https://www.um.edu.mt/library/oar/handle/123456789/26824 2026-04-11T07:44:05Z https://www.um.edu.mt/library/oar/handle/123456789/6260 Title: Social, emotional and behaviour difficulties in Maltese schools Authors: Cefai, Carmel; Cooper, Paul; Camilleri, Liberato Abstract: This paper reports the first national study of social, emotional and behaviour difficulties (SEBD) in Maltese schools. The study secured a sample of ten percent of the school population in state and non-state primary and secondary schools in Malta and Gozo, with 7000 students and their respective class teachers and parents selected to participate in the study. The study sought to explore the nature and distribution of SEBD in Maltese schools; to examine the relationships between SEBD and socio-cultural factors as reflected in the school, family and community contexts, and identify the risk and protective factors for SEBD. This paper presents the key findings of the study, and makes various recommendations in the prevention and management of SEBD and the promotion of socioemotional literacy in schools. A key message is the complexity and multi-factorial nature of this phenomenon, and the need for multilevel, multisystemic interventions. 2009-04-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/6092 Title: Teaching assistants and pupils' academic and social engagement in mainstream schools : insights from systematic literature reviews Authors: Cajkler, Wasyl; Tennant, Geoff Abstract: The last twenty years have seen a huge expansion in the additional adults working in classrooms in the UK, USA, and other countries. This paper presents the findings of a series of systematic literature reviews about teaching assistants (TAs). The first two reviews focused on stakeholder perceptions of TAs’ contributions to academic and social engagement, namely the perceptions of pupils, teachers, TAs, headteachers and parents on four principal contributions that teaching assistants contribute to: pupils’ academic and socio-academic engagement; inclusion; maintenance of stakeholder relations; and support for the teacher. The third review explored training of TAs. Against a background of patchy training provision both in the UK and the USA, strong claims are made for the benefits to TAs of training provided, particularly in building confidence and skills. The conclusions include implications for further training and the need for further research to gain an in-depth understanding of the way TAs engage with children. 2009-11-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/6012 Title: Venturing into schools : locating mental health initiatives in complex environments Authors: Askell-Williams, Helen; Lawson, Michael J.; Slee, Phillip T. Abstract: Schools provide viable settings for mental health promotion initiatives, such as programs to develop students’ social and emotional capabilities (SEC). Complexity in the school environments into which initiatives are introduced, such as diverse student capabilities, school structures, and teachers’ knowledge and confidence, will play an integral role in the success of those initiatives. This paper investigates the environments of schools about to receive the KidsMatter mental heath promotion, prevention and early intervention initiative in Australia, using information sourced from questionnaires about 2598 students and their teachers in 50 Australian primary schools. The focus of the report is on the status of the schools’ work in one of the key focus areas for the intervention, namely students’ SEC. Analysis showed relatively high levels of students’ SEC across the whole sample, but with sub-group differences. Teachers’ attitudes towards SEC learning were highly positive. Teachers’ self-rated knowledge and approaches in dealing with SEC were moderate, and point to requirements for additional pre-service and professional development. The extent of regular and sustained delivery of SEC programs and mental health initiatives in general showed variability, suggesting the need to attend to school systems and structural supports. Implications of these areas of diversity in school environments on the selection and methods of delivery of mental health promotion programs in schools are discussed. 2009-11-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/6011 Title: Schools as contexts for the development of social and emotional learning Authors: Borg, Felicienne Mallia Abstract: This study describes the developmental process in a secondary school which had taken up the challenge of responding more effectively to an increasingly diverse community of learners. The study was aimed at understanding the challenges faced by the school in this area and the ways it sought to create a more inclusive community, with a particular focus on social and emotional learning. A qualitative case study design was used, with semi-structured interviews held with various stakeholders, namely the school administration, teachers, support staff, parents and the students. Findings indicated that to be able to respond to student diversity, a school needed to restructure its culture, policies and practices. Teachers needed continual preparation and a vast array of skills, knowledge and pedagogical approaches to help them reach out to all learners. Structural barriers needed to be removed and collaboration encouraged at class, school and community level. The importance of parental involvement was also emphasized as was also the Head’s commitment to inclusive values and a distributed style of leadership. 2009-11-01T00:00:00Z