Stalking and harassment : an analysis of the impact of this crime on tertiary educators in Malta

Abstract

Despite increasing awareness of the emotional and professional risks posed to educators by stalking and harassment, local studies within tertiary education remain limited. This study explores how tertiary-level educators in Malta experience, interpret, and respond to such behaviours. The aim is to identify the relational, institutional, and socio-cultural factors that shape vulnerability and influence reporting. Using a qualitative design, the study employed semi-structured interviews and a focus group involving individuals with strong professional links to Maltese tertiary education, and to issues surrounding stalking and harassment. The resulting data were analysed thematically. The findings reveal that unwanted behaviours emerge across both physical and digital spaces, often facilitated by blurred boundaries, heightened expectations, and Malta’s small-island dynamics. Stalking and harassment were shown to have significant emotional, psychological, and professional impacts, contributing to anxiety, avoidance behaviours, and long-term shifts in educators’ confidence and sense of safety. The study also identifies substantial barriers to reporting, including fear of retaliation, reputational concerns, and perceived institutional inconsistency. Drawing on these insights, the dissertation proposes a set of evidence-based recommendations aimed at strengthening safeguarding frameworks, enhancing reporting structures, and fostering supportive institutional cultures. The study offers important new empirical insights into an underexplored area in Malta, and underscores the importance of placing educators’ wellbeing at the centre of institutional responsibility.