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Abstract : Child protection and well-being are central priorities within education systems worldwide, including Sri Lanka. Although national safeguarding policies exist, implementation remains uneven, revealing a gap between policy intent and everyday practice. This study examines how Sri Lankan schools interpret and operationalize child-protection awareness within their institutional, sociocultural, and community contexts. A stratified sample of schools and a purposive sample of stakeholders were drawn from the Piliyandala Educational Zone in Western Province. Using a mixed-methods exploratory sequential design, surveys were administered to teachers (n = 120) and students (n = 300) across twelve urban, semi-urban, and rural schools, alongside semi-structured interviews with principals and child-protection officials (n = 25). Quantitative data were analyzed through descriptive statistics and chi-square tests, and qualitative data were examined thematically. Findings show that schools adopt varied approaches to safeguarding shaped by resources, staff capacity, and community influences. Student awareness of protection concepts was high, yet teacher preparedness was limited, with only 12 percent receiving formal training in trauma support. Institutional mechanisms also varied: Child Protection Committees existed in 42 percent of schools, with only 23 percent functioning effectively, and urban schools showing stronger compliance. Schools relied on internal programmes, government-led initiatives, and NGO-supported activities, although these efforts were fragmented and reactive rather than coordinated. Sociocultural factors, including stigma, hierarchical communication norms, parental instability, and community-level risks—restricted disclosure and weakened prevention. Concerns about confidentiality reduced the use of formal reporting structures, while emerging digital pathways appeared promising within ongoing education reforms. Overall, the study highlights a structural and cultural misalignment between national child-protection commitments and their enactment in schools. Strengthening teacher training, building institutional capacity, expanding community partnerships, and developing secure reporting systems are essential for protective and responsive learning environments. The study provides evidence to guide policy refinement, curriculum development, and targeted safeguarding interventions within Sri Lanka’s education sector.