Bridging Books & Paychecks
ASocialPolicyApproachtoStudentEmployment
A Policy Paper Written By SDM - Studenti Demokristjani Maltin In Analysis of Balancing Work And Study in Malta’s Socio-economic Climate: Challenges And Policy Recommendations
EXECUTIVE SUMMARY
University students in Malta are facing unprecedented pressures as they struggle to balance academic obligations with the need to work in today’s high-cost socio-economic climate A recent survey conducted by SDM (Studenti Demokristjani Maltin), reveals a dire situation, most students feel they must work to make ends meet, leading to academic trade-offs, heightened stress, and deteriorating mental health. Rigid institutional structures, such as inflexible timetables, further exacerbate these challenges. Meanwhile, valuable aspects of student life, including campus involvement and activism, are suffering due to time pressures. Below are key findings from the survey (with 114 University of Malta student respondents) and the core recommendations proposed to address this critical issue:
Financial pressure on students:
78% of surveyed students are employed alongside their studies. 92% (of those who are employed) believe that working while studying is necessary to afford day-to-day living
62% report not feeling financially stable during their studies, indicating that the government stipend and family support (where available) are often insufficient.
9% have taken on loans, suggesting most try to avoid debt by working long hours instead
Notably, 84% of students live at home (with family) due to the high cost of living, independent living or student accommodation is financially out of reach for many.
Academic and campus life impact:
Two-thirds of working students (66%) report that balancing work and study is very difficult, and over half admit their academics have suffered 55% had to miss lectures due to work,
58% experienced lower grades or missed deadlines because of job commitments
Students also have less time for extracurricular activities, student organizations, and activism, which undermines the university experience and campus vibrancy Essentially, students are increasingly treating university as a part-time endeavour because economic realities force them to prioritize paid work
Mental health crisis: The majority of students are under severe stress.
66% often or always feel stressed by the work-study juggle.
67% say that working while studying negatively affects their mental health Burnout is common – 61% experience burnout “often” or “always.” These figures are alarming, especially in light of broader trends: globally, about one in seven adolescents and young adults experiences a mental disorder ( Mental health of adolescents ). The survey clearly links this phenomenon to the work-study imbalance Such stress not only harms academic performance but also personal development and well-being.
An overwhelming 88% of students believe universities should provide more mental health resources for working students
Workplace exploitation and rights:
Among students who work, many occupy low-paying jobs
27% report having faced workplace exploitation or unfair treatment as student workers, with a further 18% uncertain if what they experienced was exploitation.
Nearly one-third of working students are not fully aware of their legal rights in the workplace.
A resounding 95% believe labour policies need improvement to better protect student workers
Unpaid internships are a particular concern, they remain common and force students to work for no pay in hopes of future opportunities, which few can afford. (In Europe, there is growing recognition of this problem; the European Parliament has even called for an end to unpaid internships.)
Benefits of working acknowledged: Despite the challenges, many students recognize positive aspects to working while studying.
A slight majority (about 54%) of respondents feel that holding a job provides useful life skills, work experience, and improved time management. These students value the real-world experience and financial independence gained.
However, about 21% view work mostly as a distraction from education, and the remainder believe it’s a double-edged sword, beneficial for skillbuilding but detrimental when it becomes excessive. No student should have to sacrifice academic success or mental health for basic income, but the goal of policy reform is to enable students to gain experience without suffering undue hardship.
These findings reflect not only a student issue but a broader national failure to address the spiralling cost-of-living crisis The government’s response has not kept pace with the severity of the situation, leaving students and their families to bear the burden alone. SDM calls for the government to engage in meaningful dialogue with the Opposition and social partners to implement practical, broad-based measures to combat the cost-of-living crisis. The time for partisan hesitation is over, our future depends on it
Recommendations: Based on these findings, SDM proposes the following policy measures to alleviate the pressure on students and improve their academic experience and well-being These recommendations are directed at both Government and the University of Malta, and enjoy broad support from students surveyed:
Abolish unpaid internships: End the practice of unpaid internships and traineeships, through legal prohibition or strict regulation. Every hour a student spends working should be compensated fairly. This policy would ensure students no longer have to choose between gaining experience and earning a living. Unpaid work exploits young people’s ambitions and favours those from wealthier backgrounds, a point acknowledged by policymakers across Europe. By abolishing unpaid internships, Malta would level the playing field for students of all socio-economic backgrounds. It would also reduce financial stress: students could take on paid internships or part-time roles that provide both experience and income, rather than working unpaid on top of other jobs Ultimately, fair pay for internships will help students support themselves without falling behind in their studies, and will incentivize employers to offer higher-quality, substantive internship experiences (since they must pay interns) Enforcement of this policy is key: labour regulators should proactively monitor internships and punish companies that exploit students This measure directly addresses the 95% of survey respondents calling for stronger labour protections and the many who reported workplace exploitation. 1
2. Implement flexible and student-friendly university timetables: The University of Malta, MCAST, and other higher education institutions should reorganise academic schedules to accommodate working students More flexible timetabling might include offering evening or early-morning classes, clustering lectures to reduce scattered hours, and avoiding lastminute timetable changes that wreak havoc on work schedules. Many students in the survey stressed the need for a predictable, consistent timetable that would allow them to plan work shifts in advance, for example, having lectures blocked on certain days or half-days, rather than small gaps throughout the week that are unusable for work University should also expand options for recorded lectures or hybrid learning (where feasible), so that students who must work can catch up on material without falling behind Crucially, there must be an institutional recognition that students are working out of necessity. Professors and administrators should be encouraged to show understanding eg by avoiding mandatory attendance policies or offering alternative assessments when work conflicts arise In courses like those in the Faculty of Economics, Management and Accountancy (FEMA), where practical experience is essential, the university might integrate work placements for credit (so students earn credits and income simultaneously) Overall, a culture of flexibility and support will help ensure no student is forced to choose between attending class and keeping their job This reform addresses the structural inflexibility that students identified and would alleviate the academic sacrifices (missed lectures, etc.) that over half of working students currently face.
3.
Additional stipends for student organizations and volunteer involvement:
To revive campus life and encourage youth activism, the government should introduce supplementary stipends or financial incentives for students engaged in recognized voluntary work or student organization leadership The survey underscored that time constraints from work curtail participation in student councils, clubs, and social causes. By providing a modest additional stipend to students who dedicate hours to these activities, we can offset the “opportunity cost” of lost work hours. In practice, this could mean that a student who is an executive member of a student organization, or who volunteers regularly, for example, with an NGO or as a student representative, would receive a fixed top-up to their standard student stipend. This policy serves a dual purpose: (a) enabling student activism and community engagement, which are crucial for a vibrant civil society and for students’ personal development; and (b) giving students valuable experience and soft skills without imposing a financial penalty Such a system should be transparent and merit-based, perhaps requiring verification of hours or roles, to prevent abuse
Ultimately, supporting student leaders and volunteers financially acknowledges that their work has societal value It will help maintain active student representation and initiatives even in tough economic times Many respondents supported more financial aid for students, and 90% said they favour policies to raise stipends or aid to reduce the need to work; this recommendation targets that support toward those contributing beyond their academics In short, Malta should invest in its students as active citizens, not just as workers or exam-takers
Boost and expand mental health services for students: The government and university must urgently improve mental health support for young people, with a special focus on those juggling studies and work This entails expanding campus counselling services, hiring more counsellors, extending service hours to suit working students’ schedules, and ensuring services are lowbarrier and well-publicized Currently, high demand and limited resources mean students in distress may wait weeks for an appointment, an unacceptable delay when 67% of working students report mental health deterioration Additionally, dedicated support programs could be introduced: for example, stress management workshops tailored for working students, or support groups where students can share experiences and coping strategies Mental health first aid should be provided free of charge to all students attending both secondary, post secondary and tertiary education to ensure that our youth are getting the skills necessary both to help themselves and those around them. The University can also train academic staff to recognise signs of burnout and to refer students to help Preventive measures are just as important, integrating mental wellness education into orientation programs and providing tools for time management and self-care can help mitigate burnout It’s worth noting that untreated stress and mental health issues can have long-term consequences on young people’s development ( Mental health of adolescents ), addressing these now will improve academic outcomes and ultimately produce healthier graduates entering the workforce. In summary, Malta needs to treat student mental health as a priority policy area, allocating funding and attention to this crisis. The call from students is clear, 88% want more mental health resources at university, and it is time to act on that mandate
INTRODUCTION
Background: In recent years, Malta’s cost of living has climbed sharply, a trend driven by rising housing prices, transportation costs, and global inflationary pressures While the government provides a monthly student stipend and many students receive family support, these sources of income have not kept pace with students’ real expenses in the last couple of years As a result, more students are turning to part-time work to sustain themselves during their studies. Working while studying is not inherently new, but the extent of dependency on work and the resulting pressure on students appear to be at an all-time high. This growing pressure is a direct consequence of the broader failure to tackle the cost of living crisis in Malta Cross-party dialogue, with the involvement of social partners, is essential to design effective, forward-looking solutions that address the realities faced by young people and working families alike
SDM, as a student organisation closely accustomed to student welfare, has observed growing concerns about financial stress, academic compromise, and mental health struggles among University of Malta students. In response, SDM conducted a comprehensive survey in 2025 targeting the University’s student population to quantify these issues and gather student perspectives on balancing work and study
Survey methodology: The survey, carried out via an online questionnaire, collected 114 responses from students across various faculties and years of study at the University of Malta. It included a mix of quantitative and qualitative questions for detailed feedback
Key topics covered were: students’ living situation, employment status and work hours, perceived financial stability, academic impacts of working, stress and mental health indicators, awareness of labour rights, and opinions on what policies or solutions would best improve the work-study balance The respondents represented a diverse cross-section of fields, and all years of undergraduate study, as well as some post-graduate students This broad sample gives confidence that the findings reflect common experiences at the University of Malta.
Purpose of this paper: This policy paper collects the survey’s findings and places them in context to paint a clear picture of the challenges Maltese students face today It aims to inform and influence policymakers, notably Government Ministers and their Opposition counterparts, as well as the administration of the University of Malta and the general public
The goal is to spark action, policy changes and initiatives that will safeguard students’ well-being and educational success The paper emphasises the human dimension behind the statistics. Every statistic represents thousands hundreds of young individuals attempting to build a future
By addressing the issues identified, Malta can ensure that tertiary education remains a pathway to personal, professional and national development, rather than a hardship to be endured only by those who can afford it.
SURVEY FINDINGS AND ANALYSIS
Financial Challenges For Students
The survey results demonstrate that financial hardship is unfortunately the norm for University of Malta students, not the exception. A large majority of students are working to support themselves, primarily due to the inadequacy of other funding sources in the current climate
Reliance on employment: 89 out of 114 respondents, 78%, reported that they are currently employed while studying. Jobs range from retail and hospitality positions to internships, clerical work, and gig economy jobs For most, this is part-time employment; however, a notable few juggle full-time jobs with full-time studies, a clear indicator of financial strain. When asked about primary means of financing their education, the single most common answer was “part-time work” (48% of students), far outnumbering those who rely primarily on family support (about 23%) or the stipend alone (16%). In write-in responses, some students described patching together multiple income sources – e.g. a stipend plus a parttime job and occasional gig work, to cover costs These findings underline that work has become an essential pillar of student finances. The traditional model (parents supporting their university-aged children while a stipend covers basic academic expenses) is increasingly supplemented or replaced by student earnings.
Cost of living and stipend insufficiency: When asked directly, 92% of students, who are in employment, agreed that working while studying is necessary to afford day-to-day living costs. This near-unanimous consensus reflects the reality of Malta’s cost of living in 2025. Prices for food, transportation, and materials have risen significantly in recent years, squeezing students’ budgets. Malta’s national inflation in the early 2020s, reached levels that eroded the purchasing power of the fixed student stipend. The current stipend (roughly in the range of €90–€150 per month depending on the course) often barely covers the cost of daily lunches and commuting, let alone rent or substantial bills Students are keenly aware of this gap (open-ended responses frequently mentioned “the stipend is not enough” and calls to increase stipends or adjust them for inflation) One respondent pointed out that education students, for example, receive about €190 monthly but have extra costs, like teaching resources for practicums, that make this amount woefully inadequate Another student summarized the situation bluntly: “Ideally one should focus on studying without the need to worry about money [But] €100 or so a month doesn’t cut it, I have to work.”
Living situation: 84% of surveyed students live at home with their family, while only 16% live independently (renting an apartment or in student accommodation) Campus housing options in Malta are limited, and given local culture many students have traditionally lived at home during university However, students noted that even those who want to live closer to campus or independently cannot afford to. The cost of rent, especially in areas near the University ,and generally across Malta due to housing market pressures, is unaffordable on a student budget Living with parents often means long commutes and less independence, but it is the only viable choice for most The few who do live independently tend to do so out of necessity (e.g. Gozitan students studying on the main island, or international students) and often share apartments to cut costs These students report that rent is their single largest expense, forcing them into part-time jobs simply to pay for accommodation. For living with family students, the biggest expenses were reported to be transportation (car fuel and maintenance or public transport costs) and food, followed by academic materials and personal expenses Many students drive to university, incurring significant fuel and car upkeep costs, while others listed daily food and groceries as a top expense given rising prices. In either case, the stipend falls short – one respondent noted that just the fuel needed for commuting to campus uses up most of the monthly stipend.
Perceived financial (in)stability: The vast majority of students do not feel financially secure. When asked “Do you feel financially stable while studying?”, about 62% answered “No.” Only 38% felt financially stable, and even some of those clarified that this stability was tentative or thanks to parental support It’s important to highlight that this is while most are working. In other words, even with a job, many students still struggle to cover expenses, suggesting that without work their situation would be untenable A few students wrote that they are able to manage only by sacrificing social life and luxuries, focusing strictly on necessities. Some mentioned trying to save any excess for emergencies, but saving is difficult: “You barely break even each month,” one student wrote about working 20 hours a week. On the positive side, a smaller segment, roughly 1 in 3 students, did report feeling financially stable, typically those with strong family financial support, or in a couple of cases, those with a well-paying part-time job However, stability can be fragile; unexpected costs (medical, car repair, etc.) can throw students into hardship quickly.
Debt aversion: Interestingly, despite financial stress, only 9% of respondents said they have had to take on a loan or debt to support themselves during studies The other 91% managed without borrowing This points to a culture of debt aversion among Maltese students, no doubt influenced by the stipend system, the fact that University Education is free, and family support norms. Students seem to prefer working more hours or cutting expenses rather than taking student loans or using credit While avoiding debt is positive, the downside is that students may be overextending themselves with work to stay debt-free. Malta does not have a widespread system of student loans for living costs, so most students either make do or rely on family if they come up short. A few respondents mentioned using a credit card occasionally or considering a small bank loan, but overall the sentiment was that working now is preferable to paying off debt later. This reinforces how critical immediate income is to them, making the issue of high cost of living all the more urgent The scale of financial strain outlined here is not accidental, it is the result of a policy vacuum on how to deal with the cost of living crisis SDM therefore urges the government to recognise that students’ hardship is part of a larger national problem. Addressing it requires coordinated policy reform across education, housing, and employment
In summary, the financial analysis of the survey paints a picture of students pressed into the workforce out of necessity. Work income is propping up the ability of students to remain in tertiary education, but at a significant personal cost as explored below. It is clear that without substantial changes, either increasing direct support to students or reducing living costs, this heavy reliance on work will continue. Such a scenario risks excluding those who cannot find suitable work or cannot manage both work and study, effectively making higher education less accessible to those from lower-income backgrounds, the very outcome Malta’s stipend system was meant to prevent. The next sections discuss how these financial pressures translate into academic and well-being challenges.
Impact on Academic Life and Student Life
The survey underscores a painful trade-off: as students spend more hours working jobs, their academic performance and participation in campus life suffer. Many students find it difficult to keep up with coursework, and some are missing out on the broader university experience. Key indicators from the data highlight this academic strain:
Balancing act difficulties: Students were asked to rate how difficult it is to balance work and academic responsibilities on a scale of 1 to 5 (with 5 being “very difficult”). Approximately 66% chose 4 or 5, indicating that for twothirds of students, maintaining this balance is a serious challenge No student rated it “very easy” (1), and only a handful (5%) rated it as 2 (relatively easy) The average rating was around 4 0 These results quantify what one might expect, that doing two demanding things at once (holding a job and being a student) is taxing, but the prevalence of extreme difficulty is worrying Many students are effectively working a part-time job and attending university full-time, a dual workload that often amounts to well over 40 hours a week when combined, not counting commuting time. It is little surprise, then, that things fall through the cracks.
Missed lectures and reduced class time: Over half of employed students reported that they have had to miss lectures because of work obligations. In the survey, 56% of respondents answered “Yes” to missing classes for work. This might involve missing an occasional class due to a work shift overlap, leaving class early or arriving late, or in some cases, scheduling work on days when few lectures are timetabled (and then missing any adhoc or rescheduled classes that pop up on those days). This directly ties into the earlier point about timetable flexibility: students noted that if the university schedules a single one-hour lecture in the middle of the day, it effectively kills their ability to work that entire day. Several wrote comments such as “Having one lecture at noon means I cannot take a morning or afternoon shift at work.” Inconsistent scheduling week-to-week, with lectures sometimes added or changed at short notice, was another complaint, making it hard for students to hold down regular work hours. The more lectures a student misses, the more they must self-study later, which can snowball if they are too exhausted from work It also alienates them from campus life, as they are physically present less often.
Academic performance suffers: A significant number of students indicated that working negatively impacted their academic performance. Specifically, about 58% of respondents said they have experienced academic struggles, such as lower grades or missed deadlines, due to working while studying
This percentage likely undercounts the true impact among working students, since a few non-working students who answered would say “No” by default If we focus on those who are employed, the proportion facing academic issues is even higher, roughly 71% of working students have encountered problems like falling behind in readings, scoring poorly on an assignment due to lack of study time, or even failing or needing to repeat a unit because of work commitments This means that the very point of being at university, learning and succeeding academically, is being compromised for many by the necessity of earning income. Some candid responses from students include: “I barely managed to pass my exams last year because I was working evenings.” Another mentioned having to drop a unit, (to have a lighter load) to cope with full-time work, delaying their graduation These anecdotes reveal that some students are effectively paying for their education in extra years because they can’t handle a full load alongside work
Time for study and assignments: Even when students manage to attend classes and keep up with minimum requirements, many commented on the reduced time available for independent study, assignments, and research University education, especially at the tertiary level, demands substantial hours of reading, writing, and practice outside of lectures. Working students often find themselves with shortened evenings or weekends for study. According to the survey’s stress indicators (discussed in the next section), students often sacrifice sleep or personal time to catch up academically This can create a vicious cycle, lack of proper study time leads to poorer performance, which leads to increased stress, and so on. A few respondents noted that they deliberately chose easier elective courses or avoided challenging extracurricular opportunities because they knew they wouldn’t have time to commit fully. This means these students are not maximizing their education They are selecting options to survive rather than to excel or explore interests.
Impact on student life and activism: Beyond grades and classes, the packed schedules leave little room for the traditional university experience outside the classroom Malta has a rich environment of student organizations, cultural activities, and campus events (often spearheaded by groups like KSU, SDM, etc ) However, students working extensive hours have minimal time or energy to engage in these activities. The survey did not have a specific quantitative question on extracurricular involvement, but many open-ended responses brought this up “Student life has become non-existent for me, I rush from class to work and then home to study,” wrote one student
Another lamented that they had to step back from a student organization where they held a leadership role, due to work pressures. This is a troubling development It suggests a decline in the pool of active student Fewer students can afford to volunteer for event organizing, representation roles, or activism campaigns, as those things don’t pay the bills. The long-term implication is that the university community becomes less vibrant and students’ educational experience is narrowed to just classes and work. This type of activism apart from better enhancing your campus life are vital to foster soft skills which are so important in the modern work age. Moreover, student representation suffers if student representatives are too busy to attend meetings or to advocate effectively SDM and similar organizations thrive on active student participation. If that participation is dwindling because everyone is at work, the student voice in national issues (like educational reform) also weakens. This paper’s recommendations include a stipend for student activists partly to counteract this very trend
Mandatory
work and practical
experience:
It’s worth noting that in certain courses, like nursing, medicine or teaching, students are required to engage in practical work or placements as part of their training. The survey included some students from such disciplines, and their feedback highlighted an interesting nuance: when work is integrated into the course (for example, clinical placements for nursing or teaching practicums for education students), the workload is intense but at least acknowledged in the curriculum. However, even in those cases, students often work additional paying jobs, because placements might be unpaid or only offer a token stipend One accounting student mentioned that in their field, working during studies is almost a must to be employable later, yet the course structure does not officially accommodate this reality This leads to conflict between lecturers and students’ work commitments. This implies that some academic programs could consider formally blending in work experience (with credit and some compensation) to reflect the needs of the profession. Doing so could reduce unstructured, conflicting work hours and turn work from a distraction into a complementary part of education We include this point in our discussion because it shows that the boundary between “student” and “worker” is not always clear-cut in modern education, and policy should adapt to that
In conclusion, the academic toll of the current work-study balance is evident. If unaddressed, we risk a scenario where academic standards drop, as more students cannot give their best to coursework, graduation times get longer, and fewer students engage in enriching campus experiences The University of Malta’s mission is to foster intellectual growth and produce well-rounded graduates is at stake if students are too overburdened to take advantage of what the university offers
The next section delves into perhaps the most alarming aspect of this situation, the toll on students’ mental health and well-being.
Mental Health and Welll-being of Working Students
The data from the SDM survey presents a concerning picture of student mental health in the context of balancing work and study. High stress levels and burnout are widespread, and many students directly attribute this to their dual burdens. The findings resonate with global observations about young people’s mental health challenges, intensified by academic and financial pressures ( Mental health of adolescents ). Key points include:
High stress levels: Students were asked how often they feel stressed due to balancing work and study (on a scale where 5 meant “always” stressed). The responses show that stress is a constant companion for many Two-thirds (66%) of students reported that they frequently feel stressed (rating 4 or 5 out of 5) In fact, nearly one-third (31%) chose “5 - always stressed” Only a very small minority (less than 10%) indicated low stress levels (ratings 1 or 2). This indicates that the norm is persistent stress. Qualitative comments shed light on the nature of this stress Students describe feelings of being “overwhelmed,” “under pressure every day,” and “unable to fully relax or take a break” because there’s always either an assignment due or a work shift upcoming (or as is often, both). Some mention physical symptoms of stress (such as insomnia, headaches, or anxiety) that they have developed during their time at university It is worrying that the university years, which should be intellectually stimulating and socially enjoyable, are turning into a period of chronic stress for many
Burnout frequency: The survey also asked how often students experience burnout from managing both work and study Burnout here can be understood as a state of emotional, mental, and physical exhaustion caused by prolonged stress The answers: 61% of students said they feel burned out “often” or “always.” Specifically, 47% chose “often” and an additional 14% “always” Only 2% said “never,” which means almost everyone has felt burnout at some point, and most feel it regularly Burnout might manifest as extreme fatigue, loss of motivation, cynicism about school or work, and difficulty in concentrating or performing For a student, burnout can lead to late or missing coursework, absenteeism, or even considering dropping out. Indeed, a few respondents admitted they had considered pausing or quitting their studies because they could not see a way to cope with everything. It’s significant that so many are at risk of burnout because this state can negatively affect not just academic results but also personal development and long term mental health.
Negative
Mental Health Impacts: When asked plainly “Do you feel that working while studying negatively affects your mental health?”, about 67% answered “Yes.” One-third said “No” This means a vast majority of students explicitly see a causal link between their work-study situation and issues like anxiety, depression, or excessive stress To provide context, many young people globally are susceptible to mental health issues even without added pressures WHO reports that depression and anxiety are leading causes of illness among youth ( Mental health of adolescents ) Add to that the strain of our students’ schedules and financial worries, and it’s a recipe for mental health struggles Some respondents shared personal experiences, for instance, one student said they suffer panic attacks when trying to juggle exam revision and work deadlines, another mentioned feeling “constantly on edge” and irritable, affecting their relationships A significant number mentioned anxiety specifically, anxiety about failing courses because of work, anxiety about losing their job because of academic conflicts, or general anxiety about the future. There were also mentions of depression or depressive feelings, like hopelessness and exhaustion, stemming from an unsustainable routine with no time for self-care or leisure It is clear that for many, mental health is being compromised in the pursuit of balancing responsibilities
Coping mechanisms or lack of: From the qualitative feedback, it appears students employ various coping strategies, some healthier than others. A few try to manage time meticulously and squeeze in exercise or hobbies to de-stress, but more commonly students said they sacrifice sleep, to make more hours for study after work, or rely on caffeine and energy drinks to get through the day These short-term fixes can further harm mental and physical health. A small number indicated they have sought counselling or therapy, which is positive, but others either feel they don’t have time for it or doubt its availability Notably, students who did access mental health services often complained about waiting lists or limited sessions, suggesting the current support systems are overburdened This aligns with national trends where youth mental health services are often stretched thin.
Call for more support: Given this scenario, the survey’s finding that 88% of students believe University should provide more mental health resources is unsurprising. There is near unanimous consensus that the status quo is inadequate. In practical terms, students want things like easier access to counselling, on-campus therapists who understand student issues, workshops on stress/time management, and generally a more open conversation about mental health to reduce stigma It was also suggested that academic staff should be more lenient or aware when a student is struggling mentally, for instance, granting extensions or checking in on absent students, rather than strictly penalizing any slip in performance
This compassionate approach can make a big difference. Additionally, a few respondents pointed out that mental health support must be available at times that suit working students, evening counselling sessions. Flexible, creative approaches are needed to reach those who have the least free time
Long-term implications: The mental health issue is not isolated to the university years. If unaddressed, there is a risk of long-term consequences. A student who undergoes chronic stress and burnout might carry that trauma into their early career, potentially leading to decreased productivity or early career burnout. It can also lead to higher dropout rates, which are costly for society and the individuals, in lost potential and confidence Moreover, if a generation of students associates higher education with mental breakdown, it could deter some people from pursuing further studies at all. The country could lose bright minds who either never enroll or who drop out due to these pressures. In contrast, investing in mental well-being now will yield returns in the form of healthier, more resilient graduates who can contribute positively to the workforce and society. In light of these findings, improving student mental health is an urgent priority. It is not enough to ask students to be more “resilient”, the environment around them must change to reduce unnecessary stressors. The recommendations section will detail steps to bolster mental health services and create a more supportive academic environment.
Employment conditions and student worker rights
While the necessity of work is clear, the conditions of that work also play a significant role in students’ overall experience. The survey shed light on issues of fairness, legality, and policy concerning student employment:
Awareness of rights: Students were asked if they are aware of their legal rights as student workers, such as entitlement to a fair wage, regulated working hours, proper contracts, leave, etc. About 30% of respondents said they are not aware of their rights, while 70% said they are aware, at least to some extent This indicates a knowledge gap that can be dangerous, as those unaware are more vulnerable to exploitation. The fact that one in three doesn’t know their rights is a call to action for educational campaigns or orientation sessions about labour laws for youth. Perhaps the Department of Industrial and Employment Relations (DIER) in Malta, together with student bodies, could issue guidelines or hold info sessions on employment rights for students.
Incidence of exploitation: Disturbingly, 27% of students, nearly one in three of those working, reported having faced exploitation or unfair treatment at work, and an additional 18% answered “Maybe/Not sure,” suggesting they encountered situations that felt borderline or questionable Only about half confidently said they had not faced such issues. Exploitation can take many forms; unpaid overtime, pay below the minimum wage, lack of formal contract, being asked to perform unsafe or inappropriate tasks, discrimination or harassment, or being dismissed unfairly due to school commitments. Some respondents shared anecdotes: one mentioned an employer who would routinely schedule them beyond the agreed part-time hours, jeopardising their study time, with veiled threats of job loss if they refused, another said they discovered they were being underpaid compared to older colleagues There were also complaints of unpaid internships disguised as “volunteer opportunities” or companies offering “exposure” instead of pay, effectively benefiting from free labour. This points to a pressing need for stronger enforcement of labour standards for part-time and student workers. It’s worth noting that Malta has laws against excessive exploitation, but enforcement often relies on the worker lodging a complaint, something a student might be hesitant to do out of fear or lack of knowledge
Unpaid Internships and Volunteer work: A theme that emerged is the prevalence of unpaid or underpaid roles that students undertake, either for experience or because it’s required in their field. Internships in certain industries (media, arts, EU institutions, etc ) may be unpaid or pay a token amount. Some students also do unpaid work for voluntary organizations or as part of academic projects While volunteering can be noble and educational, when it is effectively required to advance one’s career, it becomes problematic. The European Parliament and youth organizations have criticized unpaid internships as exploitative, and our survey shows Maltese students echo this sentiment. One respondent wrote: “I did an unpaid internship last summer, it taught me a lot but I had to work evenings elsewhere to cover my expenses. I was exhausted.” Another pointed out that only students whose families can support them can accept unpaid internships, which creates inequality in who gets certain opportunities. These insights strengthen the case for our recommendation to abolish unpaid internships
Desire
for policy change: Virtually all respondents voiced support for better policies to protect and assist working students 95% said labour policies should be improved to support student workers.
Students’ views on working norms: Interestingly, the survey also asked if students think they should be expected to work while studying. Here, 81% answered “No” In other words, the majority feel that being a student should not automatically come with the expectation of having a job, they believe that studying should be a full-time focus in its own right Only about 19% said “Yes,” perhaps reflecting those who believe working builds character or is just reality What this tells policymakers is that students largely do not want to have to work, they do it out of need, not desire They would prefer to devote themselves to studies if financially possible. Yet, paradoxically, many also recognize the value of work experience The nuance here is that students want working during studies to be a choice or an opportunity, not an economic necessity or an obligation.
Support for increased aid: Tying together the above points, an overwhelming 90% of respondents said they would support policies to increase stipends or financial aid to reduce the need for student employment This is a direct mandate from students for interventions like stipend raises, targeted grants, or other subsidies (for example, housing support for those who have to live out of their family home). It suggests that if the government introduced such a policy, it would be hugely popular among youth and would meet a clearly identified need. Some respondents mentioned ideas like means-tested stipends (higher aid for those with greater need), or stipend bonuses for good academic performance (an incentive that could also help academically). Others simply said the stipend has not increased proportionately to how much the cost of living has really increased in the last few years.
In summary, the survey’s employment-related findings highlight that while students are doing their part by working hard, the system around them has not adjusted to protect them adequately There is exploitation happening in the shadows, rights awareness needs boosting, and there is near-universal student appetite for reforms, both in labour practices and financial support structures. The recommendations that follow address these issues head-on, proposing ways to create a fairer environment where students can work if they choose to or must, but in decent conditions and without derailing their education or well-being.
POLICY RECOMMENDATIONS
In light of the challenges detailed above, SDM proposes a set of policy recommendations designed to alleviate financial burdens, protect student rights, enhance academic flexibility, and support student well-being These recommendations are grounded in the survey data and the specific points that students themselves raised They are also informed by best practices and emerging discussions in other European countries. The overarching aim is to ensure that no student in Malta is forced to sacrifice their education, health, or personal development because of financial pressure. Instead, students should be empowered to succeed academically while also gaining the benefits of work experience in a healthy, supported manner These proposals should not exist in a vacuum. They must form part of a larger, coordinated national strategy to bring the cost of living under control. SDM urges the government to show leadership by convening urgent discussions with the Opposition and social partners and taking on-board their proposals in this regard The time for partisan hesitation is over
The four key recommendations are:
1. Abolish unpaid internships and ensure fair compensation for student work:
Unpaid internships should be phased out and made illegal in all but truly exceptional volunteer contexts The principle should be clear: if work is done, it must be paid This protects students from exploitation and acknowledges their contributions. Concretely, government can legislate a ban on unpaid internships (as the European Parliament has urged) or at minimum enforce strict criteria that define a legitimate internship (e.g. limited duration, educational purpose, and compensation via either wage or academic credit plus stipend) Organisations should be incentivised to offer paid internship positions, perhaps through tax credits or public recognition. Additionally, the minimum wage laws and standard labour regulations must be rigorously enforced for part-time student workers. By abolishing unpaid internships and guaranteeing fair pay, Malta would remove a major source of unfair labour that currently burdens students This move would be transformational: it would immediately reduce the time students spend in uncompensated work, freeing some hours for study or rest, and it would send a message that student labour is valued, not to be taken advantage of. The long-term effect would be a more equitable system where opportunities for career-related experience do not depend on one’s personal finances.
2. Introduce Flexible Academic Scheduling and Policies for Working Students:
Educational institutions should adopt a student-centric approach to scheduling. The University of Malta (and MCAST, and other tertiary institutes) ought to review their timetabling processes, with input from student representatives, to identify changes that would benefit working students without compromising educational quality Some recommended actions include:
Block Scheduling: Wherever possible, group lectures and tutorials so that a student can attend all their classes in, say, 3-4 days of the week, leaving 1-2 weekdays mostly free for work or study. If a student can foresee a free day, they can take a regular work shift that day Avoid timetables that have one hour at 10am and another at 4pm with a huge gap, or provide a facility for students to engage in study or part-time campus jobs in between if such gaps are unavoidable..
Consistent Semester Schedules: Try to keep the schedule fixed week-toweek, rather than changing class times frequently Consistency allows students to set a work routine In cases where schedule changes are necessary, e.g. a one-off additional lecture, announce them well in advance (at least a week or more) so students can rearrange work if needed Lastminute changes should be avoided except in emergencies.
Evening and Online Options: Expand evening class offerings for courses that can accommodate it, and consider hybrid or online lecture options. Malta has already embraced online learning during the COVID-19 pandemic; some of those practices ,like recording lectures and allowing students to watch later, can continue to benefit students who cannot be on campus every moment
Part-Time Degree Paths: Although our focus is on full-time students who work, another aspect of flexibility is making part-time enrolment more accessible Some students might prefer to officially go part-time on their studies, taking fewer credits per semester, so they can work more hours to fund their education, without overloading. The university should facilitate this by ensuring that required courses are available in the evening or spread out such that part-timers can still progress. Academic advisors should be trained to counsel students on when it might be wise to reduce course load for health or financial reasons, without stigma.
Integrating work experience into curricula: Where appropriate should be made to integrate work experience into curricula. This can reduce the total separate demands on a student As one accountancy student in our survey suggested, course credits for practical work in the field, with oversight, could both lighten the class load and give real experience, killing two birds with one
3. Provide additional stipends or financial support for student leaders and volunteers:
To address the decline in student extracurricular engagement and to relieve financial pressure on those who devote time to non-academic valuable activities, a system of supplementary stipends should be implemented. The government, possibly through the Ministry for Education or Youth, can create a fund for “Student Activity Support” Under such a scheme, students who take on leadership roles in student organizations (for example, serving on the Student Council (KSU) or an organization like SDM), or who participate in approved volunteer service (e.g. tutoring underprivileged youth, organizing community events, environmental activism, in a registered VO etc ), would receive a financial award This could be structured as a per-semester grant or a monthly addition to their stipend for the duration of their service. The amount should be meaningful to make up for the hours they might otherwise spend in paid work. The criteria must be transparent, for instance, the university or the stipends board could vet and approve which positions or projects qualify, ensuring the student is making a genuine contribution of time and effort The benefits of this are multi-fold, students from less affluent backgrounds would no longer be deterred from taking up roles like class representative, student activist, or organisation leader due to financial sacrifice. It empowers a diversity of students to have a voice and gain leadership experience, not just those who can afford spare time. The university community benefits from active student participation: more events, richer debates, peer mentorship, and a stronger sense of campus community Moreover, volunteering and leading are formative experiences that build soft skills which are invaluable in later life. We should encourage these as much as we encourage internships or work experience. By compensating such efforts, we formally recognise that they carry value. Countries like Germany and others have some local schemes where student representatives get small stipends; Malta can tailor its own model, possibly starting as a pilot program. This recommendation complements the financial support theme: alongside general stipend increases or aid, it specifically targets the restoration of student life and activism as a priority, ensuring that the university remains a place of personal growth and civic engagement, not just study and work
4. Expand Mental Health Services and Wellness Initiatives for Students:
Addressing the mental health crisis among students requires a concerted effort and resources. First and foremost, the capacity of mental health services available to students must increase This means hiring more counsellors and therapists at the University of Malta’s counselling centre (and equivalently at other institutions), so that wait times are minimised and more students can be seen regularly It may also involve extending service hours beyond the typical workday, for example, having counselling available one or two evenings a week or on Saturday mornings, specifically to accommodate those students who cannot attend during 8am-5pm due to classes or jobs apart from managing to accommodate a bigger number of students that way The government could allocate earmarked funds for youth mental health which University and other tertiary educational institutions can draw on to fund these positions. In addition to one-on-one counselling, preventative and group-based measures should be implemented. Workshops on stress management, time management, and mindfulness can equip students with coping strategies These could even be integrated into the curriculum as optional one-credit modules on personal development or held as free seminars. Mental health first aid should be provided free of charge to all students attending both secondary, post secondary and tertiary education to ensure that our youth are getting the skills necessary both to help themselves and those around them.
Crucially, academic policies should incorporate mental health considerations. This can include allowing students to take mental health days, just as one would for physical illness, and providing flexibility for those in crisis.
On a national level, the government should ensure that psychological support is covered or subsidized for students who might seek off-campus therapy. Perhaps a voucher system could be introduced where students can get a certain number of therapy sessions per year covered by public health insurance, this would lower the financial barrier to seeking help.
Ultimately, treating student mental health with urgency is an investment in the country’s human capital. With 67% of students in our survey saying their mental health is hurt by their current situation, these measures cannot wait. Just as importantly, tackling the root causes (financial strain and overwork) through the other recommendations will, over time, reduce the mental health burden In other words, these policy recommendations work in synergy, financial and academic support will alleviate stress, while direct mental health support will help students cope better with stress that remains.
CONCLUSION
The evidence is clear, Maltese students are at a breaking point. The cost-ofliving crisis and current educational structures have pushed a generation of university students into an untenable situation where they must work significant hours to survive, at the expense of their studies, health, and involvement in university life This is neither fair nor sustainable
While this paper focuses on students, the underlying problem is national. It is clear that not enough is being done at a systemic level to tackle the cost of living crisis, and the student experience reflects this reality. SDM renews its call for the government to work hand in hand with the Opposition and Malta’s social partners to design a national action plan that responds to this crisis with urgency and fairness.
If we fail to act, we risk normalising a reality in which higher education becomes a grind that only the most privileged or the most physically and mentally resilient can navigate successfully. Many talented young people could fall by the wayside, dropping out, burning out, or not reaching their full potential The ripple effects on Maltese society and economy would be felt in the years to come, in the form of skill gaps, lower productivity, and fewer young leaders stepping up, having been discouraged during their formative years
However, the situation is not irreparable As this policy paper has outlined, there are concrete, achievable measures that can significantly improve students’ circumstances. By increasing financial support and smartly targeting it to those who contribute to the community, we can ease the immediate economic pressures. By reforming university timetables and policies, we can return valuable hours to students and affirm that academia recognises their dual burden By bolstering mental health resources, we can catch those who are struggling and restore hope and stability. And by clamping down on exploitative labour practices like unpaid internships, we send a strong message that Malta values and will protect its young workforce.
It is important to recognise that working while studying need not be purely detrimental. When done by choice and in moderation, a part-time job can enrich a student’s experience, imparting responsibility, skills, and exposure to the working world. Many survey respondents acknowledged this, noting the personal growth that comes from working Our aim is not to discourage student employment altogether, but to remove the element of compulsion and harm. In the envisioned scenario after implementing these recommendations, a student might still choose to work a few hours a week for extra pocket money or experience, but they wouldn’t be forced to work a large number of hours just to pay basic bills
And if they do work, it will be under fair conditions that complement rather than undermine their education A healthy balance can be struck, one that produces well-rounded graduates who have both strong academic foundations and practical work skills, without having suffered undue hardship along the way
SDM urges the Government and other relevant authorities to take these findings and proposals under serious advisement Engaging with student representatives to refine and implement these policies will be crucial. Students should be active partners in shaping the solutions to the problems that affect them. We also call on the Opposition and all policymakers to support these measures Investing in students is investing in Malta’s future Every euro spent to support a student, every timetable adjusted, every counsellor hired, is a step toward a more educated, productive, and healthy society.
Finally, to the public and academic community: understanding the reality students face is key to garnering broad support for these changes No one benefits from students being stretched too thin – not employers, who get tired, less effective part-timers, not families (who worry for their children’s wellbeing), not University (which see drops in academic engagement), and certainly not the students themselves. By addressing the work-study balance, we uphold the principle that education is a right and a public good, not a privilege. The proposals in this paper aim to restore that principle in practice.
In conclusion, the challenges identified are serious but not impossible to address. With collaborative effort, informed by data and student voices, Malta can lead by example in fostering an environment where students can thrive academically and gain valuable work experience, all while maintaining a good quality of life. The recommendations provided form a roadmap to such an environment It is now up to the decision-makers to walk this road SDM stands ready to assist in this process, through further research, dialogue, and advocacy, in the hope that Maltese students today and tomorrow will benefit from a more supportive and enlightened approach to balancing work and study.
SOURCES
SDM Student Survey 2025 (University of Malta, n=114) – findings on student employment, finances, academic impact, and mental health
International Monetary Fund (2023) – comments on Malta’s economic outlook amid high inflation (Economy of Malta - Wikipedia).
European Parliament resolution of 14 June 2023 on quality traineeships in the EU (2023/2504(RSP)) - emphasises that internships should be paid and calls for a legislative initiative to end unpaid internships World Health Organization – statistics on youth mental health prevalence ( Mental health of adolescents ).