Peer mentoring in Sri Lanka is reshaping professional development across school networks by strengthening teacher confidence, collaboration, and classroom delivery. A recent British Council–supported study highlights how structured mentoring helps educators refine methods and elevate learning outcomes.
How peer mentoring in Sri Lanka strengthens educator development and collaboration
Sri Lanka’s education sector is entering a significant phase of renewal, driven by a growing emphasis on equitable teaching quality, teacher autonomy, and collaborative professional learning. A research initiative supported by the British Council has positioned structured mentoring as a central mechanism in this transformation, demonstrating that pairing seasoned educators with newly recruited teachers generates measurable improvements in classroom practice and instructional confidence. The findings come from work conducted within the Leeds International School (LIS) network, a group of 15 English-medium schools operating across geographically diverse regions, where variations in training and experience have historically created inconsistencies in teaching standards.
The mentoring programme implemented across LIS branches was designed to encourage ongoing peer support, reflective practice, and constructive feedback. For many teachers, this shifted professional development from occasional workshops to continuous, experience-driven learning rooted in the daily realities of the classroom. According to the study, 83 percent of participating educators rated the mentoring approach as highly effective for building professional confidence, while 82 percent reported substantial improvements in collaboration, teamwork, and the exchange of ideas across the network. These outcomes contribute to a sustainable culture of shared responsibility and pedagogical innovation.
Educators involved in the project also noted that the mentorship structure strengthened distributed leadership—an approach that promotes shared decision-making and collective ownership over teaching improvement. As described by Kaushalya Illeperuma, Coordinating Director of the Leeds International Schools Network, this model enhances both classroom dynamics and staff relationships. She emphasised that distributed leadership not only develops technical teaching skills but also fosters trust, transparency, and mutual respect among colleagues. Mentors observed significant growth in new teachers’ classroom management capabilities, lesson planning techniques, and student engagement strategies, reinforcing the value of pairing early-career educators with experienced practitioners.
The research forms part of the British Council’s broader Partner Schools programme, which has supported 12 action research projects across various countries. One project, undertaken in Sri Lanka, explored how structured mentoring and the adoption of reflective practice can drive instructional improvement in environments where teachers have varied educational backgrounds. By examining what works in real classrooms, the initiative contributes to a growing knowledge base that can influence education policy, professional standards, and long-term school development strategies.
Technology plays a complementary role in this journey, but the study emphasises that human expertise remains at the centre of student learning. Orlando Edwards, Country Director of the British Council in Sri Lanka, highlighted the importance of teacher-led innovation. He noted that when educators take the lead, digital tools become enablers rather than drivers of change, helping create new opportunities for students to succeed. In this view, technology amplifies the capabilities of committed teachers rather than replacing traditional instructional foundations.
The mentoring framework developed through this research draws from both global best practices and Sri Lanka’s unique educational context. With the LIS network spanning urban and rural areas, the programme needed to account for differences in access to training, teaching resources, and classroom environments. Mentors adapted their support to each branch’s needs, ensuring that guidance remained relevant and practical. This localisation of professional development proved vital in creating consistent learning experiences across the network’s 15 schools, even when teacher experience levels varied widely.
By focusing on collaboration, observation, and shared problem-solving, the project illustrates how peer mentoring can bridge knowledge gaps and create meaningful professional bonds. The informal yet structured nature of the process allowed teachers to reflect on their strengths, identify areas for growth, and implement new instructional strategies with confidence. The study concludes that when school systems adopt mentoring as a core professional practice, they not only enhance teaching quality but also build institutional resilience.
The British Council currently supports 121 partner schools across Sri Lanka, promoting high educational standards, improving access to UK qualifications, and contributing to lifelong learning pathways for students. The insights from this mentoring project will be presented alongside other international action research studies during the global online event, Action Research Now!, scheduled for December 2025. These collective findings offer timely guidance for schools seeking practical, adaptable approaches to teacher development.
As Sri Lanka works toward strengthening education quality across diverse regions, the evidence from this study demonstrates that peer mentoring remains one of the most effective strategies for empowering educators. By reinforcing professional relationships, encouraging reflective practice, and aligning teaching improvement with student needs, mentoring contributes to a more resilient and future-ready education system. The model developed through the LIS network provides a compelling example for other schools in the country and beyond, illustrating how structured collaboration can elevate both teaching and learning at scale.