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| From a series of workshop conducted by teachers attached to Jaffna Hindu College to remote schools across the district in view of G.C.E Advanced Level examinations. Pix: /Facebook/JHC/ |
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| Dr Gnanaseharan Selliah |
Introducing a school students’ leadership program in Sri Lanka’s Northern Province is a timely and transformative step toward empowering young learners in a region still recovering from the long-lasting impacts of war. With many students having grown up amid disruptions, limited opportunities, and socio-economic challenges, a structured leadership initiative can serve as a powerful platform to rebuild confidence, develop essential life skills, and inspire hope. By nurturing capable, compassionate, and forward-thinking young leaders, the program has the potential to uplift the entire province and foster a more stable, prosperous future.
One of the most significant benefits of introducing a leadership program in the Northern Province is the opportunity to rebuild students’ confidence and emotional stability. Many young people in this region continue to experience the psychological echoes of conflict, displacement, and loss. Leadership training centred on communication, self-awareness, and positive identity-building helps students regain a sense of purpose and courage. This emotional resilience is crucial for their academic progress, personal growth, and their ability to make informed choices about their futures.
Existing leadership programs in Sri Lankan schools provide students with some foundational skills, such as teamwork, communication, and basic organisational abilities. Activities such as prefect duties, student councils, and occasional leadership workshops allow students to experience responsibility and decision-making in small-scale environments. However, these programs are often limited in scope and vary widely across schools, with urban schools generally offering more opportunities than rural or conflict-affected areas like the Northern Province. As a result, many students do not receive consistent, structured training that develops deeper leadership qualities such as strategic thinking, problem-solving under pressure, and long-term planning.
While current initiatives help students gain basic exposure to leadership roles, they frequently lack systematic mentorship, skill-focused curricula, and opportunities to apply leadership in real-world contexts. Students rarely engage in activities that integrate civic responsibility, social innovation, or community problem-solving, which are crucial for preparing future leaders. Moreover, in regions recovering from conflict, existing programs may not adequately address the emotional resilience, reconciliation, and inclusive mindset needed for effective leadership. Expanding these programs to include comprehensive leadership training, continuous mentoring, and project-based learning could better equip students with the confidence, critical thinking, and adaptive skills necessary for academic, social, and professional success.
A dedicated leadership program encourages students to take responsibility not only for their own development but also for the welfare of their communities. Through structured activities such as community projects, peer mentoring, and student-led initiatives, young people learn the value of teamwork, service, and civic engagement. In a province striving to rebuild social cohesion after years of division, empowering youth to become active contributors promotes unity, trust, and long-term community strength. The leadership program equips students with essential skills that are highly valued in higher education and the modern job market.
Critical thinking, problem-solving, decision-making, and effective communication are key competencies that broaden students’ opportunities beyond traditional classroom learning. These skills greatly benefit students in a region undergoing economic recovery, enabling them to pursue further education, secure better employment, and actively contribute to regional development as skilled professionals. Given the Northern Province’s history of conflict, a leadership program can play a vital role in strengthening social harmony and promoting long-term peace.
Activities that encourage cooperation, respect for diversity, and peaceful conflict resolution help students overcome inherited fears and prejudices. As these young leaders embrace inclusiveness and empathy, they become instrumental in creating a peaceful social environment—one that prevents the re-emergence of conflict and supports future generations in living with dignity and mutual respect.
The introduction of a students’ leadership program in the Northern Province holds long-term economic value for Sri Lanka by cultivating a future workforce equipped with essential skills for a modern, knowledge-driven economy. As the country seeks to strengthen regional development and reduce disparities, nurturing disciplined, innovative, and leadership-oriented youth becomes a crucial investment. Students trained in leadership are more likely to pursue higher education, participate in entrepreneurship, and contribute to the labour market with better productivity and adaptability.
This not only supports the economic revival of the Northern Province—one of the regions most affected by decades of conflict—but also boosts national economic growth by ensuring a more skilled and competitive generation that can drive industries, attract investment, and foster sustainable development across the country. From a political perspective, a structured leadership initiative can contribute to strengthening democratic values and long-term stability in Sri Lanka.
By empowering young people with critical thinking, civic awareness, and responsible decision-making skills, the program encourages active and informed participation in democratic processes. In a region historically marked by political tension and mistrust, developing a generation that values dialogue, inclusivity, and peaceful engagement lays the foundation for a more cohesive society. These empowered youth are less susceptible to extremist ideologies or political manipulation, instead becoming advocates of transparency, accountability, and constructive leadership. Ultimately, this initiative helps shape a politically mature citizenry that supports sustained peace, good governance, and equitable national progress.
In essence, implementing a student leadership program in Sri Lanka’s Northern Province marks a powerful step toward shaping a resilient, skilled, and socially responsible younger generation. By strengthening confidence, expanding future opportunities, and fostering harmony in a region recovering from conflict, the program has the potential to inspire lasting transformation.
As these students grow into compassionate and capable leaders, they will contribute not only to the progress of their communities but also to the long-term peace and development of the entire province. By nurturing future leaders within the school system, this program contributes directly to strengthening communities, promoting social cohesion, and preparing the next generation to take on meaningful roles in regional and national progress.
Dr. Gnanaseharan has dedicated thirty-five years to teaching in Sri Lanka, the United States of America, and other parts of the world. He has been teaching English language courses in public schools, colleges, and universities in the United States for more than 15 years. Dr. Selliah earned his Doctor of Education in Educational Leadership from Liberty University in the United States of America. As a passionate educator, college instructor, educational consultant, and parents’ advocate, he is deeply committed to unlocking students’ potential in education, innovation, and leadership. He can be contacted at drgnanaseharan@gmail.com
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