Student welfare and support for studying
Support for studying
The purpose of guidance counselling is to support students at different stages of their general upper secondary studies and to develop their ability to make choices and decisions concerning their education and future career.
In general upper secondary schools, the guidance counsellor meets students individually and in small groups. Guidance counselling is also provided through courses and lessons in class.
The aim is to help students make plans related to further studies and career choices and to support them at various stages of their studies and in different life situations.
Students must receive guidance counselling to support their studies and choices so that they can plan the content and structure of their general upper secondary studies according to their own resources.
Students will be guided to draw up a personal study plan detailing the content and schedule of their general upper secondary studies and to consider different alternatives for further studies.
Each student has the right to receive individual guidance to support their studies in addition to the guidance provided through courses and in small groups.
Support for learning in general upper secondary education to be reformed as of 1 August 2025
As a result of the amendments to the Act on General Upper Secondary Education and the national core curriculum for general upper secondary education, students’ right to support will be reinforced and the right to special needs education will be specified. In the future, support will be divided into two levels: support for learning and special needs education.
Support for learning
Support for learning is the primary form of support in general upper secondary schools and available to all students. Support for learning supports subject teaching and is intended for students who are having difficulties with their studies. Its aim is to prevent the accumulation of difficulties.
Students have the right to remedial teaching, i.e. instruction and guidance provided by subject teachers. Support for learning may also include support provided during lessons or study units reviewing the content of a specific subject. Students may also be given more time to complete an exam or guidance and support for study skills.
As part of support for learning, students are entitled to instruction, support and guidance by a special education teacher. Support provided by a special education teacher may include discussing the student’s need for support, ways to support learning, or testing the student’s difficulties in reading and writing. In addition, the special education teacher can provide support and guidance to improve the student’s study skills.
The homeroom teacher, study and careers adviser, subject teacher and special education teacher work together to guide and support students. The aim is to support students in their studies and promote their wellbeing and coping. In addition, the aim is to provide them with skills needed in further studies. Students can contact their subject teacher or homeroom teacher if they are worried about their learning.
Special needs education
Special needs education is intended for situations where other forms of support are not sufficient and the student requires special needs education to complete the general upper secondary education syllabus due to verified learning difficulties or other comparable reasons (e.g. a difficult life situation). Special needs education is provided by a special education teacher. Special needs education is targeted more intensely at verified learning difficulties or other comparable reasons. However, subject teachers are still responsible for subject teaching.
The education provider must make an administrative decision concerning the provision of special needs education for a student if the need for special needs education is noticed at general upper secondary school or when requested by the student or the guardian of an underage student. In Espoo, the decision is made by the principal of the general upper secondary school. The decision may be positive or negative. A student who receives a negative decision has the right to support for learning.
It is not possible for students to deviate from the objectives of the general upper secondary education syllabus. In other words, the support decision does not affect the learning objectives, and the student must achieve the same objectives as the other students. Neither does the decision impact the student’s opportunities regarding further studies.
Assessment of a student’s need for support at the beginning of studies
It is important that when a student starts their general upper secondary studies, they inform school staff about any support needs identified during basic education. Our general upper secondary schools are informed of support decisions for students who have completed their basic education in Espoo. However, it is crucial that students describe in more detail what kind of support they have received and why. The need for support is always assessed in relation to the learning objectives. For example, the need for extra time to complete exams will be determined once the student has taken some exams, which are different from comprehensive school exams in terms of their duration and content.
General upper secondary education is free of charge for students enrolled to complete the entire general upper secondary school syllabus. Full-time students are entitled to a free meal. Students have to pay for their personal school supplies, textbooks and other learning materials.
Students who are 17 or older may apply for financial aid for students. Financial aid is granted based on the type of school the student is attending and the student’s age, marital status and housing situation. Other factors that affect the granting and amount of financial aid include any other financial benefits and income received by the student, and, for students with no family, the income of their parents until the student turns 20.
Read more about financial aid for students on Kela’s website.(external link, opens in a new window)
A student may receive a school transport subsidy if the travel distance between home and school is at least 10 kilometres and the costs exceed EUR 54 per month.
Student welfare
Student welfare services support the learning and well-being of students and promote cooperation between home and school. Student welfare is the responsibility of all those working in a school community.
Individual student welfare services are provided by school social workers, psychologists and student health care staff. Their services are available in all schools in Espoo.
The objective of individual student welfare services is to monitor and promote the comprehensive development, health, well-being and learning of a student. The key is to provide early support and prevent problems. The work is based on trust-building interaction and making the student feel valued and heard.
Students have a statutory right to receive individual student welfare services. Students and guardians can contact the student welfare staff directly. A concerned teacher or tutor may also indicate the need for student welfare services.
A student has the right to see a psychologist or a school social worker no later than within seven school days of the student’s request.
In urgent situations, the student must be able to see a professional on the same or the following school day, also if the person contacting student welfare services is a guardian or another person.
A student welfare professional will assess the urgency of the situation. School staff are obliged to advise students to contact student welfare services if necessary.
A guardian does not have the right to prohibit their underage child from using student welfare services.
Matters discussed with student welfare professionals are confidential, and the staff comply with regulations on disclosure and confidentiality of information.
When a student needs multidisciplinary individual student welfare services, a group of experts is gathered to assess the student’s need for support and to decide on the arrangements of student welfare services.
The composition of the group depends on the case. The student and/or their guardian must give their consent to the appointment of members to the group.
Collective student welfare services are an important part of a school’s operating culture. Collective student welfare activities aim to promote students’ learning, well-being, health, social responsibility, interaction and participation.
Collective student welfare services are mainly carried out as preventive work that supports the entire school. The goal is to prevent problems, identify them early and provide support when necessary.
An essential element of collective student welfare services is the participation of students and their guardians.
Collective student welfare services promote the well-being of students and the entire school community by creating an atmosphere of solidarity, open interaction and care. The learning environment should be safe and pleasant for all.
Each school has a collective student welfare group. The group is responsible for the planning, development, implementation and evaluation of collective student welfare work.
The collective student welfare group is multidisciplinary. The group is headed by the school principal. Other members include a school psychologist, school social worker, school nurse, a member or members of the teaching staff, a guidance counsellor, a part-time special needs teacher or a special needs teacher and, as a rule, representatives of students and guardians. The group may also include representatives of youth services and other actors.
The collective student welfare group meets regularly and in accordance with a pre-set schedule. At the meetings, issues are dealt with at a general and collective level.
Psychologists and School social workers (general upper secondary level)
Student welfare psychologists provide help and advice in matters related to learning and well-being for individuals and the entire school community.
The work focuses on preventive and communal work. Communal work means promoting well-being, for example, by participating in the planning and development of the school’s operations, working with classes, or networking.
Through individual work, the psychologists guide, advise and support upper secondary school students in matters related to well-being, studying and different life situations.
The aim is to support students’ positive development, functional capacity and mental health. A psychologist’s work is based on confidentiality and student-oriented cooperation.
You can contact a psychologist
- if you are having problems with your studies;
- in issues related to mood, anxiety, stress or fears;
- if you are concerned about your growth or development;
- if you are having problems with your family or friends;
- if you are going through a crisis;
- if you are unsure about your future plans.
School social workers are specialists in the field of social work within school communities.
School social workers meet students one on one to support, guide and advise them on issues related to well-being, studying and different life situations. The aim is to promote students’ psychosocial well-being and positive overall development through social work.
When to contact the school social worker
As a student, you can contact the school social worker for example when you:
- are having problems with your friends or family;
- are concerned about becoming independent;
- have lost your motivation to study;
- find it difficult to fit in with your peers;
- feel like you are being bullied;
- need information on financial aid for students or other financial benefits;
- are thinking about moving away from home;
- are concerned about your substance use or that of a family member;
- are worried and want to talk.
- As a parent, you can contact the school social worker if you have concerns about your child or your family’s situation. If your child has turned 18, you must have their permission to speak to the school social worker.
How to contact the school social worker
School social workers may work at several schools and may not be available at a specific school every day. If you cannot reach the school social worker at school, you can contact them:
- by phone (you can also leave a message)
- by text message
- by email.