Krystle Gremaud, Christina Price-Richardson
Abstract
Finland is widely recognized as a leader in education, a reputation that grew after the country’s strong performance on the Programme for International Student Assessment (PISA) in 2001. This paper examines key features of the Finnish education system, drawing from school and university observations conducted as part of the Teacher Leader Fellowship Program Abroad in April 2025. Findings illustrate how reforms initiated in the late 1960s, including the establishment of a national curriculum, rigorous teacher education, and a commitment to equity, contribute to strong student outcomes, high teacher satisfaction, and a culture of trust and professionalism. Three theoretical perspectives, constructivism, Vygotsky’s sociocultural theory, and professional capital, help explain the effectiveness of Finnish practices in everyday learning environments. Classrooms emphasize student agency, collaboration, and experiential learning, while teachers enjoy autonomy supported by advanced preparation and collegial trust. Although structural differences limit direct transfer to the United States, practical adaptations such as project-based learning, formative assessment, teacher collaboration, and shared leadership offer realistic entry points. The Finnish model suggests that when pedagogy, culture, and professional respect align, schools can create conditions where students thrive and teachers feel valued.
Recommended Citation
Gremaud, K. & Price-Richardson, C. (2026). Trust, equity, and teacher autonomy: Lessons from the Finnish education system. Midwest Journal of Education, 3(2) 115-124. https://doi.org/10.69670/mje.3.2.10
DOI
Corresponding Author
Krystle Gremaud, Assistant Professor
University of Central Missouri
Lovinger 4112, Warrensburg, MO 64093
Email: [email protected]