A national study of the social and emotional wellbeing and academic learning competences of school students in Malta

Abstract

Student social and emotional wellbeing is a key goal of schools in Malta and worldwide. This national study assessed three interrelated domains—social and emotional competences, emotional behaviour concerns and stress, and academic learning competences—among a representative sample of Maltese school students (Kindergarten to Year 11). Data were collected via rigorously translated and validated multi-informant tools from 1,416 parents, 1,023 students (Year 4+), and 148 teachers (rating 653 students) across 59 state and church schools. Key findings include generally strong social-emotional competences (with room for growth in self-awareness, self-management, and social support), low externalising concerns but elevated internalising concerns, high stress levels (nearly 50 % of students reporting moderate/high stress), and mostly positive academic learning competences (with notable gaps in study skills and intrinsic motivation, especially among secondary boys). Strong positive correlations exist between social-emotional and academic competences; both are protective against emotional behaviour concerns and stress. Part 2 provides a practical, criterion-referenced assessment toolkit for educators. The study offers baseline national data and actionable recommendations to support holistic student development in Maltese schools.