https://www.um.edu.mt/library/oar/handle/123456789/3962 2026-04-08T22:53:00Z https://www.um.edu.mt/library/oar/handle/123456789/144942 Title: Bullying dynamics among adolescents in Malta : prevalence, patterns, and impacts on wellbeing Authors: Vella, Timothy; Vassallo, Jeannine Abstract: Bullying remains one of the most prevalent threats to adolescents’ wellbeing and mental health worldwide. This study examines the prevalence, nature, and impact of bullying and cyberbullying among 3,456 adolescents in Malta, specifically students attending Year 7, 9 or 11 in Malta’s mainstream schools (age 11-16 years), focusing on victimisation and perpetration experiences across different gender and school years. Face-to-face bullying, notably verbal abuse and social exclusion, were the most prevalent bullying forms. Boys were more likely to experience physical bullying, while girls more often experienced social exclusion. Younger students were more frequently involved in bullying perpetration and victimisation, and were more likely to intervene in bullying situations. Furthermore, the research demonstrates that both victims and perpetrators of bullying tend to experience lower levels of life satisfaction and self-esteem. This study contributes to a deeper understanding of bullying dynamics in Malta and offers insights for developing effective anti-bullying strategies in educational settings. 2026-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/143629 Title: Classroom-related emotions through the lens of students’ academic concerns in higher education Authors: Farrugia, Lawrence; Borg, Colin; Torrilla, Leanne Abstract: Understanding how students’ academic concerns give rise to their emotions during classes is essential for fostering emotionally supportive and engaging higher education environments. While emotions in learning have been widely studied, less is known about how specific academic concerns act as antecedents that help explain students’ classroom-related emotions. This study examined how students’ concerns about lecture content, in-class engagement, workload, and competing roles influence the emotions they experience during classes in higher education. Data was collected from 380 undergraduate and postgraduate students, of whom 65.5% were female and the largest age group was 18–24 years (60.3%), enrolled at a Maltese higher education institution through an anonymous online questionnaire. A concurrent mixed-methods design was employed. Quantitative data were analysed using descriptive statistics and Kruskal-Wallis tests, while qualitative responses were examined through inductive thematic analysis to identify key concern areas. Results revealed significant differences in emotional responses by age and programme type, with younger students reporting higher levels of boredom, shame, and anxiety. Four main areas of concern emerged from qualitative data analysis: lecture relevance, engagement, workload balance, and wellbeing. Addressing these concerns through pedagogical design and psychosocial support can foster positive emotions, engagement, and emotional wellbeing in higher education. 2026-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/143556 Title: HEARTS activity handbook : activities to foster culturally-sensitive and community-based mental health promotion in higher education Authors: Fernandez Mostaza, Maria Esther; Casajús Vallés, Irantzu; Rossi Ghiglione, Alessandra; Stasia, Fabrizio; Iuliano, Irene; Cefai, Carmel; Avellino, Chantal; Spiteri, Rachel; Moleiro, Carla; Aybar Camposano, Gustavo; Mereu, Alessandra; Sardu, Claudia Abstract: The HEARTS Activity Handbook: Activities to Foster Culturally-Sensitive and Community-Based Mental Health Promotion in Higher Education has been developed by the partner institutions and organizations of the HEARTS project. It presents five complete learning paths, each containing practical, adaptable activities designed to promote mental health in university settings. The handbook includes detailed workshop descriptions and step-by-step activity guidelines, enabling higher education professionals to implement them effectively with their own groups. Grounded in inclusive, culturally sensitive and community-based approaches, it offers tailored methodologies for students, staff and mixed groups, supporting well-being, reducing stigma, and fostering healthy, participatory learning environments. 2025-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/143519 Title: HEARTS guide : a guide for the introduction of culturally sensitive and community-based mental health promotion in higher education Authors: Fernandez Mostaza, Maria Esther; Casajús Vallés, Irantzu; Rossi Ghiglione, Alessandra; Stasia, Fabrizio; Iuliano, Irene; Cefai, Carmel; Avellino, Chantal; Spiteri, Rachel; Moleiro, Carla; Aybar Camposano, Gustavo; Mereu, Alessandra; Sardu, Claudia Abstract: The Higher Education Action Response for Trauma Support (HEARTS) is an Erasmus+ project (Project Number: 2023-1-ES01-KA220-HED-000158841) which sought to develop innovative methods and strategies for mental health promotion in higher education, focusing primarily on trauma prevention and support, with a particular interest in those belonging to minority groups.; The HEARTS project seeks to increase the quality of mental health promotion in higher education institutions, while addressing common needs and priorities. It also aims to promote the inclusion of vulnerable groups who are more susceptible to discrimination, exclusion and marginalisation, such as persons with disabilities, those from migrant backgrounds, those fleeing war, victims of violence, those facing gender inequalities, socio-economic difficulties and other potential sources of discrimination based on sex, racial or ethnic origin, religion or belief, disability, age or sexual orientation. It aims to help create inclusive learning environments in higher education institutions and inclusive spaces in the broader community, build capacity for transnational cooperation among higher education institutions in addressing mental mental health promotion and enable change among higher education communities through training and accessible resources that promote awareness and resilience-building in mental health. 2025-01-01T00:00:00Z