Understanding Students’ Wellbeing in a Maltese Post-Secondary Academic Setting

Abstract

This case study, carried out at a Maltese post-secondary school, was informed by Bradburn's Subjective Wellbeing (SWB) theory. This framework suggests that individuals interpret the concept of wellbeing differently, shaped by their distinct life experiences. It also emphasises that wellbeing is influenced by the interplay of positive elements that evoke positive emotions and negative elements that trigger negative emotions. The objectives of the research were to understand what post-secondary school students comprehend by the term ‘wellbeing’; to identify what they perceive by positive and negative factors that influence their emotions; and to elicit recommendations from students for initiatives or processes to enhance overall wellbeing within the school context. The research employed a qualitative interpretative approach, conducting 12 semi-structured interviews with convenience-sampled students. Data analysis followed the Braun-Clark method, and an inductive interpretivist approach was used to derive results and conclusions. Students emphasised the significance of family, teachers, friends, physical activity, mental health, nutrition, lifestyle choices and the environment as positive factors contributing to their wellbeing. Conversely, they identified workloads, deadlines, poor academic performance, stress, anxiety, negative peer influence, being compared to others, and physical health issues as negative factors affecting their emotional state and overall wellbeing. Beyond school-related factors, students also highlighted the impact of hostile parental relationships and chaotic home environments on their wellbeing. As recommendations, students proposed that educators reduce student workloads and deadlines, organise more sports tournaments and extracurricular activities, update gym equipment, and periodically communicate with students to remind them of available guidance and counselling services. The researcher concluded by providing her own reflections on the study.