The wellbeing of pupils is embedded in Finnish pre-primary (6 years) and primary and lower secondary education (7–15 years) in many ways.

The wellbeing of pupils plays an integral role in Finnish pre-primary and primary and lower secondary education, and is also 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 for Basic Education (7–15 years), and local curricula – local extensions of the national curriculum - which functions as the norm. Pupils´ wellbeing is viewed as fundamental and important for pupils´ learning abilities. 

 

In the Finnish National Core Curricula for Basic (= Primary and lower secondary education) Education (2014), student wellbeing is taken into account in the objectives for transversal competencies and instruction in different school subjects, as well as in the goals set for the operating culture of schools. There are also two systematic practices ´Support for learning´ and growth and ´Pupil welfare´, which ensure multi-professional support for pupils.

In addition to these practices promoting health include school subjects (health education, home economics, physical education), free school meals, and possibilities for differentiated learning. The government promotes pupil wellbeing by funding large physical activity development projects. 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.  

 

Back to top

The core curriculum (2014) stresses the importance of developing a school operational culture that promotes wellbeing of all the members in schools. The promotion of wellbeing is part of the duties of every adult in the school, regardless of their roles. 

In the organisation of school work, the needs, capabilities and strengths of all pupils are considered. From teachers´ perspective this means monitoring and promoting the learning, work approaches and wellbeing of their pupils, ensuring the respectful and fair treatment of each pupil, early recognition of potential problems, and provision of guidance and support to the pupils. 

The teacher contributes to ensuring that the pupils' rights to guidance and support in the areas of instruction and pupil welfare are enacted. This requires interaction with pupils and guardians, cooperation between teachers and collaboration with the pupil welfare staff. Active school leadership has an important role to play in the development of student wellbeing.  

 

Back to top