The Hon. (Mrs.) Rohini Kumari Wijerathna

¶ 01 Hon. Presiding Member, I am pleased to speak as we take up the Convention against Doping in Sport (Amendment) Bill. Doping occurs in two ways: knowingly and unknowingly. Sometimes an athlete may be given a substance by a coach as a “vitamin,” not knowing it is prohibited. Knowingly using stimulants to gain advantage is wrong and unacceptable in any society. Athletes often resort to such substances to gain strength and stamina to win.

¶ 02 Beyond this Bill, our children face many barriers to sporting success—especially in difficult districts like those you and I represent. Children win competitions, yet they lack proper nutrition due to economic hardships faced by parents. Further, the shortage of good coaches, and the lack of climate-appropriate training centers, hold us back. We need broader reforms; merely tightening anti-doping rules is not enough.

¶ 03 From 2015–2019, to address coach shortages in difficult schools, we deployed assistant sports trainers selecting top young athletes who had won at divisional, zonal, and all-island levels. However, their employment issues remain unresolved; they have not been regularized. I propose that their service issues be addressed, because when they are demoralized, our children ultimately suffer.

¶ 04 Previously, doping matters could go to the Supreme Court; now enforcement is streamlined to an agency. On the other hand, teachers now face heightened risk of litigation for disciplinary actions. As a long-time teacher, I know the reality: after interval in some schools it is hard even to teach due to drug-like substances such as Madana Modaka and cannabis reaching children. We must shape attitudes through education. Schools have disciplinary rulebooks; they must be implemented. Teachers must guide children that winning through wrongful means is wrong.

¶ 05 Circulars on school discipline exist; I place one on record for the Library. I also table training module excerpts on motivating students—methods include praise, corrective feedback, rewards, sanctions, and competitions. While modern pedagogy teaches “sanctions with goodwill” for reform, recent legal changes have removed the concept of goodwill and treat sanctions as punishable misconduct. The purpose of discipline should be to prevent wrongdoing and rehabilitate—not retribution.

¶ 06 On World Children’s Day, reports emerged of students bringing cannabis, alcohol, and Madana Modaka to schools. What should a teacher do? If a teacher enforces school rules and a case goes to court for “mental distress,” what protections exist? First, align teacher training with the law—do not teach one thing in pedagogy and criminalize it in statute. Update to globally accepted methods that help children understand their mistakes and reform.

¶ 07 We also see a clash between Eastern and Western cultural norms. Do not transplant Western practices wholesale. I am not advocating physical punishment; I am saying reforms must be sequenced properly, ensuring order in schools. If banned stimulants enter schools, how should discipline systems operate? If teachers face risk while enforcing rules, how do we protect them? These must be widely discussed before legislating.

¶ 08 Child malnutrition is also critical. A committee report tabled here indicated two-thirds of our children suffer some form of malnutrition. How can sport advance without addressing this? From early childhood, primary through tertiary, teachers must be trained to identify special needs—ADHD, hyperactivity, bipolar disorder, depression, borderline personality disorder—and ensure proper medical guidance and support. Without solving teachers’ problems as well, we cannot avert social upheaval. The Sukodhani Committee report indicated persistent pay anomalies for two-thirds of principals and teachers; payments are still pending.

¶ 09 Today Development Officers are protesting; many schools run only with the principal and a few Development Officers due to teacher shortages. Without resolving these, what is the Government doing? While simplifying routes to take teachers to court, you are closing the path for teachers to guide children with goodwill. I request attention to these proposals. I conclude. Thank you.