Why is Finland's Education System So Successful? 10 Key Factors
June 11, 2025
June 11, 2025
Did you know that Finnish students spend fewer hours in school, receive little homework, and rarely take standardized tests—yet still outperform many of their global peers in learning outcomes?
At first glance, it sounds too good to be true. But behind this success lies a powerful message: the foundation of world-class education may not be in more exams or longer school days—but in trust, freedom, and well-being.
Despite having one of the shortest school days and the least amount of homework in the developed world, Finnish students consistently rank high in academic performance, critical thinking, and life satisfaction. More impressively, they enjoy going to school.
What’s the secret?
In this article, we’ll explore 10 key factors that make Finland’s education system one of the most admired and studied models in the world. These insights aren’t just for researchers or reformers—they’re for teachers, school managers, parents, and curious minds who believe education can be done differently, and better.
Let’s dive into what truly makes Finnish schools so exceptional—and what the rest of the world can learn from them.
In Finland, education isn’t just a service—it’s a fundamental right, deeply embedded in the national identity. From the highest levels of government to the smallest rural villages, there’s a shared understanding: every child deserves the same opportunity to learn, grow, and succeed—no matter where they come from.
This belief goes beyond slogans. It’s reflected in how the system is designed and funded. Public schools are free, equally resourced, and open to all, regardless of a family’s income or social status. That means there’s no divide between “elite” schools and “ordinary” schools. In fact, the vast majority of Finnish students attend public schools—not because they have to, but because they want to.
In Finland, education is treated like healthcare—essential and equal. This national commitment creates a culture where schooling is not a competition, but a collective mission. Teachers, parents, and society as a whole believe in nurturing every child’s potential, not just the top performers. The system is focused on inclusion, not selection.
Imagine this: Whether you live in a small lakeside village in Lapland or a fast-growing urban neighborhood in Helsinki, your child will attend a well-equipped school with highly qualified teachers, clean facilities, warm meals, and access to learning support if needed. You don’t need to worry about affording private tuition or moving neighborhoods to find a “better” school. Every school is a good school.
This level of equity and consistency builds trust in the public system and removes the anxiety many parents around the world feel about school choices. In Finland, the goal is clear: No child should be left behind simply because of their background or postcode.
And when a whole society agrees on the value of education, real change becomes possible.
.png)
In Finland, the teaching profession is built on a strong foundation of academic preparation and public trust.
Teacher education is selective, only a small portion of applicants are accepted into primary teacher training programs. Those who are admitted complete a master’s degree, which includes both theoretical study and hands-on classroom experience. This combination ensures that teachers not only understand their subject matter but also how children learn and develop over time.
Finnish teachers are trained to think independently, reflect on their work, and improve their methods based on student needs. They are expected to use research, adapt teaching materials, and develop their own approaches. This level of preparation gives them the confidence and skill to respond to different learning styles and classroom situations.
Unlike systems where teaching is tightly controlled by external requirements, teachers in Finland have a good degree of professional autonomy. They design their own lesson plans, assess student progress in ways that fit the classroom context, and adjust their teaching without waiting for approval from central authorities.
For example, a math teacher may create problem-solving projects that reflect the local environment or issues familiar to students, such as analyzing costs at a local market or measuring rainfall in their area. These types of lessons are not unusual, they’re simply part of how Finnish teachers connect learning with real life.
The role of teachers in Finland is respected. They are seen as professionals who are capable of making decisions about how best to educate their students. This respect is reflected in how teachers are supported, not just in their training, but also in their working conditions and opportunities for professional development.
While no system is perfect, Finland’s approach to teacher education and autonomy has helped create a workforce that is confident, well-prepared, and committed to continuous improvement.
Here’s something that may surprise many educators and parents: In Finland, formal schooling doesn’t begin until children turn seven. Before that, early childhood education focuses on something quite different from academic performance, it emphasizes play, social interaction, and emotional development.
During these early years, children attend pre-primary education, which is widely available and supported by the government. Rather than structured lessons in reading, writing, or arithmetic, the emphasis is on helping children learn how to communicate, cooperate, and manage their emotions. This is done through games, storytelling, music, art, and time spent outdoors.
The idea behind this is simple but powerful: young children learn best through play. It’s during play that they ask questions, solve problems, try new ideas, and build confidence. Instead of rushing them into academic tasks, Finland allows children to grow at a natural pace, giving them time to develop curiosity and creativity before introducing more formal subjects.
The Finnish approach is guided by a widely held belief: “Let children be children.”
This philosophy is also supported by research. Studies have shown that children who attend play-based early education programs tend to perform better academically in later years. They also show improved concentration, better social behavior, and greater motivation to learn.
Importantly, early childhood education in Finland is not seen as separate from the overall education system. It is considered the first stage of lifelong learning and is designed to support children’s well-being and development in a balanced, age-appropriate way.
In Finnish classrooms, you’re more likely to see young children building with blocks, playing outdoors, or role-playing with classmates than sitting at desks doing worksheets. And when they do transition to primary school, they tend to arrive with a solid foundation—not just in skills, but in attitude. They enjoy learning because it started with joy.
In Finnish schools, students are seen as individuals with different needs, interests, and learning styles. Education is not driven by one-size-fits-all expectations or pressure to meet national benchmarks at the same speed. Instead, the system is built on the idea that each child develops in their own way—and that this is not only normal but healthy.
Classrooms are structured to support student-centered learning. This means that within the same classroom, students may be working on different activities or tasks based on their current level or preferred way of learning. Teachers adjust lessons and assignments to support each learner’s progress—not to compare them against one another.
Rather than relying heavily on grades or standardized assessments, Finnish teachers use formative assessment methods. These include observation, one-on-one conversations, and personalized feedback to understand how students are doing and what kind of support they might need. The focus is on helping students improve and gain confidence, not labeling them as high or low performers.
This individualized approach is supported by a school environment that values well-being alongside academic learning. Finnish class sizes tend to be small, allowing teachers to give more attention to each student. School days are relatively short, and students are not overloaded with homework.
Why? Because time outside the classroom is also important. Finnish education policy recognizes that children need time to play, relax, move their bodies, and spend time with their families. These are not seen as distractions from learning—but as essential parts of a child’s growth.
The underlying philosophy is clear: A child who is rested, supported, and emotionally secure is more likely to learn successfully and stay motivated.
Think of Finnish education not as a factory where all students move along the same assembly line, but as a greenhouse—where each plant (or child) is given the right amount of light, water, and space to grow in its own time.
This thoughtful approach helps reduce stress and anxiety, encourages a love of learning, and supports long-term success—both inside and outside the classroom.
One of the most notable features of Finland’s education system is its approach to testing—or more accurately, its minimal use of standardized tests.
Unlike many countries where students take national exams almost every year, Finnish students do not sit for any national standardized tests until the very end of upper secondary school. The only exception is the matriculation examination, which students take voluntarily if they plan to apply to university.
So how do teachers and schools measure learning without regular standardized tests?
The answer lies in ongoing, formative assessment. Teachers assess students through everyday classroom activities—such as discussions, assignments, group work, and individual projects. They observe how students solve problems, how they express ideas, and how they apply new knowledge. Feedback is usually given in narrative form, focusing on what the student has done well and how they can improve, rather than assigning a number or letter grade.
This approach supports a more natural, less stressful learning environment. Without the constant pressure of preparing for high-stakes exams, students are encouraged to take academic risks, explore topics in depth, and learn for the sake of understanding—not just to get the right answer.
Teachers are also not judged by how well their students perform on standardized tests. Instead, they are trusted to use their professional judgment to guide students, identify learning gaps, and adjust their teaching methods accordingly. This reinforces a culture of trust and professionalism within the education system.
Moreover, when national evaluations are conducted in Finland, they are done using sample-based assessments, not full-scale testing for every student. The goal is not to rank schools or students but to monitor how the system is functioning overall and where improvements might be needed.
The result is a system that values learning as a process, not a performance. Students develop a deeper understanding of what they’re studying, and they are less likely to associate school with anxiety or fear of failure.
.png)
Rather than being micromanaged from the top, Finnish schools are given the freedom and responsibility to make key decisions at the local level. This includes how they organize teaching, manage resources, and support students. Principals and teachers work together to decide what methods work best for their particular school community.
While there is a national curriculum framework, it’s not a fixed script. It provides goals and general content areas, but schools have the freedom to adapt and personalize the curriculum based on their local needs, student interests, and cultural context.
For example, a school located near a forest may include outdoor education as part of its science curriculum, allowing students to study plant life and ecosystems firsthand. A school in a more urban setting with a diverse student population might place greater emphasis on multicultural learning, language support, and global citizenship.
There are no government inspectors visiting classrooms with checklists. There are no performance audits tied to test results. Instead, the Finnish system places confidence in the people who know students best—the educators who work with them every day.
This trust-based governance model leads to several benefits:
In short, by trusting schools to make their own decisions, Finland has created an education system that is both consistent in values and diverse in practice. It respects the expertise of professionals and encourages schools to continuously reflect and improve based on their students’ needs.
In Finland, equity is not just a goal—it’s a daily practice built into the education system. From early childhood through secondary school, all students have access to the same essential resources, regardless of their family’s income or where they live.
The idea is simple but powerful: every child should have what they need to succeed in school. This means removing barriers that can get in the way of learning and ensuring that no student is left behind because of circumstances outside their control.
Here’s what that support looks like in practice:
Importantly, support is not limited to a small group of students. In fact, over 30% of Finnish students receive some form of academic support during their school years. This might include help from a special education teacher, additional time for tasks, or short-term interventions to catch up on certain skills.
Rather than waiting for a student to fail before offering assistance, the system is designed to identify challenges early and provide support proactively. Teachers are trained to notice when a child may need extra help, and schools have the flexibility and resources to respond quickly.
In many education systems, competition is seen as a motivator—schools compete for top rankings, students aim for the highest grades, and classrooms often become places where comparison is constant. But in Finland’s education system, the focus is not on being the best, it’s on working together so everyone can do well.
There are no national school rankings, no public lists of top-performing students, and no internal leaderboards displayed in classrooms. Academic achievement is recognized, of course, but it’s not used as a way to separate or label students. The emphasis is on personal progress and shared learning, not winning.
This philosophy extends beyond students. Teachers collaborate with one another across schools, cities, and regions. They regularly share teaching materials, strategies, and insights. If a teacher discovers a new way to explain a concept or manage classroom behavior, they’re likely to share it with their colleagues—not keep it as a competitive advantage.
Schools also learn from each other, through joint projects, teacher exchanges, and professional networks. This culture of openness allows good ideas to spread and helps all schools improve, not just a few.
In the classroom, this collaborative spirit means that students are encouraged to support each other, rather than compete. Group work, peer feedback, and shared projects are common. A student who understands a topic well may be asked to explain it to others, not just to prove their knowledge, but to help the group move forward together.
This approach helps create a learning environment that is more inclusive and less stressful. Students feel comfortable asking questions and making mistakes, knowing they won’t be judged against their peers. Teachers, too, feel supported rather than pressured by comparison.
In Finland, the belief that learning is a lifelong journey applies not only to students—but also to teachers.
Teaching is seen as a dynamic, evolving profession, and professional development is viewed as an ongoing process, not a one-time requirement. Teachers in Finland are expected, and encouraged to keep learning throughout their careers. This mindset helps ensure that classrooms stay responsive to new research, changing technologies, and the diverse needs of students.
Professional development in Finnish schools is not treated as a checklist or a formality. Instead, it’s an integral part of the work culture. Teachers have regular opportunities to engage in:
Because teachers in Finland hold master’s degrees and are trained in educational research, they are well-prepared to reflect critically on their practice and apply new knowledge in practical ways. This creates a culture of continuous improvement, where professional growth is self-directed and meaningful.
Equally important, teachers are given the time and freedom to focus on development. Their schedules include time for planning, collaboration, and professional learning not just classroom instruction. They are trusted to know what kind of training they need and are not overloaded with administrative tasks that pull them away from teaching and learning.
This supportive environment has real benefits. Finnish teachers report high levels of job satisfaction, and the country has relatively low rates of teacher burnout compared to many other systems. When teachers feel valued and supported, they are more likely to stay in the profession—and to bring energy and creativity into their classrooms.
One of the most important, yet often overlooked, strengths of Finland’s education system is the strong relationship between schools, families, and the broader community. In Finland, education is not seen as the responsibility of schools alone, it is a shared effort built on mutual respect and cooperation.
Schools are deeply embedded in their local communities. Parents are actively involved, not just through formal meetings, but also by being invited into classrooms, participating in events, and maintaining open communication with teachers. This helps build a strong connection between home and school, creating a consistent and supportive environment for students.
Local municipalities also play a central role in managing schools. Rather than relying on a centralized ministry to control every aspect of education, municipalities work closely with school leaders to provide resources, oversee operations, and ensure that the needs of the local population are met. This decentralized structure allows schools to reflect the character and priorities of their communities, while still following national educational goals.
A key factor that makes this system work is trust. The Finnish public has high confidence in its schools, and this trust is well-earned. Schools are seen as transparent, inclusive, and fair, places where children are treated with care and dignity, and where teachers are viewed as capable professionals. There’s no need for strict inspections or constant oversight because schools are trusted to do what’s right for their students.
Teachers, in turn, trust their students to take responsibility for their learning. Students trust their teachers to guide and support them. Parents trust that their children are in good hands. And policy-makers trust local educators to carry out their work thoughtfully and responsibly.
This high level of social trust allows the system to operate with more flexibility, less bureaucracy, and a greater focus on learning. It also creates a positive atmosphere where collaboration is possible, not only between individuals, but between different parts of the education system itself.
Finland’s education success isn’t a mystery—it’s the outcome of intentional values and smart design. Let’s recap what makes it work:
Can this model be replicated everywhere? Maybe not in the exact form. But every country can learn something powerful from Finland: Putting people first works.
Want to experience the Finnish education system up close?
Join one of our school visits in Finland, organized by TechClass. Meet teachers, observe classrooms, and see what a truly student-centered education feels like in action.
.svg){kind=icon}
.svg){kind=icon}
