School social workers working at Finnish and Swedish language schools and educational institutions of the City of Helsinki have been reforming their work approach since autumn 2025. They have adopted a systemic approach to work to find improvements to the solution-oriented and hectic nature of their work. The objective has been to provide every school social worker working in pre-primary and basic education and upper secondary education with the best possible conditions for supporting the wellbeing of learners.
The work of a school social worker often involves pressure to resolve various situations, such as the absences of a learner or the complications of friendships. The newly adopted work approach helps school social workers tackle such issues with more leniency and inclusion.
“However, school social workers do not have a magic wand to solve difficult situations with. Instead, successes come from talking with the learner and thinking of and trying out different options,” says School Social Worker in Upper Secondary Education Jenni Björklöf from the Roihupelto unit of Helsinki Vocational College.
Guardians are often involved in the discussions, as children and young people need their guardians’ support in areas such as practising interaction skills. The school social worker will make sure that the discussion moves forward and that everyone is putting forward their views on what is at the core of the issue.
In upper secondary education, the work of a school social worker focuses on supporting independence and the transition from studies to working life.
Wellbeing is a path to learning
There is also a community aspect to the work of a school social worker, the role of which has grown over the years. Multidisciplinary cooperation is needed to increase the safety and wellbeing of the entire learning community and to prevent challenging situations. School social workers take part in various meetings, events and conferences.
The aforementioned duties require a wide range of skills. School social workers must have both the ability and the skill to read the room and adapt their work to the needs of the community.
“Community wellbeing contributes to learning, as a learner who is well is also able to concentrate and happy to come to school,” comments Sirpa Harinen. She works as a school social worker at Herttoniemenranta and Santahamina primary schools in Helsinki.
The saying goes that in work, the years follow each other, but every day and every year is different for a school social worker.
“Sure, there are quiet days and calm mornings, but most of the time, the everyday work of a school social worker is busy,” Björklöf says.
Eyes on strengths and resources
Last autumn, the supervisors of school social workers in pre-primary and basic education and upper secondary education trained all school social workers to adopt a systemic work approach. The school social workers feel that the new approach has helped them verbalise their work differently and allowed them to look at situations from a perspective of not knowing.
“The systemic work approach involves asking what the situation could be about,” Harinen explains.
Harinen was excited about the systemic training, as it opens doors to exploring strengths and resources.
“There is a natural tendency to focus on what is not working, even though many things are working well. We should focus more on these things,” she continues.
The systemic approach has given both Harinen and Björklöf space to look at things from a different viewpoint.
“Systemicity has taught me that decisions made in a hurry don’t go very far. We school social workers can suggest and encourage a person to do all sorts of things, but ultimately the decisions are in the person’s own hands. It’s important that we support learners and walk alongside them, not rush a few steps ahead,” says Björklöf.
Thanks from parents
Head of Pupil Welfare Services in Basic Education Mervi Tulppo from the City of Helsinki is pleased that the systemic approach has brought school social workers closer together, harmonised practices and created a more unitary operating culture. Supervisors are particularly happy with how the systemic work approach involves learners and parents.
Supervisor of Upper Secondary Education School Social Workers Tiina Gustafsson, a colleague of Tulppo, hopes that the systemic work approach will help school social workers create faith in the future and that there are many different options and ways to do things.
“This supports the learner’s ability to analyse their own situation and find ways to influence it.”
Both Björklöf and Harinen nod in agreement to the views of Gustafsson and Tulppo. Björklöf and Harinen work with people of different ages, but the needs of learners are largely the same: to be heard, to experience inclusion and to reduce feelings of loneliness.
“The school social worker bears a major responsibility. The best part of the work is helping learners see opportunities even in the difficult moments in life,” Harinen summarises.
Information about school social workers
- The City of Helsinki employs 130 school social workers.
- School social workers provide learners of different ages in pre-primary, basic and upper secondary education with legally prescribed individual and communal student welfare support to increase wellbeing. This support has been proven to promote learning and safe growth.
- Individual work with a school social worker is usually initiated by the learner’s parent or teacher, or the learner themself. The meetings between the learner and the school social worker are always voluntary and, depending on the need, they can be one-off or serial.
- The school social worker also works on the wellbeing of the entire school in collaboration with the principal, school psychologist, school nurse, pupils, parents and other members of the community.
- The school social workers of Helsinki work with a systematic approach. It emphasises the role of the school social worker as a facilitator, as opposed to an all-knowing problem solver. For example, the school social worker will discuss issues and options with the learner, let each learner verbalise their thoughts, and highlight the strengths and resources of the learner and the situation.
Text: Katja Alaja
