The focus of support for learning and following instruction has shifted to preventive and early intervention. All learners will continue to have the right to learn and receive support throughout their learning path.
In pre-primary and basic education, support is primarily group-specific, and all pupils are entitled to it. In addition to support provided in a group, a learner can receive individual support measures, such as instruction by a special educational needs teacher, if necessary. The school year of 2025–2026 is a transitional period for pre-primary and basic education.
In general upper secondary education, the students' right to receive remedial teaching as part of learning support is enhanced. If necessary, a student is also entitled to special needs education, for which a separate administrative decision is made.
As a result of the changes in the law, the curricula at all levels of education have been updated. The new curricula have now been introduced at the beginning of the school year. The local practices regarding learning support have been specified in the curricula.
Learners find that a peaceful work environment and a teacher's support and encouragement help them learn
As part of the change, children, pupils and students in the City of Helsinki's pre-primary, basic and general upper secondary education were consulted on the themes of learning and learning support.
Children in pre-primary education mentioned play, friends and learning various skills as the most important things in pre-primary education.
Comprehensive school pupils felt that they fit in their own group well and that, in general, they receive appropriate support from teachers with their learning. In their opinion, a peaceful work environment is the most important factor supporting learning, but also the one most in need of improvement. The next most important things, according to the pupils, were the teacher's support, encouragement, professionalism and ability to understand the pupils. Comprehensive school pupils also highlighted the need for sufficient time to learn.
In addition to a peaceful work environment and atmosphere, general upper secondary school students emphasised learning support as part of their everyday learning. They appreciated the teachers' ability to recognise the different strengths of students: "Everyone wants to be brilliant at something!"
At all levels of education, the importance of facilities for learning was also highlighted. Children and young people feel that safe and calm facilities support learning.
Parents and guardians find availability and competence of staff important
In April 2025, an online survey asked the parents and guardians of learners of different ages what matters in terms of learning support and its development. The survey received 1,397 responses.
The parents and guardians wanted to see more focus on staff skills and sufficient numbers of qualified staff, as well as on the adequacy of the support that learners receive. Additionally, parents and guardians stressed the importance of taking the individual needs of learners into account in the support provision.
The survey responses also provided useful information to the Education Division on the kind of communications that parents and guardians would like to receive regarding the way that learning support is arranged at different levels of education.
More information on learning support on our website
Information on the changes to learning support can be found on our page Changes in support for learning 2025, where you can also find a recording of a parent information event held in April, questions from parents and guardians and answers to these questions. More details on the organisation of learning support at different levels of education can be found on our pre-primary education, basic education and general upper secondary education pages (links below).
Learning support in vocational education and training will be reformed from 1 August 2026 onwards.