The Domino effect: exploring educator wellbeing, systemic challenges, and pathways to change in Malta

Occupational stress among educators remains a critical issue, adversely affecting their physical and mental health, work-life balance, job satisfaction, and retention rates. This study examines educator wellbeing in Malta, capturing the perspectives of diverse stakeholders. A qualitative methodology was employed, utilising four focus groups to collect rich, in-depth data from a group of Heads of Schools and Deputy Heads (n − 4), a group of teachers and Learning Support Educators (LSEs) (n - 8), a group of Education Policy Makers and Managers (n − 5), and a group of youthworkers (n − 5). Participants, selected through purposive sampling, represented different levels of the education system. Ethical clearance was obtained prior to the study, ensuring adherence to established guidelines. Participants were fully informed about the research objectives, assured of confidentiality, and given the option to withdraw at any stage. The findings shed light on positive practices for wellbeing, including support between colleagues, a sense of purpose, trust, autonomy, and appreciation. They also present the pervasive impact of occupational stress across roles, with structural changes needed to address workload reduction, enhance their personal and social competences, improve access to professional support, and implement policies that prioritise mental health and emotional resilience. This study highlights the importance of creating positive workplace environments that nurture collaboration, recognition, and purpose among educators. Recommendations include systemic reforms, structural changes, more emphasis on work-life balance, equitable inclusion of leadership roles in wellbeing initiatives, emphasis on personal and social competences and more relational interventions.