KOULYHYVINVOINTI School well-being prevents health inequalities and social exclusion Päivi Nykyri National coordinator, SHE Senior Advisor, SOSTE (Finnish Federation for Social Affairs and Health)

SHE in Finland Finland joined to ENHPS -network in 1993 SOSTE coordinates the network at national level Today 41 schools around Finland belong in the network, which operates at national and local level –8 (classes 1 to 6), 15 (classes 7 to 9), 11 comprehensive schools ja 7 upper secondary schools The country is divided into 5 regions Each school has their own contact person National and regional meetings annually The network’s activities are funded by Finland's Slot Machine Association, RAY

The health and social welfare program for schools in Finland The aim of the program is that the health promotion in the school is systematic, holistic, long-term and integrated to normal activities in the school Each school develops its own health plan, which gathers up and specifies health promotion practices more precisely than the curriculum and sets goals for furture work The goal of the programme is to spread pragmatics to schools outside the network

The health and social welfare program for schools in Finland Gathers health promotion practices Makes health promotion more visible Set goals and enable the evaluation Point out the benefits of health promotion Päivi Nykyri

Päivi Nykyri 5 VALUE AND ETHOS REALIZATION OF SCHOOL´S EDUCATION GOALS HEALTH AND WELL-BEING AT SCHOOL III Support for learning I Learning environment F. Co-operation with parents G. Co-operation with local community H. Student wellfare services -guidance and counselling -health services -school meals Organization of health promotion at school E. Integrating health-related issues into learning: health education, other subjects, cross curricular themes A. Physical learning environment B. Social and emotional learning environment C. Working methods D. Staff well-being Factors affecting health and well-being at school II Content of teaching

Decide actions to be taken, persons in charge and the timetable School health plan Choose development areas and set goals Assess the situation of well-being and existing health promotion practices Establish health promotion team and ensure participation of other school community Provide settings for development (e.g.commitment of school leadership and school community, value discussion) Evaluation Step 1 Step 2 Step 4 Step 5 step 6 Step 3 The process of developing and implementing school health plan

Päivi Nykyri8 EVALUATION SUMMARY Factors that supported the development work desire and motivation to health promotion work was the most important resource headmaster’s support core group has a great significance awareness of the consequence of health promotion has increased examples of other schools, information sharing networking good resources (time, personnel) active student body

Background thinking of current development priorities Reduce health inequalities Potential learning opportunities for all pupils Investment thinking Päivi Nykyri

…Background thinking Finland’s new Government Programme -The discretionary government transfers granted to reduce group sizes in basic education will be withdrawn.  May create problems in the long run Päivi Nykyri

Silent process of social exclusion Attachment in society Identity of externalityTime 3y 6y 12y 18y 24y shyness – speech therapy school fear – psychotherapy depression – hospital therapy frequent depression periods unemployment, alcoholism Jukka Mäkelä 2012, National Institute for Health and Welfare

Loud process of social exclusion Attachment in society Identity of externality Time 3y 6y 12y 18y 24y behavioral symptoms – family counseling – child psychiatry troubles at school – special school class – ward therapy use of drugs – hospital therapy minor offences and crimes – crime consequences crime as a career Jukka Mäkelä 2012, National Institute for Health and Welfare

Protective factors and risk factors Protective factors - temperament and intelligence - safe attachment relationships - good relationships inside the family - getting along in school Jukka Mäkelä 2012, National Institute for Health and Welfare

Protective factors and risk factors Risk factors - belonging to subordinate minority - own diseases, diseases in the family - maltreat, neglect, domestic violence - getting bullied at daycare or school - learning difficulties Jukka Mäkelä 2012, National Institute for Health and Welfare

Succeeded prevention of social exclusion Early enough –the development process of social exclusion must be understood Comprehensively enough –potential partnerships –always with everyday environments Targeting to right variables In appropriate ways –research based working methods –resilience support Jukka Mäkelä 2012, National Institute for Health and Welfare

..background thinking Pupil's point of view, the main dimensions of school welfare are follows: - School conditions - Social relationships - Self-realization - Their own health Erja Kautto-Knape, University of Jyväskylä Päivi Nykyri

Teacher-student interaction The teacher is more significantly in connection with learning than class size (number of pupils) or pupils' heterogeneity. The quality of teacher-student interaction is significantly associated with students' academic performance. The quality features of interaction are teachers emotionality and the support in schoolwork teachers give to pupils Erja Kautto-Knape, University of Jyväskylä Päivi Nykyri

19 Studies have shown that a good classroom atmosphere can be more relevant to learning than the student's learning abilities or socio- economic status. Erja Kautto-Knape University of Jyväskylä Teacher-student interaction

One of the Finnish Health Promoting Schools ns=ehttp:// ns=e Päivi Nykyri