A science teacher in Rathnapura district hesitates when a student asks about puberty. He knows the curriculum, but cultural barriers stand between him and a comprehensive answer.
In public schools across Sri Lanka, a quiet struggle unfolds in science classrooms where biology meets cultural sensitivity. Male science teachers, tasked with explaining the intricacies of sexual and reproductive health (SRH) to adolescents, find themselves navigating a complex landscape of curiosity, tradition, and limited resources. The topic remains shrouded in silence in many communities, despite evidence that quality SRH education improves health outcomes and empowers young people to make informed decisions.
As one researcher notes, these classrooms become arenas where science and culture intersect, with teachers serving as mediators between curriculum requirements and community expectations.
Sri Lanka faces a significant gap between the need for sexual health education and its practical implementation. According to a national health survey, only 59% of Sri Lankan youth receive any formal SRH education in schools, and less than 1% of adolescents demonstrate satisfactory knowledge of sexual and reproductive health topics 1 .
The consequences of this knowledge gap are far-reaching. Sri Lanka is currently experiencing what demographers call a "youth bulge," with predictions indicating the young population will grow from 4.7 million in 2012 to 5.2 million by 2032 2 . Without proper education, this expanding demographic remains vulnerable to misinformation and potential health risks.
Recent phenomenological research conducted in Sri Lanka's Rathnapura district provides unprecedented insight into the classroom realities faced by male science teachers. The study identified four major thematic challenges that complicate SRH education 1 6 :
Dealing with age-appropriate knowledge and fear of misinterpretation when students show early interest in sexual health topics.
Insufficient preparation and professional development for handling sensitive SRH topics effectively.
Insufficient content, time limitations, and biological-social disconnects in the official syllabus.
Community beliefs and fears about encouraging sexual activity impacting program implementation.
To understand these challenges in depth, researchers employed a qualitative phenomenological approach, conducting face-to-face, in-depth interviews with 10 male science teachers from public schools in the Rathnapura district 1 .
Qualitative Phenomenological Research
10 male science teachers
Face-to-face, in-depth interviews using semi-structured guide
Thematic Analysis
Rathnapura District, Sri Lanka
A fundamental challenge identified in the study revolves around the natural curiosity of students. Teachers reported that children begin showing interest in SRH topics as early as 11 or 12 years old, yet formal SRH education in public schools typically doesn't begin until Grade 10 6 .
Students begin showing curiosity about SRH topics
Information gap period - students seek answers from peers and internet
Formal SRH education begins in schools
This timing mismatch means that by the time SRH is formally taught, many adolescents have already formed opinions about sex, reproduction, and relationships, which teachers must then either reinforce or correct.
Perhaps the most striking finding from the research is the near-total absence of specialized training for teachers tasked with delivering SRH education. Male science teachers reported feeling displeased and lacking confidence when teaching SRH topics due to insufficient professional preparation 6 .
Beyond individual preparedness, the study identified substantial systemic barriers that hinder effective SRH education. These curriculum-related challenges include:
The prevailing science curriculum provides limited coverage of SRH-related areas, with SRH content dispersed throughout the science subject rather than treated as a comprehensive unit.
With science streams covering multiple subjects, teachers struggle to allocate sufficient time for thorough SRH instruction within examination preparation constraints.
The curriculum's narrow focus on biological aspects while largely excluding social dimensions creates an imbalanced learning experience.
Despite contemporary adolescents being technology-savvy, teachers lack access to appropriate digital tools and resources to enhance SRH learning.
The challenges extend beyond school walls into the broader community. The study revealed that parental resistance constitutes a significant barrier to effective SRH education. This resistance often stems from varying educational levels of parents and fears that comprehensive SRH education might encourage sexual activity among youth 1 .
This community apprehension creates a delicate balancing act for educators and policymakers. As noted in broader research on reproductive health education, "Cultural and religious sensitivities often lead to resistance from some communities" 3 .
Despite these multifaceted challenges, the research points to promising strategies for improving SRH education in Sri Lanka. The study recommends several key approaches:
Incorporating comprehensive SRH education within the public-school curriculum with age-appropriate content.
Capacity building of teachers through targeted training and development programs.
Active parental engagement through culturally sensitive communication.
International evidence confirms that well-designed CSE improves young people's knowledge, reduces unintended pregnancies, decreases some sexual-risk behaviors, strengthens gender-equitable attitudes, and contributes to preventing gender-based violence .
The challenges faced by male science teachers in Sri Lanka when teaching sexual and reproductive health education reflect broader societal conversations about how communities prepare younger generations for healthy adulthood. The classroom struggles documented in Rathnapura district reveal not a failure of individual educators, but rather a systemic need for better resources, training, and community dialogue.
This insight captures the transformative potential of effective SRH education—it represents not merely knowledge transmission, but a fundamental investment in public health and social wellbeing.
The path forward requires collaborative effort among educators, policymakers, parents, and health professionals to create an ecosystem where accurate, age-appropriate information flows through proper channels rather than unreliable alternatives.