Finnish Education Forum

Study: Children born later in year more likely to be diagnosed with a learning disability

Via Yle Uutiset: Study: Children born later in year more likely to be diagnosed with a learning disability. Excerpt:

A study carried out by the University of Turku has suggested that younger children in each age cohort are more likely to be diagnosed with a learning disorder, and that children born in December are almost twice as likely to be diagnosed with a learning disorder than those born in January. 

The research initially included nearly 400,000 children born in Finland from 1996 to 2002, excluding twins. The follow-up focused on over 3,000 (or 0.8 percent of the original sample) children that were diagnosed with a specific learning disorder, such as with reading, writing and maths. 

"From a clinical point of view, the mounting evidence of relative age effects on psychiatric, cognitive, and other health‐related adversities indicates that children's relative age is an important factor to consider in paediatric care," the report's authors wrote in the conclusion. 

"From an educational perspective, increased flexibility in the time when less mature children start school might be justified, but further research on the topic is warranted." 

In previous studies, children born later in the year, and therefore younger than their classroom peers, have been found to be at increased risk of psychiatric disorders, low academic achievement, and being bullied. 

However, there have been no previous studies of the association between clinically diagnosed specific learning disorders and relative age. 

Over- and under-diagnoses 

The study compared children with both a learning disability diagnosis and ADHD separately from children with learning disabilities but without ADHD, as ADHD was found not to affect the association between month of birth and the likelihood of a learning disability diagnosis. 

The data also found that children born later in the year were more regularly sent to be tested for possible learning disabilities, which the authors suggested may mean that older children within a classroom may not be getting the diagnosis they need. 

"It appears that relatively younger children are more likely to be referred to specialist care," PhD student and medical doctor Bianca Arrhenius said in a statement.

Parents file complaints over 'failure' of new school

Via Yle Uutiset: Parents file complaints over "failure" of new school. Excerpt:

Parents of children at the Pontus school in the city of Lappeenranta in eastern Finland have filed a number of complaints with the Regional State Administrative Agency about teaching methods and practices at the school. In some cases, parents have decided to move their children to other schools where more traditional pedagogical methods are still being used.  

The Pontus school is one of the first in the country to fully implement the new core curriculum, introduced by Finland's Ministry of Education in 2016, which is based on the concept of 'phenomenon teaching' – the replacing of traditional subject-based classes like maths and history with interdisciplinary courses focusing on broader topics. 

Under the new curriculum, children are also encouraged to become autonomous learners, for example by creating their own study plans. 

The Pontus school's brand new building was completed and opened in the autumn of 2017, and the architecture was designed to support the objectives of the new core curriculum.  

The building is divided into four units, with approximately 80 primary school children enrolled in each unit. The students within each unit are sometimes further divided into smaller age groups, or sometimes they all work together in one group.

"I didn't learn anything" 

However, the teaching methods and the use of space at Pontus have not suited the pedagogical needs of all children. Sixth grader Aino Piironen found the need to create her own study plan an insurmountable challenge, after childhood epilepsy left her with mild memory difficulties.  

Aino's parents believe that the school failed in its core task of educating Aino. In their view, the school's modern learning environment made it difficult for her to concentrate and that she would have also needed more help from teachers and staff to support her memory.  

Another area of difficulty for Aino was when all the members of the separate units came together in the open space, or 'market square'. The children usually sought a place to sit on the cushioned seats while the teachers sat at a desk in the middle of the room.

"The beginning of the school day was chaotic," Aino recalled.  

The most difficult thing of all, according to Aino, was the lack of teaching. Students began the day by working on their own weekly plan, approaching teachers in the middle of the 'market square' for advice when needed. 

"It was hard for me that the teacher did not teach at first, but instead we should have been able to learn things by ourselves," Aino said. "I didn't learn anything."

Teachers' union: Finnish schools need €1bn to return to Nordic standards

Via Yle Uutiset, an alarming report: Teachers' union: Finnish schools need €1bn to return to Nordic standards. Excerpt:

Many Finnish middle school students experience violent anxiety during school hours, says the Trade Union of Education (OAJ). 

The organisation blames lack of funding and oversized teaching groups for the problem. Six years ago, the government subsidy for education expenses fell from 58 percent to 25-26 percent, it says. 

The Association of Finnish Local and Regional Authorities calculates that preschool and primary education funds have been cut across the country by some 520 million euros per year since 2012. 

OAJ specialist Jaakko Salo says that annual sum needs to be returned.  

"That would bring us up to a billion euros, which is what we need to get back to our 2012 level and the Nordic average quality of education," Salo says.  

The discussion comes after two dramatic cases of students breaking down from stress during the school day in Jyväskylä in August. One child began to self-harm in the middle of a class, while another retreated under a desk to shudder with anxiety.  

Teachers say they are increasingly worried about the rise in student stress, which can also frighten other students when expressed during class.  

"The worry used to be whether everyone had done their homework," says one anonymous Jyväskylä teacher. "Now each day is just survival for many." 

Unequal footing 

The differences between municipal funding for various schools can be vast, the OAJ says. Education cuts in south-central Lahti are at nearly 450 euros per student, while the eastern city of Kuopio received an additional 106 euros per student (a budget boost of 1 million euros), since 2013 respectively.  

"Group sizes would have become unmanageable without the government subsidy," says Kuopio education chief Leena Auvinen. 

When funds run dry, students with special needs must be relocated to regular classes. When group sizes grow, these special needs students risk not receiving the support they need, says OAJ chief shop steward Petri Kääriäinen.  

"Teachers are recommending that students seek professional counselling more often than before," he says. "The counsellors just send the kids back. Teachers are not listened to and they don't have the tools to deal with this situation."

Finland: Teachers' union wants to extend compulsory education

Via Yle Uutiset: Teachers' union wants to extend compulsory education.

The Trade Union of Education in Finland (OAJ) wants to increase the time children spend at school. The union said today that compulsory education should start at 5 years of age and continue until pupils have finished secondary education at the age of 19. 

The OAJ chairman Olli Luukkainen says too many young people in Finland – about 70,000 – have become marginalised from society because they are not at school or work.  

According to OAJ, extending the compulsory schooling would cost 300 million euros per year. In contrast, marginalisation carries a price tag of about 1.4 billion euros annually.  

Currently, Finnish children are obligated to participate in a one-year pre-school programme starting at 6 and nine years of basic education until they turn 17. 

Compulsory education model is out of date 

OAJ believes that the current education model needs to be updated and therefore proposes for pre-school start at the age of 5 and last for two years. Luukkainen says that children’s sensitivity to learn is at its highest at 5 years of age. 

“The pre-school would pay attention to children’s individual development and learning skills, and in this way even out the differences caused by various family backgrounds," he said. 

At the other end of the spectrum, OAJ suggests that basic education should be available to students until they turn 19. 

“Nobody should be quitting basic education before finishing all the compulsory courses,” Luukkainen said. 

In addition, young people should have the opportunity to advance their studies quicker than normal and to attend secondary school courses already during basic education, he added. 

The report also calls for doubling the number of special education teachers and stipulating the student-teacher ratios.

'Positive discrimination funding' boosts educational progress among boys, immigrant pupils

Via Yle Uutiset: 'Positive discrimination funding' boosts educational progress among boys, immigrant pupils. Excerpt:

Schoolchildren in Helsinki benefit from additional funding targeted at schools with more children from low-income and immigrant background families, says a new study by the VATT Institute for Economic Research.

Finnish officials use the term ‘positive discrimination funding’ to refer to allowances paid to schools based on the educational status and income level of pupils' parents and the number of immigrant families in the area. This policy, which is aimed at limiting social exclusion, has now been shown to boost the likelihood that pupils continue studies into secondary education – especially among boys and pupils of immigrant background. 

More of the youngsters at these schools go on to general upper secondary schools, in other words academic high schools.  

Big return on investment  

"The study shows that a minor investment can have a surprisingly large impact," says researcher Mikko Silliman. "In 2008, one in every three immigrant students in Helsinki did not continue their studies after comprehensive school. The positive discrimination funding has decreased this share by one fifth."  

The funding was introduced in Helsinki in 2008 as part of efforts to prevent marginalisation, says Silliman, a doctoral student at Harvard University. 

Silliman tells Yle that he was surprised by the results of the study – and particularly that they were so clear. In 2008, a third of immigrant-background pupils did not go on to secondary education, but since the introduction of the positive discrimination funding, that share has declined to one fifth. 

"Big jump" at Helsinki schools  

The study compares results in Helsinki to comparable schools in other parts of Finland, and suggests that the same approach would have similar results elsewhere. 

"Before this funding was launched in Helsinki, trends at these schools were generally moving in the same ways. But as soon as the funding was adopted, there was a big jump at Helsinki schools while at other schools the same old trends continued," explains Silliman. 

He points out that the funding does not involve large sums, only a few hundred euros per pupil. Most of this is used to hire special needs assistants and other support staff.  

"If we're interested in keeping youngsters in school, this is a really effective way to improve that," he says.

Students suffer from university cutbacks, distance education for sick building syndrome sufferers

Via Yle Uutiset: Tuesday’s papers: Students suffer from university cutbacks, distance education for sick building syndrome sufferers. Excerpt:

Main Finnish daily Helsingin Sanomat (HS) leads with a feature story on how the quality of teaching has dropped (and in some cases disappeared) at the University of Helsinki following the firing of 371 staff in the spring.  

According to University of Helsinki students interviewed by HS, it’s been difficult to find study induction and even teachers for some courses.  

As the fall semester started on Monday, pedagogy student Mirka Oinonen told HS in an interview that during her first lecture on Monday students were informed that the course's practicum group did not have a teacher and that the teacher for the second portion of the course had burned out totally. 

“The only person who would have been qualified to teach had apparently been dismissed (by the university). The lecturer said that the university may have to hire someone from outside the university -- that may be problematic if that person does not understand our programme structure,” said Oinonen. 

She also told HS that it’s been difficult to get academic guidance: “This greatly concerns me. I came here last year to study. Now I’m worried about what will happen to the quality of education.”  

Other students interviewed by the paper shared similar concerns. 

Meanwhile, HS reports that Helsinki University maintained its position among the top 100 universities in the world on the international QS World University list that was published on Monday. In fact, the University actually moved up to number 91 from its previous ranking of number 96.  

No suitable school for sick building syndrome sufferers  

Continuing in education news, HS reports on how two sixth grade students -- Arttu Kurenniemi, 12, from Espoo and Roope Lempiäinen, 12, from Vantaa --  who suffer from sick building syndrome are having to resort to distance learning as no suitable school has been found for them. 

Kurenniemi is working on his studies at home via Skype because as soon he steps into a school building he suffers from breathing difficulties, migraines, neurological, skin, and joint problems.  

HS writes that using the privately-funded Feenix web school, Kurenniemi is being "home-schooled" in the eyes of Finnish officials.  

“He would just like to go to school like any other child, but that’s not a realistic option,” his mother Eeva Kurenniemi tells HS. 

OAJ: Finland needs more teachers due to rise in asylum applications

Via the Helsinki Times: OAJ: Finland needs more teachers due to rise in asylum applications.

Finland will have to recruit hundreds of new teachers due to the increase in the number of asylum seekers, the Trade Union of Education (OAJ) estimates. 

“The number of unaccompanied minors who have arrived in Finland this year is 2,000. A child is entitled to basic education immediately. Hundreds of new teachers are needed,” states Heljä Misukka, an education director at OAJ. 

Die Welt reported on Sunday that Germany will recruit more than 8,000 teachers to cope with the 196,000 asylum seekers who have entered the national school system since the beginning of the year. Germany has predicted that a total of one million asylum seekers will have arrived in the country by year-end. 

In Finland, more teachers are needed to teach, for example, preparatory classes for immigrants, integrated classes for special-needs learners and classes for learners studying Finnish as a second language. 

No special qualification requirements are in place for teachers teaching the preparatory classes. Recruitment is unlikely to prove a problem for municipalities also due to the introduction of larger class sizes and the lay-offs of teachers, Misukka points out. 

Data released by the National Board of Education indicate that approximately 50 preparatory classes for immigrants have been launched in Finland in the course of the autumn. Such classes typically consist of one teacher and, if necessary, one or more learning assistants. 

Leena Nissilä, an education counsellor at the National Board of Education, says municipalities have only encountered few problems in recruiting new teachers. “I've heard that they've had no major problems finding teachers for these preparatory classes. Among others, the group includes teachers nearing the retirement age who have decided to postpone their retirement. Some have moved from another locality for the job,” she says. 

Problems have according to her arisen primarily in smaller municipalities that have struggled to fill their teacher vacancies also before.

Poor literacy keeps eighth of Finnish boys from studies

Via Yle Uutiset: Poor literacy keeps eighth of Finnish boys from studies. Excerpt:

One in eight 15-year-old boys in Finland are disqualified from upper secondary education due to their poor literacy, a new report finds. Tuomas Kurttila, Ombudsman for Children, says he is worried about rising inequality among children and how that can impact Finland's future. 

"A country where an eighth of teenage boys cannot continue to high school due to illiteracy is not a sustainable one," Kurttila says. "With seven out of eight boys doing well, the marginal but significant problem of illiteracy is often sidetepped." 

The Ombudsman reports to the Council of State every year. Kurttila's report from early 2015 raises concerns of a divided society.

"We have to be glad for what we have going for us, and strengthen what we are good at," he says. "Every child should receive encouragement so that their talents are allowed to show through. This applies to preschool-aged children especially." 

Figures show happiness, reality hidden 

Finnish children appraise their own lives as very happy, Kurttila says. 

"Some 90 percent of 11-, 13- and 15-year-olds consider their lives to be good and their futures bright. Finland is the number one country in the Nordics in this regard, and third in the first world. Only Belgium and the Netherlands are ahead of these figures," he says. 

"But one person's childhood is not the same as another's, and many children have very different daily lives indeed," he continues. "There is rising illiteracy and fear over what the future will bring, how they will manage and whether their voices will be heard." 

Kurttila says he wants to remind people that even though Finnish children seem to be doing very well statistically, there are many blind spots that adults should take care to notice. 

"When we talk about these teens suffering from low literacy, we're talking about 15-year-old boys who have access to some of the world's best education. Many of those boys come from families whose native language is something other than Finnish or English. It matters what kind of family a child is born into and where they spend their childhood," Kurttila says.

Asylum-seeker children bustled straight to school in Hämeenlinna

Via Yle Uutiset, some encouraging news: Asylum-seeker children bustled straight to school in Hämeenlinna.

Fourteen children from asylum-seeker families are set to begin their studies at the Iittala comprehensive school in Hämeenlinna on Monday. The children, aged between 8 and 14 years old, will start off in a preparatory class set up by the Iittala school in under four weeks. 

"We waited around for a bit for any guidance from the authorities, and when none came we just went for it," says headmaster Anne Laatikainen. "We didn't sit on our hands, these children need to be in school. Thankfully we have active teachers who volunteer at a local reception centre and are interested in making this happen." 

The city of Hämeenlinna announced in late October that it wants to be the number one Finnish city in terms of its rate of integration. 

"We are committed to this and want the integration process to begin as early as possible," Laatikainen says. "The quicker these children learn Finnish and gain skills, the quicker they can join the rest of the school in classes like arts and PE." 

By contrast, in the city of Forssa officials are still wondering how to organise schooling for asylum-seeker children there. Preschoolers will be assigned to the local preschool, called Akseli. The first asylum-seekers arrived in Forssa in mid-September, while Iittala's first migrants came a month ago on October 7. 

Two years previously Second-Deputy Ombudsman Maija Sakslin pointed out that leaving a school age child out of the education system would, in fact, go against a child's basic constitutional rights in Finland.

Fewer tests, more play: Qatar asked Finland to open a progressive school in Doha — and it’s a huge success

Via the National Post, Sonia Verma reports on the Qatar-Finland International School: Fewer tests, more play: Qatar asked Finland to open a progressive school in Doha — and it’s a huge success. Excerpt:

DOHA, Qatar – My daughter Annie is probably worse at spelling than her Canadian friends. She also spends less time in class. At school, she is encouraged to daydream. 

In fact, in her first year of classes in our new country, she was utterly unconvinced at first that the place I was dropping her off each day was even a school. Most of her time was spent playing, she told me, somewhat confused. Math was taught using skipping ropes. Besides lunch and recess, the schedule included “long break,” “breakies,” mini break” and “golden time.” The principal would put on puppet shows. 

When I first enrolled Annie and her sister Jane, then 5, in a school in Doha, it was an act of desperation. My family had just moved to Qatar — a tiny country in the Persian Gulf perched atop some of the world’s largest gas reserves. Qatar’s staggering wealth has spurred a flurry of development, so much that Qataris have been eclipsed by expats, who account for 90 per cent of population. Families flock here for work, but face long waiting lists and punishing entrance exams to secure school placements. 

It was no different for us. When we first arrived, about a year ago, I knew my daughters didn’t stand a chance of getting admitted to Doha’s most prestigious schools. Luckily, we stumbled onto a solution: Qatar’s ruling Sheikhs had invited Finland, famous for its progressive approach to education, to open a satellite school in Doha – with both teachers and textbooks imported from Scandinavia. 

It felt like a bit of a gamble. The Qatar-Finland International School was an experiment, really, the first “export” of a child-centric educational program that eschewed standardized testing and rigid curriculum in favour of play-based learning. Hence the skipping ropes. 

But I was intrigued by Finland’s approach. The country has routinely ranked among the top countries on the Program for International Student Assessment, ironically a standardized test that measures the educational outcomes of 15-year-old students in 65 developed countries around the world. 

Finland’s success has been especially remarkable because it’s happened relatively quickly — 30 years ago the country ranked dismally compared to its OECD peers. And because neither a child’s social background nor their innate ability seem to be a huge factor in Finland’s academic prowess; it has one of the slimmest achievement gaps in the world. 

It has also made school fun. Jane, my youngest daughter, had her first real introduction to addition and subtraction by playing “shop” with play money. She’s learning her alphabet phonetically. Each sound corresponds to a dance. In science class, the kids made paper airplanes, launching them from the second floor balcony. Once a week, the principal would convene an assembly – but instead of giving a dry speech about, say, the importance of using seat belts, he performed a puppet show on the topic with “Mr. Fox.” 

The other day, the school proudly posted its latest educational acquisition on its Facebook page. It wasn’t a book, or anything technical. It was a table hockey game. “Imagine how great it will be to play with friends during break!” the post exclaimed. 

All this has gone over poorly with a few parents.  One mother, whose family was from London, pulled her child out because she worried he wasn’t “learning anything” at his new school. But every day, my children looked forward to going to this school. So do others. 

And learning does happen. I saw profound improvements in my children’s abilities over the course of the year. The play-based approach to education also made a big difference to children who had struggled in previous school settings.

Last year I blogged another report by Verma on her experiences in Qatar.