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1. Educational support

2. Social cohesion and equal opportunities

Educational support

One the basic principles of Finnish education is ensuring equal access to high-quality education and training for everyone. Thus, education is for example free at all levels, from early childhood education to higher education. Eurydice/ Finland 1.1 Fundamental Principles and National Policies can be consulted for detailed information on how individual support, bilingualism, and multiculturalism are implemented in the policy framework. 

The Youth Act, the Government Decree on Youth Work and Youth Policy, and the Non-Discrimination Act (in Finnish, also available in Swedish) support social inclusion as one of the main principles in organising youth work services (see Youth Wiki/Finland 4.7 Youth Work to Foster Social Inclusion). Further information on support measures for students can be accessed through Eurydice/Finland 11. Educational Support and Guidance. 

Current reforms include the upcoming changes to the secondary education curriculum, specifically regarding support for learning and special education, which will take effect on 1 August 2025. According to the Finnish National Agency for Education (in Finnish), the aim of the reform is that the student’s right to support is strengthened, and the right to special education is clarified. In addition, linguistic diversity is promoted by enabling students to complete general upper secondary education (ISCED 34) in English from August 2026. Eurydice/Finland 13.2 National reforms in general school education can be consulted for more information. 

Central legislative changes in the 2020s include the reform that raised the minimum school leaving age to 18 years and provided cost-free secondary studies. This has supported equality in the field of education. For more information, see YouthWiki/Finland 6.1 General context and Youth Wiki/Finland 6.3 Preventing early leaving from education and training (ELET).   

Lastly, the current Government Programme underlines the recognition of already existing skills. It is stated in the current Government Programme’s section 5.3 Finland’s Future Builds on Knowledge, Expertise, and Education, that ‘[w]e will become better at harnessing the untapped skills and competence potential that already exists in society. For example, we must improve the inclusion and competence of those who are in disguised unemployment and those with impaired capacity to work and disabilities. Finnish returning migrants will be taken into account.’ This objective not only targets young people, but also includes, for example, pensioners. 

See Youth Wiki/Finland 4.4 Inclusive Programmes for Young People for more information about strategic priorities, such as the Government action plan to combat racism and promote equality (2024). The action plan underlines the role of educational institutions in promoting equality.

Social cohesion and equal opportunities

The Government statement to Parliament on promoting equality, gender equality and non-discrimination in Finnish society recognises that there are structural discriminatory attitudes in the Finnish education system, and a need for an equality programme targeting the Finnish education system. A Programme for equity and non-discrimination in education and training was published on 17 June 2025 by the Ministry of Education and Culture.    

The Finnish National Agency for Education's webpage Inclusion and Diversity can be consulted for up-to-date information regarding measures promoting social inclusion in the Finnish education system. 

According to the 2023 Promoting Diversity and Inclusion in Schools in Europe report, the Non-Discrimination Ombudsman and the Ombudsman for Equality are responsible for promoting equity and preventing discrimination in education and schools in Finland. Age, gender, origin, nationality, language, religious beliefs, political opinions or activity, family relationships, health, disability and sexual orientation are defined as possible grounds for discrimination. The report recognises a commitment to culturally sensitive education in Finland. It is, for example, stated that ‘[i]n Finland, education for Sámi students must consider the fact that the Sámi are an indigenous people with their own language and culture’. Furthermore, to provide equal opportunities for all, students are approached as individuals when their learning is assessed. 

Efforts to promote social cohesion also include the Ministry of Education and Culture’s Action Plan to Prevent Bullying, realised during 2021–2023. As a part of the action plan, the Finnish Education Evaluation Centre (FINEEC) assessed seven anti-bullying methods that had been implemented in basic education in Finnish schools. At a general level, FINEEC’s final report (2023) recognises interventions made by external actors and coordinators as well as access to materials supporting prevention, intervention, and aftercare in bullying situations as positive aspects of the programmes. Recommendations for further development included clarifying roles, combining various methods, and allocating sufficient resources for preventive work, improving the visibility of intervention methods, facilitating better student involvement in anti-bullying work, and continuous evaluation of methods used.