Finnish schools use a systematic, proactive approach to identify students needing additional support. The process combines continuous classroom assessment, multi-professional collaboration, and early intervention strategies within their renowned three-tiered support model. Teachers closely observe learning progress while specialized teams provide comprehensive evaluations, always involving parents as essential partners. This whole-child approach focuses on early identification and appropriate intervention to ensure all students receive the support they need to succeed.

What is Finland’s approach to identifying students who need support?

Finland employs a comprehensive three-tiered support system that focuses on early identification and intervention. This systematic approach includes general support (tier 1) for all students, intensified support (tier 2) for those needing regular assistance, and special support (tier 3) for students with more significant needs. Rather than waiting for students to fail, Finnish schools take a preventative stance, identifying learning challenges before they become serious problems.

The Finnish model stands out for its whole-child assessment approach, which considers academic performance alongside social, emotional, and behavioral factors. Teachers continuously monitor student development across multiple domains, not just academic achievement. This holistic perspective recognizes that learning difficulties often stem from various interconnected factors.

Another distinctive feature is Finland’s emphasis on universal screening and support. Every student receives some level of support throughout their education journey, removing stigma from the identification process. This normalizes the idea that different students need different types of assistance at various points in their academic careers.

How do Finnish teachers screen for learning difficulties?

Finnish teachers rely heavily on systematic classroom observation and formative assessment to identify learning needs. They’re trained to notice subtle signs of learning difficulties through daily interactions, assignments, and classroom participation. Rather than depending solely on standardized tests, teachers use continuous assessment methods integrated into regular classroom activities.

Formative assessment practices are particularly important in the Finnish system. Teachers regularly collect evidence of student learning through:

• Daily classroom work and participation
• Learning conversations with students
• Portfolio assessments showing progress over time
• Short, low-pressure quizzes and activities
• Self-assessment exercises where students reflect on their own learning

When concerns arise, Finnish teachers employ collaborative evaluation processes with colleagues. They discuss observations in structured teacher meetings, bringing multiple perspectives to understand a student’s learning profile. This peer consultation helps validate concerns and develop initial support strategies before involving specialists.

For more systematic screening, Finnish schools use standardized tools at key developmental stages to identify specific learning difficulties like dyslexia, dyscalculia, or attention issues. These screenings serve as additional data points rather than the sole determining factor for support decisions.

What role do multi-professional teams play in student assessment?

Multi-professional teams form the backbone of Finland’s student assessment process, bringing together diverse expertise to evaluate learning needs holistically. These teams typically include classroom teachers, special education teachers, school psychologists, social workers, and healthcare professionals who collaborate to understand the full picture of a student’s development and needs.

The composition of these teams is flexible and needs-based, adapting to each student’s specific situation. For instance, a speech therapist might join when language difficulties are present, while a school nurse participates when health factors might affect learning. This adaptable approach ensures relevant expertise for each case.

Assessment meetings follow a structured yet collaborative format where each professional contributes their observations and insights. The classroom teacher typically presents initial concerns and classroom-based evidence, while specialists provide deeper assessment in their areas of expertise. Together, they analyze patterns, identify underlying issues, and develop comprehensive support recommendations.

This multi-professional approach prevents narrow diagnoses by considering how various factors—cognitive, emotional, social, and physical—interact to affect learning. It also creates continuity of support as these same professionals often remain involved during intervention implementation and monitoring progress.

How is parental involvement integrated into the support identification process?

In the Finnish education system, parents are viewed as essential partners in identifying and addressing learning needs. Schools establish open communication channels from the beginning, keeping parents informed about their child’s progress through regular parent-teacher meetings, digital platforms, and informal conversations. This ongoing dialogue helps identify concerns early, as parents often notice learning challenges at home before they become apparent at school.

Parents have formal consultation rights throughout the support identification process. Before any official support decisions are made, schools must discuss concerns with parents and consider their perspectives. While educators provide professional assessments, parents contribute valuable insights about their child’s learning history, behavior at home, interests, and strengths.

Collaborative planning meetings include parents as active participants, not just recipients of information. During these meetings, parents help:

• Clarify their child’s learning profile and needs
• Share effective strategies that work at home
• Express concerns and ask questions about assessment findings
• Contribute to developing support goals and approaches
• Discuss how home-school cooperation can reinforce learning

This partnership approach recognizes that effective support requires consistency between home and school environments. Parents’ knowledge of their child complements teachers’ professional expertise, creating a more complete understanding of the student’s needs.

What happens after a Finnish student is identified as needing support?

Once a Finnish student is identified as needing additional support, a structured yet flexible process begins to provide appropriate assistance. The first step involves developing an individualized learning plan that outlines specific learning goals, support measures, and monitoring methods. For students receiving intensified support (tier 2), this takes the form of a learning plan, while those needing special support (tier 3) receive a more comprehensive Individual Educational Plan (IEP).

Implementation involves selecting appropriate interventions based on the student’s specific needs. These might include:

• Flexible grouping arrangements within the classroom
• Co-teaching with a special education teacher
• Part-time special education in small groups
• Adapted learning materials or methods
• Assistive technologies or learning aids
• Additional guidance from school welfare professionals

Regular progress monitoring is built into the process, with teachers continuously assessing how well interventions are working. This ongoing evaluation allows for timely adjustments to the support plan. The Finnish system emphasizes flexibility, allowing students to move between support tiers as needed—intensifying support when challenges arise and reducing it as progress is made.

Importantly, receiving support is normalized within Finnish schools. Students often receive assistance within their regular classrooms, minimizing stigma and maintaining inclusion. The goal is always to provide just enough support to enable independent learning success while maintaining high expectations for all students.

Through our educational visits and job shadowing programmes, education professionals can observe firsthand how Finnish schools implement this effective support identification system. Witnessing these practices in action provides valuable insights that can be adapted to different educational contexts.