Educators’ perspectives on primary students’ social and emotional well-being attending Church schools in Malta

Abstract

In recent years, social and emotional well-being (SEW) has gained increasing attention in education as schools adapt to growing diversity and evolving student needs. Educators constantly struggle to manage the academic demands and socio-emotional needs of their students, while navigating systemic constraints that limit the kind of support they aspire to provide. Although research recognises the benefits of social-emotional learning (SEL), its implementation remains inconsistent, and often left to individual educators’ discretion, rather than embedded as a structured, school-wide approach. This gives rise to disparities in practice as students receive unequal socio-emotional support due to insufficient resources and variations across schools. This study sought to capture the voices of Primary educators in Maltese Church schools, examining their beliefs and experiences regarding the challenges and aspirations they face in supporting their students' SEW within the school setting. A qualitative approach was employed through semi-structured interviews with ten Primary educators from Maltese Church schools, while the data was analysed using reflexive thematic analysis. The four key themes identified were Foundation, Practical Strategies, Challenges, and Church School Values, along with their respective subthemes. The findings provide a deeper understanding of how SEW is currently promoted and supported, the strategies employed, and the factors that hinder or support its integration. This study may guide educational stakeholders toward effective approaches to enhance the well-being of both educators and students, such as, implementing schoolwide, evidence-based SEL programmes and strengthening early intervention systems. By addressing present educational challenges through structured and inclusive practices, schools can ensure a successful transformative journey for all children.