Support for learning to be reformed nationally – Espoo is preparing for changes
The national reform of support for learning will enter into force on 1 August 2025 and bring changes to pre-primary education, basic education and general upper secondary education. The aim of the reform is to ensure that all children and young people get the support they need in a timely manner throughout their learning paths.
Support for learning will be reformed nationally. Here in Espoo, we are also preparing for the changes in pre-primary education, basic education and general upper secondary education. The reform will enter into force on 1 August 2025.
The aim is to clarify the provision of support and strengthen children’s right to receive support as early as possible. All children and young people have the right to learn and receive the necessary support throughout their learning paths. Teaching staff support learning and offer support by selecting the most suitable working methods and learning environments.
The provision of support will continue to be based on careful assessments and discussions with guardians and the pupil or student. Children and young people will receive support according to their needs – either in a group or through pupil-specific support measures.
What will change in pre-primary and basic education?
There will be changes in support in pre-primary and basic education. The reform will not affect early childhood education. In other words, support will be provided as usual in connection with early childhood education.
In the future, the term used in pre-primary education is support for learning and participation in pre-primary education. The term used in basic education is support for learning and school attendance.
In pre-primary and basic education, the three-tiered support model will be discontinued, and the concepts of general, intensified and special support will no longer be used. Even though the terminology will change, all children will still receive the support they need.
In the future, we will primarily use group-specific forms of support. This includes general remedial teaching and remedial teaching in the language of instruction. In addition, a special education teacher may teach pupils needing support either alongside other instruction or in a separate small group. When support is provided in a group, it benefits more children and support can also be provided in a proactive manner. Teaching and support for learning can also be provided in cooperation between teachers.
If group-specific support measures are not sufficient, pupil-specific support measures can be provided for the child. They are based on each child’s individual needs and carried out on a regular and long-term basis. Pupil-specific support measures include instruction provided by a special education teacher alongside other instruction, in a small group or in a separate class, as well as pupil-specific interpretation and assistant services and assistive devices. Children may receive both group-specific and pupil-specific support at the same time.
What will change in general upper secondary education?
In general upper secondary schools, support will be divided into support for learning and special needs education. Support for learning will be available to all students. This includes remedial teaching provided by a subject teacher, strengthening of study skills and strategies, and support workshops and courses. As part of the support for learning, a special education teacher may also provide instruction and guidance to a young person.
Special needs education is intended for situations where other forms of support for learning are not sufficient. The need for special needs education will be assessed separately and, if necessary, a decision on special needs education will be made for the student. A student’s need for support may arise in a test, it may be noticed by a staff member, or the student may tell school staff about their needs. While it is sometimes possible to deviate from the objectives of the syllabus in basic education, this is not possible in general upper secondary education.
Espoo’s preparations for changes are well underway
In March, the City of Espoo conducted a survey for guardians and residents to find out their views on support for learning as well as on cooperation between guardians and staff in pre-primary and basic education.
The respondents highlighted the importance of meetings concerning children and young people (92% of respondents) and communication between homes and staff (93%). The role of guardians in supporting children’s participation in pre-primary education and school attendance was also considered very important (76%). We have taken the survey results into consideration while preparing for the reform. We also received similar results in the survey conducted among teaching staff.
Supporting pupils is an important part of a teacher’s professional skills and daily work. Teachers encounter pupils as individuals and support their learning and wellbeing in many ways, in cooperation with homes and pupil welfare services. The changing structures and new legislation will bring new emphases, but the basis of our work will remain unchanged.
We will train our teaching staff in line with the new legislation and work together to build practices and a culture that ensure smooth daily activities in pre-primary, basic and general upper secondary education.
In Espoo, support for learning is an essential part of daily activities in pre-primary, basic and general upper secondary education. Even though the terminology is changing, one thing will not change: all pupils and students will continue to receive the support they need.