Fostering Psychologically Safe and Inclusive Learning Environments: The Critical Role of Preschool Teachers in Sri Lankan Early Childhood Education
Dilani Jesuiya *
Department of Early Childhood and Primary Education, Faculty of Education, The Open University of Sri Lanka, Sri Lanka.
*Author to whom correspondence should be addressed.
Abstract
Aims: This study aims to examine preschool teachers’ perceptions and self-reported practices in fostering psychologically safe and inclusive learning environments for young children in the Batticaloa District. It explores teachers’ understanding of psychological safety, inclusive practices, health and well-being initiatives, and classroom safety, as well as the challenges they encounter.
Study Design: The research employed a quantitative survey design grounded in the Child-Friendly Schools framework. Place and Duration of the Study: The research was carried out in the Batticaloa District, Sri Lanka.
Methodology: A structured questionnaire was administered to 41 preschool teachers representing 34 preschools selected through stratified sampling. The instrument measured teachers’ perceptions of psychological safety, inclusive practices, health-related support, physical environment safety, and perceived implementation challenges.
Results: Teachers demonstrated strong commitment to promoting child health and maintaining safe learning environments, with 95% supporting annual health check-ups. However, notable gaps were identified in dental treatment provision (only 28.9% strongly agreed it is provided) and emergency preparedness (43.3% confirmed adequate readiness). Teachers also highlighted challenges such as insufficient training, limited resources, large class sizes, and inadequate support for children with diverse learning and developmental needs.
Conclusion: The study concludes that preschool teachers in the Batticaloa District hold positive attitudes toward creating psychologically safe and inclusive environments. However, systemic barriers, particularly resource limitations, inadequate training, and insufficient institutional support, restrict effective implementation. These findings underscore the need for strengthened teacher training, improved resource allocation, and policy enhancements in early childhood education in Sri Lanka.
Keywords: Teacher roles, psychological safety, inclusive learning environment, survey research, Sri Lankan preschools