An Analysis of the Intention and Implementation of the Three-Tier Support System in a Major City in Finland: Insights from a Municipality Official

Author: Suraj Kannan Pandian

Bridging the Gap: Analysing the Three-Tier Support System in Finland.

This blog is based on my Master’s Thesis "An Analysis of the Intention and Implementation of the Three-Tier Support System in a Major City in Finland: Insights from a Municipality Official”. The primary objective of the study was to conduct a comprehensive analysis of the intention and implementation of the Three-Tier Support System in a major city in Finland with a specific focus on the perspective of a senior Municipality Official.

            Inclusivity has emerged as a cornerstone in the ever-evolving education systems worldwide in order to shape effective and equitable learning environments for all. The Finnish education system renowned globally for its progressive educational policies had implemented the Three-Tier Support System to address the diverse needs of students. However a critical analysis reveals a significant gap in the intention-oriented implementation of the support system, posing challenges for educators and administrators alike. 

Understanding the Three-Tier Support System

The Three-Tier Support System is rooted in the principles of equity and personalized learning, designed to offer varying levels of support tailored to students’ needs. The primary objective of the system is to prevent the escalation of learning difficulties by providing timely and appropriate interventions. The support system marks a shift from traditional special education to a more inclusive framework, intending to integrate support within the general education system as much as possible. 

               The system's structure is inherently flexible, with the first tier offering general support within the classroom, the second tier providing more targeted assistance, and the third tier delivering intensive and specialized support. Theoretically, this framework should allow for early intervention and the prevention of more severe learning challenges. However, the practical implementation of this model has revealed several complexities.

Figure 1: Three-Tier Support System 

Source: European Agency for Special Needs and Inclusive Education, 2023. 

The Intention-Gap

One of the most significant findings of the study is the gap between the intentions of the Three-Tier Support System and its practical application. Despite being in place for over a decade, confusion surrounding the system's implementation persists, highlighting deeper systemic issues.

The decentralized nature of the Finnish education system, which grants autonomy to schools and municipalities, is both a strength and a weakness. While it allows for local adaptability, it also leads to inconsistencies in how the support system is understood and executed. This variability can result in disparities in student outcomes, as well as increased stress and workload for teachers who may feel unprepared or unsupported in their roles.

Moreover, the study underscores the need for continuous professional development and robust communication channels to ensure that educators and administrators are equipped to implement the system effectively. The absence of detailed guidelines and the reliance on local decision-making have led to discrepancies in how support is provided, further exacerbating the intention-implementation gap.

Balancing Standardization and Flexibility

The tension between standardization and flexibility is a central theme in the discussion of the Three-Tier Support System. On one hand, standardized policies could ensure uniformity and clarity across different regions and schools. On the other hand, too much rigidity could stifle the ability of local stakeholders to adapt to the specific needs of their students.

Striking a balance between these two approaches is crucial for the success of the system. A structured yet flexible framework, supported by clear guidelines and ongoing professional development, could bridge the gap between intention and implementation. Achieving this balance, however, requires careful consideration and support at all levels of the Finnish education system.

Moving Forward: The Future of the Three-Tier Support System

As Finland prepares to amend the Basic Education Act in 2025, there is hope that the forthcoming changes will address some of the challenges highlighted in this study. The proposed amendments aim to clarify and unify the forms of support available to students, reduce administrative burdens on teachers, and ensure that all students have equal access to the support they need.

Conclusion

While the intentions behind the Three-Tier Support System are well-founded, the journey from policy to practice is fraught with challenges. The support system embodies the inclusive principles of the Finnish education system, yet its success hinges on the coherence between its design and its execution. By acknowledging and addressing the gaps in implementation, the Finnish education system can continue to lead the way in creating an inclusive and equitable education system that truly meets the needs of all students. As Finland navigates the complexities of educational reform, the lessons learned from the implementation of this support system will be invaluable in shaping future policies that promote educational equity and success.

References

Ahtiainen, R. (2017). Shades of change in Fullan’s and Hargreaves’s models: Theoretical change perspectives regarding Finnish special education reform. University of Helsinki. http://urn.fi/URN:ISBN:978-951-51-3549-0

Ahtiainen, Raisa, Pulkkinen, Jonna and Jahnukainen, Markku. (2021). The 21st century reforms (Re)shaping the education policy of inclusive and special education in Finland. Education Sciences, 11, 750. https:// doi.org/10.3390/ educ sci11110 750.

European Agency for Special Needs and Inclusive Education. (2023). https://www.european-agency.org/

Honkasilta, Juho & Pihlaja, Päivi & Pesonen, Henri. (2024). The state of inclusion in the state of inclusion? Inclusion as principled practice in Finnish basic education. 10.4324/9781032685519-6.

Jahnukainen, M, Hienonen, N, Lintuvuori, M & Lempinen, S 2023, Inclusion in Finland: Myths and Realities . in M Thrupp, P Seppänen, J Kauko & S Kosunen (eds), Finland’s Famous Education System: Unvarnished Insights into Finnish Schooling. Springer, Singapore, pp. 401-415 . https://doi.org/10.1007/978-981-19-8241-5_25

Sundqvist, Christel & Björk-Åman, Camilla & Ström, K.. (2019). The three-tiered support system and the special education teachers’ role in Swedish-speaking schools in Finland. European Journal of Special Needs Education. 34. 1-16. 10.1080/08856257.2019.1572094.

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Author: Suraj Kannan Pandian

Suraj is a third cohort student in the Changing Education programme. He holds both a bachelor's and a master's in English Literature, as well as a bachelor's and a master's in Education from India. His research interests focus on inclusive education and its impact on global education, along with the ideologies behind the making of global education policies.

Key words: Finnish Education System, Role of Municipalities in Education, Three-Tier Support System.