Support for learning and participation in pre-primary education

The so-called three-tier support model (general, intensified, and special support) is being abolished in pre-primary education. Support for early childhood education will not change; the legislative amendment only applies to pre-primary education. In the future, arranging support for learning in pre-primary education focuses on instructional arrangements that support learning, as well as on group-specific forms of support.

Instructional arrangements refer to, for example, modifying working methods and learning environments, as well as measures related to interaction and anticipating everyday routines.

The forms of group-specific support consist of:

• general remedial instruction
• remedial instruction in the language of instruction
• instruction by a special needs teacher in connection with general instruction

The aim of the instructional arrangements and group-specific support measures is to prevent the need for more intense support from arising. If the instructional arrangements and forms of group-specific support are not enough, a child has the right to receive child-specific support.

The child-specific forms of support consist of:

• regular instruction by a special needs teacher either in connection with general instruction, or in a small group
• full-time instruction by a special needs teacher in a small group
• child-specific interpretation and assistant services, as well as technical aids

Severely disabled children are included in extended compulsory education. These are, for instance, visually or hearing-impaired children and otherwise physically or mentally severely disabled or developmentally delayed children. Furthermore, a difficult illness can be a reason for extended compulsory education. 

Extended compulsory education means that the child starts compulsory education a year earlier than usual. Compulsory education is not extended in the middle or at the end. The decision on extended compulsory education is usually made before the child begins pre-primary education. Additionally, the child receives a decision on the need for special support. These children are entitled to free pre-primary education at the age of five upon the guardian’s application. Children with a decision on extended compulsory education continue to the mandatory pre-primary year at the age of six. Children in extended compulsory education who participate in pre-primary education are entitled to early childhood education related to pre-primary education.

Decisions on extended compulsory education will remain in force until July 31, 2026. As of August 1, 2026, the concept of extended compulsory education will turn into advanced compulsory education. After this, the decisions will be made on advanced compulsory education.

Normally, children start school the year they turn seven. Sometimes experts recommend that a child start school a year later. If it is suspected that a child will not be ready to start school at the age of seven, psychologists will perform a school-readiness assessment. For more information on the school-readiness assessment, contact the child's pre-primary education place, consultant early childhood education special needs teachers, or psychologists. A child whose school entry has been postponed is entitled to pre-primary education at the age of seven. 

Postponement of school entry is always a child-specific decision which is influenced by many factors. The postponement has to be carefully planned in cooperation with guardians, a psychologist, a consultant early childhood education special needs teacher, a pre-primary teacher, and the district coordinator of special-needs education/language and cultural groups. 

The postponement can be beneficial, for instance, for children who are not ready to begin school because of immaturity (e.g., children born at the end of the year, prematurely born children or children who have been adopted to Finland at preschool age). Postponement can also be beneficial for some children who start extended compulsory education at the age of six. (However, it should be noted that according to Section 9 of the Basic Education Act, pre-primary education can last a maximum of two years, and some children who are in extended compulsory education have started pre-primary education already at the age of five.)

After receiving the decision on the child's school readiness, the guardians can apply for postponed school entry for their child. Application forms are available on the Internet and at the school psychologist's office. 

Children participating in pre-primary education are entitled to free student welfare. Student welfare for pre-primary education is primarily preventive, communal welfare work. Communal student welfare includes supporting the wellbeing of the entire pre-primary education community through various methods. In addition, the child is entitled to individual student welfare services. Individual student welfare includes the counseling bureau's health care services, psychologist and student advisor services, and, if needed, the services of a multidisciplinary team of experts.

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