Wellbeing: the Finnish model

While no education system can be copied as such to other contexts, we believe that it is possible to be inspired by other countries - after all, that is what we have done too! That is why here you will find information on how Finland has approached the important task of supporting student wellbeing.

The wellbeing of learners is enforced by Finnish legislation and national core curricula. The concept of wellbeing has a broad meaning in Finnish education, encompassing physical, mental, social, as well as economic aspects.  

All children have the right to wellbeing – a right which has been integrated into Finnish legislation (e.g. Basic Education Act; Pupil and Student Welfare Act), the National Core Curriculum and local curricula – local extensions of the national curriculum - which functions as the norm. Learners´ wellbeing is viewed as fundamental and important for their learning abilities.

Structures and practices supporting wellbeing

The Finnish National Core Curriculum for Basic Education (2014) integrates student wellbeing into transversal competencies, subject-specific objectives and the overall operating culture of schools. Two systematic structures—support for learning and pupil welfare—ensure early identification of needs and multi-professional support. Wellbeing is further promoted through compulsory subjects such as health education, physical education and home economics, free school meals, differentiated learning opportunities and nationally funded initiatives to increase physical activity during lessons in all subjects as well as on breaks and dedicated PE classes. Education providers also attend to pupil wellbeing, for example by ensuring that school buildings and playgrounds offer a safe and healthy environment for pupils. Municipalities offer morning and afternoon activities for young children, as well as leisure time activities .

Support for learning

Support for learning is meant to ensure that every student experiences success in learning and feels valued as a member of the group, while also supporting the development of a positive self-image, motivation for learning and active participation in the school community. The Finnish support system for learning is built on early prevention and timely support, with the primary aim of meeting students’ needs within their own teaching groups whenever needed.  Importantly, the focus is not on “special education”  as a separate system, but on teaching provided by qualified special education teachers  as part of inclusive education. Schools are responsible for ensuring sufficient and purposeful cooperation with students’ guardians throughout the support process. 

School culture that promotes wellbeing 

School culture plays a central role in supporting wellbeing. The curriculum emphasizes that promoting wellbeing is the shared responsibility of all adults in the school community. School work is organized to take into account learners’ individual needs, strengths and capabilities. Learners are entitled to participate in school decision‑making through structures such as student councils and consultations, ensuring that their views are heard and taken into account in matters affecting their learning environment and everyday school life. Teachers are responsible for monitoring both learning and wellbeing, ensuring fair and respectful treatment of pupils, recognizing challenges early and providing appropriate guidance and support in cooperation with families and pupil welfare professionals. Active and committed school leadership is essential in this work.

Student Welfare Plan implemented by multiprofessional teams

To ensure systematic and comprehensive implementation, education providers in Finland are required to prepare a Student Welfare Plan. The plan outlines assessments of student wellbeing needs, available support services, measures to promote communal and individual wellbeing, cooperation with students and families, and procedures for preventing bullying, violence and crises. Multiprofessional student welfare teams, typically including the principal or deputy principal, teacher(s), school psychologist, school social worker, school nurse and doctor, work together to promote learners’ well‑being, support learning and mental health, prevent problems, and plan early and coordinated support when a learner needs help.