As Dr. John Ratey, professor of psychiatry at Harvard Medical School, explains, “Exercise is the single most powerful tool you have to optimize your brain function,” and this philosophy comes alive the moment you imagine walking into a Finnish classroom. Instead of rows of students sitting still for hours, you see children moving, collaborating, and sometimes even learning outside. In Finland, movement is not considered a distraction. It is a fundamental requirement for healthy development and effective learning. By making movement part of daily school life, Finland has redefined what it means to educate the whole child. This article explores why movement is so important, how it is applied in classrooms, and what the world can learn from this inspiring approach.
Movement in Finland’s schools is a cultural and educational principle. Teachers, policymakers, and parents share the belief that children thrive when their education integrates both body and mind. Unlike in many systems where sitting quietly is seen as discipline, Finland embraces activity as a pathway to focus, curiosity, and creativity. This mindset is not limited to young learners—secondary schools and vocational institutions also encourage students to engage in active learning practices that connect knowledge with movement and experience.
At the heart of Finland’s education system lies a child-centered philosophy. Movement is not an “add-on” but a natural part of learning. The Finnish National Core Curriculum highlights the importance of physical activity, play, and well-being as essential learning components. This philosophy reflects a deep understanding: children learn best when their bodies and minds are both active.
Historically, Finland has valued outdoor life, known as luonto, and this cultural tradition strongly influences education. The roots of this connection can be traced back centuries to Finland’s agrarian society, where daily life required physical work, time spent in forests, and a close relationship with seasonal cycles. Long winters encouraged skiing, skating, and sledding, while summers revolved around farming, fishing, and berry picking. These activities were not only survival skills but also cultural practices that shaped children’s upbringing. Over time, this respect for nature and movement became embedded in national identity. Nature has always been seen as a teacher, offering lessons in resilience, observation, and creativity.
Today, this cultural heritage is visible in how schools design their daily routines. Even in urban areas like Helsinki, teachers incorporate outdoor play, physical games, and flexible activities into lessons. In Lapland, schools often integrate traditional winter activities such as skiing into physical education. This continuity between past traditions and modern educational practices shows how deeply movement is embedded in Finnish culture.
Movement is woven into every school day in Finland. It is not limited to physical education classes—it is everywhere.
Many Finnish classrooms use flexible seating such as standing desks, beanbags, or group tables. This design is not accidental—it is based on the understanding that different students focus in different ways. A child who feels restless after sitting for ten minutes can choose to stand and work without feeling they are breaking a rule. Others may curl up in a beanbag to read or sit at a group table to collaborate. At schools like Saunalahti in Espoo, the open architecture supports this design philosophy by making flexibility the default. This variety of options creates an inclusive learning space where movement feels natural and students are empowered to take responsibility for their comfort and concentration.
A hallmark of Finnish education is the 15-minute break after every 45 minutes of study. These pauses are deeply ingrained in the daily rhythm of schools and are treated as essential to learning, not as wasted time. During these breaks, children run outdoors, climb playground structures, play ball games, or simply enjoy the fresh air. Teachers often accompany them, which strengthens relationships and builds trust. These moments help reset attention spans, ensuring that students return to class with renewed focus, energy, and willingness to learn. This practice is well documented by the Finnish National Agency for Education and is consistently highlighted as one of Finland’s unique strengths.
.png)
Teachers regularly take lessons outdoors, integrating movement into academic subjects. Science teachers may lead students into nearby parks to collect soil samples or observe ecosystems. Mathematics teachers often use nature for practical applications, such as measuring tree heights or calculating distances. Art lessons come alive when students sketch landscapes, while history or literature classes might involve walking tours to connect stories with real locations. In rural schools, this sometimes extends to farming or forestry-related projects, blending traditional livelihoods with modern education.
Schools in Helsinki and Espoo often use open learning spaces, where walls are movable and furniture is light. This enables students to change the layout quickly depending on the activity. A lesson might begin with a lecture, shift into small group discussions, and then end with students walking around to present findings. Movement, in this way, is embedded into the rhythm of learning.
The Finnish approach is not just cultural; it is backed by science. A wide body of international research confirms that physical activity enhances brain function, focus, and memory. According to Harvard Health Publishing, exercise increases blood flow to the brain, supporting better concentration, faster processing of information, and more efficient problem-solving abilities.
Neuroscience demonstrates in even greater detail that movement stimulates the hippocampus, the region of the brain responsible for memory and learning. Scientists have observed that when children move, the growth of new neural connections is enhanced, which strengthens long-term memory. Even short bursts of physical activity—sometimes as little as five minutes of stretching or walking—can lead to measurable improvements in attention spans. Finnish schools make deliberate use of this knowledge by embedding small “movement snacks” throughout the day, such as mini-exercises between lessons or quick outdoor games that refresh the mind before returning to academic work.
Endorphins released during physical activity also reduce stress and anxiety, which is a key reason why Finnish classrooms report calmer behavior after breaks. Teachers often note that after movement sessions, students return better regulated and ready to engage with challenging material. This link between emotional stability and physical activity is one of the reasons Finland places equal emphasis on mental health and academic progress.
Teachers are not just instructors in Finland; they are facilitators of experience and architects of dynamic learning environments. Instead of delivering knowledge through traditional lectures, Finnish teachers design lessons that are interactive, collaborative, and infused with opportunities for movement. This role is visible in schools like Ressu Comprehensive in Helsinki, where project-based learning and physical interaction are daily norms.
For instance, in a primary school language class at Viikki Teacher Training School, students may act out stories they read, learning vocabulary through performance, gestures, and improvisation. By embodying characters and moving through dialogues, children internalize words and phrases in memorable ways. In mathematics, teachers might organize problem-solving activities where students move between stations to complete equations or gather clues for puzzles. At Saunalahti School in Espoo, such practices are built into the open-plan design, allowing children to flow naturally between learning stations. Science classes often include experiments where students gather data outdoors, observing nature in real time, such as biology lessons conducted in nearby parks or forests.
Teachers also integrate movement into subtle routines that shape the daily rhythm. Before exams, they may ask students to stand, stretch, and take deep breaths to release tension, as practiced in many Helsinki schools. Group activities frequently require students to move between teams, which encourages collaboration and builds social skills. Even small energizing practices, such as short dance breaks or playful balance games, are embedded into lessons to reawaken attention and make learning enjoyable. Schools across Finland, from rural Lapland to urban Tampere, demonstrate how these routines create classrooms where learning feels dynamic and inclusive.
The physical environment in Finnish schools reflects their philosophy of learning through activity and adaptability. A good example is Saunalahti School in Espoo, designed with open learning spaces, movable walls, and flexible furniture that allow quick reconfiguration. Instead of rigid rows of desks, you will find movable chairs, cushions, and group tables that can be rearranged instantly. A lesson might start with a lecture in a semi-circle, shift into small groups working at tables, and then transition to presentations where students move around the room.
Key factors that shape the classroom environment include:
Schools like Saunalahti emphasize open designs that can be changed quickly. These spaces support lectures, teamwork, or creative play without structural barriers. Teachers can transform a large hall into smaller breakout zones or rearrange furniture within minutes, ensuring that the environment adapts to the activity, not the other way around. The adaptability of space is one of the most cited architectural innovations in Finnish schools.
Large windows and open layouts maximize daylight, creating a healthy and uplifting atmosphere. This design helps students stay alert and energized, especially during the long Finnish winters when daylight hours are short. Exposure to natural light has been shown to improve mood and concentration, making it a deliberate architectural choice in many schools. The design of the Viikki Teacher Training School in Helsinki illustrates this, with expansive windows that flood classrooms with light even in mid-winter.
Many modern Finnish schools invest in sound-absorbing materials to ensure that active, movement-based learning does not disturb concentration. Walls, ceilings, and floors often use special panels that reduce noise levels, allowing multiple activities to happen simultaneously without overwhelming students. This careful acoustic planning supports the dynamic, flexible use of space and has been implemented in newer schools like the Opinmäki campus in Espoo.
Chairs, stools, and cushions are designed for mobility, allowing students to sit, stand, or move with ease. Instead of rigid desks, schools provide adjustable tables and lightweight seating that can be carried or rolled into new positions. This adaptability encourages students to choose how they learn best and makes group work or individual study equally accessible. Examples from Oulu schools show how students themselves often rearrange the classroom setup at the beginning of the day.
Beyond classrooms, schools invest heavily in outdoor facilities that extend learning beyond four walls. Playgrounds are thoughtfully equipped, not just for recess, but as platforms for science, art, and physical education lessons. For example, Viikki Teacher Training School in Helsinki uses its outdoor grounds for biology and geography projects. Many Finnish schools are located near natural spaces—forests, lakes, or parks—that become natural laboratories. Examples include forest schools in Lapland where students regularly conduct lessons in the woods, emphasizing resilience and observation skills.
Technology also complements movement rather than replacing it. At Ressu Comprehensive School in Helsinki, interactive whiteboards invite students to step forward, write answers, and demonstrate solutions physically. Teachers design lessons where students stand up, move to the board, and collaborate on problem-solving. Digital tools are often combined with activity-based tasks—for instance, scavenger hunts using tablets in Oulu schools—ensuring that technology encourages participation and movement rather than passive screen time.
The benefits of movement for Finnish students are wide-ranging and deeply transformative. These advantages touch every part of a child’s development—from physical health to emotional balance, intellectual growth, and social skills.
Regular activity improves posture, balance, and fitness. Over time, these benefits translate into healthier lifestyles, lower risks of obesity, and better cardiovascular health. Students learn the importance of daily exercise, setting a foundation for lifelong habits of wellness. In Finnish schools, these outcomes are visible in the way children eagerly take part in recess activities, ski or skate in the winter, and cycle to school throughout the year. Daily activity, supported by safe infrastructure like playgrounds and bike lanes, ensures that movement is not just a school policy but a way of life. Teachers also encourage children to participate in national initiatives such as “Liikkuva Koulu” (the Schools on the Move program), which further strengthens activity as part of education.
Physical activity reduces stress, enhances mood, and helps children manage anxiety. Movement stimulates the release of endorphins, which create feelings of happiness and relaxation. Students who move regularly report higher levels of happiness and energy. Teachers often observe more smiles and laughter in active classrooms, where children feel less pressure and more freedom to express themselves. In Finland, the cultural emphasis on well-being means that teachers are trained to notice emotional changes in students and to use short physical breaks to improve classroom atmosphere. Activities such as nature walks and outdoor play are widely recognized for their calming effects. Schools in Helsinki, for example, often combine mindfulness exercises with light stretches outdoors to help children return to lessons with a clear and calm mindset.
Active learning boosts creativity, critical thinking, and problem-solving. When students walk outside during lessons, they return with fresher ideas, which often leads to richer classroom discussions. In Finland, subjects like mathematics and science frequently include applied outdoor activities—measuring distances, exploring ecosystems, or drawing inspiration from natural patterns. By combining intellectual tasks with physical movement, students engage more deeply with concepts. Research on Finnish schools has shown that such approaches increase engagement and help children retain information longer than purely sedentary methods. For example, studies linked with the University of Jyväskylä have highlighted that movement breaks enhance memory recall and support better test performance in young learners.
Movement encourages teamwork and communication, which are vital skills in today’s interconnected world. During group activities, students negotiate roles, share responsibilities, and learn empathy in ways that sitting quietly in rows cannot teach. Outdoor play develops social resilience, as children learn to include others and resolve conflicts through active games. Finnish schools often design playgrounds and group projects to strengthen these skills—for example, cooperative building tasks in forest schools or team-based challenges during sports activities. These experiences ensure that learning extends beyond academics and fosters stronger interpersonal connections. A well-documented case is the forest schools in Lapland, where building snow shelters or navigating trails together has helped children develop trust, patience, and problem-solving as a community.
Finland’s commitment to movement challenges the long-standing tradition in many countries where sitting still is equated with discipline. Internationally, educators are starting to notice and adapt:
“Active classrooms” with standing desks and flexible seating are gaining popularity. According to the CDC, only about 8% of U.S. elementary schools provide daily recess of 20 minutes or more, which highlights why Finland’s frequent breaks are seen as a model worth studying. Some districts are piloting Finland-inspired recess programs, and early evaluations show promising effects on attention and behavior.
Schools are experimenting with outdoor learning and seasonal activities such as nature study walks. These initiatives connect with Japan’s cultural respect for nature while drawing inspiration from Nordic practices. Schools in Hokkaido, for example, have tested forest learning projects similar to those seen in Finnish Lapland.
Educators have introduced short, structured “movement breaks” in primary schools. The Australian Department of Education has reported that such breaks help improve student concentration, mirroring the Finnish approach of combining play with learning. Pilot programs in New South Wales have shown that integrating five-minute activity sessions leads to greater student engagement.
Initiatives like the “Daily Mile,” where children run or jog for 15 minutes during school hours, are being adopted widely. By 2023, over 3 million children in 14,000 schools were participating, showing how active routines can be scaled nationwide. This mirrors Finland’s philosophy that small amounts of consistent activity create meaningful change.
The Finnish model proves that education does not have to be rigid. It demonstrates that children learn better when they are free to move, explore, and re-energize throughout the school day. Countries interested in improving student well-being and academic outcomes can look to Finland as a proven model of how to integrate movement into everyday schooling, adapting its practices in ways that respect their own cultural and educational contexts.
The best way to understand Finland’s approach is to see it in action. At TechClass, we arrange school visits that allow educators, school managers, and policymakers to experience Finnish classrooms directly. Visitors can observe students taking breaks outdoors, participating in group projects, or moving between flexible learning stations.
During a visit, you might see a math lesson happening in a forest, where students measure tree trunks. Or you may observe an English lesson where students role-play as shopkeepers, moving around the classroom to practice conversation. These experiences showcase how movement and learning are seamlessly integrated. Many visiting educators comment on how natural and effortless the routines seem—students expect to move, and teachers design with that expectation in mind.
For international educators, these visits are transformative. They offer not only inspiration but also practical strategies to take home. Discussions with Finnish teachers often reveal the careful planning that underpins movement-based education, from curriculum design to teacher training. Visitors leave with both ideas and confidence to implement changes in their own schools.
Movement is not optional in Finland. It is a requirement that reflects a deep respect for children’s needs and potential. By weaving physical activity into the school day, Finland shows that education can be joyful, dynamic, and profoundly effective.
If you want to experience this innovative approach yourself, book a school visit with TechClass. Discover how movement in Finnish classrooms is shaping the future of education and get inspired to bring these practices to your own schools.