Succeeding together: Researcher Anu Uusikylä and special education teacher Satu-Maaria Toppinen are building a safer school environment

When special education teacher Satu-Maaria Toppinen started working at Martinniemi School, Anu Uusikylä, who was working there as a primary school teacher, immediately recognised that they shared a bold and open-minded approach to even the most challenging situations in everyday school life. They want to build groups in which children work together, and no one is left out.

Their shared goal is reflected in how they engage with children and seek solutions to difficult situations. Sometimes even a small change in a child’s school day can strengthen their sense of safety and belonging.

“Children quickly sense when an adult is genuinely there for them. With us, they open up and talk about things they may never have spoken about before. Sometimes, serious issues come to the surface,” Toppinen says.

The encounters and conversations with children inspired Anu Uusikylä to pursue doctoral research at the University of Oulu. She wanted to explore more deeply how to create a safe classroom atmosphere in which every child feels that they belong.

Research-based knowledge is put to the test in classrooms

As part of her research, Uusikylä has developed a set of picture cards in collaboration with the Valteri Centre for Learning and Consulting and the Finnish Parents’ League. The cards can be used both in research and in teaching. They support children’s participation and help build trust in interactions.

Toppinen quickly began using the cards in her conversations with children.

“The picture cards are an important tool in my work, and I use them in many different situations during the school day. If I am concerned about a child, I bring out the cards and talk with them. They always provide a great deal of help and support in understanding the situation,” Toppinen says.

The cards are one way of making children’s experiences, strengths and needs visible. What matters most is that the child is heard and can influence how their situation at school is addressed.

Toppinen’s experiences of using the cards provided Uusikylä with information about how they work in everyday school life and helped guide the direction of her research.

“It has been important to have someone at the school who has adopted a tool developed at the university and incorporated it into their work,” Uusikylä says.

A close connection with schools makes research more impactful

Both Uusikylä and Toppinen believe it is important that work carried out at universities can be put to direct use in schools.

“Universities do so much excellent work that, unfortunately, all too often remains confined to research articles,” Uusikylä says.

Uusikylä has maintained her connection with everyday school life while working as a researcher, as she has also periodically worked as a primary school teacher during her doctoral research. With one foot in the school and the other in research, research questions emerge from schools’ real needs and help move things forward.

“My connection with schools has helped me understand what children consider important in the classroom. At the same time, my research has given me valuable tools for approaching different situations at school,” Uusikylä says.

Toppinen, who currently works as a development teacher for the City of Oulu, also knows that development work requires an understanding of everyday school life and the ability to speak the language of schools.

“It is completely different to conduct research or develop teaching when you genuinely understand the day-to-day work and can be directly involved in putting the ideas you discuss into practice. We can assess what works and what does not,” she says.

Research makes visible what happens in everyday situations at school and helps people take a critical look at established ways of thinking and working.

“We may have a narrow view what children, teachers and parents are like, and what is possible in schools. Research helps us see things from a new perspective,” Uusikylä says.

A trusted colleague encourages new ways of thinking

Uusikylä and Toppinen are not afraid of failure. Instead, they boldly develop new ways of supporting children’s wellbeing together.

“Our first thought is not that something will not work. Instead, we think about what we could do to make it work. We are also very willing to experiment with new and sometimes slightly unconventional ways of doing things,” Toppinen says.

Because they both understand everyday school life, they can offer each other a fresh perspective on new ideas and the challenges they encounter.

“Our collaboration is incredibly inspiring. Satu reinforces my sense that something matters, while also finding the words for it and bringing fresh thinking to my ideas and experiences,” Uusikylä says.

Working in schools is also a reminder that there is always more to learn and that a single insight will not change everything. Toppinen says that every day brings a new realisation of how much more there is to understand.

“We do not consider ourselves finished products. We are constantly learning and developing. We try, sometimes we fail, and then we try again,” she says.

Humour is an important source of strength for the pair, who sometimes work with very difficult situations.

“We laugh easily. We laugh with children and families, and especially at ourselves and our own silliness,” Toppinen says.

The succeeders

Anu Uusikylä

Position: Doctoral researcher at the University of Oulu
Education: Master of Education and qualified primary school teacher. She will defend her doctoral dissertation in education in November 2026.
Motto: Every inspiring phrase and ambitious goal needs a practical tool that can bring it into everyday life.

Satu-Maaria Toppinen

Position: Development teacher in emotional and safety skills education and project coordinator for the City of Oulu’s Safety and Emotions at School project
Education: Master of Education, qualified primary school teacher and special education teacher, and sexual health counsellor
Motto: What matters most is a warm heart that embraces life in all its diversity.