Cefai, C.; Bartolo P. A.; Cavioni. V; Downes, P. (2018). Strengthening Social and Emotional Education as a core curricular area across the EU. A review of the international evidence, NESET II report. Luxembourg: Publications Office of the European Union. DOI: 10.2766/66443

Brief: The publication reviews international evidence on the importance of social and emotional education (SEE) and provides recommendations for its integration into school curricula across the European Union. The report highlights that many children in Europe face significant social and emotional challenges, such as poverty, bullying, family conflict, and academic stress, which hinder their learning and wellbeing. SEE aims to develop children’s self-awareness, self-management, social awareness, and relationship skills, fostering their ability to understand themselves and others, regulate emotions, and make responsible decisions. The report emphasises that SEE has been shown to improve academic achievement, prosocial behavior, and mental health, while reducing anxiety, depression, and antisocial behavior. These benefits are observed across different cultural, socio-economic, and ethnic backgrounds and persist over time. SEE is most effective when started early, from early childhood education, and offers significant economic returns on investment. The authors propose a framework for SEE implementation, which includes eight key components: a balanced curriculum focusing on intra- and interpersonal competences, a positive school climate, early intervention, targeted support for at-risk students, active student participation, teacher competence and wellbeing, parental collaboration, and quality adaptation to local contexts. Teacher competence and wellbeing is one of the key components. The publication also discusses the current state of SEE in EU Member States, noting that while many countries recognise its importance, there is considerable variation in policies and practices. The authors recommend that SEE be recognised as a core curricular area in the EU Framework of Key Competences for Lifelong Learning. They call for more pilot projects, funding for research, and the sharing of best practices across Member States. For policymakers, the report suggests making SEE a mandatory part of national curricula, developing teacher training programmes, and ensuring adequate funding.

Bezzina, A. (2025). “On Our Journey” Cards for self-management and human flourishing- a mixed-method research exploring the benefits, possibilities, and challenges. Pastoral Care in Education, 1–21. https://doi.org/10.1080/02643944.2025.2468780

Brief: The journal explores the benefits, possibilities, and challenges of using a set of reflective cards designed to enhance self-management and emotional well-being. Developed by the Happy Life (Relationships are Forever Foundation) in collaboration with educators, spiritual leaders, and counsellors, the cards are used in various settings for both preventative and remedial purposes. The mixed-method research involved questionnaires and focus groups with participants who participated in a three-day training on using the cards. Results indicate that the cards facilitate self-management by encouraging reflection on feelings, actions, and outcomes, leading to holistic well-being and flourishing. Participants reported positive experiences, including increased emotional awareness, self-reflection, and character strengths. However, challenges such as time constraints, cultural differences, and initial perceptions of the cards as “childish” were noted. The study highlights the importance of creating a safe space for reflection and the need for facilitators to guide users effectively. The research suggests that the cards can be a valuable tool for promoting emotional literacy and resilience, with implications for policymakers to integrate them into educational, therapeutic, and workplace settings to foster a more reflective and flourishing society.

Cefai, C., Simões, C. and Caravita, S. (2021). A systemic, whole-school approach to mental health and wellbeing in schools in the EU NESET report. Luxembourg: Publications Office of the European Union. DOI: 10.2766/50546.

Brief: This report emphasises the urgent need to integrate mental health and well-being into the educational system, particularly considering rising mental health challenges among children and adolescents in Europe. The report advocates for a holistic, systemic approach that moves beyond narrow academic goals to prioritise mental health as a key educational objective, aligning with EU policies and the UN Sustainable Development Goals. Central to this approach is the concept of a whole-school framework, which involves universal interventions like social and emotional education, targeted support for at-risk students, and the creation of a positive school climate characterised by connectedness, belonging, and safety. This approach mobilises the entire school community—students, staff, parents, and external professionals—to foster a supportive environment that promotes mental health and prevents issues such as bullying. Key components include integrating mental health literacy and resilience-building into the curriculum, fostering positive teacher-student relationships, and implementing inclusive practices that address diversity and equity. The report reviews extensive international literature and meta-analyses, concluding that well-implemented whole-school interventions significantly improve students’ mental health, social and emotional competences, academic achievement, and overall well-being. Effective interventions are those that are culturally relevant, participatory, and supported by strong leadership and community involvement. The report provides 13 recommendations, including mainstreaming mental health into the curriculum, adopting a whole-school approach, prioritising teacher education, and addressing the needs of vulnerable students through targeted interventions. It also calls for increased evidence-based research and the development of a mental health curriculum tailored to European schools. Ultimately, the report underscores the necessity of a comprehensive, systemic approach to mental health in schools, emphasising the critical role of education in promoting well-being and preventing mental health issues. It calls for collaborative efforts across the EU to implement these strategies effectively, ensuring that all children have access to a supportive and inclusive educational environment that nurtures their mental health and prepares them for a healthy, productive future.

Cefai, C., Camilleri, L., Bartolo, P., Grazzani, I., Cavioni, V., Conte, E., … & Colomeischi, A. (2022). Evaluating the effectiveness of the PROMEHS Programme in improving students’ and teachers’ social and emotional competence, resilience and mental health (Vol. 7, pp. 1-88). Centre for Resilience and Socio-Emotional Health, University of Malta.

Brief: The document presents the findings of the PROMEHS (Promoting Mental Health at School) programme, an Erasmus+ Key Action 3 project co-funded by the European Commission, aimed at improving students’ and teachers’ social and emotional competence, resilience, and mental health. The programme was implemented across six European countries (Croatia, Greece, Italy, Latvia, Portugal, and Romania) and involved a quasi-experimental longitudinal design to evaluate its effectiveness. The study assessed the impact of PROMEHS on students’ social and emotional learning (SEL), resilience, mental health, and academic outcomes, as well as on teachers’ self-efficacy, social and emotional competence, and resilience. The programme included teacher training, parent and school leader meetings, and the implementation of a mental health curriculum with activities designed to promote SEL, resilience, and prevent social, emotional, and behavioural difficulties. The results indicated that the PROMEHS programme had a positive impact on students’ SEL, resilience, and mental health, with significant improvements observed in self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. The programme was particularly effective in enhancing prosocial behaviour and reducing internalising and externalising difficulties, especially among vulnerable students. Teachers who implemented the programme also reported increased social and emotional competence, self-efficacy, and resilience, along with reduced burnout. The study highlighted the importance of a whole-school approach to mental health promotion, involving students, teachers, parents, and school leaders, and emphasised the need for ongoing support and training to ensure the sustainability of the programme’s benefits. Overall, the findings suggest that PROMEHS is a valuable tool for promoting mental health and well-being in schools, with potential implications for educational policy and practice across Europe.

Bezzina, A. (2024). Finding Meaning in Life for Human Flourishing and Wellbeing: A Mixed Method Research Exploring the Benefits, Possibilities and Challenges of the “On Our Journey” Cards. Journal of Advanced Research in Social Sciences, 7(4), 96–117. https://doi.org/10.33422/jarss.v7i4.1310

Brief: The journal explores the benefits, possibilities, and challenges of using the “On Our Journey” cards, a tool designed to help individuals find meaning in life, enhance self-awareness, and promote well-being. Developed by the Happy Life (Relationships are Forever Foundation) in Malta, the cards are used in various settings to foster emotional literacy, reflection, and personal growth. The study employed a mixed-method approach, including questionnaires and focus groups with participants who attended a three-day training on using the cards. Four main themes emerged from the research: 1) Finding meaning in life and spirituality, 2) Positive mental health, 3) Wellbeing, and 4) Present-moment awareness. Participants reported that the cards helped them reflect on their emotions, actions, and life choices, leading to a deeper sense of purpose and spiritual connection. The cards also facilitated emotional expression, self-awareness, and mindfulness, contributing to improved mental health and overall well-being. However, challenges included initial perceptions of the cards as “childish” or a “waste of time,” the need for a safe and supportive environment, and the importance of proper training for effective use. The study highlights the cards’ potential to enhance human flourishing by promoting self-reflection, emotional regulation, and meaningful life choices. Participants noted that the cards helped them process experiences, manage emotions, and build positive relationships. The research also presents the importance of creating a safe space for reflection and the need for facilitators to guide users effectively. The findings suggest that the “On Our Journey” cards can be a valuable tool for educators, therapists, and other professionals to support emotional and mental well-being. The study recommends integrating the cards into educational curricula and professional practices to foster holistic development and resilience. However, the research acknowledges limitations, including potential sample bias and the need for further studies with larger, more diverse populations to validate the findings.

Bezzina, A. (2022). “I feel what you are feeling”: Neural Processes for Empathy and its Impact on Academic and Holistic Achievement”. Malta Journal of Education, 3(1): 5-14. DOI: 10.62695/DGML4574 https://ife.gov.mt/wp-content/uploads/2023/03/Institute-for-Education-Symposium-vol-03-no01-LR-37-66.pdf

Brief: The journal explores the neural processes of empathy and its impact on academic and holistic achievement. Empathy is classified into three types: cognitive empathy (understanding others’ perspectives), emotional empathy (sharing others’ feelings), and compassionate empathy (taking action to help others). The paper delves into the brain functions associated with empathy, highlighting the roles of the ventromedial prefrontal cortex, temporoparietal junction, and mirror neurons in facilitating empathy. Mirror neurons, discovered in the ventral premotor cortex, are crucial for imitation and emotion contagion, which are foundational to empathy. Research indicates a positive correlation between empathy and academic achievement, as well as holistic development. Studies show that empathy enhances emotional literacy, conflict resolution, and social skills, contributing to better academic performance and overall well-being. For instance, research shows that programs focusing on socio-emotional learning (SEL) tend to improve student attitudes, reduce emotional distress, and boost academic outcomes. However, some studies argue that empathy is innate and challenging to teach, emphasising the importance of a supportive environment for its development. The paper also discusses positive schooling, where empathy and emotional literacy are integrated into the curriculum to create a safe and supportive learning environment. Positive schooling fosters student well-being, engagement, and holistic achievement by activating various brain regions and promoting character strengths like kindness and perspective-taking. The circle format in classrooms, where students engage in reflective and experiential activities, is highlighted as an effective method for enhancing empathy. The article concludes with recommendations for educators and policymakers to prioritise empathy in education, emphasising the need for training and policies that support emotional literacy and holistic development. By fostering empathy, schools can create environments where students flourish academically and emotionally, contributing to a more compassionate and resilient society.

People Management Department within the Ministry of Education, Sports, Youth, Research and Innovation. (2024). Report on the Educator Wellbeing and Job Satisfaction Survey for Scholastic Year 2023 – 2024. Ministry of Education, Sports, Youth, Research and Innovation.

Brief: The Educator Wellbeing and Job Satisfaction Report for the 2023-2024 Scholastic Year provides a comprehensive analysis of the subjective wellbeing and job satisfaction of educators in Malta, aligned with the National Education Strategy 2024-2030. The survey, conducted by the Ministry of Education, Sports, Youth, Research, and Innovation, gathered responses from 1,678 educators across various roles, including teachers, learning support educators (LSEs), kindergarten educators (KGEs), Deputy Heads of Schools, Heads of Departments, Heads of Schools, and Education Officers. Data was collected through a quantitative online survey with tools like the SWEMWBS (life satisfaction), SPANE (affective states), SWLS (eudaimonia), and TJSS-9 (job satisfaction for professionals). A general job satisfaction tool was used for Education Officers. The report highlights that most educators experience moderate levels of life satisfaction and affective states, with over 80% reporting high or very high levels of eudaimonia, indicating a strong sense of purpose and meaning in their roles. Heads of Schools exhibited the highest levels of overall subjective wellbeing, while job satisfaction was generally moderate, with higher satisfaction reported by Heads of Schools, KGEs, and Deputy Heads of Schools. Teachers and Education Officers, however, showed slightly lower job satisfaction. Key areas of concern identified include high stress levels, with many educators rarely or never feeling relaxed, prevalent negative emotions, mixed future optimism, and poor student self-discipline. The report emphasises the need for targeted interventions to enhance educator wellbeing, particularly in stress management, emotional support, and strategies to improve student behaviour and parental involvement. The findings highlight the importance of addressing these challenges to ensure a positive and effective educational environment for both educators and students.

Spiteri, S., & Bezzina, A. (2023). Senior Leadership Team Communication and Educators’ Stress: Implications for Policymakers. 𝑀𝑎𝑙𝑡𝑎 𝐽𝑜𝑢𝑟𝑛𝑎𝑙 𝑜𝑓 𝐸𝑑𝑢𝑐𝑎𝑡𝑖𝑜𝑛, 2023, 4(2): 186-208. DOI: 10.62695/RNYX7360. https://ife.gov.mt/wp-content/uploads/2023/11/MJE-vol.-04-no.-02-pp-186-208.pdf 

Brief: The journal explores the relationship between communication by Senior Leadership Teams (SLTs) and stress levels among educators, including teachers and Learning Support Educators (LSEs) in Maltese state schools. The study uses a mixed-method approach, combining quantitative data from 296 questionnaire responses and qualitative data from interviews with eight participants (four SLT members and four educators). The research highlights that effective communication from SLTs can significantly reduce educators’ stress. Key findings indicate that when SLTs use diverse communication methods, create opportunities for dialogue, and maintain open communication channels, it alleviates stress among educators. On the other hand, poor or insufficient communication can increase stress. The study identifies stressors such as administrative burdens, lack of recognition, and interpersonal conflicts, which are often linked to communication issues. The paper also discusses the Transactional Model of Stress, emphasising that stress is influenced by both environmental factors and individual responses. It suggests that clear, supportive communication from SLTs can mitigate stress, while unclear or inadequate communication can increase it. The study found that educators appreciate face-to-face communication, but also value written and virtual methods when face-to-face interaction is not feasible. Recommendations for policymakers include providing adequate time for communication, offering training on emotional literacy and stress management, and encouraging informal daily interactions between SLTs and educators. The study concludes that improving communication strategies within schools can empower educators, reduce stress, and enhance the overall learning environment.