Marco Bonnici is right to point out that schools should reflect the society in which children grow up. But recognising this reality does not mean we should avoid discussing how far our education system must adapt to the changes taking place in Malta, and whether enough is being done to support teachers and students alike.

The Malta Union of Teachers president has rejected the idea of limiting the number of foreign students in classrooms, in response to Italy's plans to introduce a maximum number of foreign pupils per class. His argument is understandable: schools should not become places of segregation, and children should not be disadvantaged simply because they come from another country.

Yet there is a wider debate here which deserves attention. It is not about choosing between Maltese and foreign students, nor about questioning the right of foreign children to receive an education. It is about acknowledging that Maltese classrooms have changed considerably, and that the demands being placed on teachers have changed with them.

Teachers may find themselves managing classrooms in which children come from numerous cultural backgrounds, have different levels of proficiency in English and Maltese, and may not share a common language with one another. Some pupils may arrive with little or no knowledge of either of Malta's official languages. Helping them settle in, communicate and follow lessons is an important responsibility, but it also requires time, training and resources.

We should not underestimate the difficulty of teaching a class when some children need additional language support while others are ready to move ahead with the curriculum. The question is whether schools have the necessary resources to ensure that every child receives the attention and education they deserve.

This is where Italy's initiative merits discussion. Malta need not copy the Italian approach, and a numerical limit might not be appropriate for our circumstances. We are a much smaller country, with a different geographical distribution of schools, and a different demographic and economic context. A measure designed for Italy cannot simply be transferred to Malta without examining its implications.

Nevertheless, Italy has taken a position on an issue it considers important enough to address through policy. Should Malta not at least examine whether its own arrangements are adequate, and consider what measures might make classrooms more manageable?

That discussion could include additional language-support teachers, specialist integration programmes, better allocation of resources according to local needs, and a clearer policy on the teaching of Maltese. Where particular schools face exceptional pressures, the response should reflect those realities rather than assume that every classroom faces identical circumstances.

The question of Maltese deserves particular attention. Maltese is not simply another subject on the timetable. It is a national language and an essential part of its identity. Integration cannot be complete if children grow up in Malta without a meaningful opportunity to learn and use it.

Equally, foreign students must be welcomed and given every reasonable opportunity to succeed. But accommodating their needs must not mean that Maltese pupils receive less attention, that the pace of lessons suffers, or that teachers are left struggling without adequate support.

Integration must work in both directions. Foreign children should be helped to participate fully in Maltese society, while local children should continue to receive the education to which they are entitled.

Making life easier for teachers is an investment in the classroom as a whole. Better language support, appropriate staffing, and policies that recognise local differences can benefit everyone.

Malta does not need to adopt Italy's solution. But it should not dismiss the question simply because the answer might involve difficult decisions. The objective should be clear: an education system that welcomes diversity without neglecting Maltese language and identity, and that gives teachers the tools to educate every child effectively.