Tarja Aro-Kuuskoski, Head of General Upper Secondary Education, and Riina Ståhlberg, Head of Student Welfare, have developed a shared approach and operating model for general upper secondary education student welfare services: the pedagogy of hope. Its core lies in integrating wellbeing into the daily structures and teaching practices of educational institutions.
“We realised that we cannot address the growing challenges related to mental wellbeing, student and later employee burnout, or the increasing demand for student welfare and social services simply by adding individual therapy and intensive services. Instead, we must support our students before situations escalate. We understood that the most effective approach is to tackle these challenges through the everyday actions and interactions that occur in general upper secondary schools,” Aro-Kuuskoski and Ståhlberg explain.
The pedagogy of hope addresses three major needs identified in the Helsinki City Strategy and the Education 2030 vision: strengthening wellbeing and health, developing social and emotional skills, and preventing segregation. The City of Helsinki has recognised that respectful encounters and a sense of community are central to preventing challenges related to segregation and their effects.
Every member of the learning community is valued
The pedagogy of hope fosters a culture and teaching approach in which everyone from principals to students is treated with respect, and their positive qualities are acknowledged. The goal is to strengthen structures and socio-pedagogical solutions that, based on the 2024 assessment of the effectiveness of community-based student welfare, most effectively support wellbeing and learning.
Wellbeing and learning are inseparable: a student who feels well is capable of learning, and a student who is learning develops a growing sense of responsibility for themselves and others. Increased wellbeing in schools helps reduce the strain on student welfare services and healthcare and social welfare systems. It also fosters stronger student engagement with their studies and their learning community.
Confidence in self and future are not a given
General upper secondary school students are still young, and adolescence is a time to learn how to regulate emotions and tolerate unpleasant emotions. In challenging and disappointing situations, adults can demonstrate that it is possible to overcome adversities, whatever they are. The pedagogy of hope helps strengthen students’ resilience, supporting their ability to study, cope and maintain hope for the future.
“Our young students are at a developmental stage in which significant changes occur in their psyche. In addition to support from adults, they need support from their peers to grow and develop,” says Ståhlberg.
The pedagogy of hope is grounded in research in positive psychology, resilience studies and findings of the SchoolWell research consortium on holistic wellbeing.
“Strong research evidence shows that wellbeing, hope for the future and resilience are built in the daily life of schools, through classroom interactions and relationships. For example, the SchoolWell research project highlights the significant impact of community and peer relationships on learning and holistic wellbeing,” explains Aro-Kuuskoski.
“Without resilience, it is impossible to move forward or even cope in a world full of uncertainties. Students must have the opportunity to build this resilience during adolescence, before entering independent life. If our students lack hope for their future, how can they ever be productive employees?” reflects Aro-Kuuskoski.
Change in the community starts with leadership
For change to become part of the entire school community, it must begin with leaders and their leadership practices. This also applies to the pedagogy of hope.
“The pedagogy of hope strengthens the wellbeing of the entire work community. For our students to feel supported and hopeful about the future, it is crucial that the adults in the community are also well and feel valued. When adults feel respected, it is easier for them to engage with students in a respectful manner. Helsinki can lead by example, showing how to enhance wellbeing and strengthen resilience among both students and staff,” emphasise Aro-Kuuskoski and Ståhlberg.
Aro-Kuuskoski and Ståhlberg aim to bring hope and a sense of optimism into daily school life through their own example. Wellbeing is increased by leading change collaboratively, acting responsibly and promoting local agency.
Join us at the Educa Fair(Link leads to external service) on 24 and 25 January at Helsingin Messukeskus to learn more. Educa is Finland’s leading event for the education and training sector.
