https://www.um.edu.mt/library/oar/handle/123456789/3965 Sun, 19 Apr 2026 12:47:39 GMT 2026-04-19T12:47:39Z https://www.um.edu.mt/library/oar/handle/123456789/58521 Title: Editorial : introducing emotional education Abstract: What is Emotional Education? After seemingly ages of neglect, the past couple of decades have seen a widespread growth in interest in the importance of emotions in relation to education. Along with this has come the demand for more humanistic and holistic approaches to educational practice which are informed by a developing understanding of the ways in which social, cognitive and emotional factors interact and contribute to the learning process. Wed, 01 Apr 2009 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/58521 2009-04-01T00:00:00Z 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. Wed, 01 Apr 2009 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/6260 2009-04-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/6007 Title: Engaging students with ADHD in mainstream education : lessons from children, parents and teachers Authors: Hughes, Lesley Abstract: The move towards inclusive education in the UK (DfEE 1997; DfEE 2004a), and more recently integrated working (DfES 2003), has resulted in the development of a national framework calling for a change to the way organizations meet the needs of children. The Children Act (DfEE 2004b) provides the legal framework to legislate for these changes at national and local levels, and local service providers are required to work in partnership to provide a coordinated and coherent system of support aligned to the child’s evolving needs. This paper reports on empirical findings taken from interviews with children with ADHD, their teachers and parents, to highlight what they perceive to be effective in providing support for the children in their learning environment. Examples are drawn from environmental, personal, organizational and structural factors that are believed to influence the children’s behaviour. Suggestions are made over areas that need to be considered when setting up integrated services and how these can influence effective support for children. Wed, 01 Apr 2009 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/6007 2009-04-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/6005 Title: Identifying and engaging 'disengaged' and 'disruptive' students Authors: Cole, Ted Abstract: This paper outlines concerns in the UK about students who are disruptive in class and/or disengaged from the normal educational process. After discussing who these students are and estimating their numbers, the paper looks at recent research on how best to meet their needs. This research indicates the appropriateness of the British government's recent softening of its position on 'inclusion'. The studies cited indicate that far more can be done in 'normal' school settings to promote engagement but that special provision can sometimes be more appropriate. If social inclusion as adults is the overarching aim, what matters more than the physical location of the education offered are the qualities, skills, commitment and energies of the professionals involved. The values of staff, the quality of their relationships with the students and their imaginative, flexible delivery of appropriate curricula are crucial, as is the need to support these professionals in their demanding task. Wed, 01 Apr 2009 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/6005 2009-04-01T00:00:00Z