In December 2024, the Finnish Parliament approved new legislation on learning support, which will come into force on August 1, 2025. The aim of the reform is to clarify and harmonize the forms of support. All learners will continue to have the right to learn and receive support throughout their educational journey.
In basic education, group-based support measures and learning-supportive teaching arrangements will be implemented in every teaching group. These form the foundation for delivering high-quality teaching and support. Teaching at the State Reform School is based on well-being and strength-based pedagogy.
The activities of the State Reform School are grounded in the principles and values of inclusion. The goal is to ensure every pupil’s educational rights—that is, the opportunity to learn, grow, and develop as part of a community. The school’s work is also strongly connected to building the future. Completing basic education and securing access to further studies are key objectives, as they lay the foundation for a child’s independent life and participation in society. Basic education forms a rehabilitative whole together with the care and upbringing provided by the reform school.
Individual Support for Pupils at the State Reform School
Teaching at the State Reform School is organized in a way that considers learners’ diverse individual needs, school attendance capacity, and specific life situations—ensuring that each learner receives appropriate support and learning opportunities. Support is provided regularly, and all support measures are guided by the best interests of the pupil to ensure the most effective support for their learning and schooling.
Considering a pupil’s school attendance capacity often means that studies progress more slowly and flexibly. A pupil progressing by learning objectives studies according to a plan tailored for them, advancing in one or more subjects by objectives rather than by grade level.
Examples of pupil-specific support measures based on individual needs include:
- Teaching by a special education teacher in a special class
- Interpretation services
- Assistant services
- Assistive devices
- Exceptional teaching arrangements: deviation from the basic education syllabus or from the objectives of the local curriculum
- Progression by learning objectives
Assessment of Support Needs in the 2025–2026 School Year
The support needs and support measures for pupils currently receiving intensified or special support will be assessed during the 2025–2026 school year. Teachers will assess the pupil’s need for support, and guardians will have the opportunity to participate in the assessment. If necessary, student welfare professionals and other experts will also be involved. The learner’s views will be considered in accordance with their age and level of development. As part of the assessment, a plan will be drawn up for implementing the support. An administrative decision will be made outlining the pupil-specific support measures. Before the decision is made, the pupil and their guardian will be heard to ensure their perspectives are considered in the best possible way.
Information Transfer
Smooth information transfer ensures the continuity of support and schooling—for example, when a learner transfers to the State Reform School, changes schools, or moves on to upper secondary education. New pupils’ pedagogical documents should be submitted without delay to the school’s assistant principal for the purpose of assessing support needs and planning instruction. Contact information: Units and Contact Details – State Reform Schools
More Information
More information about the progress of the learning support reform will be available from the school’s assistant principal in August 2025 and from the
Maija Loukonen
learning support planner:
maija.loukonen@valtionkoulukodit.fi
