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10/07/2026

Launching Beyond Childhood - International Student Support Program

Topic 1- Communication

One of the most common questions new international students ask is: "How can I understand the local accent and follow university lectures more easily?"

My answer is simple. It is a journey of the mind, the ear, and making sense of what you hear.

From the beginning, you may not understand a single word, and that is normal. The first challenge is your mind. Avoid thinking, "This is difficult" or "I cannot adjust." Instead, tell yourself, "Yes, I can learn this."

Many people say, "Watch movies and speak with people." Yes, these certainly help, but they often take time. As children, we naturally absorb language. Young adults and international students are different. We are adapting to a new culture, a new education system, and many other responsibilities at the same time. That is why I believe the quickest approach is case-by-case communication research, together with understanding yourself as a learner.

Before deciding how to improve your English, first understand yourself as an international student. Ask yourself: What is my biggest challenge? Is it the local accent? Pronunciation? Vocabulary? Academic language? Confidence in speaking? Or listening? Everyone is different. Once you understand your own strengths and challenges, develop your own language-learning plan instead of relying on only one method.

This is exactly what I practised 25 years ago when I was an international student working at busiest place. Many people told me I would struggle because most customers were native English speakers. During busy hours there was a long queue of customers placing customised orders while I had to understand exactly what they wanted and enter the correct order and price. It was challenging, but it became one of my greatest learning experiences.

Instead of waiting until I gradually became familiar with the accent, I turned every communication challenge into a learning opportunity. Every conversation became a small research project.

I observed, listened carefully, made notes, researched afterwards, practised, and gradually became familiar with different communication patterns and the local accent. I used exactly the same approach at work, at the bank, in supermarkets, at university, during interviews, and in everyday conversations.

I also applied this approach to university learning.

Before each lecture, I identified the key words, researched the topic, read the recommended materials where possible, and prepared my own notes. This preliminary preparation helped me recognise important concepts even when the lecturer's accent was unfamiliar.

During the lecture, I focused on listening for key words and concepts instead of trying to understand every sentence. I wrote down unfamiliar words and expressions to research later.

After the lecture, I reviewed my notes, researched what I had not understood, and discussed the lecture with my classmates. Each student understood different parts of the lecture, and by sharing our ideas we collectively developed better notes and a clearer understanding of both the subject and the lecturer's communication style.

Education is a self-learning journey. If your goal is to understand lectures and communicate professionally, make every communication experience your own research project.

Even today, after more than 25 years of working with children, young people, university students, and professionals from many different nationalities, this issue still comes up regularly. I often meet capable and motivated young people who worry about understanding the local accent, communicating confidently, or following lectures. From my experience, these challenges can be overcome with the right mindset, self-awareness, and practical strategies. The simple steps below are the same principles that helped me and continue to guide the young people I work with.

The practical steps that helped me

1. Start with a positive mindset. Believe that you can learn.

2. Understand yourself. Identify whether your challenge is the local accent, pronunciation, vocabulary, academic language, confidence, or listening skills.

3. Don't hesitate to say, "Could you please repeat that?" or "Pardon?"

4. Listen for key words rather than trying to understand every word.

5. Keep a notebook, or use your phone, to record unfamiliar words, expressions, and pronunciations. Research them afterwards. Today, there are many excellent apps that can support pronunciation and listening practice.

6. Practise common conversations and communication patterns that you experience every day.

7. Treat every situation—at work, university, the bank, the supermarket, interviews, or daily life—as a case study for learning.

8. Before lectures, identify the key words, research the topic, read the recommended materials, and prepare your own notes.

9. During and after lectures, review your notes, research unfamiliar concepts, and discuss the lecture with classmates. By combining your understanding, you can collectively develop better notes and gain a clearer understanding of both the subject and the lecturer's communication style.

10. Keep learning every day. Train your mind, your ears, and your analytical thinking. Small, consistent efforts build confidence over time.

Every international student's journey is unique. Believe in yourself, stay curious, and never stop learning. One day, the accent that once seemed difficult will simply become another part of your everyday communication.

❤️
16/04/2026

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01/03/2026
With the invitation of the wisadamy project of Leo Club of the University of Colombo, Towards Responsive conducted a pro...
01/03/2026

With the invitation of the wisadamy project of Leo Club of the University of Colombo, Towards Responsive conducted a programme on Breaking Barriers in Child Reintegration for children leaving Child Development Centers.

The session was conducted by Nadee Gunaratne, Director of Towards Responsive and Beyond Childhood International. The programme was designed in accordance with the research conducted by Lawyers for Human Rights and Development, titled the *Longitudinal Research Action on Children Deprived of Liberty funded by UNICEF under the JURE a program .

The methodology included observation and participatory approaches that focused on the challenges children may face after leaving care homes. These challenges include the risk of dropping out of education, engaging in casual labour, exposure to trafficking, and vulnerability to harmful environments. The programme emphasized the importance of continuing education, building life skills, and avoiding situations that could lead to exploitation. It also highlighted how positive attitudes, including the simple act of maintaining a hopeful and confident outlook, can support personal development and reduce negative influences.

University students from the Leo Club actively participated in the activities. Their involvement helped sensitize them to issues of gender, equity, and social inclusion, which are especially important for young lawyers in their future legal practice. The interactive nature of the session allowed university students to share knowledge in a supportive and encouraging manner.

Feedback from the children of the Child Development Center was very valuable. They expressed that, rather than a traditional lecture-style training, the involvement of university youth made the session more engaging and inspiring. The exchange of hope-driven legal knowledge created a more meaningful learning environment.

There is a strong need for focused training methodologies for extremely vulnerable children. Programmes should aim to sensitize justice sector stakeholders on gender equity and social inclusion. Reintegration and career development materials must address the real challenges faced by children leaving care, enabling them to solve their own problems and build sustainable futures, rather than following models designed only for middle-class students.

Nadee Gunaratne
Co-Researcher – Training Needs Assessment (UNICEF funded), implemented by Towards Responsive- 2023
Lead Researcher / Rule of Law Specialist – Children Deprived of Liberty (UNICEF funded), implemented by Lawyers for Human Rights and Development -2022- 2024

01/02/2026
Legal Aid as a foundation for Recovery After the Ditwa Climate Crisis: Why Women and Children Must Not Be Left BehindThe...
11/01/2026

Legal Aid as a foundation for Recovery After the Ditwa Climate Crisis: Why Women and Children Must Not Be Left Behind

The Ditwa climate crisis has changed lives in ways that extend far beyond the moment of disaster. While damaged homes and destroyed land are the most visible losses, the deeper impact is often legal, social, and psychological—especially for women and children. For many families, recovery is slowed not by a lack of strength, but by the absence of legal support to navigate compensation systems, land rights, relocation processes, and access to basic services.

Women frequently face the heaviest burden. Many lose cultivation land, housing, or legal documents, while also becoming the primary caregivers for children or sick family members. In several cases, women-headed households struggle to restart livelihoods while coping with trauma and uncertainty.

One affected woman who lost her cultivation land and received a notice to vacate her home described how her husband’s medical treatment was disrupted by the disaster. With tears in her eyes, she explained how she now carries the responsibility of survival alone, without stable income or land to cultivate. She was advised to meet the relevant authorities to address her land and livelihood issues, but her immediate need was not only legal direction—it was emotional support, dignity, and reassurance. This shows that legal aid is not only technical assistance; it is closely linked with counselling, confidence-building, and social reintegration.

Children and young people carry invisible wounds as well. A young survivor who lost his entire family shared that constant calls and messages from well-meaning people, asking him to “be strong” or reminding him of his lost loved ones, feel like a heavy burden—even when he is asleep. He emphasized that only trained professionals should provide counselling and emotional support, as untrained interventions can unintentionally increase stress. For survivors like him, legal aid, documentation, safe housing, and professional psychosocial support must work together. Legal aid alone is not enough, but without it, long-term stability becomes impossible.

For this reason, legal aid for relocation and reintegration should not be treated as a separate service. It must be integrated into the government’s recovery response and implemented on a case-by-case basis. Each affected household faces different challenges—lost land titles, inheritance disputes, eviction notices, compensation delays, or missing identity documents. Reintegration plans should therefore be prepared family by family, ensuring safe housing, access to education and health services, restoration of livelihoods, and protection from exploitation.

True recovery after the Ditwa crisis is not only about rebuilding houses or infrastructure. It is about restoring dignity, protecting rights, and giving women and children the confidence to rebuild their lives. When legal aid is combined with counselling from trained professionals, social services, and government coordination, it becomes a powerful tool—not just for survival, but for justice and long-term resilience.

Written by Nadee Gunaratne
Attorney at Law ,
President Women International League for Peace and Freedom
Director Beyond Childhood International Director Towards Responsive

Child Development Centres attached to the Western Province Department of Probation and Child Care Services hosted a refl...
08/01/2026

Child Development Centres attached to the Western Province Department of Probation and Child Care Services hosted a reflective session with caregivers and in-charge officers, together with Beyond Childhood International and AIKO Pre School, Day Care and Activity Center, focusing on children aged 0–5 living in institutional care due to the absence of parental support.

The discussion centred on strengthening child care management for children who have no parents, whose parents are unable to care for them, or who lack emotional and nurturing support due to neglect and substance addiction.

The session acknowledged the demanding responsibility of caring for many young children at once and encouraged caregivers to approach their role with positivity, dignity, and compassion.

Drawing from experience in Japan and Australia, trainer Ms Savithri Suduge shared practical approaches to early childhood care, highlighting the importance of adapting good practices to a localised care system. She also introduced the value of exposure to model day care environments, noting how observation and shared practice can support professional caregivers in improving daily care routines.

Following this, Beyond Childhood International member Sanjeewani Disanayake Perera emphasised the importance of music as therapy for caregivers, particularly for those working under high stress in early childhood care homes. The programme was held at Prajapathie Child Development Center and facilitated by Beyond Childhood International.

Early Learning for Lasting Change  Beyond Childhood International (BCI) recognizes early childhood education as a vital ...
02/01/2026

Early Learning for Lasting Change

Beyond Childhood International (BCI) recognizes early childhood education as a vital foundation for building life skills, motor development, and resilience, especially for children in conflict with the law. Early intervention helps reduce risks of crime, neglect, and long-term institutionalization, positioning structured learning as both a protective and rehabilitative mechanism.

Research by Lawyers for Human Rights and Development (LHRD) under the UNICEF-funded JURE program revealed a critical gap: children of single mothers and women-headed households often lack safe childcare after school, increasing vulnerability. The study recommended establishing provincial daycare facilities to protect children while supporting caregivers/ parents employment, providing a strong evidence base for strategic expansion of accessible early childhood services.

BCI has recognized the Aiko Pre School Day Care and After School Activity Center as a model childcare house. Aligned with NVQ Level 4 standards, it functions as a practice-based learning and demonstration centre, developing skilled childcare practitioners while providing structured care for children.

Through collaboration with Aiko pre school , day care and after school
Activity center Director Savithri Suduge, a professional early childhood educator based in Melbourne, Australia, BCI introduced a Music and Development Program for Children implemented by Sanjeewani Disanayake Perera , Creative Arts and Music Therapy Practitioner and member of the Beyond Childhood International team.

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