/library/oar/handle/123456789/19620 2026-08-04T03:23:58Z /library/oar/handle/123456789/146047 Title: A systematic review of the association between social and emotional competencies and student engagement in youth Authors: Santos, Anabela Caetano; Simões, Celeste; Melo, Márcia Helena Da Silva; Santos, Margarida F.; Freitas, Iara; Branquinho, Cátia; Cefai, Carmel; Arriaga, Patrícia Abstract: Student engagement (SE) is known as one of the most relevant predictors of academic achievement and completion. Social and emotional competencies (SECs) are well established as critical skills for healthy and adaptative youth development. This systematic review investigated the associations between SE and SECs in students aged 10–25 years. The review followed the PRISMA guidelines. Nine databases were searched for peer-reviewed literature published between 2004 and 2020. A total of 91 studies were selected, including 92879 youth students. Emotional engagement is the most studied dimension of student engagement and largely surpasses the number of studies that analysed the multidimensional SE concept. The number of studies in each of the five CASEL domains is uneven, with more studies focussing on self-management, self-awareness, and relationship skills, in association with SE. Overall, most studies showed that SECs are positively associated with SE and negatively associated with disengagement, with similar results for middle, high school and university students from different backgrounds, suggesting that educational institutions should implement social and emotional learning programmes to increase SE. Studies reporting age and gender differences with respect to SE showed unanimously higher SE values for girls and younger students. There is a clear need for studies that use the multidimensional SE concept, including university students and applying cross-cultural analyses. 2023-01-01T00:00:00Z /library/oar/handle/123456789/145471 Title: A national study of the social and emotional wellbeing and academic learning competences of school students in Malta Authors: Anthony, Christopher; Cefai, Carmel; Bonello, Claire; Elliott, Stephen N.; Sammut, Anthony Abstract: Student social and emotional wellbeing is a key goal of schools in Malta and worldwide. This national study assessed three interrelated domains—social and emotional competences, emotional behaviour concerns and stress, and academic learning competences—among a representative sample of Maltese school students (Kindergarten to Year 11). Data were collected via rigorously translated and validated multi-informant tools from 1,416 parents, 1,023 students (Year 4+), and 148 teachers (rating 653 students) across 59 state and church schools. Key findings include generally strong social-emotional competences (with room for growth in self-awareness, self-management, and social support), low externalising concerns but elevated internalising concerns, high stress levels (nearly 50 % of students reporting moderate/high stress), and mostly positive academic learning competences (with notable gaps in study skills and intrinsic motivation, especially among secondary boys). Strong positive correlations exist between social-emotional and academic competences; both are protective against emotional behaviour concerns and stress. Part 2 provides a practical, criterion-referenced assessment toolkit for educators. The study offers baseline national data and actionable recommendations to support holistic student development in Maltese schools. 2026-01-01T00:00:00Z /library/oar/handle/123456789/143556 Title: HEARTS activity handbook : activities to foster culturally-sensitive and community-based mental health promotion in higher education Authors: Fernandez Mostaza, Maria Esther; Casajús Vallés, Irantzu; Rossi Ghiglione, Alessandra; Stasia, Fabrizio; Iuliano, Irene; Cefai, Carmel; Avellino, Chantal; Spiteri, Rachel; Moleiro, Carla; Aybar Camposano, Gustavo; Mereu, Alessandra; Sardu, Claudia Abstract: The HEARTS Activity Handbook: Activities to Foster Culturally-Sensitive and Community-Based Mental Health Promotion in Higher Education has been developed by the partner institutions and organizations of the HEARTS project. It presents five complete learning paths, each containing practical, adaptable activities designed to promote mental health in university settings. The handbook includes detailed workshop descriptions and step-by-step activity guidelines, enabling higher education professionals to implement them effectively with their own groups. Grounded in inclusive, culturally sensitive and community-based approaches, it offers tailored methodologies for students, staff and mixed groups, supporting well-being, reducing stigma, and fostering healthy, participatory learning environments. 2025-01-01T00:00:00Z /library/oar/handle/123456789/143519 Title: HEARTS guide : a guide for the introduction of culturally sensitive and community-based mental health promotion in higher education Authors: Fernandez Mostaza, Maria Esther; Casajús Vallés, Irantzu; Rossi Ghiglione, Alessandra; Stasia, Fabrizio; Iuliano, Irene; Cefai, Carmel; Avellino, Chantal; Spiteri, Rachel; Moleiro, Carla; Aybar Camposano, Gustavo; Mereu, Alessandra; Sardu, Claudia Abstract: The Higher Education Action Response for Trauma Support (HEARTS) is an Erasmus+ project (Project Number: 2023-1-ES01-KA220-HED-000158841) which sought to develop innovative methods and strategies for mental health promotion in higher education, focusing primarily on trauma prevention and support, with a particular interest in those belonging to minority groups.; The HEARTS project seeks to increase the quality of mental health promotion in higher education institutions, while addressing common needs and priorities. It also aims to promote the inclusion of vulnerable groups who are more susceptible to discrimination, exclusion and marginalisation, such as persons with disabilities, those from migrant backgrounds, those fleeing war, victims of violence, those facing gender inequalities, socio-economic difficulties and other potential sources of discrimination based on sex, racial or ethnic origin, religion or belief, disability, age or sexual orientation. It aims to help create inclusive learning environments in higher education institutions and inclusive spaces in the broader community, build capacity for transnational cooperation among higher education institutions in addressing mental mental health promotion and enable change among higher education communities through training and accessible resources that promote awareness and resilience-building in mental health. 2025-01-01T00:00:00Z