The experiences of immigrant students in Maltese secondary state schools

Abstract

In recent years, Malta has seen a significant increase in the number of immigrant students enrolled in secondary state schools. This shift has brought considerable changes to Maltese classrooms and schools, often leaving educators and students uncertain about how to respond to such a change. The transition has not only altered classroom dynamics but also profoundly impacted the daily lives and experiences of immigrant students as they adapt to new educational systems and the broader cultural context of their host country. Many immigrant students arrive with diverse backgrounds and experiences, often having faced significant challenges in their home countries. As they navigate the new educational landscape, they must reconcile their previous educational experiences with those of the Maltese system. This adaptation process can significantly affect their academic performance, social interactions, and overall sense of well-being. This dissertation amplifies the voices of these students, allowing them to share their stories and experiences. It examines how factors such as language barriers, peer relationships, and institutional support influence their integration and sense of belonging. The research employs qualitative methodology, using semi-structured interviews with 10 immigrant students from two different schools. The findings reveal that immigrant students in Maltese state schools still struggle with a sense of belonging. This highlights the need for schools to enhance inclusive practices and support services to better integrate these students. By identifying best practices and strategies, the study aims to promote a more inclusive and supportive school environment for immigrant students.