Lower secondary school teachers left alone with support for learning – the support model needs clarity and resources
One of the key issues identified in the study is the lack of effective collaboration among teachers.
"According to Finnish regulations, learning support should be planned and implemented in teacher collaboration, but the structures of lower secondary schools do not support this. Teachers report that no time is allocated for collaboration, its content is undefined, and there is no shared understanding of how to carry it out in practice," says Ninnu Kotilainen, MA, in her dissertation.
"The lack of clear definitions also affects the roles of special education and subject teachers. When responsibilities regarding support are not defined, it creates unnecessary tension between these teachers," she adds.
In her dissertation, Kotilainen examined the state of learning support in lower secondary schools and how it should be developed. She will defend her dissertation at the University of Oulu on April 25. Little research exists on support for learning in lower secondary schools.
The dissertation reveals that different stakeholders have differing views on the goals of support. According to students, the goal is that the students who need support, receive it. However, according to them, support is not available as soon as it is needed and it may end suddenly. However, students generally find the support they receive good. They prefer support from special education teachers and would like to receive it in small groups or as individual teaching. From subject teachers, students hope for more patience and attention.
According to subject teachers, the goal is to ensure that all students receive education that fits their needs and to, for example, ensure peace and quiet in the mainstream classroom. According to special education teachers, adequate support benefits not only students and teachers but also helps schools become more inclusive overall.
A new system of support for learning will take effect on August 1, 2025. Teacher collaboration will play a central role in this reform as well. Collaboration has the potential to make support more versatile, both in mainstream classes and part-time special education small groups.
"However, we cannot assume that teachers will collaborate out of goodwill alone. The state and municipalities must support collaboration by ensuring the necessary resources and by specifying when and how teachers are expected to collaborate," Kotilainen emphasizes.
The research highlights the need for practical research to support the development of support for learning in schools, with a focus on lower secondary education. According to the dissertation, the keys to improving support lie in defining the central concepts, establishing structures for collaboration, providing sufficient resources, and reaching a shared understanding of the goals of support for learning.
The dissertation is based on online questionnaires answered by 54 students who received support, 115 subject teachers, and 63 special education teachers. The data was analyzed using content analysis, and tools from developmental work research were also applied.
MA Ninnu Kotilainen will defend her doctoral dissertation at the University of Oulu on Friday, April 25, 2025. The dissertation, which falls under the field of special education, is titled Support for learning in lower secondary schools. Students', subject teachers' and special education teachers' perceptions and ideas for development. The opponent is Associate Professor Kim Wickman from Umeå University, and the custos is Professor Emerita Marjatta Takala. The public examination will take place at 12:00 in lecture hall L6, Linnanmaa Campus, University of Oulu, and can also be followed online at https://oulu.zoom.us/j/66085074152.