Espoo’s model for high-quality guidance in general upper secondary education

The purpose of student guidance is to support students’ adaptation to the learning environment and work methods of their upper secondary school. During upper secondary education, each student is guided to develop their learning skills and study capabilities. Students are helped to understand the impact their choices have on their further studies and future. It is the purpose of student guidance, in cooperation with other subjects, to clarify the significance the subjects that students study have on their further studies and work life skills, as well as to expand students’ understanding of work life, work duties, entrepreneurship and future competence needs. The guidance counsellor has the main responsibility for the implementation of student guidance.

In upper secondary education, student guidance consists of in-class guidance, personal guidance and small-group guidance in accordance with the objectives of the curriculum. In addition, student guidance includes guidance in the transition phases of the upper secondary education path and supervision of compulsory education together with students’ guardians until the students turn 18 years old. The goal is for each student to receive sufficient counselling to support their assessment of studies after upper secondary education. Guidance includes different guests visiting the upper secondary school as well as visits to other educational institutions and companies. 

Students can have personal guidance conversations with different adults at their school as needed. During personal guidance, questions related to the student’s studies or life situation are discussed. These cover topics such as the progress of the student’s studies, their need for learning support, time management, learning techniques, career planning and the student’s plans for further studies.  

In accordance with the curriculum, student guidance includes two mandatory courses the timing of which is decided independently by the upper secondary school. The contents of the student guidance courses are defined in the curriculum.

In addition, the contents of the TS01 course deal with themes related to guidance by upper secondary school, such as the study techniques of different subjects.

Students can be provided with small-group guidance as part of student guidance. During small-group guidance, students discuss guidance-related questions and consider things such as matriculation examinations and their studies after upper secondary school. The guidance can be implemented in a small group during a lesson or at another time. Small-group guidance can be carried out when, for example, students have similar guidance needs. The topics covered may include matters related to self-knowledge, upper secondary school studies and further education. 

At the beginning of the studies, students prepare for themselves a personal study plan that contains a studying plan, a matriculation examination plan and a plan for further studies and work life. The study plan is used to monitor the progress of upper secondary school studies and to decide which studies and courses should be completed. The study plan is drawn up with the support of the guidance counsellor and regularly updated as the studies progress.

Into the matriculation examination plan is recorded the subjects which the student plans to take in the examination as well as how the subjects will be distributed across examination periods.

The preparation of a plan for further studies and work life is started closer to the end of the studies. Students record their own strengths and interests into the plan as well as their most interesting options for further studies and educational institutions. They also assess their preparedness and work life skills. 

Subject teachers guide students in studying the subject they teach, help students develop their learning skills and provide students with information about the matriculation examinations. Subject teachers support students’ preparedness for further studies and work life knowledge in terms of the subject they teach by cooperating with work life and universities and by providing students with opportunities to learn about the training and employment opportunities of their subject (guests, visits, career days, profession presentations).

Class tutors guide students in matters related to studying and closely follow their studying through things such as lesson entries and performance entries, including credits and number of failed (4), interrupted (K) or incompletely completed (P) courses.

The aim is to intervene early in absences and any changes in students’ behaviour and performance and in any study difficulties. Subject teachers inform class tutors, guidance counsellors and/or other student welfare staff of their observations.

A young person’s life management skills are supported in cooperation with the upper secondary school’s student welfare staff. If necessary, a multidisciplinary team can be set up to support the young person. The team may include, for example, a class tutor, special-needs teacher, school social worker, psychologist, community instructor, guidance counsellor and nurse. Multidisciplinary cooperation aims to determine the obstacles to studying and ways to support the young person. Further measures may include, for example, directing the student to necessary services or rehabilitative activities or an evaluation visit to services outside the upper secondary school.

Upper secondary schools also have a community-based student welfare team (well-being team) the purpose of which is to promote students’ learning, well-being, health, social responsibility, interaction and participation in their upper secondary school community. The team also promotes the healthiness, safety and accessibility of the study environment.

Students who are finishing their comprehensive school are provided with information about upper secondary schools and their operations during upper secondary school presentations held in the spring. Young people and guardians can get information about the presentation on the City of Espoo website. In addition, it is possible to request that tutor students go to a comprehensive school to tell about studying in an upper secondary school. After student admission, the information necessary for teaching is transferred to the upper secondary school to which the student was accepted. If necessary, multidisciplinary cooperation is also carried out. Students’ transition is supported by cooperation between their class tutor, special-needs teachers and guidance counsellors. In addition, several upper secondary schools have tutoring activities that help new students become part of the student body. 

At the transition phase between upper secondary education and higher education, guidance aims to support students in planning their careers and choosing the place of their further studies while also identifying their own strengths. The goal is a smooth transition and sufficient readiness to start further studies. Working life skills and information about working life are strengthened with alumni days and career events. Subject teachers are responsible for higher education cooperation within their subject and provide students with information about the opportunities for further studies in their subject. 

A student who has graduated from upper secondary education but has not received a place in further studies leading to a degree or qualification is entitled to further student and career counselling for the school year following their graduation.

A student's school path may, in addition to transitions from one educational institution to another, include other transitions during which the significance of guidance is highlighted. These include, for example, changing from 

• one general upper secondary school to another 
• a vocational institution to a general upper secondary school
• TUVA training to a general upper secondary school
• a general upper secondary school to vocational education and training
• a general upper secondary school to an upper secondary school for adults

In order to make the transition as smooth as possible, the transfer of information necessary for the provision of teaching must be ensured in cooperation with the student, guardian and educational institution. 

Guidance-related tasks of a subject teacher 

• Knows the study techniques of the subject they teach and guides students in learning the skills needed to learn in the subject.
• Through their own subject, provides information about the contents and practices of matriculation examinations.
• Pays attention to different learners in teaching and assessment.
• Is aware of the further study opportunities and work life needs of their subject and presents them in their lessons. 
• Collaborates with further educational institutions and work life.
• Collaborates with the guidance counsellor (e.g. visits and thematic studies).
• Supports and monitors students’ studies in the teaching of their subject and informs the class tutor about relevant matters.
• Talks about concerns about the progress of students’ studies, need for support and general well-being (discusses with students and, if necessary, relays the information as agreed). 

Guidance-related tasks of a class tutor

• Acts as the immediate counsellor of their group and motivates the students to study.
• Introduces students to upper secondary school practices and is responsible for the grouping of their students.
• Regularly monitors students’ absences and credit accumulation and performance in accordance with the upper secondary school guidance plan.
• Informs students who are approaching graduation if they are missing something in their credits or mandatory studies.
• If necessary, contacts the student and their guardians if there are concerns about the accumulation of credits or absences. For example, The P/K/4 entries should be reviewed with the student in person periodically. 
• Talks about concerns about the progress of students’ studies, need for support and general well-being (discusses with students and, if necessary, relays the information as agreed).
• Directs students to the right persons if necessary (e.g. a nurse, school social worker, psychologist, special-needs teacher, guidance counsellor, principal).
• The progress of the studies of students of compulsory education age must be monitored and their guardians and other legal representative must be notified if the person of compulsory education age is not completing their studies in accordance with their study plan. In addition, the principal must be notified and the guidance counsellor must be contacted.
• Directs students to the guidance counsellor in matters related to study planning, the matriculation examination plan or changes in the study pace and if there is a risk of the student dropping out. 
• Holds class tutoring lessons and sessions. 

Guidance-related tasks of a special-needs teacher

• Enables dyslexia screenings and tests and, based on them, prepares necessary statements for special arrangements of matriculation examinations.
• In cooperation with tutors and subject teachers, a special-needs teacher identifies students who need support. 
• Helps students find their own study methods and supports subject teachers in using diverse study methods. 
• Takes care of the organisation of the tests that measure elements hindering learning. 

Guidance-related tasks of a guidance counsellor

• Provides personal and small-group guidance.
• Provides in-class guidance in accordance with curriculum contents.
• Guides students in career planning and applying for further studies.
• The core contents of student guidance concern, in addition to career choices, guidance during studies (preparation of a personal study plan, etc.), assessment and selection of courses and preparation of a matriculation examination plan.
• Introduces students to working life through possible TET periods and personal and in-class guidance.
• Coordinates visits in cooperation with other upper secondary school actors.
• Organises information sessions and informs students about information sessions on topics such as the joint application system and further studies.
• Maintains interaction through electronic systems (e.g. Wilma, electronic learning environments).
• Participates in guardian events in the role of a guidance expert.
• Participates in community-based student welfare work as a pedagogical expert in guidance.
• Plans and coordinates guidance within their upper secondary school.
• Is obliged to maintain their professional competence by participating in meetings and training for guidance counsellors.
• Cooperates with other comprehensive schools, secondary schools, higher education, TE centres, companies, business life and other parties related to guidance.
• Is obligated to provide students without a place in further studies with guidance for one year after they have graduated from their upper secondary school. 

Services of Western Uusimaa Wellbeing Services County for upper secondary schools
 More information: Student welfare | Western Uusimaa Wellbeing Services County (luvn.fi)(external link, opens in a new window)

Guidance-related tasks of a school social worker:

• Is a social welfare expert who supports and promotes students’ social and mental well-being, emotional life, study motivation, smooth daily life and functional capacity.  
• Provides support in challenging situations in studies and in life. 
   

Guidance-related tasks of a psychologist:

• Promotes students’ ability to study, mental and social well-being and helps students with problems related to their life situation and studies. 
   

Guidance-related tasks of a nurse or doctor:

• Helps students understand the impact a healthy lifestyle has on well-being, successful studies and life management. 
• Tells students how possible illnesses can limit career choices. 

The pricipal creates the prerequisites for successful overall guidance by providing adequate and optimised resources and by supporting guidance counsellors’ work and other actors relevant for guidance. 

Guidance-related tasks of principals

• Certificates and administrative decisions (e.g. student exchange, admission, dismissal and related discussions).
• Preparation of the course selection, accreditation, exchange studies.
• Instruction of matriculation examination arrangements, matriculation examination registrations and rights to take the matriculation examination.
• Special arrangements for attending upper secondary school, for example, long periods of absence.
• Provision of teaching facilities and guidance-based learning environment in the upper secondary school. 
• Supporting class tutors in monitoring students’ academic performance.
• Makes decisions related to compulsory education.
• Works as a contact person towards the Western Uusimaa Wellbeing Services County. 

Guidance-related tasks of an upper secondary school secretary

• An upper secondary school secretary is an administrative expert.
• Their duties include distributing administrative credentials and recording credits in Primus.
• Responsible for matters related to student financial aid and travel grants.
• Serves as the contact person for Opintopolku.
• Tasks related to the expansion of compulsory education. 

Each adult at the upper secondary school participates, through their position, in the guidance of students in the daily life of the school. Other adults working at the upper secondary school include caretakers, cleaners, kitchen staff and property managers. In addition, the upper secondary school may be the operating environment of community instructors, cultural instructors or youth workers.

Introduced here, for example, the role of a community instructor:

A community instructor is a person who encourages young people to do things, be active and participate in things. A community instructor performs well-being and grouping work, instructs others in emotional and interpersonal skills, supports young people in challenging life situations and is an active participant in collaborative student welfare work. The upper secondary school’s community instructor plans, supports and implements a healthy and community-based operating culture in cooperation with students and other staff.