Beyond the Myths: Is Parent Involvement Necessary in the Finnish Education System?

I want to explore the role of parents in Finland's education system. I’d like to challenge the idea that the Finnish welfare model is so robust that it renders parent involvement virtually unnecessary. There is an argument that not all parents have the time, resources, or educational background to actively support their children's schooling. In this view, the beauty of the Finnish system lies in the fact that children can thrive, irrespective of their parents' involvement, setting it apart from other education models such as the American one. The Finnish system is a service-oriented one, allowing parents to trust it and go to work without constantly worrying about their children's education.

In my view, there is not a lack of parental involvement in the Finnish system, but rather an individualistic involvement that takes place. Parents do interact with the teachers and the school, but only for matters pertaining to their own child and rarely for the entire class or school. The communal engagement is seen as an optional activity, left for those who have the time and enjoy being active parents. The teacher will address any problems one child and their parents at a time. 

The argument that this individualistic approach protects parents by allowing them to concentrate on their work while trusting the education system can be expanded. Parent involvement can be so much more than just engaging in the official bodies, such as the school board, and organising parties and events in school. A deeper involvement is possible, and advocating for increased parent engagement should not be perceived as an assault on the Finnish education system. Instead, it is an acknowledgment of the collaborative potential that exists. It's about nurturing a sense of community within schools and fostering partnerships between educators and parents. Additionally, the individualistic stance disempowers parents, leaving them at the mercy of the school bureaucracy and depriving them of a voice in educational debates. 

While in an ideal world, schools might be entirely self-sufficient, the reality is that enhancing community engagement can lead to more inclusive and supportive learning environments, especially in urban contexts with a diverse migrant population. As a parent, you have an inherited knowledge of the school system in which you studied. Therefore, navigating the system and having access to information can become a privilege of those who grew up in it and speak the language.

There is research, such as the one The Annie E. Casey Foundation reports, defending that a crucial factor influencing school success is parental involvement, more important than socioeconomic status or the  school the child attends; and parental participation is linked to improved student attendance, enhanced social skills and improving children’s behaviour. This suggests that research validates the need for parental involvement even if one can doubt the validity of such findings in the Finnish context. I agree that research should be examined for its applicability as academic findings cannot simply be transferred from one context to another. Nevertheless, I think that the type of involvement is what changes from one context to another, not its necessity. 

Defining what we mean as parent involvement is crucial, because, as mentioned before, I do see strong parent engagement in Finland, just done individualistically: Finnish parents support their children’s education without the mediation of school. In Finland, parents highly engage in their children's education outside of school through hobbies and they already have the skills to support homework. Also, as mentioned before, parents who grew up in the Finnish context already know how to navigate application processes and how to reach important school figures and services such as school psychologists or school curators. Parents who are unfamiliar with the system will rely on the networks and guidance provided by daycare and school. 

I agree that the Finnish system is indeed exceptional. Nevertheless, what I’m highlighting is that the role of parents in the education of their children is more nuanced than it may seem. In my view, the Finnish system already relies, to some extent, on parent involvement, even if it goes unnoticed. When we consider essential aspects such as homework and, more importantly, reading skills, an area where Finnish students have recently seen declining performance, the need for parental involvement becomes evident.

Another aspect is that collective solutions for problems like bullying and disruptive behaviour in classrooms are more effective. When parents have a say in the school's decision-making processes, these issues can be tackled more successfully. However, in the absence of a voice, parents often resort to what is now becoming a concerning trend in the Helsinki area: school shopping. This phenomenon involves parents choosing schools rather than enrolling their children in the closest one to their neighbourhood. This practice has led to segregation, which is not conducive to Finland's celebrated commitment to equality in education. A compelling argument for increased parent involvement in Finland is that one driving force behind school shopping is the sensation that things cannot be changed in Municipal schools. In the face of lack of communication and unable to influence the school, parents' final option is to “shop out” children to another area.

Paradoxically, the freedom to choose a school needs parental involvement. Parents need to know the system really well to access special schools and programs, which require competitive entrance tests. Private and State schools, like Municipal schools, are mostly free or remarkably affordable, but understanding how to apply to them is essential. Special programs like music or bilingual programs have also come under scrutiny for contributing to inequality and segregation. A primary reason is that parent involvement is often crucial for enrollment, as students may need to attend extracurricular classes to pass entrance tests, and parents need to be informed about these programs and their application processes. 

In conclusion, the Finnish education system is indeed remarkable, and its principles of equity and inclusivity are commendable. However, acknowledging the valuable role of parents as allies in this system can only enhance its effectiveness. Advocating for increased parent involvement is not an attack on the Finnish model but an invitation to create a more collaborative, community-oriented, and equitable educational landscape that empowers parents and ensures that every child has the opportunity to thrive.