Resources for community health workers, peer supporters, teachers, and anyone helping others in their community.
Each resource here is designed to be shared. Read it yourself first, then bring it into your community work — print it, share it on WhatsApp, run a session around it, or refer back to it during conversations. You are part of a wider network of people doing this work — you are not alone.
A comprehensive guide for community members on how to support someone in emotional distress. Covers active listening, what to say and what not to say, recognising signs of crisis, when to escalate to professional services, and how to take care of yourself as a supporter. Designed for use by community health workers, religious leaders, teachers, and any community member who wants to help.
A practical guide for facilitating a weekly or fortnightly community wellbeing circle. A wellbeing circle is a safe space where 5–12 community members meet to share, listen, and support each other. No professional training needed — just the willingness to hold space. Includes: how to invite people, setting ground rules (confidentiality, no judgement, equal speaking time), opening and closing rituals, suggested discussion topics, and what to do if someone shares something concerning.
Many Tamil families carry the weight of unresolved grief — from war, displacement, the tsunami, or the loss of loved ones who remain missing. This guide helps community supporters understand complicated grief, how it manifests differently across ages, and how to be present for someone in pain without trying to fix them. Includes: Tamil cultural approaches to mourning, when grief becomes a health concern, supporting children who have lost parents, and supporting families of the disappeared.
How to recognise when someone in your community may need mental health support. Common signs: withdrawing from family and friends, changes in sleep or appetite, increased use of alcohol or substances, talking about hopelessness or being a burden, giving away possessions, sudden calmness after a period of depression, or difficulty performing daily tasks. What to do: approach with care, express concern without judgement, listen, and offer to help connect them to services. Never leave someone alone if you believe they may harm themselves.
Focus on what they CAN do, not what they cannot. Every child has strengths — find and build on them. Maintain routines — predictability reduces anxiety. Break tasks into small steps. Use positive reinforcement — praise specific behaviours ("you waited patiently" rather than "good boy"). Communicate with their school regularly. Connect with other parents of children with similar needs — sharing experiences reduces isolation. Take care of your own mental health — caring for a child with additional needs is demanding work. Ask for help when you need it. Your child's worth is not measured by their grades or milestones.
Every child has the right to education. If your child has additional needs:
Play is how children learn, develop, and make friends. Children with disabilities can and should play — they just may need adaptations. Ideas: for children with mobility difficulties, bring the play to them (sand tray on a table, seated ball games, drawing, music). For children with visual impairments, use toys that make sounds or have strong textures. For children with hearing impairments, use visual games, gestures, and physical activities. For children with autism, start with parallel play (playing alongside, not necessarily with others), use their interests as a starting point, and keep the environment calm. The most important thing: include them. Children with disabilities are often excluded not because they cannot participate, but because no one thought to adapt the activity.
Transitions are stressful for everyone, but especially for people with SEND. Key transitions: starting school, moving between schools, leaving school, and entering adulthood. Planning ahead reduces anxiety. For school transitions: visit the new school before starting, meet the teacher, share your child's needs and strategies that work, request a gradual introduction if possible. For leaving school: start planning at age 14–15. Options include vocational training (NAITA centres), supported employment, community day programmes, or continuing education at technical colleges. Know your child's rights: the Disability Rights Act protects the right to employment and reasonable accommodations. The National Council for Persons with Disabilities can provide disability identity cards and information about entitlements. Start conversations early and involve your young person in decisions about their own future.
When you help a neighbour or family member navigate the health system, you are performing a vital community service. This guide covers: how to help someone prepare for a hospital visit (bring identity card, any previous test results, a list of current medications, and a companion), how to understand a prescription (ask the pharmacist to explain each medication, its purpose, dosage, and timing), questions to ask the doctor (what is the diagnosis, what are the treatment options, what are the side effects, when should we come back), when to accompany someone versus encouraging independence, and recognising when a condition needs urgent attention. Remember: you are not expected to be a doctor — your role is to support, not diagnose.
Sri Lanka's public healthcare is free at the point of use. The system works in tiers:
Simple first aid can save lives before medical help arrives. Burns: run cool (not ice-cold) water over the burn for at least 10 minutes. Do not apply toothpaste, butter, or coconut oil. Cover with a clean cloth. Cuts and bleeding: press a clean cloth firmly against the wound. Keep pressing for 10 minutes without lifting. If blood soaks through, add another cloth on top. Choking: for adults, stand behind them and give 5 firm upward thrusts between the belly button and ribcage (Heimlich manoeuvre). Snake bites: keep the person calm and still. Do NOT cut the bite or try to suck out venom. Immobilise the limb. Get to hospital immediately. Drowning: call for help. If safe to do so, pull the person from water. Begin CPR if they are not breathing. For ALL emergencies: call 1990 for a free ambulance.
Teaching in post-conflict communities comes with unique challenges. Many students carry trauma, some have gaps in their education, others have unidentified learning difficulties. Practical approaches: