The model will continue and be further developed during the 2026–2027 school year. The aim is to provide an even more equal and functional school path for all pupils.
During the 2025–2026 school year, inclusive preparatory education for basic education was piloted in Turku’s basic education. It has now been decided that the model will continue and be further developed in the coming school year.
“Strong early support for language learning prevents pupils from becoming separated from others and supports their attachment to their local school. The aim is to provide an even more equal and functional education path for all pupils,” says Annika Rae, Head of Special Services.
Inclusive preparatory education will continue to apply only to pupils in grade 1. Pupils in other grades will continue to study in group-based preparatory education.
The pilot created a strong foundation for continuing the activities
In the pilot, pupils who had recently moved to Finland mainly participated in teaching in mainstream education groups while also receiving targeted support for learning Finnish. A total of 41 pupils in 18 schools took part in the pilot.
“Inclusive preparatory education supports pupils’ learning, wellbeing and participation, and strengthens the school community as a whole,” Rae notes.
The model strengthens pupils’ attachment to their local school and creates continuity in their school path. This supports learning and wellbeing also in the long term.
The teaching is carried out in close cooperation with principals, teachers and school assistants. Already during the pilot, teaching staff were supported through training, support materials, and regular guidance.
“The results of the pilot are mainly positive. Pupils’ development in the Finnish language has been encouraging, and peer learning has significantly supported learning. Most pupils have found friends and integrated into the school community. Guardians have also mainly felt that school attendance and cooperation between home and school have been successful,” Rae says.
One key observation from the pilot concerned sufficient and timely linguistic support and support for pupils’ friendships. The role of school assistants and well-functioning cooperation structures within schools proved to be particularly important.
“When support is clearly organised and provided at the right time, inclusive preparatory education works effectively,” Rae continues.
The key priorities in development work next school year will be strengthening and targeting assistant resources, developing cooperation structures between teachers, and improving the availability of shared materials.