This intervention involves pre‐ and posttest data collection using a purpose‐designed well‐being questionnaire. The Coping with Bullying and Wellbeing Intervention (CWBWI) is an evidence‐based Australian school program. It focuses on teaching young people to cope with bullying and to develop positive peer relations. The school‐based intervention—implemented by teachers and embedded in the curriculum—adopts a systemic model to reduce bullying and promote well‐being. It is implemented as a whole‐school approach to the problem and incorporates lesson plans, a DVD, and professional development. In this chapter the authors describe the outcomes of the intervention conducted in Malta with Form 1 (Year 8) adolescents (approximately 1,500 students). The intervention resulted in a significant reduction in self‐reported victimization among “seriously bullied” students and a positive increase in their coping skills. The findings are evaluated in the light of international research in the field.

In this article we report Maltese primary and secondary students' perspectives about their school experiences and their mental health. Questionnaires were completed by 281 students. Relationships emerged between students' reports about their involvement in bullying, mental health status, and a range of typical features of school environments. A conservative non-parametric JonckheereTerpstra test indicated significant unidirectional differences, from non-involved through to bully/victim groups, for six selected variables that have the potential to be influenced by schools' policies and practices, namely, positive school community, coping with school work, social and emotional education, friendships, safety, and teachers' responses to bullying events. Effect sizes ranged from small to medium. This study illustrates identifiable patterns of students' social, emotional and academic wellbeing. It highlights the need for intervention programs that are conceptualised to meet the needs of different student groups, in this case, involvement in bullying as a victim or as a bully. It also highlights how a range of school-based influences may operate together to affect the wellbeing of students, and points to the need for multi-disciplinary collaboration and approaches to mental health promotion in schools.