Malta has made some progress in inclusive education, but there is still a long way to go. Over the past two decades, our schools have become somewhat more open to diverse learners, some investment has gone into learning support, and further and higher education have become accessible to a number of students who, in previous generations, would not have had the opportunity to pursue such paths.

That progress deserves recognition, but it should not be mistaken for the job being done. Inclusion remains a journey across the whole education system, from the early years and compulsory schooling to further and higher education, and there is still much more we can do to make learning environments more accessible, responsive and empowering for every learner.

A study published in 2025 in the peer-reviewed journal Frontiers in Education, entitled Students with Disabilities in Higher Education Call for Personal Empowerment, Equitable Inclusive Systems, and Individualized Accommodations, led by Professor Paul Bartolo and colleagues from the University of Malta, offers timely and valuable insights into this important issue. While the research is grounded in the experiences of University of Malta students, its implications speak to all higher education institutions across Malta. Rather than relying solely on questionnaires, the researchers listened directly to students with disabilities about their lived experiences in higher education. Their message is both encouraging and challenging.

The research confirms that many students appreciate the opportunities that higher education provides. They value the chance to develop personally, acquire new knowledge and prepare for meaningful careers. Many speak positively about the support they receive from lecturers, peers and, in the University of Malta context, the University's ACCESS Disability Support Unit.

But the study also reminds us that inclusion is a journey, not a destination.

Many students continue to experience anxiety, isolation and uncertainty. Some remain reluctant to disclose their disability because they fear stigma or misunderstanding. Others encounter unnecessary bureaucracy when seeking reasonable accommodations or find themselves repeatedly explaining their needs to different lecturers. These challenges are not merely administrative inconveniences; they affect confidence, wellbeing and academic success.

This distinction matters: students are not asking for special treatment. They are asking for equitable opportunities.

They want lecturers who understand diverse learning needs. They want teaching that is designed from the outset to accommodate different learners rather than depending solely on individual adjustments afterwards. They want accessible learning environments, flexible teaching approaches and systems that respect diversity as a normal part of higher education and student life.

This reflects the internationally recognised principle of Universal Design for Learning (UDL), which the researchers recommend should become a guiding philosophy for higher education in Malta. Rather than designing courses for the presumed "average" student and then making exceptions, UDL encourages educators to create learning experiences that are flexible enough to benefit everyone from the start.

Importantly, what benefits students with disabilities is often of benefit to every learner.

Clearer lecture materials, better use of digital platforms, transparent assessment criteria and more engaging teaching methods improve the learning experience for all students, including international students, mature students and those balancing employment or family responsibilities.

The research also contains another lesson that policymakers should embrace.

Students repeatedly stressed that they want to be involved in designing the policies and services intended to support them. One participant expressed frustration that facilities designed for students with sensory needs had been created without consulting those expected to use them. This should not be treated as consultation after decisions have already been made, but as participation in shaping decisions from the start.

This is a powerful reminder that effective policymaking begins by listening.

As legislators and policymakers, we should adopt a simple principle: Nothing about students without students.

Those who experience barriers every day possess insights that no policy document alone can provide. Their lived experience should become an integral part of educational planning, whether we are discussing physical accessibility, assessment methods, wellbeing services or campus facilities.

The study also demonstrates that educational success cannot be separated from wellbeing.

Students consistently described challenges related not only to coursework but also to stress, loneliness, social interaction and developing a sense of belonging. These are not secondary issues. They are fundamental to academic achievement and personal development. Supporting mental wellbeing should therefore be considered an essential pillar of educational policy rather than an optional extra.

As Shadow Minister for Education, I believe the way forward is both practical and ambitious. Across higher education institutions in Malta, we should strengthen Continuing Professional Development, so lecturers and support staff receive training in inclusive pedagogy and Universal Design for Learning.

We should simplify and modernise the process through which students obtain reasonable accommodations or access arrangements, reducing unnecessary bureaucracy while ensuring consistency across faculties and institutions.

We should invest further in mentoring, counselling and transition programmes that help students navigate not only academic challenges but also higher education and student life more broadly.

We should continue building flexible digital learning environments that complement face-to-face teaching and widen participation.

Most importantly, we should establish structured mechanisms through which students with disabilities participate directly in shaping higher education policies and services.

None of these proposals require us to lower academic standards. On the contrary, they strengthen excellence by ensuring that students can demonstrate their abilities and meet demanding standards on equitable terms.

The University of Malta research provides us with something invaluable: evidence grounded in the voices of students themselves. As policymakers, we should welcome such research, learn from it and use it to inform reforms across Malta's higher education sector.

In future articles, I will explore several challenges faced by many in this area, particularly the fact that some students do not find the required support for their learning needs once they progress to post-secondary and higher education. This issue must be addressed.

Our ambition should be nothing less than ensuring that every student, regardless of disability or circumstance, can participate fully, develop confidently and graduate knowing that their potential has been recognised, respected and realised.

That is not simply an educational aspiration. It is a measure of the kind of society we aspire to be.  

Jerome Caruana Cilia is PN MP and Shadow Minister for Education and Citizenship