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The prevalence of neurodevelopmental disorders, such as autism spectrum disorder (ASD) and attention-deficit hyperactivity disorder (ADHD), has increased in Finland and it can bring various challenges to the lives of children and adolescents through symptoms, affecting social relationships, education, and everyday management. Neuropsychiatric coaching can prevent the accumulation of these challenges and significantly reduce them. This form of coaching can also be implemented with the assistance of dogs. Interest in dog-assisted work is growing continuously, both in Finland and globally. The aim of this study is to examine recent and alternative forms of support for neurodevelopmentally symptomatic children and adolescents, namely dog-assisted work, and neuropsychiatric coaching. The study was carried out as qualitative research and the interview data were collected remotely during June and July 2023. The interviews were conducted as individual interviews with the participation of seven (7) neuropsychiatric coaches, who work with dogs. The research results were analyzed using inductive content analysis. This study addresses three research questions. To begin with, I seek to understand how neuropsychiatric coaches implement dog-assisted work in neuropsychiatric coaching with children and adolescents. I also explore the experiences of coaches regarding the effects of dog-assisted work on children and adolescents with neurodevelopmental symptoms. And thirdly, I examine the views of coaches on the possibilities of dog-assisted neuropsychiatric coaching in schools. The results reveal that neuropsychiatric coaching can be implemented with assistance dogs in various ways. Socioemotional exercises, activities supporting arousal regulation, and working methods related to daily life skills were highlighted. The results also highlight the comprehensive impact that dog-assisted neuropsychiatric coaching can have on a child or adolescent. Dog-assisted work was reported to enable socioemotional support for children and adolescents and have a positive impact on behavior and cognitive readiness. Coaches expressed their desire for the addition of school dogs and suggested how the method could be introduced into schools. Coaches emphasized the comprehensive professionalism of the practice, as introducing a dog to school or work always entails risks.

The basis of this research is the situation of educational equality in Finland. Previous research shows the strong heritability of education and the differentiation of students' skills according to socio-economic backgrounds. The influence of socio-economic backgrounds on learning outcomes has become even stronger in recent years. The skills learned and the competence achieved in primary and lower secondary education (basic education) can be defined as human capital. Capital deficits are linked to intergenerational disadvantage. Previous research suggests that there is a connection between receiving support at school and a weaker social background. This study, carried out with a qualitative research strategy, aims to answer what kind of work practices in special education in primary and lower secondary education aim to influence the learning and educational differences linked to the students' different socio-economic backgrounds. The research data consists six interviews (semi-structuded) of special education teachers working in the region of Southern Finland. The interview material is analyzed using qualitative content analysis. A key finding of the study is that the work of special education teachers reveals practices that seek to address learning and educational differences that are linked to students' socio-economic backgrounds. The work practices are divided into five categories: cooperation in student networks, understanding education and teaching as a broad entity, student-orientation as the basis of the teacher's work, and special education in the school's operational culture. The work practices have a close connection to the framework and concepts of the sociology of education and to the key factors of educational equality.

Sedan grundandet av folkskolan på 1860-talet har man undervisat slöjd i de finska skolorna. Då var syftet med slöjdundervisningen att lära eleverna handarbetsfärdigheter för att de sedan kunde använda dem i framtida arbetes-och vardagslivet. För 100 år sedan handlade slöjdundervisningen om att lära sig egenskaper för att överleva men i dagens samhälle där alla inte har ett lika stort behov av handarbetsfärdigheter har slöjdundervisningen samt dennes syfte förändrats. I diskussioner med lärare som undervisar i slöjd har det kommit fram att lärarna ofta får förklara varför slöjd undervisas i skolan för både föräldrar och elever. Denna undersökning går ut på att redovisa vad lärare som undervisar i slöjd tycker att syftet med slöjdundervisningen är och vilka utmaningar lärarna upplever i slöjdundervisningen. Utifrån syftet formulerades två forskningsfrågor: 1. Vad anser lärare att syftet med slöjd i grundskolan är? 2.Vilka praktiska/pedagogiska utmaningar upplever lärare med slöjdundervisningen? För att besvara forskningsfrågorna användes en kvalitativ forskningsmetod med en hermeneutisk ansats. Fem lärare som undervisar i slöjd intervjuades individuellt och som intervjumetod användes en semistrukturerad intervju. Intervjuerna bandades in och materialet analyserades genom en tematisk analys. Lärarna som deltog i denna studie ansåg att slöjdundervisningen hade flera syften. Svaren på den första forskningsfrågan delades i i fyra olika temahelheter: Motorik/finmotorik, Undervisningens mångfald, Vardagskompetens och kreativitet. I intervjuerna kom det fram att slöjden utvecklar elevernas motorik och finmotorik och att slöjden bidrar till undervisningens mångfald. Det kom även fram att eleverna får lära sig färdigheter som är nyttiga i framtiden samt att de får utlopp för sin kreativitet. Utmaningarna i slöjdundervisningen som lärarna upplevde handlade om brist på tid, att läraren inte hann hjälpa alla elever under en lektion samt brist på resurser. Det fanns även lärare som upplevde svårigheter med att tolka läroplanen i slöjd och att läroplanen inte speglade verkligheten.

The aim of this study is to gather information and insights from experienced outdoor teachers regarding the arrangement and challenges of outdoor teaching. The purpose is also to explore the perceived benefits of teaching outdoors. Previous research has shown positive effects of outdoor teaching on student motivation, learning outcomes, physical activity, and social rela-tionships. Therefore, it is important to study the practical aspects and challenges of outdoor teaching from the perspective of those who have experience with it. The study is qualitative, the data collected by interviews. The study involved two class teacher students, two early childhood education nannies, a riding teacher, and a riding instructor. All participants had at least two years of experience in teaching outdoors. Thematic interviews were conducted, with class teacher students being interviewed remotely as pair interviews, and the riding teachers and instructors being interviewed while walking in the forest as pair inter-views. The early childhood education nannies were interviewed individually via remote means. All interviews were recorded and transcribed. The analysis method used was phenomenography, which explores the perceptions and experi-ences of the participants. The study found that there are various ways to organize outdoor teaching. One important factor for successful outdoor teaching is the enthusiasm and desire of the teacher to go outside. Planning, safety, and catering to the needs of the students were iden-tified as important considerations in the practical implementation of outdoor teaching. The most common environment for outdoor teaching among the participants was the immediate natural surroundings. Outdoor teaching was seen to have a positive impact on interaction and learning between students. While most participants felt that students enjoy being outdoors, the riding teacher and instructor had a different perspective, noting a negative attitude among their students towards outdoor teaching. There were also differences in the availability of equipment for outdoor teaching, with the early childhood education nannies feeling that it was easy to go outside and that children have suita-ble equipment. However, the class teachers, riding teacher, and riding instructor expressed challenges related to the lack of outdoor teaching equipment. However, overall, the partici-pants did not find teaching outdoors more challenging than teaching indoors. The study participants perceived numerous benefits of outdoor teaching. It was seen to en-hance interaction between students and provide opportunities for differentiation and teaching students in need of support. The natural environment was believed to foster diversity and pro-vide successful experiences for students who may struggle in traditional classroom settings. Additionally, the participants felt that teaching outdoors improved their own well-being at work. Overall, the study provides valuable insights into the arrangement, challenges, and benefits of outdoor teaching as perceived by experienced outdoor teachers.

In 2019 the new Upper Secondary School Act (714/2018) entered into force as a part of a larger upper secondary school reform. The Upper Secondary School Act obliges every upper secondary school to organize special education for all students who have challenges in learning. It was volyntary to organize special education before the reform, and special education was offered mainly in large cities. The purpose of this thesis is to describe the job description of special education teacher in upper secondary school and potential job description in the future. There is only a little previous research on special education in upper secondary schools. This thesis was conducted as a qualitative study. The material consisted of interviews with four special education teachers. At the time of the interview, the interviewees worked in upper secondary schools. The interviews were conducted as semi-structured thematic interviews and theory-driven content analysis was selected as the method of analysis. According to the results the job description of a special education teacher in upper secondary school can be divided into three themes which are student work, cooperation and developmental work. Work emphasizes individual work with students, and testing for difficulties in reading takes a lot of time. Cooperation is closest with student counsellor. Consultation is mostly informal (conversations in the corridors for example). Acting as a special education teacher in the upper secondary school requires continuous additional training. Encounters with students and the freedom to plan one’s schedule bring a lot of joy. Challenges encountered at work include difficulties in scheduling, insufficient resources and digitalization. The themes of the job will most likely remain fairly similar in the future. Teaching will change from individual work to more collaborative work. The cooperation is probably closer with all the personnel of the school. More resources for special education in all upper secondary schools in Finland is hoped. Special education teachers will hopefully have the opportunity to act as promoters of the general well-being of students. Materials should also be in print instead of digital materials.

This study addresses the global concern of teacher shortages (TS), by seeking to understand the evolving landscape of the teaching profession. Currently, 26 out of 27 EU Member States report TS, and projections indicate worsening trends. The complexity of TS, originating from various factors depending on the country, region, subject, etc., necessitates a focused, yet holistic approach. Adopting a city-level approach, this study centers on Helsinki, where TS have been reported despite the profession’s high attractiveness. While existing research explored specific facets of the teaching profession, a comprehensive overview of the contemporary situation and interrelated factors is lacking. Consequently, this study aims to capture a holistic perspective by examining the recent changes, challenges, and needs of in-service teachers in Helsinki, alongside evaluating the perceived effectiveness of current support measures. The voices of teachers are captured and communicated through the Job Demands – Resource lens, a model suitable for exploring occupational factors. The teacher perspective was obtained through semi-structured interviews with in-service teachers in public comprehensive schools in Helsinki. While participation was requested from all public comprehensive schools, the final sample comprised six teachers, predominantly situated in East Helsinki. The obtained data was analyzed by conducting a thematic analysis. The analysis revealed a vicious cycle marked by increasing job demands and responsibilities, set against insufficient and declining resources. Not only are inadequate resources (e.g., materials, staff) adding to their workload, but teachers also find themselves shouldering additional responsibilities beyond content transmission, leading to a transformation of the profession. The teachers expressed great concerns about the resulting imbalance, linking it to a decline in teacher well-being. Additionally, recent policies and reforms have inadvertently contributed to these trends due to the unawareness of policymakers of classroom realities. These findings highlight the need for a holistic approach to enhance the teaching landscape, comprising among others the provision of essential resources, the refinement of the role and responsibilities of teachers, and greater awareness of classroom realities.

Gifted students are a resource we cannot afford to overlook. Every student should receive encouragement and stimulation to develop his/her learning. Right kind of support and stimulation help the student reach his/her full potential. Together with a competent person, the ultimate limit of what a student can master can be found. The purpose of the thesis was to investigate the didactic methods teachers use to stimulate the mathematically gifted students in mathematics. To achieve this purpose, the research questions were formulated as following: ● How does the teacher identify a mathematically gifted student? ● How does the teacher work to support and stimulate the mathematically gifted student? The thesis was a qualitative study and data was collected through semi-structured interviews. Five teachers participated in the interviews. Thematic analysis was used to analyze the data. The results of the thesis show that since neither the curriculum nor teacher education do not provide guidelines, a framework or tools for identifying, supporting and stimulating gifted students, the respondents rely on their work experience, their observations in everyday school life and to the school´s possible action plan. The respondents' didactic methods represent various forms of acceleration and enrichment efforts. Coaching as an intervention is used sparingly. An interesting theme for continued research could be to investigate how the current national development measures are perceived to support teaching and learning in everyday school life when they are realized and put into use. The thesis can be used as a source of inspiration or a toolbox for, among others, teachers who want to orient themselves in the theme.

Compulsory education was historically expanded in Finland in 2021. The purpose of this thesis is to find out the views of student counselors on issues that affect transitions between elementary school and secondary school, the discourses that can be located from the speech of student counselors and the subject positions formed for students in them, and the meanings given by counselors to the expansion of compulsory education. Previous research has shown that school practices produce acts of discrimination that reproduce inequality, which are manifested through the subject positions produced in the discourses. Leaning on Michel Foucault's view of power and theories about language and discourses, I aim to examine these mechanisms and shed light on hidden power structures that materialize in everyday school practices. My desire is to examine the extent to which a reform such as the expansion of compulsory education has the potential to influence issues of inequality. The research task is to find out (1) which factors influence the students' placement in the second grade according to the counselors' views, (2) what kind of subject positions are built for the students in the counselors' speech, and (3) what kind of meanings do the counselors give to the reform of compulsory education? I study the topic through themed interviews I conducted with five primary school or secondary school student counselors. As a research method I use discourse. The research results followed the results that has emerged in previous studies. Various factors based on student characteristics determined the choice of secondary education according to the instructors' views. At the same time, a clear dichotomous division was formed between upper secondary school and vocational school, which became evident in the ratings of families and students and in the placement of students. Poor academic performance, practicality and manual skills promoted the choice of a vocational school, while good academic performance favored the choice of upper secondary school. Two discourses, the discourse of reaching the school's goals and the discourse of the ideal citizen, could be highlighted in the interviews. In discourse were nuilt discourses, four different subject positions, which influenced how students were talked about and how their opportunities to attend school were valued.

This master's thesis examines Religious and Worldview Education in Finland. The aim of the research is to explore the thoughts of guardians of secondary school students in the capital region regarding the teaching of religious and worldview subjects. The study investigates the opinions of guardians in the capital region on the organization of religious and worldview education in schools. Additionally, the research delves into the views of guardians on the nature of religious and worldview education in schools. The purpose of this study is to consider the perspectives of guardians in the development of religious and worldview education. The research data is part of the project Näkökulmia osittain yhdistettyyn katsomusopetukseen ja katsomusdialogikasvatukseen oppilaiden ja huoltajien kokemana implemented in collaboration with a secondary school in the capital region. The data for this study consisted of survey responses collected from guardians through Wilma messages during the winter of 2022–2023. The survey was sent to the guardians of 400 students in the school, with 83 respondents. The research was conducted as a quantitative study, and the data was analyzed using IBM SPSS Statistics 28 software. The research results indicate that most guardians are willing to modify the current religious and worldview education. Most guardians perceived religious and worldview education as important in a diverse world, emphasizing the need for inclusive instruction covering various religions and beliefs. Most guardians considered religious and worldview education to be broadening, providing knowledge to understand society. and teaching insight into the role and significance of religions and other belief systems in society. Based on the research findings, it can be concluded that most guardians would be willing to change the current arrangement of religious and worldview education to meet the needs of a changing and pluralistic society.

Despite many attempts to promote gender equality, the working life is still gendered. Although much research has been done on gender equality, the impact of outsourced recruitment on gender equality needs to be further explored in the Finnish context. Previous research on the impact of recruiters on gender equality shows that recruiters' work and assessment of job applicants is influenced by many unconscious assumptions. Recruitment can be seen as a process that maintains inequality with the recruiter acting as a gatekeeper to the working life. The concept of the ideal worker has also been widely studied as a phenomenon where the ideal worker is something that no job seeker can achieve. This thesis examines equality as part of recruiters’ work and the recruiter as the producer of the concept of ideal worker. The research data was collected from interviews with professionals of recruitment conducted during the summer and autumn of 2023. A total of three recruiters from three different outsourced recruitment companies participated in the interviews. The interviews were conducted as semi-structured qualitative interviews. Critical discourse analysis was used to analyze the interview data. The critical discursive approach allows for the examination of potential structures of power emerging from the data. Three different discourses emerged from the interviews with recruiters: the discourse of responsibility, the discourse of gender neutrality and the discourse of the ideal worker. Recruiters' discourses conveyed a mixed picture of who is responsible for promoting gender equality in recruitment. In the interviews, the importance of gender in the recruitment process was downplayed. However, the ideal worker was created through strong contrasts between different genders and job positions. In the light of this thesis, the recruiter is seen as a gatekeeper of gender equality as is also stated in previous research. This thesis creates an image of recruiters as strong actors in gender equality who have the power to influence people's work situation but at the same time do not acknowledge the importance of gender in the recruitment process. Further research is needed on the competence of recruiters' regarding equality and on the impact of outsourced recruitment on gender equality in recruitment