Basic education

• Changes in Learning Support: From August 1, 2025, the Finnish support system for learning and school attendance in basic education has changed.
• Right to Support: According to the Basic Education Act, students have the right to receive support for learning and school attendance when needed. This support should be provided as early as possible within the student's own teaching group.
• Group-specific forms of support are the primary forms of support. They are flexible in nature and are implemented in groups. Support is provided in a planned manner throughout the school year, and no assessment, plan, or decision is made for the student. Group-specific support may include general remedial teaching, remedial teaching in the language of instruction, and teaching by a special education teacher in connection with other instruction.
• If group-specific support forms are not sufficient to support a student’s learning and school attendance, or if there is the need for regular or long-term support, a student is entitled to student-specific support in a timely manner and without delay. The organization of individual support requires an assessment, a plan, and an administrative decision. If the need for student-specific support measures is already apparent before the start of basic education, the need for support can be assessed in advance.
• Student-specific support includes teaching in small groups or special classes, as well as interpretation and assistant services and assistive devices. There are three types of student-specific support: 1) special education teacher’s instruction partly in a small group or in connection with other instruction, 2) special education teacher’s instruction in a small group, and 3) special education teacher’s instruction in a special class.
• Focus on Prevention: The new system emphasizes preventive practices. The latter means teachers taking into account the different needs and prerequisites of students, as well as differentiating instruction. The concept also includes teaching groups formed in a manner appropriate for achieving the objectives, as well as pedagogical solutions that take all students into account.
• Teacher's Role: Teachers are required to plan and implement instruction based on the needs and strengths of the student group, using practices like differentiated instruction and co-teaching, and improving accessibility.
• Simplified Processes: The reform reduces the amount of paperwork involved in assessing and planning support, clarifies the processes, and also increases teachers' responsibility for providing group-specific support.
• Equal Opportunities: All students should have equal opportunities to receive support, and the reform applies to both municipal and private education providers.