A post-secondary school in Malta can be considered as the stepping-stone between compulsory education and tertiary education ([24]). Like all education levels, this stage aims to enable students to acquire academic knowledge and prepare them to become active citizens who can effectively navigate socio-economic realities while avoiding inequity, poverty, discrimination, marginalisation and exclusion ([23]). However, achieving this goal requires that the education system prioritises the health of students and their wellbeing, recognising that these have become even more pronounced and demanding ([23]).

The need to foster wellbeing among student populations in schools has always been paramount. Evidence of this is found even in national important documents like the Education Act ([29]). The Maltese Mental Health Strategy2020-2030 reveals that one in four Maltese adolescents aged 15 and above experience wellbeing-related issues ([35]). It should be noted that students who attend post-secondary schools fall within this category, as most of them are between 16 and 18 years old. Hence, schools must be mindful of this statistic and prioritise fostering wellbeing among their student populations.

Furthermore, a local study carried out in 2022 by the National Statistics Office (NSO) reported that only 25.5% of adolescents aged between 16 and 17 years feel that their overall life satisfaction is high ([33]). A recent local study carried out among medicine and pharmacy students at the University of Malta revealed that eight percent of them thought of suicide due to academic stressors ([7]). These statistics underscore the ongoing commitment to prioritising wellbeing. Therefore, this study is dedicated to exploring the perceptions of students in a particular post-secondary school to set the foundations for strategically implementing more measures to foster higher wellbeing. The study values the voices of the students and aims to proceed following the guidelines of the Directorates for Education, which recommend the adoption of effective pedagogical approaches within the curriculum that both reflect and accommodate diversity ([21]). This approach ensures effectiveness with all students who require different kinds of attention and support.

Initiatives aimed at fostering greater wellbeing must be customised to suit the individuals availing of the services ([26]). Thus, emphasising the significance of initially examining the perceptions and requirements of these students in their scholastic setting ([6]) is of utmost importance.

Recognising and appreciating each student as a distinct human being with unique strengths and needs, this study is guided by Bradburn’s theory on Subjective Wellbeing (SWB) ([9]). SWB theory was chosen over alternative wellbeing frameworks because it emphasises the individual’s personal perception of their own wellbeing, capturing the nuanced interplay between positive and negative affect. This is particularly relevant to the study as it aligns with the diverse and individualised nature of students’ experiences, which are shaped by various personal, social, and educational contexts ([4]; [14]; [42]). By focusing on how individuals perceive and evaluate their own lives, the SWB framework provides a more tailored and student-centred approach to understanding wellbeing, making it an ideal lens for exploring the unique and subjective nature of wellbeing among post-secondary students.

Students in a post-secondary school, particularly those studying academic subjects rather than vocational ones, may have varying perceptions of wellbeing compared to individuals of their same age who lead different lifestyles. [9] proposed this theory as a means of understanding wellbeing by considering the balance between positive and negative factors that influence it. According to Bradburn, wellbeing is determined by the presence of positive emotions and the absence of negative ones. To explore the subjective wellbeing of students, this study adopts this framework to investigate the factors contributing to positive and negative emotions. Additionally, Bradburn’s theory has been widely used in previous research studies and has proven useful in educational settings ([3]).

Numerous local studies have investigated the subjective wellbeing of students during compulsory education ([5]; [13]; [16]; [15]; [20]; [28]; [39]) and tertiary education ([8]; [11]; [12]; [30]). However, there has been limited research on the post-secondary years, particularly among students in academic programmes rather than vocational ones. This gap in research motivated this study, which was conducted in one of Malta’s largest post-secondary schools, where no prior studies in this domain have been undertaken. By listening to students’ voices, the educators of this school, who consistently strive to promote wellbeing, can enhance their knowledge and implement effective strategies to foster higher levels of wellbeing ([14]).

Twelve semi-structured interviews were conducted with students who were selected using the convenience sampling method after consulting and deliberating with the Head of School. To ensure honest and candid responses, several measures were implemented. Participants were assured of their anonymity and confidentiality throughout the research process, emphasising that their identities would not be disclosed in any reports or publications. They were also informed that their participation was entirely voluntary and that they could withdraw at any time without any repercussions. To further enhance honesty, the interviewer deliberately selected students whom she does not teach and whom she encountered casually near the school’s canteen. Before the interviews, the interviewer explicitly requested that the participants provide the most honest responses possible, emphasising the importance of their truthful insights for the research. Additionally, a form was provided containing comprehensive details about the aim of the study, the identity of the researcher, the research process, and their rights, including the assurance of non-judgmental and unbiased analysis. The interviews were audio-recorded and transcribed verbatim, and a copy was provided to the participants to verify the accuracy of the information and further build trust in the research process.

The Braun-Clarke ([10]) thematic analysis method was employed to analyse the interview data. The transcripts were read multiple times, significant data units were coded, themes were generated, out of which the most significant ones were selected, and finally, the account was written, presenting the findings.

The findings reveal that students place a significant emphasis on personal factors when defining and evaluating their wellbeing. Students mentioned mental health, physical health, proper nutrition, balanced lifestyle, time availability, emotions, and quality of life as essential elements. These factors resonate with the concept of hedonic wellbeing, which focuses on personal happiness and life satisfaction, an idea traced back to ancient philosophy. [19] elaborate on hedonic wellbeing as an individual’s perception of themselves and their surroundings, linking it to positive emotions and satisfaction. Similarly, [37] discuss hedonic wellbeing’s relationship with mental wellness, highlighting its role in enabling individuals to feel good about their lives. This is contrasted with eudaimonic wellbeing, which is oriented towards achieving purpose and optimal functioning, further underscoring that wellbeing involves more than merely feeling good; it includes living well.

Historically, the term wellness emerged in the 17th century as a state opposite to illness, signifying an absence of disease ([41]). This term fell out of frequent use until the mid-20th century, when it was revitalised through the World Health Organisation’s (WHO) definition, which expanded the understanding of wellbeing to include physical, mental, and social dimensions. The [44] definition underscores that wellbeing is not merely the absence of illness but a holistic state of health and fulfilment. This broad view aligns closely with the students’ responses in this study, as they frequently highlighted the importance of mental and physical health alongside a balanced diet and lifestyle.

The students’ emphasis on a balanced diet as part of their wellbeing reflects public health priorities within the Maltese context. The policy document, A Whole School Approach to A Healthy Lifestyle: Healthy Eating and Physical Activity Policy ([31]), advocates for the integration of healthy eating and physical activity within schools. This document aligns with findings in the current study, where students identify a balanced diet as a contributor to positive emotions and enhanced wellbeing. The policy’s focus on nutrition is crucial, given the high rates of overweight and obesity among Maltese youth, as highlighted by the Health Ministry ([31]). The emphasis on diet reflects students’ awareness of how physical health and lifestyle choices impact mental and emotional wellbeing, resonating with the WHO’s holistic view of health.

Furthermore, this study’s findings support the link between nutrition and academic performance, as outlined by [31], which suggests that improved nutrition is associated with better learning abilities and, subsequently, academic success. Interestingly, students in this study also highlighted poor academic performance as a negative factor, which is consistent with research indicating that academic setbacks can lead to stress, anxiety, and a diminished sense of wellbeing. Thus, students’ responses reflect an understanding of the interconnectedness of personal factors such as diet, physical health, and mental wellbeing.

Educators and policymakers should prioritise initiatives that address specific negative factors identified by students, such as poor mental and physical health, unbalanced lifestyles, and inadequate nutrition. Integrating holistic health education into school curriculums and supporting policies like the Maltese Healthy Eating and Physical Activity Policy can help combat issues like unhealthy diets and sedentary habits. Additionally, raising awareness about the connection between nutrition, mental wellbeing, and academic performance can mitigate the detrimental impact of poor lifestyle choices, which students linked to stress, reduced energy, and negative emotions.

The findings reveal that students place high importance on relationships with teachers, family, friends, and the support offered by school structures like guidance services and extracurricular activities. These social connections play a critical role in shaping students’ wellbeing and providing a supportive foundation during challenging times. Student 8 explained: “The first positive factor is other people who are ready to hear you, especially when you have problems, like your girlfriend, mother and father support me. Support helps a lot and I am sorry for those who don’t have it as honestly, I don’t know how I would cope if I was by myself.”

Most students highlighted the positive impact of teachers on their wellbeing. A student described: “I think that a big factor in school that raise the level of wellbeing are teachers. There are certain teachers that you can tell that they really try their best to raise our morale and motivate us in school and help us never to give up in studies although they acknowledge that it’s hard” – Student 10. This aligns with [34] findings, which indicate that 71% of students with good teacher relationships enjoy school more. Teachers’ support, empathy, and motivation foster a positive school environment, underscoring Opper’s (2014) claim that “teachers matter more to student achievement than any other aspect of schooling” (p.1). Teachers who listen, understand, and show empathy contribute not only to academic success but also to the emotional resilience of students, enhancing their overall wellbeing at school.

Family and friends were frequently cited by students as pillars of their wellbeing. At this age, peer relationships are particularly significant, with students identifying friends as central to their sense of wellbeing. Research by [2], [4], and [18] supports this, noting that meaningful connections with family, peers, and educators are crucial for positive emotional health. Participants highlighted that supportive social interactions provide them with a sense of belonging and security, which are essential for their wellbeing.

This study also indicates that guidance and counselling services contribute positively to students’ wellbeing. Participants described how these services provide a safe space for students to explore their feelings and gain support, which aligns with [25] description of counselling as offering time and space for reflection. The availability of such resources underscores the school’s commitment to supporting students emotionally, beyond academics.

The school’s commitment to fostering wellbeing through extracurricular activities further supports social connections. Students reported that school clubs, such as photography, drama, and sports, uplift their wellbeing by creating a positive atmosphere at school. As Student 5 observed, “The activities continue increasing the wellbeing because there is excitement in the school and there is positivity.” Participants described how these activities allow them to form bonds with peers, explore interests, and engage in non-academic pursuits that contribute to emotional wellbeing.

On the negative side, hostile family dynamics such as parental conflict and chaotic home environments were identified as suppressing wellbeing. Despite being older, students are still affected by family conflicts, as noted by [1], who state that parental fighting undermines a sense of security. Student 12’s comment, “The biggest thing that upsets our wellbeing are parents fighting or substance abuse at home,” highlights how these environments disrupt their emotional balance, causing stress and distress.

Peer conflicts and bullying also emerged as social factors negatively impacting wellbeing. This aligns with research by [17], which indicates that bullying can lead to physical, social, and emotional difficulties, with long-term effects on mental health, self-esteem, and school engagement. This study’s findings reflect that bullying can lead to anxiety, school avoidance, and lower academic performance, reinforcing the need for anti-bullying measures to ensure a safe learning environment.

Finally, this study reveals how social comparison, when a student is being compared to siblings or peers, affects students’ self-esteem and emotional wellbeing. According to the Social Comparison Theory ([27]) and Expectancy Value Theory ([45]), such comparisons can lead to feelings of inadequacy, disappointment, and reduced self-worth. These findings suggest that social comparison, whether intentional or unintentional, can be detrimental to students’ confidence and overall wellbeing.

Strengthening relationships between students and their teachers, families, and peers can directly address negative factors such as lack of support, parental conflict, bullying, and social comparison. Schools should invest in teacher training to enhance empathy and support for students, while family engagement programmes can help alleviate the impact of hostile home environments. Anti-bullying campaigns are essential to counteract the physical and emotional difficulties caused by peer conflicts. Expanding access to guidance services and extracurricular activities can mitigate feelings of isolation and foster a sense of belonging, addressing students’ concerns about limited emotional support.

The findings indicate that cognitive stressors such as workloads, deadlines, and stress are significant factors that negatively impact students’ wellbeing. Nine out of the twelve students interviewed mentioned these elements as sources of negative emotions, creating mental strain that hinders their overall wellbeing. These insights align with existing literature, which consistently identifies cognitive stressors, especially academic workload and deadlines, as detrimental to student wellbeing ([2]; Cefai & Cooper, 2017; [17]; [32]; [36]; [38]).

Workload emerged as a predominant stressor in this study. Students noted that heavy academic demands limit their time for relaxation and personal interests, leading to stress and frustration. Student 11’s reflection, “When I have too much work and I can’t have time for myself… I feel stressed,” highlights the conflict between academic responsibilities and the need for personal time. This sentiment is echoed in the work of [15], who emphasise that excessive academic workload can cause a build-up of stress, leading to emotional exhaustion. Similarly, [2] argue that high workloads disrupt students’ mental wellbeing, reducing their ability to focus, engage, and maintain a healthy work-life balance.

Participants also described how deadlines contribute to student stress by creating a sense of urgency and pressure to perform within limited time frames. They explained how meeting multiple deadlines often forces them to prioritise academic tasks over other aspects of their lives, leading to a reduction in time for social interactions, rest, and leisure activities. This pattern of time constraint is explored by [38], who found that time pressure associated with strict academic deadlines can lead to heightened stress levels, decreased life satisfaction, and poorer mental health outcomes. In addition, [36] report that constant deadline pressure can generate a cycle of stress, as students often feel that they must sacrifice personal wellbeing to meet academic expectations. Students explain that this feeling of “time scarcity” exacerbates mental strain, making it difficult for them to balance school with other pursuits that could potentially enhance their wellbeing.

Stress itself is both a consequence and a catalyst in this equation. The pressures of academic workload and deadlines contribute to a continuous cycle of stress, negatively affecting students’ emotional and cognitive functioning. [32] underscores that prolonged exposure to stress due to academic demands can disrupt cognitive processes, leading to difficulties in concentration, problem-solving, and decision-making. Additionally, [17] report that academic stress often correlates with symptoms of anxiety and depression, especially when students perceive that their workload is overwhelming. This aligns with the notion that cognitive stressors not only generate immediate negative emotions but also create lasting effects that impair both mental health and academic performance. [36] further argue that sustained academic stress can lead to burnout, a state characterised by emotional exhaustion, depersonalisation, and a reduced sense of personal accomplishment.

Addressing academic workload, strict deadlines, and stressors is crucial to reduce negative emotions and mental strain reported by students. Policies that promote balanced workload distribution, more flexible deadlines, and stress management initiatives can directly counteract the time pressure and feelings of overwhelm identified in the findings. Incorporating relaxation and mindfulness programmes into school schedules can help students better manage stress and reduce its long-term impacts, such as burnout. Ensuring students have time for personal and leisure activities can alleviate the strain of excessive academic demands and improve their overall wellbeing.