Studies indicate that examination failure is often associated with negative emotional responses such as despair and anger, which can impact students’ motivation and self-concept ( Wuthrich et al., 2020, 2021 ; Jürges et al., 2012 ). Research conducted in the United States ( Cornell et al., 2006 ; Catterall, 1989 ) and Germany ( Kruger et al., 2016 ) has revealed that failure can lead to decreased self-efficacy and psychological distress, adversely affecting students’ future academic success and emotional wellbeing. Despite these insights, there is a notable lack of local studies exploring the emotional impacts of examination failure on Maltese students. Coping strategies adopted by students post-failure vary significantly, with studies showing that those who attribute failure to internal factors, such as effort and study skills, are more likely to adopt positive coping mechanisms ( Cleary et al., 2008 ; Greasley & Ashworth, 2007 ). In contrast, students with a fixed mindset may resort to avoidance behaviours or self-handicapping, exacerbating their academic struggles ( Holland, 2016 ; Duru et al., 2024 ). Encouraging a growth mindset and strategic attributions can empower students to navigate academic setbacks more effectively. Additionally, research highlights the importance of various forms of support in aiding students’ recovery from failure, including instructional support through tutoring and study strategies, emotional support from peers and family, and encouragement ( Luthar & Cicchetti, 2000 ; Kruger et al., 2016 ). Tailored support that addresses hidden challenges, such as anxiety or a lack of study skills, has been shown to be particularly effective ( Holland, 2016 ; Putwain et al., 2023 ). Interventions such as cognitive behavioural therapy (CBT) and stress-reduction programmes have also proven beneficial in reducing distress and improving performance among failing students ( Yusufov et al., 2019 ).

The study revealed various psychological reactions to examination failure, consistent with cognitive processes described by Putwain et al. (2022) and Weiner (2018) . Students responded differently, with some experiencing intense emotions, while others exhibited more moderate reactions.

Seven out of ten students reported experiencing intense emotional responses after their examination failure. They described their experiences as profoundly distressing and deeply personal. Many expressed feelings of self-punishment, isolation, and depression, with one student describing the experience as “falling into a deep dark well.” They conveyed overwhelming emotions of self-hatred, self-blame, and shame, compounded by a sense of “crushing defeat” and “high disappointment.” Some likened the experience to a “punch in the stomach,” while others felt that “part of me died.” Coping mechanisms included “crying,” “screaming into a pillow,” and “stress eating,” while others reported a “loss of interest in activities” and an overwhelming sense of “hopelessness.” The participants’ vivid descriptions underscore the emotional toll of such failure, with one calling it “an overwhelming experience.” These findings are consistent with studies by Jürges et al. (2012) , which reported high levels of despair and anxiety among students in Germany who failed central exit exams, and Cornell et al. (2006) , who found that 80% of high school students in North Carolina who failed exams experienced depression.

These descriptions resonate with the biological explanation of depression, where prolonged sadness and loss of interest can impair memory and concentration ( Thapar et al., 2022 ). This is further explained by the overactivation of the amygdala and hypothalamus-pituitary-adrenal axis, which releases stress hormones like cortisol, shrinking brain regions responsible for learning and memory ( Leistner & Menke, 2020 ). The impact of anxiety on students’ ability to study effectively was highlighted, with students reporting physical symptoms such as headaches, stomach aches, and insomnia, linked to heightened anxiety ( Thapar et al., 2022 ).

The emotional toll of failure stemmed from multiple sources: fear of disappointing parents and teachers, losing university entry opportunities, and missing out on summer enjoyment while peers celebrated. One notable aspect unique to Maltese culture was students’ fear of disappointing their grandparents, with one participant describing how her grandparents prayed and lit candles for her success.

Weiner’s (1985, 2018) Attribution Theory provides a framework to understand these reactions. Students who attributed their failure to internal factors, such as lack of effort, experienced negative emotions such as self-blame, shame, and hopelessness. For example, one participant remarked, “I kept blaming myself for not studying harder; it felt like I deserved this failure.” Such internal attributions intensified their feelings of self-punishment and shame, further suppressing their motivation and potential. These findings align with Beck’s (2021) Cognitive Behavioural Theory, which suggests that negative self-attributions trigger depressive emotions, often leading to self-destructive behaviours like isolation, stress-eating, and emotional outbursts.

Conversely, students who attributed their failure to external, uncontrollable factors, such as the difficulty of the exam or circumstances beyond their control, appeared less affected emotionally. This is supported by Weiner’s Attribution Theory, which highlights how external attributions can help preserve self-esteem and reduce emotional distress ( Wuthrich et al., 2021 ).

Some students also described feelings of confusion or “turmoil,” which may reflect difficulty with emotional regulation ( Thapar et al., 2022 ). Student 1 described their experience with these words: “Receiving the results felt like a crushing defeat. In that moment, it seemed as though the world had come to an end. My emotions were in turmoil—I felt shocked and deeply disappointed in myself.” One student experienced a delayed emotional reaction, reflecting slower cognitive appraisal, where individuals evaluate their situation and assess their ability to cope before reacting emotionally ( Agah et al., 2021 ; Weiner, 1985 ).

Three students reported moderate reactions to failure, exhibiting a carefree attitude and not experiencing depression or anxiety. These students attributed their failure to not studying enough and showed a realistic self-assessment, which mitigated negative emotions ( Weiner, 1985 ). Student 7 admitted:

“In the past, I tended to concentrate on topics I grasped easily, while ignoring sections that posed challenges. Nowadays, I recognize that I could have been more attentive during lessons. Despite being easily distracted by even the simplest noises due to my condition, I acknowledge that I could have put in more effort to focus and pay attention, and study more the topics I found challenging”.

This realistic self-assessment mitigated negative emotions, consistent with Weiner’s Attribution Theory, which emphasises that attributing failure to controllable factors like effort can reduce the psychological burden and foster adaptive behaviours. For instance, these students demonstrated an acceptance of their failure and a resolve to improve, thereby avoiding the cycle of self-blame and emotional distress observed in others.

One student exhibited cognitive dissonance, acknowledging his failure to submit coursework while still desiring to pass the exam. This dissonance may have moderated his emotional response ( Weiner, 2001 ).

These students benefited from social and teacher support, which encouraged adaptive coping strategies. For example, one student with autism reported that peer support significantly reduced their stress and enhanced engagement, aligning with findings by Agah et al. (2021) . This demonstrates the protective role of positive social interactions in regulating the autonomic nervous system, enabling these students to remain calm in the face of stress ( Bueno, 2021 ).

This study revealed that students introspectively evaluated their examination failures to identify contributing factors, with most adopting a mindset shift, while others exhibited avoidance behaviours.

Many students experienced a significant mindset shift following their examination failure, engaging in introspective evaluation to identify areas for improvement. These reflections often centred on controllable factors, such as time management, study techniques, and effort, aligning with Weiner’s (1985) Attribution Theory. According to this theory, attributing failure to controllable internal factors example lack of preparation, fosters adaptive behaviours and resilience. For instance, several students reported adopting evidence-based study strategies such as active recall, spaced repetition, and working through past papers. This aligns with findings by Cleary et al. (2008) and Reardon et al. (2010) , which demonstrated that strategic attributions and targeted interventions lead to enhanced performance in future assessments.

Student 6 illustrated this mindset shift: “By feeling bad, I am not going to change the result. So, I tried to do like our teacher told us: leave the past in the past and steer the future.” This statement reflects the process of reframing failure as an opportunity for growth and development, emphasising the connection between internal attributions and adaptive responses.

Most students also recognised the need to let go of negative emotions and focus on future success, consistent with research by Cornell et al. (2006) , which found that fostering positive self-perceptions and setting clear goals enhances motivation. For example, Student 3 highlighted the role of positive psychology in their approach:

“Positive psychology plays a significant role in maintaining a positive outlook. Rather than focusing on the glass as half empty, it encourages us to see how we can fill the empty half. Moreover, recognising that many successful individuals have faced exam failures but still achieved high-ranking positions provides encouragement. In essence, these setbacks serve as valuable lessons, motivating us to work hard and pursue our dreams.”

This demonstrates how the attribution of failure to internal, modifiable factors, coupled with a shift in perspective, can mitigate the psychological burden of failure and enhance goal-directed behaviour. The emphasis on learning from failure aligns with Kruger et al. (2016) , who observed that students who attribute setbacks to insufficient effort are more likely to engage in self-regulatory strategies to improve performance.

Additionally, students’ ability to reframe their experiences as opportunities for growth reflects a shift from fixed to growth mindsets, as described by Dweck (2006) . By viewing failure as a stepping stone rather than a defining moment, students actively engaged in developing resilience and resourcefulness. For example, one participant noted, “I realised I wasted so much time procrastinating. Instead of blaming myself endlessly, I decided to focus on managing my time better and sticking to a schedule.”

These findings underscore the transformative potential of mindset shifts and strategic attributions in fostering not only academic recovery but also personal growth. Weiner’s Attribution Theory thus provides a valuable framework for understanding how students’ interpretations of failure shape their emotional responses and subsequent actions.

A few students exhibited avoidance behaviours, a common response to failure, as highlighted by Putwain et al. (2023) . This behaviour can be understood as an attempt to escape distress or cognitive interference caused by heightened anxiety ( Belcher et al., 2022 ; Thapar et al., 2022 ). For instance, Student 1 initially displayed high levels of effort, submitting numerous worked past papers for correction. However, when these efforts were met with grades such as a D or a C, she became visibly angry and frustrated. By the third week, her behaviour shifted, she stopped attending lessons physically, opting instead for online participation. She also refused oral feedback from her teacher, apologising and stating, “I cannot take this stress any longer.” The researcher observed that her stress levels were exceptionally high, making her resistant to encouragement or moral support.

Such avoidance behaviours align with Weiner’s (1985, 2018) Attribution Theory, which suggests that attributing failure to uncontrollable factors, such as perceived personal inadequacy, can lead to feelings of helplessness and disengagement. Student 1’s refusal to engage with feedback reflects an attributional style where failure was seen as a reflection of her fixed abilities rather than as an opportunity for growth. This maladaptive attribution exacerbated her stress and perpetuated her avoidance behaviours.

Other students who exhibited avoidance behaviours adopted self-handicapping strategies, such as skipping in-person lessons, missing homework deadlines, or using mobile phones during class. These behaviours can be interpreted as efforts to protect self-esteem by creating external excuses for potential failure ( Duru et al., 2024 ). For example, one student admitted to procrastination as a way of avoiding the anxiety of confronting their workload. Such actions reflect an attributional shift where failure is attributed to external factors, like distractions or time constraints, rather than internal factors, allowing students to shield their self-concept from the full impact of failure.

Escapism was another common coping mechanism among these students. For instance, Student 6 explained, “When I saw all the material, panic set in, and I didn’t know where to begin. So I watched some videos.”

This behaviour reflects an attempt to suppress the overwhelming emotional burden of failure by focusing on unrelated activities. Escapism, while temporarily alleviating stress, ultimately hinders productive engagement and reinforces avoidance patterns. Such behaviours are consistent with findings by Belcher et al. (2022) , which highlight that students experiencing heightened anxiety often seek distractions to manage their emotional state.

Moreover, these avoidance behaviours can be understood through the lens of Weiner’s Attribution Theory. Students who attribute failure to stable, uncontrollable factors, such as their perceived inability to handle stress or complete the workload, are more likely to adopt maladaptive coping strategies like avoidance. By externalising or minimising the reasons for failure, they attempt to preserve their self-esteem while disengaging from activities that may challenge their emotional resilience.

These findings underscore the importance of addressing maladaptive attributional styles and providing targeted interventions that encourage students to reinterpret failure as a temporary and controllable outcome. Teachers and mentors can play a critical role by fostering supportive environments where students feel safe to confront their challenges and reframe their attributions to emphasise effort and improvement.

Family support emerged as a cornerstone in helping students cope with the emotional aftermath of examination failure. Students consistently emphasised the importance of unconditional familial care in restoring their confidence and emotional wellbeing. For example, Student 4 shared, “Knowing that your family cares about you no matter what, that is the best help.” Parents, siblings, and grandparents provided emotional comfort, practical advice, and encouragement, helping students shift their focus from failure to preparing for resit exams. This finding aligns with Ryan and Deci’s (2020) Self-Determination Theory, which highlights the critical role of relatedness in fostering emotional wellbeing. Emotional validation from family members who listened without judgment was particularly instrumental in mitigating feelings of shame and hopelessness, supporting Wuthrich et al.’s (2021) emphasis on maintaining positivity through strong family ties.

A unique dimension of family support within the Maltese cultural context was the influence of religious traditions. Grandparents often played a pivotal role, offering prayers and lighting candles as expressions of their hope and support. Student 10 described this cultural dynamic very clearly:

“My grandparents have been praying for me and lighting candles in front of the statue of Our Holy Lady for months. They always ask how I’m doing in my studies and are so eager to hear that I’ve passed, so they can thank Our Holy Lady for her grace. I can’t stop picturing their happy faces turning to sadness. It’s a feeling that hits me like a hole in my stomach.”

This combination of spiritual and emotional support is deeply rooted in Maltese family dynamics, underscoring the interconnection between cultural practices and psychological resilience. Such support not only helped students feel cared for but also motivated them to succeed, knowing their achievements would bring pride and joy to their families.

Peer support was equally significant in alleviating the emotional toll of examination failure. Friends who shared similar experiences offered empathy, encouragement, and practical advice, creating a sense of solidarity and reducing feelings of isolation. This aligns with Sein et al.’s (2020) findings that peer networks can mitigate negative emotions and enhance academic performance.

The study found that collaborative efforts during remedial classes fostered a sense of community and shared goals among students. Peer-led study sessions and informal discussions provided a platform for exchanging strategies, such as breaking down complex topics or practising past papers. These interactions not only strengthened academic skills but also created a supportive environment that motivated students to persevere. For example, one participant noted, “During the remedial classes, we helped each other stay on track. Knowing you’re not alone makes a huge difference.”

This sense of shared struggle and mutual encouragement exemplifies the importance of peer networks in promoting resilience and academic engagement.

The teacher’s role was critical in providing both academic and emotional support, blending pedagogical expertise with a focus on students’ emotional wellbeing. The remedial teacher employed a holistic approach, addressing students’ emotional needs while equipping them with study skills and subject knowledge. One-to-one sessions were particularly effective, enabling students to express their concerns in a safe environment and receive personalised feedback. This approach aligns with Holland’s (2016) research, which highlights the importance of addressing both emotional and academic dimensions of student development.

Student 7 reflected on the benefits of tailored support:

“Some time ago I went abroad on an Erasmus, and we had sessions about time management, how to deal with workloads and deadlines, study skills, and so forth. I think that a student should not go for an Erasmus to have these sessions. I believe that all students should be taught these things.”

Students valued the emphasis on practical strategies, such as time management, effective revision techniques, and the development of a growth mindset. The teacher’s encouragement to view failure as a learning opportunity resonated deeply with students, reflecting Yeager and Dweck’s (2020) findings on the role of growth mindsets in fostering resilience and adaptability.

The teacher’s use of positive psychology principles further motivated students to stay engaged and work towards their goals. For example, students reported feeling inspired by messages that reframed failure as a stepping stone to success. However, the study also highlighted potential drawbacks. One student reported heightened anxiety when the importance of passing was overly emphasised, illustrating how excessive performance pressure can exacerbate stress. This observation supports Putwain et al.’s (2022) findings that undue emphasis on high-stakes outcomes can hinder performance by increasing anxiety.

While this study provides valuable insights into the emotional and academic impacts of examination failure, several limitations must be acknowledged.

As described in the methodology section, one key limitation is the dual role of the researcher as both a teacher and investigator, which may have introduced response bias. Students might have provided feedback they believed would please the researcher, potentially skewing the findings. To mitigate this, future studies could incorporate anonymised data collection methods, such as surveys or interviews conducted by an independent third party, a practice that was not possible for this research. Additionally, validation of findings through external sources or triangulation with other data sets could enhance the reliability of the results.

The short research timeframe of three months also restricted the depth of analysis. While the study sheds light on students’ immediate emotional and academic responses, future similar studies could capture long-term outcomes or changes over time. A longitudinal approach in future research could provide a more comprehensive understanding of how students’ coping mechanisms, emotional states, and academic trajectories evolve after examination failure.

Another limitation is the homogeneity of the sample, which focused exclusively on A-level Biology students. While this specificity offers valuable insights for this cohort, it limits the generalisability of the findings to students in other disciplines or with diverse academic and cultural backgrounds. Future studies could include students from different subjects, educational levels, and socio-economic contexts to enhance the applicability of the study and provide a broader perspective on how examination failure affects different groups.

Addressing these limitations in future research would strengthen the understanding of the complex dynamics surrounding examination failure and support the development of more robust and inclusive interventions.

The study emphasises the importance of personalised, one-on-one support from educators, particularly for students who experience intense psychological reactions to failure. Participants highlighted the value of receiving individualised attention and feedback, such as targeted sessions to address misunderstood concepts, guided practice on challenging topics, and tailored advice on study techniques. One participant mentioned how their teacher helped them break down complex topics into manageable sections, which significantly reduced their anxiety and improved their understanding. Another participant shared how personalised weekly progress reviews helped them stay on track and motivated. These interventions enabled students to regain confidence, address specific weaknesses, and develop effective coping strategies.

However, providing such support requires time and effort beyond the standard teaching workload. To make this feasible, educational leaders could consider integrating one-on-one support into curriculum planning, such as by scheduling dedicated time for individualised feedback sessions or implementing small-group tutorials. Ensuring teachers have the resources, training, and allocated time to provide such personalised interventions would enhance their capacity to support students effectively within their regular duties.

Continuous Professional Development (CPD) for teachers is crucial for addressing students’ psychological and academic needs effectively. CPD programmes should prioritise stress management and emotional resilience, ensuring that educators are equipped to support students facing significant emotional challenges. For instance, training in stress management techniques would enable teachers to help students identify triggers and develop coping mechanisms. Additionally, fostering emotional resilience among educators themselves is essential, as teachers who can model resilience are better positioned to guide their students through setbacks.

CPD programmes could include workshops on recognising signs of stress and anxiety in students, paired with practical strategies for early intervention, such as creating supportive classroom environments or encouraging constructive conversations about failure. For example, teachers could be trained to implement personalised feedback sessions or guide students in setting realistic goals, which are particularly effective in helping students rebuild confidence after examination failure.

To ensure accessibility and effectiveness, CPD should be seamlessly integrated into the academic year, with designated in-service days or after-school sessions to prevent overloading teachers’ workloads. This investment in professional development is particularly important for preventing school dropouts, as students who receive insufficient emotional support are more likely to disengage from education ( Eurostat, 2024 ). By equipping teachers with these critical skills, CPD programmes can foster a more resilient, inclusive, and supportive educational system.

Schools should adopt a holistic approach to education, integrating emotional support with academic instruction to help students cope with the challenges of failing an important A-level Biology examination. This approach is crucial for fostering psychological resilience and preventing disengagement or dropout following academic setbacks ( Ryan & Deci, 2020 ). To achieve this, schools can introduce wellbeing sessions specifically tailored to the needs of students dealing with examination failure. These sessions could focus on stress management, mindfulness, and emotional regulation, equipping students with practical skills such as breathing techniques, time management, and positive self-talk. Such tools are essential in managing the emotional distress that often accompanies examination failure ( Thapar et al., 2022 ).

In addition to standalone sessions, schools could incorporate discussions on resilience, coping strategies, and growth mindsets into existing lessons, particularly in science classes. For instance, a Biology class might include content on the physiological responses to stress, helping students understand their emotional reactions to examination failure from a scientific perspective ( Leistner & Menke, 2020 ). Teachers play a critical role in this process, and equipping them to recognise signs of emotional distress in students who have failed can significantly enhance the support provided. Professional development sessions for teachers could focus on active listening, creating supportive classroom environments, and using positive reinforcement to rebuild students’ confidence after academic setbacks ( Holland, 2016 ).

Peer support systems can also provide invaluable assistance to students facing the disappointment of failing a critical A-level Biology exam. Schools could establish mentoring programmes where students who have successfully navigated similar challenges offer guidance and encouragement. These peer-led interactions can foster a sense of shared experience and reduce feelings of isolation, as highlighted by Sein et al. (2020) . Furthermore, ensuring the availability of professional counselling services is vital. Whether through on-site counsellors or partnerships with external mental health organisations, students should have access to more intensive emotional support when needed ( Cornell et al., 2006 ).

By implementing these strategies, schools can provide targeted support for students grappling with the aftermath of failing an important A-level Biology examination. This approach not only enhances students’ emotional wellbeing but also increases their likelihood of academic recovery and long-term resilience. By addressing both the academic and emotional dimensions of examination failure, schools can help students remain engaged and prepared to face future challenges with confidence ( Yeager & Dweck, 2020 ).

Future studies should broaden the scope to include students from various academic disciplines and socio-economic backgrounds. While this study focused on A-level Biology students, expanding to other subjects could reveal unique challenges and coping strategies specific to different fields. For instance, students in humanities or vocational training may face different academic pressures compared to those in science disciplines. Including participants from diverse socio-economic contexts would also enhance the generalisability of the findings and provide a richer understanding of how resources and opportunities shape students’ responses to failure and coping mechanisms.

Additionally, future research could benefit from adopting a mixed-methods approach, combining both qualitative and quantitative methods. While qualitative research provides in-depth insights into personal experiences, quantitative mea-sures such as surveys or psychometric tools could offer a broader perspective on the prevalence and intensity of emotional responses across a larger population. Supplementing the qualitative Interpretative Phenomenological Analysis (IPA) with additional data sources, such as student diaries, academic records, or feedback from parents and teachers, would further enhance the validity and credibility of the findings. Student diaries, for example, could provide a longitudinal view of emotional and behavioural changes, while academic records might reveal patterns in performance that correlate with coping strategies. Parental or teacher feedback could offer an external perspective, adding context to students’ self-reported experiences. This multi-faceted approach would create a fuller and more nuanced picture of the emotional and behavioural dimensions of coping with academic failure, providing actionable insights for educators and policymakers.

Exploring the role of digital tools and online resources in supporting students could also be a valuable area of inquiry. With the growing reliance on technology in education, future studies might investigate how online platforms, mental health apps, or digital peer support groups help students navigate academic challenges. Understanding the efficacy of these tools could inform the development of accessible, scalable support systems tailored to students’ needs.

Finally, to address potential biases in data collection, future research should consider involving a neutral third party for data collection and analysis. This would mitigate the influence of teacher-student dynamics, ensuring more objective findings. By employing independent researchers or anonymised data collection methods, future studies could further enhance the reliability and validity of their results.

While the emotional and academic challenges of examination failure are well-documented in educational research, this study offers a unique contribution through its use of Interpretative Phenomenological Analysis (IPA) and its specific focus on Advanced Level Biology students in Malta. IPA’s emphasis on individual lived experiences provides in-depth insights into how students interpret and cope with failure, a perspective that is often underrepresented in broader quantitative studies. By focusing on a homogenous group, A-level Biology students, the study captures ways in which subject-specific demands intersect with emotional and psychological stressors, offering insights into how high-stakes examinations uniquely impact students in science disciplines.

Moreover, the findings have broader implications beyond the Maltese context. While the cultural and educational setting of Malta adds specificity, many of the identified themes, such as the role of family support, teacher intervention, and peer networks, are universal and can inform support strategies in other educational systems. For instance, the integration of personalised feedback, the development of resilience-focused curricula, and the emphasis on peer mentoring are practices that could be adapted to various cultural and institutional settings. Highlighting these transferable elements broadens the relevance of the study and establishes a foundation for comparative research across different educational contexts.

Additionally, the study provides practical recommendations for educational leaders and policymakers, emphasizing the need to align emotional support with academic instruction. These findings are particularly valuable for institutions seeking to mitigate the long-term effects of examination failure, such as disengagement and dropout. By framing failure as a growth opportunity, the study contributes to the ongoing discourse on fostering resilience and adaptability in students, aligning with contemporary educational paradigms that prioritise holistic development and wellbeing.

This study explored emotional and academic challenges faced by Maltese students after failing an important MATSEC Advanced level Biology examination. By employing IPA, it provides detailed insights into students’ experiences, coping strategies, and the critical role of support systems in fostering resilience. The findings highlight the need for schools to integrate emotional wellbeing into curricula, equip teachers with effective support strategies, and explore innovative approaches to addressing examination failure. By implementing these recommendations, educators can better support students in navigating setbacks, ensuring they remain engaged with a growth mindset.