While many Maltese people enjoy a restful summer swimming on our beaches or spending evenings strolling through seaside villages with an ice cream in hand, the season is far from relaxing for many post-secondary students who are preparing for the September MATSEC examination session.
Some are studying hard to resit exams they failed at the end of first year, while others are ambitiously trying to cover all the material in the second year of a subject, hoping to pass in September so they can drop it from their timetable during their final year.
Maltese post-secondary students
Data published by the National Statistics Office shows that, during the 2022-23 academic year, 10,114 students were enrolled in post-secondary schools in Malta. Of these, 5,479 students (54.2%) were following vocational programmes, while 4,635 (45.8%) were studying academic subjects. The majority (84.5%) attended state schools, while Church and independent schools accounted for the remaining 15.5%.
There seems to be a growing culture in Malta, particularly among students taking academic subjects, to take private lessons to try to cover second-year syllabi over the summer, to sit for MATSEC examinations in September and, if successful, drop passed Intermediate- or Advanced-level subjects from their second-year load. While this level of motivation is admirable, many educators and parents worry that it can also lead to prolonged mental strain during a sensitive phase of brain development.
Stress
Stress has long been studied by scholars. Hans Selye famously compared it to the physical stress placed on a spring: if too much weight is applied for too long, the spring doesn’t return to its original shape. Similarly, stress in humans can be both positive (eustress) and negative (distress).
Eustress, shaped by motivation and determination, can lead to productivity and focus. But when stress becomes excessive or prolonged, it can manifest in harmful ways such as headaches, irritable bowel syndrome, anxiety, digestive problems and many more psychosomatic symptoms.
Elevated levels of cortisol can shrink the hippocampus, the part of the brain that stores memory, and disrupt the functioning of the prefrontal cortex, which regulates decision-making and emotion.
Brain-smart study strategies
Students can benefit from science-backed approaches to learning. Neuroplasticity refers to the brain’s ability to reorganise and build new connections in response to learning and experience. MRI studies have shown that, with consistent effort, the brain can increase grey matter and strengthen neural pathways involved in memory and executive functioning.
Short, frequent breaks structured around focused study sessions help to regulate the stress hormone cortisol and maintain attention.
Techniques such as metacognition (thinking about thinking), mindfulness and mindful breathing between tasks have been shown to ease anxiety and improve concentration.
Sleep is another crucial factor. During deep sleep, the brain consolidates memories and physical rest allows for recovery.
Regular aerobic exercise increases levels of brain-derived neurotrophic factor (BDNF), which supports neural growth in memory and learning regions.
Using spaced repetition to revise material over time, rather than cramming, helps the brain encode information more deeply.
Encouraging students to practise metacognition and reflect on how they learn, rather than just what they learn, builds metacognitive awareness and resilience.
Finally, having the right support system, whether through study groups, teacher guidance or family involvement, can provide the emotional and organisational scaffolding students need.
With the right mindset and support, students can do more than just survive the summer. They can emerge more confident, resilient and ready for the academic year ahead.
Josephine Ebejer Grech is a doctoral candidate specialising in the neuroscience, neuroplasticity, metacognition, well-being and academic resilience of post-secondary students.
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