalated, N. M. Perera, now convinced that regional autonomy was the answer to the conflict, wrote in a collection of essays published a few months before his death: “Unfortunately, by the time the pro-Sinhala leaders hobbled along, the young extremists had taken the lead in demanding a separate State. (…) What might have satisfied the Tamil community twenty years back cannot be adequate twenty years later. Other concessions along the lines of regional autonomy will have to be in the offing if healthy and harmonious relations are to be regained.”
After N. M.’s death, his followers continued to advance the proposal for regional self-government. At the All-Party Conference convened after the painful experiences of July 1983, Colvin declared that the ethnic question was “a problem of the Sri Lanka nation and state and not a problem of just this community or that community.” While reaffirming the LSSP’s position that Sri Lanka must remain a single country with a single state, he emphasised that with Tamils living in considerable numbers in a contiguous territory, the state as presently organised does not serve the purposes it should serve, especially in the field of equality of status in relation to the state, the nation and the government. The Left supported the Thirteenth Amendment in principle. More than 200 leftists, including Vijaya Kumaratunga, paid the price with their lives for doing so, 25 of whom were Samasamajists. The All-Party Representatives Committee appointed by President Mahinda Rajapaksa and chaired by LSSP Minister Tissa Vitharana, proposed extensive devolution of power within an undivided country.
Abolishing the Executive Presidency
It is unsurprising that N. M. Perera, who possessed exceptional knowledge of parliamentary procedure worldwide and was one of the finest parliamentarians, was a staunch defender of the parliamentary system. In his collection of essays on the 1978 Constitution, N. M. noted that the parliamentary form of government had worked for thirty years in Sri Lanka with a degree of success that had surprised many Western observers. Today, that book has become a handbook for advocates of abolishing the executive presidency. The Left has consistently and unwaveringly supported the abolition of the executive presidential system, and the Lanka Sama Samaja Party has contributed significantly to this effort.
The National People’s Power, in its presidential election manifesto, promised a new constitution that would abolish the executive presidency, devolve power to provinces, districts, and local authorities, and grant all communities a share in governance. However, there appears to be no preparation underway to fulfil these promises. It is the duty of the Left to press for their implementation.
In an article published in The Island on June 6 this year, to commemorate N. M. Perera’s 120th birth anniversary, the writer wrote: “The Left may be weaker and fragmented; nevertheless, the relevance and need for a Left alternative persist. If the LSSP can celebrate its 90th anniversary as a reunited party, that could pave the way for a stronger and united Left as well. Such a development would be the best way to honour NM and other pioneering leaders of the Left.” It is encouraging that some discussion on this matter has now emerged. Merely discussing the history of the LSSP and the Left is insufficient; action is required. It is the duty of leftists to disprove Bernard Soysa’s sarcastic remark, “left activists are good at fighting for the crown that does not exist.”
by (Dr) Jayampathy Wickramaratne,
President’s Counsel
Opinion
A harsh reflection of Sri Lanka’s early-warning gap
Cyclone Ditwah:
Cyclone Ditwah, which swept across Sri Lanka at the end of November, caused massive damage to the country, the extent of which need not be mentioned here, as all are aware of it by now. Heated arguments went on among many parties with regard to how this destruction could have been mitigated and who should take responsibility. Although there may have been shortcomings in several aspects of how we responded to Ditwah, this article highlights a critical area that urgently requires attention if we are to protect ourselves from similar hazards in the future.
As is common in many situations, it has once again showcased a concerning weakness in the country’s disaster-management cycle, the gap between issuing early warnings and the expected public response. The Meteorological Department, the Irrigation Department, the National Building Research Organization, and other authorities issued continuous warnings to evacuate well in advance of imminent threats of flooding, landslides, and water hazards. However, the level of preparedness and community reaction fell short, leading to far greater personal property damage, including loss of a few hundred lives.
Sri Lanka is not unfamiliar with natural disasters. One of the most devastating disasters in our history could be considered the 2004 Tsunami event, which resulted in over 35,000 deaths and over $1 billion in property damage in the coastal belt. After the event, the concepts of disaster management were introduced to the country, which we have been adhering to since then. Again in 2016, the country faced massive river flooding, especially in western and southern regions, and until recently experienced repeated floods and landslides due to rains caused by atmospheric disturbances, though less in scale. Each of these events paved the way for relevant authorities to discuss and take appropriate measures on institutional readiness, infrastructure resilience, and public awareness. Yet, Cyclone Ditwah has demonstrated that despite improvements in forecasting and communication, well supported by technological advancements, the translation of warnings into action remains critically weak.
The success of early-warning systems depends on how quickly and effectively the public and relevant institutions respond. In the case of Ditwah, the Department of Meteorology issued warnings several days beforehand, supported by regional cyclone forecasting of neighbouring countries. Other organisations previously mentioned circulated advisories with regard to expected flood risk and possible landslide threats on television, radio, and social media, with continuous updates. All the flood warnings were more than accurate, as low-lying areas were affected by floods with anticipated heights and times. Landslide risks, too, were well-informed for many areas on a larger spatial scale, presumably due to the practical difficulties of identifying such areas on a minor scale, given that micro-topography in hill country is susceptible to localised failures. Hence, the technical side of the early-warning system worked as it should have. However, it is pathetic that the response from the public did not align with the risk communicated in most areas.
In many affected areas, people may have underestimated the severity of the hazard based on their past experiences. In a country where weather hazards are common, some may have treated the warnings as routine messages they hear day by day. As all the warnings do not end up in severe outcomes, some may have disregarded them as futile. In the meantime, there can be yet another segment of the population that did not have adequate knowledge and guidance on what specific actions to take after receiving a warning. This could especially happen if the responsible authorities lack necessary preparedness plans. Whatever the case may be, lapses in response to early warnings magnified the cyclone’s impact.
Enforcing preventive actions by authorities has certain limitations. In some areas, even the police struggled to move people from vulnerable areas owing to community resistance. This could be partly due to a lack of temporary accommodation prepared in advance. In some cases, communities were reluctant to relocate due to concerns over safety, privacy, and the status quo. However, it should be noted that people living in low-lying areas of the Kelani River and Attanagalu Oya had ample time to evacuate with their valuable belongings.
Hazard warnings are technical outputs of various models. For them to be effective, the public must understand them, trust them, and take appropriate action as instructed. This requires continuous community engagement, education, and preparedness training. Sri Lanka must therefore take more actions on community-level disaster preparedness programs. A culture of preparedness is the need of the day, and schools, religious institutions, and community-based organisations can play an important role in making it a reality. Risk communication must be further simplified so that people can easily understand what they should do at different alert levels.
Cyclone Ditwah has left, giving us a strong message. Even an accurate weather forecast and associated hazard warnings cannot save lives or property unless the public responds appropriately. As it is beyond doubt that climate change intensifies the frequency and severity of extreme weather events, people in Sri Lanka have to consider preparedness as a routine part of life and respond to warnings promptly to mitigate damage from future disasters.
(The writer is a chartered Civil Engineer)
by Eng. Thushara Dissanayake
Opinion
Feeling sad and blue?
Here is what you can do!
Comedy and the ability to have a good laugh are what keep us sane. The good news to announce is that there are many British and American comedy shows posted up and available on the internet.
They will bring a few hours of welcome relief from our present doldrums.
Firstly, and in a class of its own, are the many Benny Hill shows. Benny is a British comedian who comes from a circus family, and was brought up in an atmosphere of circus clowning. Each show is carefully polished and rehearsed to get the comedy across and understood successfully. These clips have the most beautiful stage props and settings with suitable, amusing costumes. This is really good comedy for the mature, older viewer.
Benny Hill has produced shows that are “Master-Class” in quality adult entertainment. All his shows are good.
Then comes the “Not the Nine o’clock news” with Rowan Atkinson and his comedy team producing good entertainment suitable for all.
And then comes the “Two Ronnies” – Ronnie Barker and Ronnie Corbett, with their dry sense of humour and wit. Search and you will find other uplifting shows such as Dave Allen, with his monologues and humour.
All these shows have been broadcast in Britain over the last 50 years and are well worth viewing on the Internet.
Similarly, in The USA of America. There are some really great entertainment shows. And never forget Fats Waller in the film “Stormy Weather,” where he was the pianist in the unforgettable, epic, comedy song “Ain’t Misbehavin”. And then there is “Bewitched” with young and glamorous Samantha Stevens and her mother, Endora who can perform magic. It is amazing entertainment! This show, although from the 1970s was a milestone in US light entertainment, along with many more.
And do not overlook Charlie Chaplin and Laurel and Hardy, and all the Disney films. Donald Duck gives us a great wealth of simple comedy.
The US offers you a mountain of comedy and good humour on Youtube. All these shows await you, just by accessing the Internet! The internet channel, ‘You tube’ itself, comes from America! The Americans reach out to you with good, happy things right into your own living room!
Those few people with the ability to understand English have the key to a great- great storehouse of uplifting humour and entertainment. They are rich indeed!
Priyantha Hettige
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