The Impact of COVID-19 on the Dynamics of Sexual and Reproductive Health Education in Government Schools in Sri Lanka

Introduction: Sexual and reproductive health (SRH) education is vital for youth well-being. The COVID-19 pandemic severely disrupted this crucial school-based service, creating unprecedented, lasting challenges for its delivery.

Objectives: The aim was to elucidate the specific challenges encountered in teaching SRH during the COVID-19 pandemic, and to assess its impact on the provision of SRH knowledge in schools.

Methods: An online survey was conducted from August 2021 to February 2022, as part of a broader study on the SRH of Sri Lankan youth across five selected districts. A cross-sectional study design was employed, involving 60 government school teachers who teach subjects that incorporate SRH components to students in Grades 6 to 11. Convenience sampling method was used, and the data were summarised using tables. Associations were explored using the Chi-Square and Fisher’s exact test (significance level- p<0.05).

Results: Of the SRH teachers surveyed, 81.7% were female and 51.7% had over 11 years of teaching experience. In 2019, only 55% of teachers covered at least 75% of the SRH syllabus, which dropped substantially to 35% in 2020. Fou8r in five teachers reported struggling with online delivery, and 45% expressed dissatisfaction. 70% of teachers believed that students completing grade 11 in 2021 would face future challenges due to inadequate SRH education. In 2020, no rural or estate sector teachers, nor any outside the Western province, covered at least 75% of the syllabus, compared to 46.7% of urban teachers (p=0.014) and 35% of Western province teachers (p=0.001). Teachers aged 40 and above were significantly more likely to have covered the syllabus (p=0.009).

Discussion: The COVID-19 pandemic disproportionately affected SRH education in state schools, particularly in rural, estate, and non-Western province areas. Future strategies must prioritise strengthening teacher capacity and skills in these underserved regions. Planning for potential disruptions like COVID-19 is crucial to ensure the equitable and effective delivery of SRH education.