Fostering schools as learning communities through inclusive religious encounters

Abstract

Malta has transitioned from a predominantly Catholic society to one characterised by growing religious and cultural diversity. Increasingly, students, both Maltese and nonMaltese, identify with non-Catholic or non-religious worldviews. This shift presents challenges for schools, which must respect diversity while fostering inclusion for all. Educators often struggle to meet the needs of students from minority faith backgrounds, sometimes unintentionally marginalising them in favour of dominant norms. This dissertation examines how students from minority faith communities, experience inclusion and belonging in Maltese primary and secondary schools. Using a qualitative approach, it draws on semistructured interviews with students aged 16 to 18, capturing their experiences as members of non-Catholic faith traditions within the school system. The findings reveal three central themes: the tension between inclusion and exclusion; the lack of representation and awareness of diverse religious identities; and the positive impact of inclusive practices on students’ well-being and learning. Participants described a spectrum of experiences, ranging from feeling respected and engaged to feeling invisible or excluded. This study underscores the transformative potential of inclusive practices that foster dialogue, recognise diverse beliefs, and promote collaborative learning environments. It advocates for intentional strategies to assist schools, educators, and policymakers in creating inclusive, respectful communities that reflect Malta’s evolving religious landscape.